From psych3120@lists.csbs.utah.edu Tue Nov 1 03:40:16 2005 From: psych3120@lists.csbs.utah.edu (Eve Patterson) Date: Mon, 31 Oct 2005 19:40:16 -0800 (PST) Subject: [Psych3120] Modes 8 In-Reply-To: <200510311901.MAA14954@topo.csbs.utah.edu> Message-ID: <20051101034016.10677.qmail@web33308.mail.mud.yahoo.com> All this talk in class about the muscian who cannot remember from one minute to the next reminds me of one of the first things I read from Oliver Sacks. The name of the article (actually chapter in a book) was called "The Last Hippee". As I remember it, this man had developed a massive tumor in his head in the 1970's but he was part of the Hari chrisnas at this time and was convinced he was becoming enlightened. By the time his parents intervened he had lost all of his long term memory after the point of say 1978. Dr. Sacks commented on how it was as if he was witnessing a time capsule of sorts. This man only remembered a few minutes prior at a time. Sacks found through his research that he could play some of the Grateful Dead (his very favorite band) for him and the first time he heard it he would comment he liked their old stuff better but each time he heard the song he liked it and recognized it more and more but it was always some level of new to him each time he heard it. It is hard to imagine a life that would go on from this very point but for all intents and purposes it also stopped at this very moment because you have no memory of it. These discussions have made me think critically about how important memory is to a healthy vital life. --- psych3120-request@lists.csbs.utah.edu wrote: > Send Psych3120 mailing list submissions to > psych3120@lists.csbs.utah.edu > > To subscribe or unsubscribe via the World Wide Web, > visit > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > or, via email, send a message with subject or body > 'help' to > psych3120-request@lists.csbs.utah.edu > > You can reach the person managing the list at > psych3120-admin@lists.csbs.utah.edu > > When replying, please edit your Subject line so it > is more specific > than "Re: Contents of Psych3120 digest..." > > > Today's Topics: > > 1. Re: Reality of memory (Jonathan Gallimore) > 2. false memory (Eric Ashton) (u0263938@utah.edu) > 3. Study Guide Question #7 (Brett Powell) > 4. Videos (Rebecca Mc) > 5. Ashley Williams weekely posting (Ashley > williams) > 6. post #8 (C S) > 7. (no subject) (nicole funk) > 8. Post #8 (stevebeardshall@juno.com) > > --__--__-- > > Message: 1 > Date: Sun, 30 Oct 2005 11:35:30 -0800 (PST) > From: Jonathan Gallimore > To: psych3120@lists.csbs.utah.edu > Subject: [Psych3120] Re: Reality of memory > Reply-To: psych3120@lists.csbs.utah.edu > > I think that the movie about Cotton being aquitted > shows not only that memory is fallible and can > change, > but it also showed that what people think that they > saw and their perceptions of the world are more > powerful than what really happened. Many books that > I > have read reference this in one way or another. For > example, C.G. Jung said that the world exists not > merely in itself but also as it appears to me. It is > not enough for anything to just exist but there has > to > be an interpretation of the event or thing. That > interpretation changes the person and the event. I > think that people's perceptions are more real to > them > than "reality". Our thoughts are extremely powerful > creation machines and they shape what we know and > remember as reality. So the next question then is > what > is real? Is the computer screen real or the words > that > I type, are they real? It is not real unless it is > known. And through others and myself this post > becomes > real. Granted we will all perceive this post > differently and some may have a profound > interepretation and others might dismiss it as > jibberish. But the point is that memories and the > world do not just exist but rather appear to us as > we > are. > > > > ---Jonathan Gallimore > > > > > __________________________________ > Yahoo! Mail - PC Magazine Editors' Choice 2005 > http://mail.yahoo.com > > --__--__-- > > Message: 2 > From: u0263938@utah.edu > Date: Sun, 30 Oct 2005 15:55:21 -0700 > To: psych3120@lists.csbs.utah.edu > Subject: [Psych3120] false memory (Eric Ashton) > Reply-To: psych3120@lists.csbs.utah.edu > > > > Hello, > > In class we have continued to discuss the flaws > of memory, the inaccuracies > of People’s memories, and the process by which false > memories can be planted in > someone’s mind. I performed a kind of evil > experiment demonstrating the ease > with which false memories are created with my 8 > year-old nephew. My Nephew > attended a Halloween party this Friday. After the > party he came over to my > house with a little bag of treats. I looked through > the bag and found a piece > of candy that I wanted. When I asked him if I could > have the candy he said no. > This sparked the idea of my evil experiment. I asked > my nephew if he remembered > last Halloween when this particular kind of candy > almost made him barf. At > first he said he did not. I then asked him to think > real hard about it. He > stared of into space thinking real hard to try and > remember and then after a > little bit he remembered. The candy had almost made > him barf. He no longer > wanted the candy and gave it to me. The truth was > that he had never almost > barfed eating that candy, I just made it up. I felt > bad when he gave me the > candy so I tried to tell him I had made the memory > up but he insisted I keep > the candy. > > Eric Ashton > > > --__--__-- > > Message: 3 > Date: Sun, 30 Oct 2005 17:02:28 -0800 (PST) > From: Brett Powell > To: Message Board Cognitive > > Subject: [Psych3120] Study Guide Question #7 > Reply-To: psych3120@lists.csbs.utah.edu > > --0-893850143-1130720548=:85287 > Content-Type: text/plain; charset=iso-8859-1 > Content-Transfer-Encoding: 8bit > > Here is my answer to #7 of the study guide. If > there is more that I can put into this, plesae let > me know. > > > What are the 7 sins of memory? Provide a > real-world example of each. What do they tell us > about how memory works? > > > > The seven sins of memory and a description for each > are as follows: > > > > Transience: the tendency to lose access to > information across time, whether through forgetting, > interference, or retrieval failure (ex. Normal > forgetting that happens everyday) – if information > isn’t constantly accessed or reinforced it can > become harder to remember that information > > > > Absent-mindedness: everyday memory failure in > remembering information and intended activities, > probably caused by insufficient attention or > superficial, automatic processing during encoding > (ex. Forgetting to stop by the store on the way home > from work to get some milk) – an adequate amount of > attention needs to be paid to certain tasks in order > to recall to take place > > > > Blocking: temporary retrieval failure or loss of > access, such as the tip-of-the-tongue state, in > either episodic or semantic memory (ex. When you > can’t remember a word or the name of something that > is very familiar to you) – access to memories can be > blocked by other information that is being accessed > – there can be an information access overload or > temporary blockage > > > > Misattribution: remembering a fact correctly from > past experience but attributing it to an incorrect > source of context (ex. Seeing a person on the street > that you know from a previous job – you attribute > knowing this person to a class at school instead of > the job where you both worked together) – memories > can become mixed or the retrieval of memories can > become mixed – multiple memories can be stimulated > during recall and can become mixed once retrieved > === message truncated === __________________________________ Yahoo! Mail - PC Magazine Editors' Choice 2005 http://mail.yahoo.com From psych3120@lists.csbs.utah.edu Tue Nov 1 04:58:10 2005 From: psych3120@lists.csbs.utah.edu (Kendrick) Date: Mon, 31 Oct 2005 21:58:10 -0700 Subject: [Psych3120] memory loss Message-ID: <33375ed40510312058m58866637nc217da9203294fe2@mail.gmail.com> ------=_Part_13565_9877536.1130821090898 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Content-Disposition: inline speaking of memory loss, I can't remember if I posted for this last week. I= f I didn't, can I do two this week? ------=_Part_13565_9877536.1130821090898 Content-Type: text/html; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Content-Disposition: inline speaking of memory loss, I can't remember if I posted for this last week.&n= bsp; If I didn't, can I do two this week? ------=_Part_13565_9877536.1130821090898-- From psych3120@lists.csbs.utah.edu Tue Nov 1 19:57:11 2005 From: psych3120@lists.csbs.utah.edu (Trinity Allred) Date: Tue, 01 Nov 2005 12:57:11 -0700 Subject: [Psych3120] (no subject) Message-ID: I realize that I am not the only one that is really confused about what we discussed today in class. I think that I have this concept in a 'play-doh consistancy" ability to explain it. But Dr. Strayer wasn't kidding when he said this was a really weird study. Especially that it is so weird that it is difficult to explain. But I do think that semantic memory is interesting in such that how we network different concepts and vocabulary. I also think that it is neat that we can build temporary network links and expectancies for items that have no relationship. Trinity A. Allred _________________________________________________________________ Don’t just search. Find. Check out the new MSN Search! http://search.msn.click-url.com/go/onm00200636ave/direct/01/ From psych3120@lists.csbs.utah.edu Tue Nov 1 20:01:44 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Tue, 01 Nov 2005 13:01:44 -0700 Subject: [Psych3120] Re: semantic memory Message-ID: <1130875304.4367c9a8cd1b6@webmail.utah.edu> Today in class we studied the Kneely experiement about teasing apart the ability to recieve semantic memory automatically versus intentionally or expectantly. What struck me as interesting was the seeming correspondence between established, automatic, semantic memories and the ability of expectancies to perhaps create or establish these automations. After being taught throughout our childhood and grade school years that a robin is a bird, as well as experiencing it in our back yards, as info as television, and as reinforced ideas from our parents, the association becomes automatic. Although speed increases with autmoation and Kneely reported no costs associated with automatic spreading activation, I am hesitant to accept his conclusion. If we contend with the substance of automatic semantic relations in specific case studies, it seems that at least sometimes, established automatic relations will confuse, and subsequently slow down appropriate reaction time. For instance, if my best friend for all of my life was named Robin, and I was presented with the word, my established semantic relations would confound and slow my appropriate response of BIRD. (Appropriate being determined by the requested association in an experiement.) I see this as extremely relevant, in that our predisposed semantic relations (think familial, cultural, functional, societal) may confound with intended relations to produce both slower and, perhaps, inappropriate responses to a given stimulus due to previous semantic relation which has been reinforced to the degree of automation. This could have the most dire of costs, which aren't expressed through the Kneely experiment. To end with a dire example; Imagine all someone knows of house fires is from the media, stories, and second/third hand interaction. Now she knows water puts out fire by the same method,and this semantic relation has been reinforced throughout the years. Now imagine she is making Mexican food with hot grease, and that the grease catches on fire. Her automatic relation could result in catastrophe, if she simply follows it, but if she stops and recondiers other semantic info less associated and thereofre, not automatic, she might remember to avoid putting water on the fire, and use a towel to cover it. Although Kneely spoke of costs in terms of time, we should not accept "no costs" in the general domain of automatic semantic memory. From psych3120@lists.csbs.utah.edu Tue Nov 1 20:32:22 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Tue, 1 Nov 2005 15:32:22 EST Subject: [Psych3120] (no subject) Message-ID: <1a0.400cad4e.30992ad6@aol.com> -------------------------------1130877142 Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit I was a little bit confused by the discussion in class. I think I grasp the concepts, but I'm just worried about how I would answer questions about it. I experienced the tip of the tongue phenomenon last week... I was trying to remember the singer Lou Reed's name as we were discussing one of his songs... one of my bosses and I could not remember his name. I could see Reed's face but couldn't say his name. Finally when I was just singing the song to myself I remembered Reed, then Lou. It was funny because I shouted it out when I finally remembered the name. -------------------------------1130877142 Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: quoted-printable
I was a little bit confused by the discussion in class.  I think I= =20 grasp the concepts, but I'm just worried about how I would answer questions=20 about it. 
 
