cf_sources_worksheet

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Psychology

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Feb 20, 2024

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Popular Versus Scholarly Sources Worksheet Directions: • Select a popular media source like a video or a website on a cognitive psychology topic in your course text. • Provide the full reference for the source. • Summarize the content of the source using bullet points in complete sentences or a 5–8 sentence paragraph. • Identify at least three peer-reviewed journal articles on the topic covered in the source and explain their relevancy to the topic. Provide the full references of the articles in APA format. • Compare and contrast information provided in the source with the three articles by answering the following questions: • What information provided by the popular source is supported by research or information provided in the articles? • What if any information in the articles conflicts with the popular source? • Do you consider the media source you selected to be valid? Why or why not? • What questions do you have about the topic based on your analysis? • How can the topic you reviewed be applied to the real world? Feel free to also illustrate with examples. Then complete all pages of this worksheet, including the self-evaluation. Be sure to use full sentences (grammar counts), evidence from relevant sources, and APA-style citations. Media Evaluation Directions Responses

Name your selected topic. Provide the full reference for the source, and include the link to the video or website. Memory Derek Bok Center. (n.d.). How memory works. https://bokcenter.harvard.edu/how-memory-works Summarize the content of the source using complete sentences in a paragraph of 5–8 sentences. The Harvard Bok Center’s page on how memory works explains that memory is a complex process that involves encoding, storing, and retrieving information. Encoding is the initial learning of information; storage refers to maintaining information over time; retrieval is the ability to access the information when needed. The page highlights that attention is crucial for memory formation, as it allows the brain to focus on relevant stimuli and encode them into memory. It also notes that understanding the structure and meaning of information can enhance memory, as can the use of mnemonic devices and techniques. The page emphasizes that memory is not a single process but a set of processes that involve different parts of the brain, and that these processes can be strengthened through various strategies. Lastly, it acknowledges that memory can be fallible and that errors can occur at any stage of the process.

List three peer- reviewed journal articles on the topic providing and explain the relevance of each of the articles to the topic. Provides the full references in APA format. Gobet, F., Lane, P.C., Croker, S., Cheng, P.C., Jones, G., Oliver, I. & Pine, J.M. 2001. Chunking mechanisms in human learning. Trends in Cognitive Sciences. 5(6):236-243. The article by Gobet et al. (2001) on chunking mechanisms in human learning is highly relevant to the topic of memory. Chunking is a process by which individual pieces of information are grouped together into larger, more manageable units, or “chunks.” This technique helps to enhance the capacity of working memory by reducing the number of items that need to be remembered and can facilitate the transfer of information into long- term memory. The study of chunking mechanisms provides insight into how humans organize and store complex information. By understanding chunking, researchers can better comprehend how memory works, how to improve memory retention, and how to design educational strategies that align with the brain’s natural information-processing methods. The article contributes to the broader field of cognitive science by exploring the cognitive structures and processes involved in learning and memory. Kaufman, S.B. 2011. Intelligence and the cognitive unconscious. In The Cambridge handbook of intelligence. R.J. Sternberg & S.B. Kaufman, Eds. New York, NY: Cambridge University Press. The article “Intelligence and the Cognitive Unconscious” by Scott Barry Kaufman (2011), featured in “The Cambridge Handbook of Intelligence,” is relevant to the topic of memory as it explores the relationship between intelligence and aspects of cognition that occur outside of conscious awareness. The cognitive unconscious encompasses the mental processes that underlie automatic, intuitive, and often non-conscious aspects of thinking, which can include memory functions. Understanding how the unconscious mind processes, stores, and retrieves information is crucial for a comprehensive understanding of memory. The article likely discusses how these unconscious processes contribute to intelligent behavior, problem-solving, and creativity, all of which are related to memory. By examining the interplay between intelligence and the cognitive unconscious, Kaufman’s work provides insights into how memory operates beneath the level of conscious thought and how it supports cognitive abilities that are traditionally associated with intelligence. This contributes to the broader understanding of how memory functions in the context of human cognition and intellectual performance. Osman, M. 2004. An evaluation of dual-process theories of reasoning.Psychonomic Bulletin & Review. 11(6):988-1010. The article by Osman (2004) evaluating dual-process theories of reasoning is relevant to the topic of memory because dual-process theories often distinguish between two types of cognitive processing: System 1, which is fast, automatic, and often unconscious, and System 2, which is slower, more deliberate, and conscious. Memory plays a critical role in both systems. System 1 processing can involve implicit memory, which does not require conscious thought and is based on previous experiences and learning. System 2 processing relies on working memory and explicit

