PSY 375 Module Four Lab Worksheet Template

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PSY 375 Module Four Lab Worksheet Template Complete this template by replacing the bracketed text with the relevant information that reflects your experience in this lab activity. However, when stating objective facts, all concepts and ideas requiring attribution must be cited according to APA style. Encoding Specificity Lab Data ● Insert your data in the table below. Study/Test Cue* Proportion Correct Weak/Weak 0.667 Weak/Strong 0.833 Strong/Weak 0.750 Strong/Strong 0.917 Lure 0.812 *Strong and Weak refer to the extent to which cue and target are related in meaning. Weak/Weak and Strong/Strong designate conditions where the cues, used at study and test, were the same. Weak/Strong and Strong/Weak designate conditions where the cues, used at study and test, were different. 1

● Insert a screenshot of the lab output below. Lab Questions ● Do your results support the encoding specificity hypothesis? Why or why not? Note: Consider what led to the best results—having strong semantic associations between cue and target, or matching cues at encoding and test? 2

The encoding specificity hypothesis in the lab states people should more accurately being able to recognize the target when the cues and encoding and retrieval were the same than when they were different (Goldstein, 2019). My results mostly supported the hypothesis, when looking at the chart above my strong/strong test cue was the highest score. However, my weak/weak does not match the hypothesis as it was my lowest score it should have been higher like my strong/strong score. Both my weak/strong and strong/weak test cues were higher than the weak/weak test cues which does not support the hypothesis. Having strong associates between cue and target made it much easier to remember all the material. ● Describe a real or hypothetical example of a situation that demonstrates encoding specificity. Ensure that your example is original and not from course materials. A couple examples from my life of situations that demonstrates encoding specificity is when I am studying and preparing for exams. When studying for exams I like to study in the same environment that I will be taking the test in. Also, I will chew gum or drink coffee while studying and make sure I have the same thing while taking the test to have me remember the information. Levels of Processing Lab Data ● Insert your data in the table below. Condition/Task Proportion Correct Letter/Encoding 1.000 Rhyme/Encoding 0.950 Semantic/Encoding 1.000 3

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Condition/Task Proportion Correct Letter/Test 0.800 Rhyme/Test 0.650 Semantic/Test 0.900 Lure/Test 0.517 ● Insert a screenshot of the lab output below. 4

Lab Questions ● Do your results support the levels of processing theory? Why or why not? Focus on how well you did in the test condition (relative to how you encoded) to answer this question. The levels of processing theory predicted people to correctly recognize more words during the deep processing task and the least with the shallow processing task (Goldstein, 2019). My results mostly supported the processing theory, my semantic processing test score 5

was highest (deep processing task) and my lowest was the rhyme processing test (medium processing task). The Letter processing task was supposed to be the lowest according to the processing theory. ● What is meant by deep processing ? How might you use this to improve memory in a real-world scenario? Describe a unique example. Be creative! Deep processing involves lots of attention to meaning and to relating an item to another item (Goldstein, 2019). I use deep processing to remember my code to open the door to my workplace every day. I produced examples from my life that will relate to the numbers of my code to help me remember it. For example, if my code was 071924. I would remember the 07 as my birthday month then I would remember the nineteen as the year I graduated from high school and lastly I would remember the twenty-four as the year I will graduate from college. False Memory Lab Data ● Insert your data in the table below. Type of Item Percent Recognized Original List Item 85.714 Unrelated Lure (not in list) 10.417 Related Lure (not in list) 100.000 ● Insert a screenshot of the lab output below. 6

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Lab Questions ● Did your results conform to those predicted for this lab? Why or why not? The predicted results for this lab were that people should report the related distractors in the test extremely often (Goldstein, 2019). My results did conform to the predicted results. The chart above shows that I recognized the related distractors 100% of the time during the test just as it was predicted to happen. This happened as the distractor words were related to the actual word, so I thought that the distractor word when it showed up was the original word (Goldstein, 2019). 7

● How did this study set participants up to experience false memory? Deese, Roediger, and McDermott also found people can be confident in their selection of the false memory item. Why do you think that is? Your answer will be graded based on the depth of your thinking. This study set participants up to experience false memory by incorporating relatable words to link with the original words in the test. This led the participants to believe that the relatable word was the original word they saw during the test. An example of this would be cookie, sweet, treat these words are all relatable and can easily allow the participant to feel confident in their selection of the correct term. The relatable words caused the participants to be confident as they could associate those words with the original word from the test and they remember seeing that word during the test. I did this when I participated in the test, I 100% of time during the test picked the related lure and I did so confidently as I linked it to the original word I saw. Module Question ● Compare and contrast levels of processing with encoding specificity. Describe a difference and a similarity. Levels of processing is how memory is influenced through depth of processing. The depth of processing affects how well something is encoded, then stored, and then later retrieved from the memory (Goldstein, 2019). Encoding specificity means that we learn information together with context. The context can lead to enhanced memory (Goldstein, 2019). Both levels of processing and encoding specificity work with memory, they are both theories of memory. Levels of processing have various levels while encoding specificity does not. Levels of processing theory states deeper processing will lead to enhanced memory while encoding specificity focuses on the importance of context, stating that memory is enhanced when encoding and retrieval have similarities (Goldstein, 2019). 8

Reference Goldstein, E. B. (2019). Cognitive psychology: Connecting mind, research, and everyday experience (5th ed.). Cengage Learning 9

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