I experienced the tip of the tongue phenomenon last week... I was tryin= g to=20 remember the singer Lou Reed's name as we were discussing one of his songs..= .=20 one of my bosses and I could not remember his name.  I could see Reed's= =20 face but couldn't say his name.  Finally when I was just singing the so= ng=20 to myself I remembered Reed, then Lou.  It was funny because I shouted=20= it=20 out when I finally remembered the name. 
-------------------------------1130877142-- From psych3120@lists.csbs.utah.edu Tue Nov 1 21:09:38 2005 From: psych3120@lists.csbs.utah.edu (Robert Smalls) Date: Tue, 1 Nov 2005 13:09:38 -0800 (PST) Subject: [Psych3120] modes robert smalls Message-ID: <20051101210938.61706.qmail@web32015.mail.mud.yahoo.com> --0-1473200627-1130879378=:61693 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit The video we watched on the man who had anterior grade amnesia; still intrigues me. What I found most interesting about the situation, was when he would play the piano the duration of his memory seemed to be extended past the usual fifteen or so seconds. While watching that clip I wondered what the maximum period of time he could play before lapsing was. The video (from what I recall) made it appear that he was able to complete the entire song before suffering a lapse. I wonder how long he could play before his mind would collapse on him and if they have tried the experiment? --------------------------------- Yahoo! FareChase - Search multiple travel sites in one click. --0-1473200627-1130879378=:61693 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
 The video we watched on the man who had anterior grade amnesia; still intrigues me.  What I found most interesting about the situation, was when he would play the piano the duration of his memory seemed to be extended past the usual fifteen or so seconds.  While watching that clip I wondered what the maximum period of time he could play before lapsing was.  The video (from what I recall) made it appear that he was able to complete the entire song before suffering a lapse.  I wonder how long he could play before his mind would collapse on him and if they have tried the experiment? 

Yahoo! FareChase - Search multiple travel sites in one click. --0-1473200627-1130879378=:61693-- From psych3120@lists.csbs.utah.edu Tue Nov 1 21:12:00 2005 From: psych3120@lists.csbs.utah.edu (Robert Smalls) Date: Tue, 1 Nov 2005 13:12:00 -0800 (PST) Subject: [Psych3120] modes: robert smalls. Message-ID: <20051101211200.70874.qmail@web32005.mail.mud.yahoo.com> --0-926863319-1130879520=:70861 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit The video we watched on the man who had anterior grade amnesia; still intrigues me. What I found most interesting about the situation, was when he would play the piano the duration of his memory seemed to be extended past the usual fifteen or so seconds. While watching that clip I wondered what the maximum period of time he could play before lapsing was. The video (from what I recall) made it appear that he was able to complete the entire song before suffering a lapse. I wonder how long he could play before his mind would collapse on him and if they have tried the experiment? --------------------------------- Yahoo! FareChase - Search multiple travel sites in one click. --0-926863319-1130879520=:70861 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
 The video we watched on the man who had anterior grade amnesia; still intrigues me.  What I found most interesting about the situation, was when he would play the piano the duration of his memory seemed to be extended past the usual fifteen or so seconds.  While watching that clip I wondered what the maximum period of time he could play before lapsing was.  The video (from what I recall) made it appear that he was able to complete the entire song before suffering a lapse.  I wonder how long he could play before his mind would collapse on him and if they have tried the experiment? 

Yahoo! FareChase - Search multiple travel sites in one click. --0-926863319-1130879520=:70861-- From psych3120@lists.csbs.utah.edu Tue Nov 1 22:53:32 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Tue, 01 Nov 2005 17:53:32 -0500 Subject: [Psych3120] semantic memory Message-ID: <8C7AD4E380050F9-12A4-2629F@mblkn-m10.sysops.aol.com> ----------MailBlocks_8C7AD4E37FB8C49_12A4_17D9A_mblkn-m10.sysops.aol.com Content-Type: text/plain; charset="us-ascii" Tulving argued that semantic memories and episodic memories are different in many ways. Semantic memories are much harder to forget because they have more conceptual information, we can organize these memories by meaning, not time. Semantic memories are not associated to time or place like episodic memories are. It's easier to remember semantic memories because there knowledge everyday stuff, such as knowing what a computer is, how the computer works, and what it looks like, is what we do everyday. It's easy to remember semantic memories becuase we turn things into concepts to remember them better. Episodic memories are more sensory information being stored, such as when was the last time you ate at Applebee's? These memories are stored as time and place memories. Katie Homan __________________________________________________________________ Look What The New Netscape.com Can Do! Now you can preview dozens of stories and have the ones you select delivered to you without ever leaving the Top Home Page. And the new Tool Box gives you one click access to local Movie times, Maps, White Pages and more. See for yourself at http://netcenter.netscape.com/netcenter/ ----------MailBlocks_8C7AD4E37FB8C49_12A4_17D9A_mblkn-m10.sysops.aol.com Content-Type: text/html; charset="us-ascii"
Tulving argued that semantic memories and episodic memories are different in many ways. Semantic memories are much harder to forget because they have more conceptual information, we can organize these memories by meaning, not time. Semantic memories are not associated to time or place like episodic memories are. It's easier to remember semantic memories because there knowledge everyday stuff, such as knowing what a computer is, how the computer works, and what it looks like, is what we do everyday. It's easy to remember semantic memories becuase we turn things into concepts to remember them better. Episodic memories are more sensory information being stored, such as when was the last time you ate at Applebee's? These memories are stored as time and place memories.
 
   Katie Homan
Look What The New Netscape.com Can Do!
Now you can preview dozens of stories and have the ones you select delivered to you without ever leaving the Top Home Page. And the new Tool Box gives you one click access to local Movie times, Maps, White Pages and more. Click to test drive. ----------MailBlocks_8C7AD4E37FB8C49_12A4_17D9A_mblkn-m10.sysops.aol.com-- From psych3120@lists.csbs.utah.edu Wed Nov 2 00:37:07 2005 From: psych3120@lists.csbs.utah.edu (Keith Parke) Date: Tue, 01 Nov 2005 17:37:07 -0700 Subject: [Psych3120] semantic memory Message-ID: This week has been interesting with the continuation memory, and memory development. Semantic memory is especially facinating, as it is split into two groups automatic, and expectancy. We have learned that automatic is fast, and expectancy is a little slower, but all used as a network of interrelated concepts represented as a node. As the activation of one concept spreads to interconnected nodes the memory becomes more active. I also found it interesting that sematic deals with language, and the context is not important. Keith Parke _________________________________________________________________ Don’t just search. Find. Check out the new MSN Search! http://search.msn.click-url.com/go/onm00200636ave/direct/01/ From psych3120@lists.csbs.utah.edu Wed Nov 2 00:36:47 2005 From: psych3120@lists.csbs.utah.edu (Keith Parke) Date: Tue, 01 Nov 2005 17:36:47 -0700 Subject: [Psych3120] semantic memory Message-ID: This week has been interesting with the continuation memory, and memory development. Semantic memory is especially facinating, as it is split into two groups automatic, and expectancy. We have learned that automatic is fast, and expectancy is a little slower, but all used as a network of interrelated concepts represented as a node. As the activation of one concept spreads to interconnected nodes the memory becomes more active. I also found it interesting that sematic deals with language, and the context is not important. Keith Parke _________________________________________________________________ FREE pop-up blocking with the new MSN Toolbar – get it now! http://toolbar.msn.click-url.com/go/onm00200415ave/direct/01/ From psych3120@lists.csbs.utah.edu Wed Nov 2 02:43:04 2005 From: psych3120@lists.csbs.utah.edu (Kimberly McGrath) Date: Tue, 1 Nov 2005 19:43:04 -0700 Subject: [Psych3120] todays class Message-ID: <001801c5df57$286c6b70$0300a8c0@starwest> This is a multi-part message in MIME format. ------=_NextPart_000_0015_01C5DF1C.79A43490 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable I was a little confused by todays class and I was wondering if maybe one = of you could help me understand it more clearly. I understand the = semantic network models. It made very good sense to me how we can = organize information by grouping and by similar topics. I also = uncerstood how it takes more effort and is slower when the words are = unrelated. What I don't understand is Neely's Experiment. I am = completely confused by it. I don't understand why they did the = experiment, what they were trying to find, how they performed the test, = and what the results were. I was totally lost when he was trying to = explain it today and I felt like he was trying to speak a different = language to us. Can any of you help me to understand it a little more = clearly? Kim McGrath ------=_NextPart_000_0015_01C5DF1C.79A43490 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable
I was a little confused by todays class = and I was=20 wondering if maybe one of you could help me understand it more = clearly.  I=20 understand the semantic network models.  It made very good sense to = me how=20 we can organize information by grouping and by similar topics.  I = also=20 uncerstood how it takes more effort and is slower when the words are=20 unrelated.  What I don't understand is Neely's Experiment.  I = am=20 completely confused by it.  I don't understand why they did=20 the experiment, what they were trying to find, how they performed = the test,=20 and what the results were.  I was totally lost when he was trying = to=20 explain it today and I felt like he was trying to speak a different = language to=20 us.  Can any of you help me to understand it a little more=20 clearly?
 