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Compare and contrast information provided in the source with each of the three articles by answering these questions and citing the sources: • What information provided by the popular source is supported by research or information provided in the articles? The Harvard Bok Center’s page on how memory works emphasizes the importance of attention, understanding, and mnemonic devices in the encoding, storage, and retrieval of information. This is supported by the research in the following ways: Chunking mechanisms (Gobet et al., 2001): The concept of chunking supports the Bok Center’s assertion that understanding the structure and meaning of information can enhance memory. Chunking is a way to organize information into meaningful units, making it easier to encode and store in memory. Intelligence and the cognitive unconscious (Kaufman, 2011): Kaufman’s discussion of the cognitive unconscious aligns with the Bok Center’s idea that memory involves different processes and parts of the brain. The cognitive unconscious can influence memory and learning without one’s awareness, which supports the Bok Center’s notion of memory as a complex set of processes. Dual-process theories of reasoning (Osman, 2004): Dual-process theories, which differentiate between automatic and controlled cognitive processes, provide a framework that supports the Bok Center’s explanation of how attention is crucial for memory formation. System 1 processes may relate to more automatic memory functions, while System 2 processes involve active manipulation of information in working memory. In summary, the research in these articles provides evidence for the Bok Center’s claims about the mechanisms of memory, the role of attention and understanding, and the use of strategies to enhance memory performance. The articles offer a deeper scientific context for the cognitive processes the Bok Center describes. • What if any information in the articles conflicts with the popular source? There is not any direct conflict between the information presented on The Harvard Bok Center’s page and the research findings in the articles by Gobet et al. (2001), Kaufman (2011), and Osman (2004). The Bok Center’s page provides a general overview of how memory works, emphasizing the importance of attention, understanding, and mnemonic devices, while the articles delve into more specific aspects of cognitive processing that complement this overview: • Do you consider the media source you selected to be valid? Why or why not? The Harvard Bok Center’s page on how memory works appears to

Explain how the topic can be used to help solve problems in the real world. Then illustrate with personal or professional examples. Education: Educators can use strategies based on memory research to improve learning outcomes. For example, by incorporating spaced repetition, which leverages the spacing effect, students are more likely to retain information over longer periods. Additionally, teaching students to use mnemonic devices can help them remember complex information. Healthcare: In healthcare, strategies to enhance memory can be used to assist patients with memory impairments due to conditions like Alzheimer’s disease or after a stroke. Caregivers and therapists can use repetitive exercises and cues to help patients remember daily tasks. Personal Example: A family member uses a pill organizer with days of the week labeled on it, along with setting alarms, to help an elderly relative remember to take their medication on time. Personal Productivity: Individuals can use memory techniques to improve personal productivity and organization. Techniques like the method of loci can help with remembering lists or presentations without notes. In each of these examples, the application of memory research and theory helps to address specific challenges by enhancing the retention and recall of information, improving learning and performance, and supporting individuals with memory-related difficulties.

Self-Evaluation Conduct a self-evaluation using established scoring criteria and identifying the proficiency level for each criterion. The distinguished levels of the criteria are listed. Identify the level of your performance: nonperformance, basic, proficient, or distinguished. Provide some rationale as to why you selected that level. Criterion Level (Nonperformance, Basic, Proficient, or Distinguished) Rationale Summarizes the content of a popular media source, conveying the implications of the topic. Identifies three peer-reviewed journal articles on the topic covered in a popular media source and describes relevancy of the articles. Provides the full references of the articles in APA format. Compares and contrasts information provided in a popular media source with peer-reviewed journal articles, making a clear case for the validity or lack of validity of the media source. Describes how the topic of a popular media source can be applied to the real world, providing examples. Conducts a self-evaluation using established scoring criteria and identifying the proficiency level for each criterion, including comments for each criterion.

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Presents a focused purpose through strong organizational skills. Presents evidence through strong paraphrasing or summarizing and appropriate tone and sentence structure. Applies current APA style, including in-text citations and full references for sources with few errors.

cf_sources_worksheet

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