Kim = McGrath 
------=_NextPart_000_0015_01C5DF1C.79A43490-- From psych3120@lists.csbs.utah.edu Wed Nov 2 04:28:15 2005 From: psych3120@lists.csbs.utah.edu (Kendrick) Date: Tue, 1 Nov 2005 21:28:15 -0700 Subject: [Psych3120] today's lecture Message-ID: <33375ed40511012028o76959ca8n64a6bd6a74bcce1@mail.gmail.com> ------=_Part_27200_15473008.1130905695741 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Content-Disposition: inline Well, today's lecture went pretty good considering the laptop died. The Study on automatic vs expectancy was very interesting. My friend Eric and I started talking about how this applies to football. Football teams have scouts whose job it is to evaluate opposing team's plays so that they can come up with plays that will exploit opposing defenses, or teach what to expect from offensive sets. So these scouts are to prep the defense for example on what to expect when they see a certain line up and formation of the offense. Now if the scout isn't very good, or if the opposing offense manages to do something that is contrary to what is expected, then they should be able to score or atleast gain a lot of yards. This might explain why Couch Myer's teams performed so well. Their offensive sets looked much the same, one from the others, so it was difficult for defenses to know wha= t to expect... a pass play going to the left looked just like a run play goin= g to the right. By pairing the unexpected with the expected, they were able t= o take advantage of defenses confusion, which is probably why often near the end of the game, the opposition appeared clueless; they were beyond confused, and seemed to just give up. Just a thought. ------=_Part_27200_15473008.1130905695741 Content-Type: text/html; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Content-Disposition: inline Well, today's lecture went pretty good considering the laptop died.  T= he Study on automatic vs expectancy was very interesting.  My friend E= ric and I started talking about how this applies to football.  Footbal= l teams have scouts whose job it is to evaluate opposing team's plays so th= at they can come up with plays that will exploit opposing defenses, or teac= h what to expect from offensive sets.  So these scouts are to prep the= defense for example on what to expect when they see a certain line up and = formation of the offense.  Now if the scout isn't very good, or if the= opposing offense manages to do something that is contrary to what is expec= ted, then they should be able to score or atleast gain a lot of yards. = ; This might explain why Couch Myer's teams performed so well. Their offens= ive sets looked much the same, one from the others, so it was difficult for= defenses to know what to expect... a pass play going to the left looked ju= st like a run play going to the right.  By pairing the unexpected with= the expected, they were able to take advantage of defenses confusion, whic= h is probably why often near the end of the game, the opposition appeared c= lueless; they were beyond confused, and seemed to just give up.  Just = a thought. ------=_Part_27200_15473008.1130905695741-- From psych3120@lists.csbs.utah.edu Wed Nov 2 17:22:28 2005 From: psych3120@lists.csbs.utah.edu (Dave Callister) Date: Wed, 2 Nov 2005 09:22:28 -0800 (PST) Subject: [Psych3120] semantic memory Message-ID: <20051102172228.18130.qmail@web32901.mail.mud.yahoo.com> --0-1681348891-1130952148=:17302 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit I find semantic memory very interesting. It is very similar, if not the same thing, to Fread's free association. What is most interesting to me, is that everybody's semantic memory has to work a little bit different. Well, it works the same way, but they are all radically different based on experience and perception. For example, "Red" may automatically be associated with Rose, Stop sign, apples, or whatever else is red. I also realize that this is very subconcious on a lot of levels, but "Red" may also make somebody think of war because they were in WWII, or it may make people think of their time spent in a foreign country where the sunsets where bloodred. I like the fact that it would be possible to learn a lot about someone by tapping into their semantic memory, and have them describe feelings associated with certain words, then try to help them figure out why. Also, I too was a little confused about Neely's experiment. From what I understand, its objective was to show that even though words are connected in semantic memory in a quasiorganized manner, it is also possible to unorganize this, and show that semantic memory isn't always true? I don't have my notes with me, but I also am confused about the procedure of the experiment. I know that Neely trained them before hand what to expect to see when certain words were presented, but how did the actual experiment go? Dave --------------------------------- Yahoo! FareChase - Search multiple travel sites in one click. --0-1681348891-1130952148=:17302 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
I find semantic memory very interesting.  It is very similar, if not the same thing, to Fread's free association.  What is most interesting to me, is that everybody's semantic memory has to work a little bit different.  Well, it works the same way, but they are all radically different based on experience and perception.  For example, "Red" may automatically be associated with Rose, Stop sign, apples, or whatever else is red.  I also realize that this is very subconcious on a lot of levels, but "Red" may also make somebody think of war because they were in WWII, or it may make people think of their time spent in a foreign country where the sunsets where bloodred.  I like the fact that it would be possible to learn a lot about someone by tapping into their semantic memory, and have them describe feelings associated with certain words, then try to help them figure out why.  Also, I too was a little confused about Neely's experiment.  From what I understand, its objective was to show that even though words are connected in semantic memory in a quasiorganized manner, it is also possible to unorganize this, and show that semantic memory isn't always true?  I don't have my notes with me, but I also am confused about the procedure of the experiment.  I know that Neely trained them before hand what to expect to see when certain words were presented, but how did the actual experiment go?
 
Dave

Yahoo! FareChase - Search multiple travel sites in one click. --0-1681348891-1130952148=:17302-- From psych3120@lists.csbs.utah.edu Thu Nov 3 19:54:01 2005 From: psych3120@lists.csbs.utah.edu (David W. Maasberg) Date: Thu, 03 Nov 2005 11:54:01 -0800 Subject: [Psych3120] David W. Maasberg Post #10 Message-ID: <436A6AD9.9020905@aol.com> Dear Psych Message Board- I definatly agree with Dr. Strayer with regards to yesterdays lecture about Neely......That was a strange experiment.......I have a few questions about the essay questions for thursdays exam....... 1. What model was Sternbergs? 2. Who are Waugh and Norman? 3. What are the 5 Assumptions of the Collins/Quillian model? I Guess those are the only Questions that I have........ And we can plan on a tuesday review right? I guess thats all I have.... Until Next week David W. Maasberg From psych3120@lists.csbs.utah.edu Wed Nov 2 23:41:21 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Wed, 02 Nov 2005 18:41:21 -0500 Subject: [Psych3120] weekly posting Message-ID: <8C7AE1E1024D919-14C4-2C23@MBLK-M35.sysops.aol.com> ----------MailBlocks_8C7AE1E101DB214_14C4_2D04_MBLK-M35.sysops.aol.com Content-Type: text/plain; charset="us-ascii" I just wanted to respond to the few questions that David Maasberg had in his post this week. First, like David, I couldn't really recall when we'd discussed Sternberg's memory search paradigm in class, and I wasn't too successful at finding it in the text, so I did a little investigating online. I found a good explanation of the experiment from another professor's lecture, it can be found at http://io.uwinnipeg.ca/~epritch1/stm2000.html. Hopefully that helps...it also has some explanation of the serial position curve which is another question on the study guide. Second, David was wondering who Waugh and Norman are. Waugh and Norman tested the conclusions made by the Brown-Peterson task regarding forgetting in short term memory. Waugh and Norman suggested that information was lost from short term memory due to interference, not decay as Brown and Peterson had suggested. They tested this hypothesis by presenting participants with a string of digits and having them read off the digits at a rate of 1/sec or 4/sec. They found that forgetting found in short term memory did not come from how quickly the digits were read, but instead on how many intervening items there were, suggesting that interference is largely influential in the forgetting of information. So that's that. Lastly, I have no idea what the five assumptions of the Collin/Quillian model are. If anyone knows, please post it. I also have one more question of mine own... if anyone can briefly describe the Tulving model just so I can make sure I have it right and if anyone knows how this model accounts for the research done on eye witness testimony, please make a post. Thanks everyone! Have a dandy day! -Danielle Stocking ----------MailBlocks_8C7AE1E101DB214_14C4_2D04_MBLK-M35.sysops.aol.com Content-Type: text/html; charset="us-ascii"
I just wanted to respond to the few questions that David Maasberg had in his post this week.  First, like David, I couldn't really recall when we'd discussed Sternberg's memory search paradigm in class, and I wasn't too successful at finding it in the text, so I did a little investigating online.  I found a good explanation of the experiment from another professor's lecture, it can be found at http://io.uwinnipeg.ca/~epritch1/stm2000.html.  Hopefully that helps...it also has some explanation of the serial position curve which is another question on the study guide.  Second, David was wondering who Waugh and Norman are.  Waugh and Norman tested the conclusions made by the Brown-Peterson task regarding forgetting in short term memory.  Waugh and Norman suggested that information was lost from short term memory due to interference, not decay as Brown and Peterson had suggested.  They tested this hypothesis by presenting participants with a string of digits and having them read off the digits at a rate of 1/sec or 4/sec.  They found that forgetting found in short term memory did not come from how quickly the digits were read, but instead on how many intervening items there were, suggesting that interference is largely influential in the forgetting of information.  So that's that.  Lastly,  I have no idea what the five assumptions of the Collin/Quillian model are.  If anyone knows, please post it. 
I also have one more question of mine own... if anyone can briefly describe the Tulving model just so I can make sure I have it right and if anyone knows how this model accounts for the research done on eye witness testimony, please make a post.  Thanks everyone!  Have a dandy day!
-Danielle Stocking
----------MailBlocks_8C7AE1E101DB214_14C4_2D04_MBLK-M35.sysops.aol.com-- From psych3120@lists.csbs.utah.edu Thu Nov 3 19:24:43 2005 From: psych3120@lists.csbs.utah.edu (Shawn Bassett) Date: Thu, 03 Nov 2005 12:24:43 -0700 Subject: [Psych3120] application Message-ID: After going to class and having the discussion I was reading an article in the opinion section of the Chronicle. It was a response to an earlier letter talking about how homosexuality is going to be proven by science in the next few years. This is a popular topic in the opinion section. Anyway the person responding was stating that he was upset on the original articles statement of get over your biases. The response article stated that everyone has biases. I believe this to be true and going along with the topics in class it would seem even more apparent. The statement of getting over biases I am not sure is possible. For an extreme example, Little white guy raised in Utah his whole life only experiences Minorities over BET or MTV music videos. He has now developed an automatic response that when ever he sees a black person he automatically assumes they are a player or has a gun. He can't help it that is what he has been primed to think through the years. The point of which we can change is our expectations, a person may automatically have a bias or feeling. It is at this point that they need to take that chance to think about it and try to form a different thought, such as in Neeley's experiment think of a body part when a building is shown. No I don't think this will change your biases (at least at first) but it will change the reactions towasrds people. As you are reading this please pay attention to the point and not any lack of politacl correctness I may have. Other words don't get offended on my content of choice. Shawn _________________________________________________________________ Is your PC infected? Get a FREE online computer virus scan from McAfee® Security. http://clinic.mcafee.com/clinic/ibuy/campaign.asp?cid=3963 From psych3120@lists.csbs.utah.edu Fri Nov 4 01:14:48 2005 From: psych3120@lists.csbs.utah.edu (Kimberly McGrath) Date: Thu, 3 Nov 2005 18:14:48 -0700 Subject: [Psych3120] todays class Message-ID: <001a01c5e0dd$27d4d120$0300a8c0@starwest> This is a multi-part message in MIME format. ------=_NextPart_000_0016_01C5E0A2.79E5BC30 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable I thought that todays class really helped. After last Tuesdays class I = was very confused about Neely's Experiment but today I was able to = understand it a little bit more clearly. I am still having a little bit = of a hard time with it though. If any of you can help explain it to me = a little bit clearer it sure would be helpful. I hope that all is going = well in studying for the test. Good luck. Kim McGrath ------=_NextPart_000_0016_01C5E0A2.79E5BC30 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable
I thought that todays class really = helped. =20 After last Tuesdays class I was very confused about Neely's Experiment = but today=20 I was able to understand it a little bit more clearly.  I am still = having a=20 little bit of a hard time with it though.  If any of you can help = explain=20 it to me a little bit clearer it sure would be helpful.  I hope = that all is=20 going well in studying for the test.  Good luck.
 
Kim McGrath
------=_NextPart_000_0016_01C5E0A2.79E5BC30-- From psych3120@lists.csbs.utah.edu Fri Nov 4 16:32:33 2005 From: psych3120@lists.csbs.utah.edu (Jennifer Burrup) Date: Fri, 04 Nov 2005 09:32:33 -0700 Subject: [Psych3120] POST #7 In-Reply-To: Message-ID:

Hello,  My post this week is going to be about memory and using objects to remember.  I have been using the technique of memory, as I study for the exam, by placing certain concepts to objects in my kitchen. So far so good, it's a pretty good way to remember and I'm going to continue to use this technique, especially for this coming exam.  HAve a good weekend

From psych3120@lists.csbs.utah.edu Fri Nov 4 17:02:25 2005 From: psych3120@lists.csbs.utah.edu (Spencer Banks) Date: Fri, 04 Nov 2005 10:02:25 -0700 Subject: [Psych3120] post #10, maybe 11 Message-ID:


I was looking on the internet for something about creating false memories, and the first thing I stumbled upon was the work done by Loftus.  In one of her articles, she talks about different people who developed false memories due simply to therapy-where they were told that such-and-such a thing happened to them years before, and they completely belived it.  The entire article was fascinating.  One example is in 1986, Nadean Cool, a nurse's aide in Wisconsin, sought therapy from a psychiatrist to help her cope with her reaction to a traumatic event experienced by her daughter. During therapy, the psychiatrist used hypnosis and other suggestive techniques to dig out buried memories of abuse that Cool herself had allegedly experienced. In the process, Cool became convinced that she had repressed memories of having been in a satanic cult, of eating babies, of being raped, of having sex with animals and of being forced to watch the murder of her eight-year-old friend. She came to believe that she had more than 120 personalities-children, adults, angels and even a duck-all because, Cool was told, she had experienced severe childhood sexual and physical abuse. The psychiatrist also performed exorcisms on her, one of which lasted for five hours and included the sprinkling of holy water and screams for Satan to leave Cool's body. When Cool finally realized that false memories had been planted, she sued the psychiatrist for malpractice. In March 1997, after five weeks of trial, her case was settled out of court for $2.4 million.  I just found this incredible, that something so outrageous as having 120 different personalities, one being a DUCK, was believed to be true.  It made me realize that if something so off the wall can be told to someone and believed, in the case of eye-witness testimony where lawyers use leading questions to make you believe something that no one would doubt, it really is scary how unreliable eye-witness testmony can be.

From psych3120@lists.csbs.utah.edu Fri Nov 4 19:38:13 2005 From: psych3120@lists.csbs.utah.edu (Drew Bennion) Date: Fri, 04 Nov 2005 12:38:13 -0700 Subject: [Psych3120] post for Drew Bennion Message-ID: I can't remember who made the post about the football strategy but I really found it interesting. I didn't connect what we learned in class about expectation with anything in the real world. It basically stated that even though the offense looked predictable, it wasn't. He knew the other team would read the play and make assumptions, so he paired unexpected setups with expected results. As we learned in class this has more costs in both cases so it would confuse the defense. I never thought about this, but whenever I played football video games, I would throw this strategy in every once in a while. I would do the same thing to condition the other player to expect something, switch it up, and then run the expected play to cunfuse him. For me, this is another reason why having a background in psychology is usefull. In many cases, it is beneficial for you to know how people operate and what drives them so you can predict them a little. _________________________________________________________________ Is your PC infected? Get a FREE online computer virus scan from McAfee® Security. http://clinic.mcafee.com/clinic/ibuy/campaign.asp?cid=3963 From psych3120@lists.csbs.utah.edu Sat Nov 5 23:05:02 2005 From: psych3120@lists.csbs.utah.edu (Emily Liljenquist) Date: Sat, 05 Nov 2005 16:05:02 -0700 Subject: [Psych3120] (no subject) Message-ID: Our discussions about memory have really got me thinking. I was listening to a show on National Public Radio on Thursday and the guest was a doctor from New York who specialized in sleep and it's relation to memory. He explained that people aren't aware of the failure of memory improvement that might happen if one does not get enough sleep. This sparked some interest, so when I got home, I decided to do a little more research on the effects of sleep on memory. Here is some information that I came across: some memory tasks appear to be more vulnerable to sleep deprivation than others sleep deprivation may produce effects in the brain that resemble those associated with aging the evidence now seems reasonably convincing that sleep plays an important role in memory consolidation - at least for procedural/skill memory some evidence that neuronal connections may be remodeled during sleep, and this may explain why young birds and mammals need so much more sleep than adults it also seems most likely that it is the deep, slow-wave (non-REM) sleep that is important for this process new sleep studies support a view of a "memory life-cycle", which involves three stages - stabilization, consolidation, and re-consolidation initial stabilization of memories may take as much as six hours (http://www.memory-key.com/NatureofMemory/sleep.htm) Pretty fascinating, huh? I suppose I should work on getting more sleep. From psych3120@lists.csbs.utah.edu Sun Nov 6 00:02:18 2005 From: psych3120@lists.csbs.utah.edu (kamicia Miller) Date: Sat, 05 Nov 2005 17:02:18 -0700 Subject: [Psych3120] (no subject) Message-ID: I enjoyed class this past week of learning about the experiment. Thursday really helped me to understand better. I also liked the posting (I can't remember who it was) on reading a newspaper opinion page on homosexuallity and biases and how everyone has them. I do think that everyone is biased, but I also believe that people can have an open mind and learn from others (I'm not just taking about homosexuallity- but everything in general) Having an opinion makes you who you are, but also being open to and learning about other people and ways of life can increase your individuallity, because it helps you to understand WHY you believe the way you do. Although this class has not taught me that directly, I still have learned it. Even with the perception, that seeing is not always believing. That helps me to understand how I do see life and waht my brain is filling in, and how that differs to others. I think biases are similar. Anyhow, thats just a little bit of my thoughts.... have a good weekend From psych3120@lists.csbs.utah.edu Sun Nov 6 01:04:58 2005 From: psych3120@lists.csbs.utah.edu (Rachel B) Date: Sun, 06 Nov 2005 01:04:58 +0000 Subject: [Psych3120] (no subject) Message-ID: Thanks to Emily for doing the extra info on sleep. I remember learning that REM sleep was the most important and without it you will feel like you haven't slept at all, so it is neat that more studies are being done to find out why the majority of our sleep time is important. I also have enjoyed reading the info about biases. We are all biased whether we want to be or not, but I agree that some of us are more open and less opinionated. I thought the discussion on the football strategy was very helpful in understanding what we were talking about in class. I also was a little confused on Tuesday, but Thursday's lecture really clarified everything. It is more organized with PowerPoint! From psych3120@lists.csbs.utah.edu Sun Nov 6 02:07:47 2005 From: psych3120@lists.csbs.utah.edu (cortney tanner) Date: Sat, 05 Nov 2005 19:07:47 -0700 Subject: [Psych3120] Psych Post Message-ID:

 

 

I had to sit down my book and write this post while it is sill fresh in my mind.  I’m in Chapter 6 and have just finished the “Occlusion” topic.  As I read through the material I was reminded of a funny story that I think illustrates the concept.  Fifteen years ago I lived and worked in Helena, Montana.  One morning when I came into the office I noticed our office manager sitting at her desk giggling to herself.  This was out of the ordinary for her, so I asked what was so funny.  When she tried to tell me it was nothing, one of the other office workers chided her to tell.  Smiling broadly and bursting into laughter, she exclaimed, “Mr. Tuttle!”  With that, the other office worker also burst into hysterics.  I said “Hey, what’s so funny?  Who’s this Tuttle guy?”  After our office manager regained her composure, she related the following to me:  It seems her and her husband had purchased the home they were living in nine years ago.  But every once in a blue moon there would come a late night knock on the door from the police.  Apparently, this Mr. Tuttle was an aging gentleman who had previously owned the home.  Starting to see the picture?  Yes, occasionally he would be out on his own and forget where he lived (the memory of his current address hidden or covered by his old).  Eventually someone would call the police, they would question him, and the rookie cop who didn’t know him would take him back to the address he gave--his old home!  My initial reaction was sadness, because I thought he may have Alzheimers.  I was told that was not the case--just a memory problem (which may have been exacerbated by alcohol!).  Anyway, it made for a good laugh about once a year.             

 

 

 

 




 

From psych3120@lists.csbs.utah.edu Sun Nov 6 05:16:36 2005 From: psych3120@lists.csbs.utah.edu (Lance P. Roberts) Date: Sat, 05 Nov 2005 22:16:36 -0700 Subject: [Psych3120] Lance Roberts Message-ID: I like this concept of semantic memory. I dont think I understand Neelys experiemnt as much as other within the classroom, but it still is rather interesting. One thing that im not sure I understand is how the actual experiement is conducted. I understand the priming thats not the issue. From what I understand you will see a word like bird, then after a time period you will see a word like robin. If all you have to do is say the word Robin when it appears how is the experiement measured. I would imagine that most people would say robin if thats all that they had to do. Even if an unexpected unrealated word appears like apple, I would imagine that a lot of people would be able to say the word apple. If it is how long it takes someone to say the word, there must be some kind of instrument that measures this. I would also imagine that if two people say the word Apple at different times, it would only be within a few secounds. If anyone knows how this experiement is actually conducted please let me know. Another thing that I liked about last class was the topic of grandmother cells and the Neural network model. I guess I was always under the impression that each memory was linked to a single cell (the grandmother cell). This was obviously a very uneducated conclusion. It does make a lot more sense that the neural network model would form our memories. From psych3120@lists.csbs.utah.edu Sun Nov 6 06:14:48 2005 From: psych3120@lists.csbs.utah.edu (Abby Wright) Date: Sat, 05 Nov 2005 23:14:48 -0700 Subject: [Psych3120] Posting #9 Message-ID: When I came across the study on the depth of processing while studying for the exam, I realized that I had learned the same study could be applied to other aspects of psychology. In one of my other psychology classes that I am taking now, the depth of processing experiment was very similar except with a slight twist. Just like the one we learned about in class, subjects were given a set of words and asked to process the words on either shallow or deeper levels. The first level simply asked if the word was printed in upper or lower case, the second level asked if the word rhymed with another word, the third level asked if the word meant the same as another word, but the fourth level asked if the word described them. After being presented with hundreds of words, subjects were then given a surprise recall test, and again, the best recall of words occurred when they were asked if the word described them and they said yes. What the experiment showed in this case was that the “self” was a central part of the memory system and subjects were able to recall the words more because they applied them to their “selves”. I just thought it was interesting how much overlap in psychology there is and how one experiment can show many different things. From psych3120@lists.csbs.utah.edu Sun Nov 6 15:42:30 2005 From: psych3120@lists.csbs.utah.edu (Rebecca Mc) Date: Sun, 6 Nov 2005 07:42:30 -0800 (PST) Subject: [Psych3120] Memory Message-ID: <20051106154230.9307.qmail@web36110.mail.mud.yahoo.com> --0-470843612-1131291750=:9189 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit I have a couple of things on my mind after having read some of the posts. One is memory. I know that my memory has gotten worse in the past year. I used to be so good at remembering things. It frustrates me to no end. Taking this class has helped a little. However, it has been a little confusing and a little difficult putting some of the principles into practice. Nonetheless I’m thankful for this module. One of the other things on my mind is false memories. I remember as a child someone asking me a bunch of questions about life in my house. I remember being very frustrated at some of the questions. The thing I remember the most is her asking me if certain things were happening to me. No matter how much I told her no she was insistent they were happening. This happened for several weeks. I started to get to the point of questioning my own memory. I started to wonder if maybe those things did happen. I think it is wrong of people to try and convince a child to go against their knowledge or memory of a situation. I think it could prove detrimental in the long run if the child’s memory is accurate. I can’t imagine what would have happened if I had agreed with that worker. It would have ruined my parents’ lives. I can’t imagine what a child goes through when false memories are implanted. I don’t see how a therapist can think they are benefiting the child. I see no benefit to planting false memories – good or bad. As far as Neely’s experiment that was discussed in depth, I thought I understood fine at first. It seems the longer we talked about it the more confused I got. Rebecca McCown --------------------------------- Yahoo! FareChase - Search multiple travel sites in one click. --0-470843612-1131291750=:9189 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit

I have a couple of things on my mind after having read some of the posts. One is memory. I know that my memory has gotten worse in the past year. I used to be so good at remembering things. It frustrates me to no end. Taking this class has helped a little. However, it has been a little confusing and a little difficult putting some of the principles into practice. Nonetheless I’m thankful for this module.

 

One of the other things on my mind is false memories. I remember as a child someone asking me a bunch of questions about life in my house. I remember being very frustrated at some of the questions. The thing I remember the most is her asking me if certain things were happening to me. No matter how much I told her no she was insistent they were happening. This happened for several weeks. I started to get to the point of questioning my own memory. I started to wonder if maybe those things did happen.

 

I think it is wrong of people to try and convince a child to go against their knowledge or memory of a situation. I think it could prove detrimental in the long run if the child’s memory is accurate. I can’t imagine what would have happened if I had agreed with that worker. It would have ruined my parents’ lives.

 

I can’t imagine what a child goes through when false memories are implanted. I don’t see how a therapist can think they are benefiting the child. I see no benefit to planting false memories – good or bad.

 

As far as Neely’s experiment that was discussed in depth, I thought I understood fine at first. It seems the longer we talked about it the more confused I got.

 

Rebecca McCown

Yahoo! FareChase - Search multiple travel sites in one click. --0-470843612-1131291750=:9189-- From psych3120@lists.csbs.utah.edu Sun Nov 6 21:15:39 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Sun, 06 Nov 2005 14:15:39 -0700 Subject: [Psych3120] posting (Eric Ashton) Message-ID: <1131311739.436e727bcf8c9@webmail.utah.edu> Hello, In beginning to study for Thursday's test I found that i counld not find any lecture lides or notes on Sternberg's memory search paradigm. I would like to thank Danielle for her post and the link she provided for some info on Sternberg. I still don't know exactly what's up with his experiment so hopefully it will get covered in the review on Teusday. I would also like to expand a little about the football/expectancies stuff that has been discussed a little bit in earlier postings. I think an interesting aspect of this is how the coach preps his players. All coaches prepare their players on what to expect from the other team to some extent but it would seem to me that if the coach over prepares the players on what to expect then some of the costs may come into play as the players move according to expectancies instead of just reacting to the play on the field. The coach has to find a fine line of preparing the players but not programming them strictly to ecpectancies. Eric Ashton From psych3120@lists.csbs.utah.edu Sun Nov 6 22:14:02 2005 From: psych3120@lists.csbs.utah.edu (Jessica Berry) Date: Sun, 06 Nov 2005 15:14:02 -0700 Subject: [Psych3120] Study guide question 5, not sure if assumption are right. In-Reply-To: <200511061901.MAA21715@topo.csbs.utah.edu> Message-ID: Briefly describe Collins and Quillian’s model of semantic memory. What are the five basic assumptions of the model? Provide evidence supporting the model. Why do typicality effects provide problems for the model and how have researchers modified the original ideas to accommodate typicality effects? Collins and Quillian's semantic memory model says that the memory storehouse is made up of hierarchical nodes and links. The nodes represent concepts and the links demonstrate the connection between nodes. For example: The nodes "animals" and "breathe" are linked together by "must." The structures of nodes are hierarchical in that when a concept is activated, the nodes above it are activated because they represent a condition of the presented concept. For example: If some is asked, "Does a robin fly?" The “robin” node would be activated, then the “bird” node and finally the “flies” node. These are linked together by “can.” Collins and Quillian suggest the structure of this hierarchy is necessary for memory retrieval. Five basic assumptions of the model: 1. Semantic memory is organized as interrelated concepts. 2. Each concept is represented as a node. 3. Concepts are linked together by pathways. 4. Activation of one concept spreads to other nodes through links. 5. Economy of representation refers to the way the network is organized, which is to reserve resources. Concepts are stored together with common properties. The experiments conducted tested whether moving up the hierarchical chain takes time. They found it took longer for participants to verify the sentence if it required the activation of nodes that were higher in the hierarchical network. Typicality effects cause problems because participants recognize some exemplars to be more typical of the category than others. For example, an ostrich is though to be atypical for the bird category, and a robin typical. Therefore, it would be faster for a participant to recognize that a robin is a bird rather than an ostrich is a bird. The less typical birds take longer to verify in the reaction time test than the atypical birds. Problems with this idea were found when a participant would bypass the hierarchical chain. Instead of thinking that a robin is a bird that flies, they would think a robin flies. Collins and Loftus proposed a different model to address the shortcomings of the earlier model. The spreading activation model has links and nodes, but the links represent associations between semantically related concepts, a semantic network. Activated nodes send activation to related concepts. The semantic link between bird and robin is stronger than ostrich and bird, and the semantic network is unique to an individual's experiences. The differences in this model address the problems with the idea of hierarchy. _________________________________________________________________ Express yourself instantly with MSN Messenger! Download today - it's FREE! http://messenger.msn.click-url.com/go/onm00200471ave/direct/01/ From psych3120@lists.csbs.utah.edu Sun Nov 6 23:17:16 2005 From: psych3120@lists.csbs.utah.edu (Brett Powell) Date: Sun, 6 Nov 2005 15:17:16 -0800 (PST) Subject: [Psych3120] Study Guide - Question 2 Message-ID: <20051106231716.46159.qmail@web36204.mail.mud.yahoo.com> --0-379835683-1131319036=:43059 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit I have the first half of this question done in regards to the experiments done by Brown and Perterson. I am trying to find, in the book, on Waugh and Norman's experiments. I found these guys in the book and it seems that they are the ones who came up with the modal model of short-term memory. Is this correct? Either way, for anyone out there who needs this info, here is my response to the first half of question 2 on the study guide. Describe the procedure Brown and Peterson used to study forgetting in short term memory. What were their conclusions about the loss of information from short term memory? Waugh and Norman challenged the conclusions drawn from the Brown-Peterson paradigm. Describe Waugh and Norman procedure and discuss what their results implied about forgetting in short term memory. Brown and Peterson wanted to show that forgetting in primary memory (short-term memory) is caused mostly by decay, meaning that the information spontaneously disintegrates. They showed that participants forget even a very small amount of information over a very short period of time if they are distracted. The task worked like this. The participant head a trigram of three consonants such as TPW and then a three-digit number like 529. The participant’s task was to immediately start counting backward by threes, beginning with the three-digit number (529, 526, 523, and so on). After some delay (between 0 and 18 seconds) the experimenter stopped the participant’s counting and asked them to report what the three consonants were. The point of backward counting was to prevent the participant from rehearsing the letters. Three letters are well within the primary memory capacity of most participants, so when the delay was 0 sec., participants were nearly 100% correct. If the participant counted backward for 18 sec., recall dropped to around 10%. These results were interpreted as showing that information was lost from primary memory by decay. It was already generally believed that secondary memory (long-term memory) forgetting was caused by interference, so these new data indicated that the way forgetting occurs is fundamentally different in primary memory. --------------------------------- Yahoo! FareChase - Search multiple travel sites in one click. --0-379835683-1131319036=:43059 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
I have the first half of this question done in regards to the experiments done by Brown and Perterson.  I am trying to find, in the book, on Waugh and Norman's experiments.  I found these guys in the book and it seems that they are the ones who came up with the modal model of short-term memory.  Is this correct?  Either way, for anyone out there who needs this info, here is my response to the first half of question 2 on the study guide.
 
  1. Describe the procedure Brown and Peterson used to study forgetting in short term memory. What were their conclusions about the loss of information from short term memory? Waugh and Norman challenged the conclusions drawn from the Brown-Peterson paradigm. Describe Waugh and Norman procedure and discuss what their results implied about forgetting in short term memory.

 

Brown and Peterson wanted to show that forgetting in primary memory (short-term memory) is caused mostly by decay, meaning that the information spontaneously disintegrates.  They showed that participants forget even a very small amount of information over a very short period of time if they are distracted. 

The task worked like this.  The participant head a trigram of three consonants such as TPW and then a three-digit number like 529.  The participant’s task was to immediately start counting backward by threes, beginning with the three-digit number (529, 526, 523, and so on).  After some delay (between 0 and 18 seconds) the experimenter stopped the participant’s counting and asked them to report what the three consonants were.  The point of backward counting was to prevent the participant from rehearsing the letters. 

Three letters are well within the primary memory capacity of most participants, so when the delay was 0 sec., participants were nearly 100% correct.  If the participant counted backward for 18 sec., recall dropped to around 10%.  These results were interpreted as showing that information was lost from primary memory by decay.  It was already generally believed that secondary memory (long-term memory) forgetting was caused by interference, so these new data indicated that the way forgetting occurs is fundamentally different in primary memory.

Yahoo! FareChase - Search multiple travel sites in one click. --0-379835683-1131319036=:43059-- From psych3120@lists.csbs.utah.edu Mon Nov 7 03:58:40 2005 From: psych3120@lists.csbs.utah.edu (K B) Date: Sun, 06 Nov 2005 20:58:40 -0700 Subject: [Psych3120] modes- test review Message-ID: In reference to number #4 on the study guide, I know in class the lecture emphasized that state dependent learning does occur and that is why it would be important for us to have our test in the same room as we learned the information. In chapter 6 in cited this concept but they feel that context effects are generally weak. What i got from the lecture and other psych classes is that context has a significant effect on memory retrieval. Is this correct despite what the book says? Lets say I studied for this test for hours and hours and i practiced writing the essay questions over and over, this all being done in the comfort of my living room. wouldn't you say I'd do better answering these questions if I was in my living room than in a classroom? I don't know, maybe that's a dumb question I just wanted to confirm whether context effects are that significant for memory retreivel. I remember in a math class a couple years ago I missed a test due to an illness and had to take the following week in the testing center. It this cold room in this little trailer looking building. Anyway I did awful and as I was sitting there, i could not for the life of my recall anything I had learned in class. I had done all the previous assignments and quizes and done them correctly. I can't help but think that the context had a considerable effect on my performance. From psych3120@lists.csbs.utah.edu Mon Nov 7 05:07:15 2005 From: psych3120@lists.csbs.utah.edu (nicole funk) Date: Sun, 06 Nov 2005 22:07:15 -0700 Subject: [Psych3120] weekly post Message-ID:
In thinking over all of the material we have covered lately, I keep going back to semantic memory.  It makes so much sense to me that things are grouped together in different ways and certain things/memories are more closely linked than others.  I was looking over the Collins and Quillian's model of semantic memory and I want to make sure that I have the correct five assumptions.  1. Semantic memory is organized as a network of interrelated concepts.  2. Each concept is represented by a node.  3. Concepts linked by pathways.  4. Activation of one concept spreads to interconnected nodes.  5. Economy of representation. 
These are the five concepts listed in the lecture notes but I was confused when the question asked for the five 'assumptions'.  Could someone tell me if this is correct?
 
Nicole Funk
From psych3120@lists.csbs.utah.edu Mon Nov 7 05:11:07 2005 From: psych3120@lists.csbs.utah.edu (Ashley williams) Date: Sun, 06 Nov 2005 22:11:07 -0700 Subject: [Psych3120] Ashley Williams modes Message-ID:

I've never really taken a class where memory and how it works was discussed. Since i've never really taken it in class i've never really thought about it much so i've found the past few weeks kinda interesting cause it has all been new stuff. I'm most interested in semantic memory and how the networks of interrelated concepts apply. By grouping similar concepts, you can more easily recall information. I really understand all this and how it applys. I was however confused on Neely's experiment. I don't quite understand the purpose of it or what they found out or what they did with the information they found out. I was wondering if anyone could help me out, especially if it is relevant to the exam. Thanks.

From psych3120@lists.csbs.utah.edu Mon Nov 7 06:19:02 2005 From: psych3120@lists.csbs.utah.edu (C S) Date: Sun, 06 Nov 2005 23:19:02 -0700 Subject: [Psych3120] post #10 Message-ID:
The lecture about semantic memory and Neely's experiments was interesting. It does really make sense that everything we receive from outside try to connect with some kind of caterogy and they are correlated. moreover the fact that the process of sementic memory is automatic and there is no way that we can't stop it is amazing. for Neely's experiment, it is kinda hard to understand because the whole thing was similar to "brain wash" experiment.
From psych3120@lists.csbs.utah.edu Mon Nov 7 06:30:05 2005 From: psych3120@lists.csbs.utah.edu (Dave Jones) Date: Sun, 06 Nov 2005 23:30:05 -0700 Subject: [Psych3120] David Jones, Semantic Memory Message-ID: It is really interesting to learn about the priming of memory for usage in our everday lives. I personally have always just kindof assumed that a memory was there if you wanted to use it and that was that. Tests showing that we actually prime certain areas of thinking and memory to deal with certain situations is amazing to me. I tried to think about all the different pathways and links that would need to be made for specific subjects and such and was pretty much blown away. If you think about the millions of things that must be going on at once in your brain to just carry out simple conversations and tasks... wow. Because of this vastness I think the complete context of all the material is a bit difficult to understand but definiatly worth it. David Jones From psych3120@lists.csbs.utah.edu Mon Nov 7 05:33:40 2005 From: psych3120@lists.csbs.utah.edu (Ciege Schlesinger) Date: Sun, 6 Nov 2005 21:33:40 -0800 (PST) Subject: [Psych3120] Let's share photos Message-ID: <143250082.1131341620313.JavaMail.ringo@ringo1.tickle.com> ------=_Part_364627_143247094.1131341620312 Content-Type: text/plain; charset=utf-8 Content-Transfer-Encoding: 7bit Hi I'm updating my address book. Please click on the link below and enter your contact info for me: http://www.ringo.com/i.html?i=126073103x63340&homeEmail=psych3120%40lists.csbs.utah.edu&firstName=cognitivepsych&lastName=&origin=invite I'm using a new, free service where I put in my contact info for you, you put in your contact info for me, and everyone stays up to date automatically. It's surprisingly easy and useful. Thanks for your help. Ciege Schlesinger Don't receive any more invitations from Ciege Schlesinger: http://www.ringo.com/friends/invite/block.html?memberId=126073103&email=psych3120%40lists.csbs.utah.edu&origin=invite Don't receive any more invitations from anyone: http://www.ringo.com/friends/invite/block.html?email=psych3120%40lists.csbs.utah.edu&origin=invite ------=_Part_364627_143247094.1131341620312 Content-Type: text/html; charset=utf-8 Content-Transfer-Encoding: 7bit
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 ------=_Part_364627_143247094.1131341620312-- From psych3120@lists.csbs.utah.edu Mon Nov 7 09:21:01 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Mon, 7 Nov 2005 04:21:01 EST Subject: [Psych3120] post #10 Message-ID: <9e.31858166.30a0767d@aol.com> -------------------------------1131355261 Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit ok so i just noticed this is post number 10...wow ten weeks have already gone by...crazy stuff huh? So............back to class stuff. In class on Tuesday we had all that crazy stuff go on..first the computer didnt work then my boyfriend came in and surprised me for my birthday. But, we learned about that weird study Neely did. It's a confusing study and very complicated. I wonder what other studies are out there that we could learn more about semantic memory. I did understand the Neely study though it just seems like it was complicated, but like Dr. Strayer said that this kind of study would not be approved today. The study does get the point across that you can activate semantic memory in two different ways...automatic and expectancies. Maybe something I missed in the Neely study was what was the point to this study. Yes, we learned about how the memory automatically works and also works through expectancies, but how does this study help us? Did this study lead to specific work or studies...was this a pioneer study? Or all are we supposed to take from it is what the study taught us, nothing further. -------------------------------1131355261 Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: quoted-printable
ok so i just noticed this is post number 10...wow ten weeks have alread= y=20 gone by...crazy stuff huh?  So............back to class stuff.  In= =20 class on Tuesday we had all that crazy stuff go on..first the computer didnt= =20 work then my boyfriend came in and surprised me for my birthday.  But,=20= we=20 learned about that weird study Neely did.  It's a confusing study and v= ery=20 complicated.  I wonder what other studies are out there that we could l= earn=20 more about semantic memory.  I did understand the Neely study though it= =20 just seems like it was complicated, but like Dr. Strayer said that this kind= of=20 study would not be approved today.  The study does get the point across= =20 that you can activate semantic memory in two different ways...automatic and=20 expectancies.  Maybe something I missed in the Neely study was what was= the=20 point to this study.  Yes, we learned about how the memory automaticall= y=20 works and also works through expectancies, but how does this study help=20 us?  Did this study lead to specific work or studies...was this a pione= er=20 study?  Or all are we supposed to take from it is what the study taught= us,=20 nothing further.  
-------------------------------1131355261-- From psych3120@lists.csbs.utah.edu Mon Nov 7 15:40:51 2005 From: psych3120@lists.csbs.utah.edu (Danielle Cotterell) Date: Mon, 07 Nov 2005 08:40:51 -0700 Subject: [Psych3120] Danielle Cotterell #10 Message-ID:
I wrote this last Friday, but for some reason I haven't seen it on any of the posts...so I'm going to write it again.  All of this talk about memory is so interesting to me.  I watched 50 First Dates the other night and because of the class discussions of memory, I looked at this movie completely differently.  The one scene where they go to the memory clinic and meet 10 second Tom just facinates me.  They each introduce themselves to Tom and after ten seconds passes by he procedes to introduce himself again, having no memory that they had just done this.  This movie and class has really reminded me of how much we take our memory for granted.
From psych3120@lists.csbs.utah.edu Mon Nov 7 17:09:47 2005 From: psych3120@lists.csbs.utah.edu (Colton Felts) Date: Mon, 7 Nov 2005 10:09:47 -0700 Subject: [Psych3120] recency and primacy effects... Message-ID: This is a multi-part message in MIME format. ------=_NextPart_000_000D_01C5E383.61E69710 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable First of all, thanks to everyone who has posted all the information = regarding the essay questions for the test. It helps a lot. However, I = missed the explanation of Sternberg's memory search paradigm. I'll ask = in class on Tuesday but, was it ever discussed in class? I would = appreciate that. =20 What are serial position effects? I would assume that primacy and = recency effects have to do with the topic but, my notes are a little = sketchy and I have serial position curves written down. Could anyone = explain this to me? Does it have to do with Waugh and Norman's research = on working memory?=20 Memory is crazy and it boggles my mind when I try to think of all of = the stuff that's going on in just very simple tasks. ------=_NextPart_000_000D_01C5E383.61E69710 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable
    First of all, thanks to everyone who has = posted all=20 the information regarding the essay questions for the test.  It = helps a=20 lot.  However, I missed the explanation of Sternberg's memory = search=20 paradigm.  I'll ask in class on Tuesday but, was it ever discussed = in=20 class?  I would appreciate that. 
    What are serial position effects?  I = would=20 assume that primacy and recency effects have to do with the topic but, = my notes=20 are a little sketchy and I have serial position curves written = down.  Could=20 anyone explain this to me?  Does it have to do with Waugh and = Norman's=20 research on working memory? 
    Memory is crazy and it boggles my mind = when I=20 try to think of all of the stuff that's going on in just very simple=20 tasks.
------=_NextPart_000_000D_01C5E383.61E69710-- From psych3120@lists.csbs.utah.edu Mon Nov 7 17:26:11 2005 From: psych3120@lists.csbs.utah.edu (Colton Felts) Date: Mon, 7 Nov 2005 10:26:11 -0700 Subject: [Psych3120] sternberg Message-ID: This is a multi-part message in MIME format. ------=_NextPart_000_0015_01C5E385.AC79DBF0 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable if anyone needs additional information on sternberg's memory search = paradigm, go to this site. It's a good one. http://web.ac.za/depts/psychology/psy300/sternb.html ------=_NextPart_000_0015_01C5E385.AC79DBF0 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable
if anyone needs additional information on sternberg's memory search = paradigm, go to this site.  It's a good one.
 
 
------=_NextPart_000_0015_01C5E385.AC79DBF0-- From psych3120@lists.csbs.utah.edu Mon Nov 7 17:29:37 2005 From: psych3120@lists.csbs.utah.edu (Kimberly Hollie) Date: Mon, 7 Nov 2005 09:29:37 -0800 (PST) Subject: [Psych3120] Re: Psych3120 digest, Vol 1 #833 - 10 msgs In-Reply-To: <200511070923.CAA00054@topo.csbs.utah.edu> Message-ID: <20051107172938.7486.qmail@web52802.mail.yahoo.com> --0-787045183-1131384577=:7067 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit I also could not find Sternbergs memory search paradigm. But Joel said that we never got to it during class, so we dont need to worry about it. --------------------------------- Yahoo! FareChase - Search multiple travel sites in one click. --0-787045183-1131384577=:7067 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
I also could not find Sternbergs memory search paradigm. But Joel said that we never got to it during class, so we dont need to worry about it.

Yahoo! FareChase - Search multiple travel sites in one click. --0-787045183-1131384577=:7067-- From psych3120@lists.csbs.utah.edu Tue Nov 8 04:48:34 2005 From: psych3120@lists.csbs.utah.edu (Eve Patterson) Date: Mon, 7 Nov 2005 20:48:34 -0800 (PST) Subject: [Psych3120] Modes In-Reply-To: <200511071901.MAA06001@topo.csbs.utah.edu> Message-ID: <20051108044834.46017.qmail@web33315.mail.mud.yahoo.com> I've been studying so much that when I went to write modes in the subject line I first wrote nodes. I purchased the book Seven Sins of Memory and I am finding it quite intriguing. All this study of memory has me hyper-concious of my own memory sins. Just now I was looking for my book to quote a part of it. When I couldn't find it my thought became I must have been too absent minded to encode where I set it down at. At a loss I came back to the computer only think I remember where I set it, went to that place, no book. So my thought then became I must have put a new memory over the one of where I put my book. Oh no my memory system is failing. Alas I am now convinced I am turning into Clive, still with no book at hand. What stands out to me in my study of memory is that it really is a lot of common sense; like the seven sins or the different elements of episodic memory. So in studying it I go okay so an interpolated event is me remembering being way cooler in high school than I probably was. For this reason I am thankful to have my recoded engram instead of the sadder more realistically normal, original engram. Best of luck in your studying. --- psych3120-request@lists.csbs.utah.edu wrote: > Send Psych3120 mailing list submissions to > psych3120@lists.csbs.utah.edu > > To subscribe or unsubscribe via the World Wide Web, > visit > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > or, via email, send a message with subject or body > 'help' to > psych3120-request@lists.csbs.utah.edu > > You can reach the person managing the list at > psych3120-admin@lists.csbs.utah.edu > > When replying, please edit your Subject line so it > is more specific > than "Re: Contents of Psych3120 digest..." > > > Today's Topics: > > 1. Danielle Cotterell #10 (Danielle Cotterell) > 2. recency and primacy effects... (Colton Felts) > 3. sternberg (Colton Felts) > 4. Re: Psych3120 digest, Vol 1 #833 - 10 msgs > (Kimberly Hollie) > > --__--__-- > > Message: 1 > From: "Danielle Cotterell" > To: psych3120@lists.csbs.utah.edu > Date: Mon, 07 Nov 2005 08:40:51 -0700 > Subject: [Psych3120] Danielle Cotterell #10 > Reply-To: psych3120@lists.csbs.utah.edu > >
class=RTE>I wrote this last Friday, but for some > reason I haven't seen it on any of the posts...so > I'm going to write it again.  All of this talk > about memory is so interesting to me.  I > watched 50 First Dates the other night and because > of the class discussions of memory, I looked at this > movie completely differently.  The one scene > where they go to the memory clinic and meet 10 > second Tom just facinates me.  They each > introduce themselves to Tom and after ten seconds > passes by he procedes to introduce himself again, > having no memory that they had just done this.  > This movie and class has really reminded me of how > much we take our memory for > granted.
> > > --__--__-- > > Message: 2 > From: "Colton Felts" > To: > Date: Mon, 7 Nov 2005 10:09:47 -0700 > Subject: [Psych3120] recency and primacy effects... > Reply-To: psych3120@lists.csbs.utah.edu > > This is a multi-part message in MIME format. > > ------=_NextPart_000_000D_01C5E383.61E69710 > Content-Type: text/plain; > charset="iso-8859-1" > Content-Transfer-Encoding: quoted-printable > > First of all, thanks to everyone who has posted > all the information = > regarding the essay questions for the test. It > helps a lot. However, I = > missed the explanation of Sternberg's memory search > paradigm. I'll ask = > in class on Tuesday but, was it ever discussed in > class? I would = > appreciate that. =20 > What are serial position effects? I would > assume that primacy and = > recency effects have to do with the topic but, my > notes are a little = > sketchy and I have serial position curves written > down. Could anyone = > explain this to me? Does it have to do with Waugh > and Norman's research = > on working memory?=20 > Memory is crazy and it boggles my mind when I > try to think of all of = > the stuff that's going on in just very simple tasks. > ------=_NextPart_000_000D_01C5E383.61E69710 > Content-Type: text/html; > charset="iso-8859-1" > Content-Transfer-Encoding: quoted-printable > > Transitional//EN"> > > content=3Dtext/html;charset=3Diso-8859-1> > > > name=3DGENERATOR> > style=3D"PADDING-LEFT: 10px; FONT-WEIGHT: normal; > FONT-SIZE: 10pt; = > COLOR: #000000; BORDER-TOP-STYLE: none; PADDING-TOP: > 15px; FONT-STYLE: = > normal; FONT-FAMILY: Verdana; BORDER-RIGHT-STYLE: > none; = > BORDER-LEFT-STYLE: none; TEXT-DECORATION: none; > BORDER-BOTTOM-STYLE: = > none"=20 > leftMargin=3D0 topMargin=3D0 acc_role=3D"text" > CanvasTabStop=3D"true"=20 > name=3D"Compose message area"> >
    First of all, thanks to > everyone who has = > posted all=20 > the information regarding the essay questions for > the test.  It = > helps a=20 > lot.  However, I missed the explanation of > Sternberg's memory = > search=20 > paradigm.  I'll ask in class on Tuesday but, > was it ever discussed = > in=20 > class?  I would appreciate that. 
>
    What are serial > position effects?  I = > would=20 > assume that primacy and recency effects have to do > with the topic but, = > my notes=20 > are a little sketchy and I have serial position > curves written = > down.  Could=20 > anyone explain this to me?  Does it have to do > with Waugh and = > Norman's=20 > research on working memory? 
>
    Memory is crazy and it > boggles my mind = > when I=20 > try to think of all of the stuff that's going on in > just very simple=20 > tasks.
> > ------=_NextPart_000_000D_01C5E383.61E69710-- > > --__--__-- > > Message: 3 > From: "Colton Felts" > To: > Date: Mon, 7 Nov 2005 10:26:11 -0700 > Subject: [Psych3120] sternberg > Reply-To: psych3120@lists.csbs.utah.edu > > This is a multi-part message in MIME format. > > ------=_NextPart_000_0015_01C5E385.AC79DBF0 > Content-Type: text/plain; > charset="iso-8859-1" > Content-Transfer-Encoding: quoted-printable > > if anyone needs additional information on > sternberg's memory search = > paradigm, go to this site. It's a good one. > > > http://web.ac.za/depts/psychology/psy300/sternb.html ts/psychology/psy300/sternb.html> > ------=_NextPart_000_0015_01C5E385.AC79DBF0 > Content-Type: text/html; > charset="iso-8859-1" > Content-Transfer-Encoding: quoted-printable > > Transitional//EN"> > > content=3Dtext/html;charset=3Diso-8859-1> > > > name=3DGENERATOR> > style=3D"PADDING-LEFT: 10px; FONT-WEIGHT: normal; > FONT-SIZE: 10pt; = > COLOR: #000000; BORDER-TOP-STYLE: none; PADDING-TOP: > 15px; FONT-STYLE: = > normal; FONT-FAMILY: Verdana; BORDER-RIGHT-STYLE: > none; = > BORDER-LEFT-STYLE: none; TEXT-DECORATION: none; > BORDER-BOTTOM-STYLE: = > === message truncated === __________________________________ Yahoo! FareChase: Search multiple travel sites in one click. http://farechase.yahoo.com From psych3120@lists.csbs.utah.edu Tue Nov 8 05:00:59 2005 From: psych3120@lists.csbs.utah.edu (Doug Christopherson) Date: Mon, 07 Nov 2005 22:00:59 -0700 Subject: [Psych3120] weekly post Message-ID: I'm not real interested in the expectancy study we talked about in class on Thursday. I'm just comfortable knowing that my memory works--at least enough to function. It takes a case of someone's who doesn't, unfortunately, to remind me of that. Eve posted a story about the "last hippie" and I remember skimming over this story as well. Thinking you are meeting a new person everytime you see your parents would be maddening, or maybe not because you just think it's a new person. The "last hippie" by all outward appearances seemed to be a pretty happy, light-hearted guy. It makes you wonder just how much a role our memories play in our happiness, or in a lot of peoples cases unhappiness. For many people, guilt and shame from the past affect their living today. What would life be like if we didn't have that memory of a shameful event from long ago, or even an embarrassing event from yesterday? Living in the past (or in the future) is the cause of many of my problems, so what if I had no past? Just something to think about. The "last hippie" himself believed he was reaching enlightenment, sounds nice. _________________________________________________________________ Is your PC infected? Get a FREE online computer virus scan from McAfee® Security. http://clinic.mcafee.com/clinic/ibuy/campaign.asp?cid=3963 From psych3120@lists.csbs.utah.edu Tue Nov 8 20:22:20 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Tue, 08 Nov 2005 13:22:20 -0700 Subject: [Psych3120] Episodic into Semantic memory Message-ID: <1131481340.437108fc6422b@webmail.utah.edu> I thought I would pose a little question to the message board and see what interpretations came up. I wondered if and how basic episodic memory gets translated into our semantic web of belief. It seems that they are almost two different categories, though intertwined. If I have a distinct memory of some occuring event (say eating lunch today), how does my having that memory affect the spreading activation that occurs when someone later in the day says lunch. Is my particular memory now part of my semantic web? Or rather, will general notions of lunch be more likely to come up? It seems that some of both may occur and it depends on the retrieval cue, but what I am considering is how existent semantic relation and peculiar episodic memory interact in that retrieval process. From psych3120@lists.csbs.utah.edu Wed Nov 9 00:04:10 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Tue, 8 Nov 2005 19:04:10 EST Subject: [Psych3120] Re: [Psych3120] Message-ID: <12a.68f2d2ae.30a296fa@aol.com> -------------------------------1131494650 Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit I was unable to make it to class today. I am wondering if there will be any further study sessions or if anyone can give me some hints about what happened in class today. Thanks! Heidi Bogus -------------------------------1131494650 Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: quoted-printable
I was unable to make it to class today.  I am wondering if there w= ill=20 be any further study sessions or if anyone can give me some hints about what= =20 happened in class today. 

Thanks!
 
Heidi Bogus
 -------------------------------1131494650-- From psych3120@lists.csbs.utah.edu Wed Nov 9 00:14:39 2005 From: psych3120@lists.csbs.utah.edu (Robert Smalls) Date: Tue, 8 Nov 2005 16:14:39 -0800 (PST) Subject: [Psych3120] Re: [Psych3120] In-Reply-To: <12a.68f2d2ae.30a296fa@aol.com> Message-ID: <20051109001439.48200.qmail@web32014.mail.mud.yahoo.com> --0-1460499297-1131495279=:47931 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit Heidi... if you find a group call me... same problem... 548 0099 . I'll even pay... Hbogus1@aol.com wrote:I was unable to make it to class today. I am wondering if there will be any further study sessions or if anyone can give me some hints about what happened in class today. Thanks! Heidi Bogus --------------------------------- Yahoo! FareChase - Search multiple travel sites in one click. --0-1460499297-1131495279=:47931 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
Heidi... if you find a group call me... same problem... 548 0099 .  I'll even pay...

Hbogus1@aol.com wrote:
I was unable to make it to class today.  I am wondering if there will be any further study sessions or if anyone can give me some hints about what happened in class today. 

Thanks!
 
Heidi Bogus

Yahoo! FareChase - Search multiple travel sites in one click. --0-1460499297-1131495279=:47931-- From psych3120@lists.csbs.utah.edu Wed Nov 9 00:43:06 2005 From: psych3120@lists.csbs.utah.edu (Trinity Allred) Date: Tue, 08 Nov 2005 17:43:06 -0700 Subject: [Psych3120] Horrah for Joel Message-ID: I really appreciated the study session in class today. I think that it is really great that he broke down all the questions on what points need to be covered. It made me realize more of what I need to focus on in my studying for the test on Thursday. However, I thought it was a bit distracting to have that many people in the class at once conducting a "study group". There was too many conversations going on and you couldn't hear above the noise to know what Joel and what questions he was answering. Trinity A. Allred _________________________________________________________________ Express yourself instantly with MSN Messenger! Download today - it's FREE! http://messenger.msn.click-url.com/go/onm00200471ave/direct/01/ From psych3120@lists.csbs.utah.edu Wed Nov 9 00:59:41 2005 From: psych3120@lists.csbs.utah.edu (Eve Patterson) Date: Tue, 8 Nov 2005 16:59:41 -0800 (PST) Subject: [Psych3120] Re: Psych3120 digest, Vol 1 #835 - 2 msgs In-Reply-To: <200511081901.MAA19662@topo.csbs.utah.edu> Message-ID: <20051109005941.15598.qmail@web33306.mail.mud.yahoo.com> I am struggling with #7 on the study guide, and more specifically "What basic mechanism is thought to underlie semantic priming effects?" I think it is ASA or automatic spreading activation but I am not sure. But what I am most struggling with is the results of Neely's experiment. I don't understand the charts in the notes and my notes are too vague to understand. If you know I would greatly appreciate the help, you can e-mail me directly at EvePatterson@yahoo.com if you prefer b/c this sometimes has quite a delay. Thank you. --- psych3120-request@lists.csbs.utah.edu wrote: > Send Psych3120 mailing list submissions to > psych3120@lists.csbs.utah.edu > > To subscribe or unsubscribe via the World Wide Web, > visit > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > or, via email, send a message with subject or body > 'help' to > psych3120-request@lists.csbs.utah.edu > > You can reach the person managing the list at > psych3120-admin@lists.csbs.utah.edu > > When replying, please edit your Subject line so it > is more specific > than "Re: Contents of Psych3120 digest..." > > > Today's Topics: > > 1. Modes (Eve Patterson) > 2. weekly post (Doug Christopherson) > > --__--__-- > > Message: 1 > Date: Mon, 7 Nov 2005 20:48:34 -0800 (PST) > From: Eve Patterson > To: psych3120@lists.csbs.utah.edu > Subject: [Psych3120] Modes > Reply-To: psych3120@lists.csbs.utah.edu > > I've been studying so much that when I went to write > modes in the subject line I first wrote nodes. I > purchased the book Seven Sins of Memory and I am > finding it quite intriguing. All this study of > memory > has me hyper-concious of my own memory sins. Just > now > I was looking for my book to quote a part of it. > When > I couldn't find it my thought became I must have > been > too absent minded to encode where I set it down at. > At > a loss I came back to the computer only think I > remember where I set it, went to that place, no > book. > So my thought then became I must have put a new > memory > over the one of where I put my book. Oh no my memory > system is failing. Alas I am now convinced I am > turning into Clive, still with no book at hand. What > stands out to me in my study of memory is that it > really is a lot of common sense; like the seven sins > or the different elements of episodic memory. So in > studying it I go okay so an interpolated event is me > remembering being way cooler in high school than I > probably was. For this reason I am thankful to have > my > recoded engram instead of the sadder more > realistically normal, original engram. Best of luck > in > your studying. > > --- psych3120-request@lists.csbs.utah.edu wrote: > > > Send Psych3120 mailing list submissions to > > psych3120@lists.csbs.utah.edu > > > > To subscribe or unsubscribe via the World Wide > Web, > > visit > > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > > or, via email, send a message with subject or body > > 'help' to > > psych3120-request@lists.csbs.utah.edu > > > > You can reach the person managing the list at > > psych3120-admin@lists.csbs.utah.edu > > > > When replying, please edit your Subject line so it > > is more specific > > than "Re: Contents of Psych3120 digest..." > > > > > > Today's Topics: > > > > 1. Danielle Cotterell #10 (Danielle Cotterell) > > 2. recency and primacy effects... (Colton > Felts) > > 3. sternberg (Colton Felts) > > 4. Re: Psych3120 digest, Vol 1 #833 - 10 msgs > > (Kimberly Hollie) > > > > -- __--__-- > > > > Message: 1 > > From: "Danielle Cotterell" > > To: psych3120@lists.csbs.utah.edu > > Date: Mon, 07 Nov 2005 08:40:51 -0700 > > Subject: [Psych3120] Danielle Cotterell #10 > > Reply-To: psych3120@lists.csbs.utah.edu > > > >
> class=RTE>I wrote this last Friday, but for some > > reason I haven't seen it on any of the posts...so > > I'm going to write it again.  All of this > talk > > about memory is so interesting to me.  I > > watched 50 First Dates the other night and because > > of the class discussions of memory, I looked at > this > > movie completely differently.  The one scene > > where they go to the memory clinic and meet 10 > > second Tom just facinates me.  They each > > introduce themselves to Tom and after ten seconds > > passes by he procedes to introduce himself again, > > having no memory that they had just done > this.  > > This movie and class has really reminded me of how > > much we take our memory for > > granted.
> > > > > > -- __--__-- > > > > Message: 2 > > From: "Colton Felts" > > To: > > Date: Mon, 7 Nov 2005 10:09:47 -0700 > > Subject: [Psych3120] recency and primacy > effects... > > Reply-To: psych3120@lists.csbs.utah.edu > > > > This is a multi-part message in MIME format. > > > > ------=_NextPart_000_000D_01C5E383.61E69710 > > Content-Type: text/plain; > > charset="iso-8859-1" > > Content-Transfer-Encoding: quoted-printable > > > > First of all, thanks to everyone who has > posted > > all the information = > > regarding the essay questions for the test. It > > helps a lot. However, I = > > missed the explanation of Sternberg's memory > search > > paradigm. I'll ask = > > in class on Tuesday but, was it ever discussed in > > class? I would = > > appreciate that. =20 > > What are serial position effects? I would > > assume that primacy and = > > recency effects have to do with the topic but, my > > notes are a little = > > sketchy and I have serial position curves written > > down. Could anyone = > > explain this to me? Does it have to do with Waugh > > and Norman's research = > > on working memory?=20 > > Memory is crazy and it boggles my mind when I > > try to think of all of = > > the stuff that's going on in just very simple > tasks. > > ------=_NextPart_000_000D_01C5E383.61E69710 > > Content-Type: text/html; > > charset="iso-8859-1" > > Content-Transfer-Encoding: quoted-printable > > > > > Transitional//EN"> > > > > > content=3Dtext/html;charset=3Diso-8859-1> > > > > > > > name=3DGENERATOR> > > > style=3D"PADDING-LEFT: 10px; FONT-WEIGHT: normal; > > FONT-SIZE: 10pt; = > > COLOR: #000000; BORDER-TOP-STYLE: none; > PADDING-TOP: > > 15px; FONT-STYLE: = > > normal; FONT-FAMILY: Verdana; BORDER-RIGHT-STYLE: > > none; = > > BORDER-LEFT-STYLE: none; TEXT-DECORATION: none; > > BORDER-BOTTOM-STYLE: = > > none"=20 > > leftMargin=3D0 topMargin=3D0 acc_role=3D"text" > > CanvasTabStop=3D"true"=20 > > name=3D"Compose message area"> > >
    First of all, thanks > to > > everyone who has = > > posted all=20 > === message truncated === __________________________________ Yahoo! FareChase: Search multiple travel sites in one click. http://farechase.yahoo.com From psych3120@lists.csbs.utah.edu Wed Nov 9 02:57:05 2005 From: psych3120@lists.csbs.utah.edu (Ciege Schlesinger) Date: Tue, 08 Nov 2005 19:57:05 -0700 Subject: [Psych3120] Post #10 Message-ID: For this week posting I decided to write about the test since it is on Thursday... If anyone has anything in addition to this please feel free to add :) Subjects were presented with a trigram (ex: XQJ) and then present with three numbers (ex: 257) Subjects were then told to count backwards by 3’s every 2 seconds and then after X amount of time they were asked to recall the trigram (XQJ). At a 3 second recall rate it was approximately 50%, at 9 seconds 20% and then leveled off. After 18 seconds all memory was decayed. (After a certain amount of time if information is not stored in long-term memory all information was lost.) Waugh and Norman subjects were presented with a string of digits, which read at 1 or 4 per second. Conclusion: Loss is largely due to interference. From psych3120@lists.csbs.utah.edu Wed Nov 9 03:46:55 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Tue, 08 Nov 2005 22:46:55 -0500 Subject: [Psych3120] Question 3 Message-ID: <8C7B2F75CDEFC37-10E4-970A@mblkn-m13.sysops.aol.com> ----------MailBlocks_8C7B2F75CD7D52F_10E4_5E19_mblkn-m13.sysops.aol.com Content-Type: text/plain; charset="us-ascii" Serial position effects are the position of word in a list of to-be-remembered stimuli. For example say that you are given a list of 16 words to remember by reading them aloud at rate of 1 per second, then right after that you are asked to recall the words. Plotting the probablity of you getting a word correct by it's serial position which is the positition in the list of words. The porportion of words correctly recalled is plotted on the y axis and each word's position in a list is on the y axis. The recency effect happens when accuracy is high for the last few words in the list. The first few words on the list are much easier to remember then the words that are in the middle. Primacy effect occurs becuase first words are more likely to enter the secondary memory which gives you more opportunity to rehearse the words. In one experiment Glanzer and Cunitz tried to show that the primacy effect is stronger. They varied the amount of time between words which were presented every 1,2,or 3 s. The idea is that the slower rate should give more of a opportunity for rehearsal of the early items, so the primacy effect should be stronger. The recency effect should remain the same, but the recency effect depends on primary memory. Katie Homan ___________________________________________________ Try the New Netscape Mail Today! Virtually Spam-Free | More Storage | Import Your Contact List http://mail.netscape.com ----------MailBlocks_8C7B2F75CD7D52F_10E4_5E19_mblkn-m13.sysops.aol.com Content-Type: text/html; charset="us-ascii"
 
Serial position effects are the position of word in a list of to-be-remembered stimuli.
For example say that you are given a list of 16 words to remember by reading them
aloud at rate of 1 per second, then right after that you are asked to recall the words.
Plotting the probablity of you getting a word correct by it's serial position which is
the positition in the list of words. The porportion of words correctly recalled is plotted
on the y axis and each word's position in a list is on the y axis. The recency effect happens
when accuracy is high for the last few words in the list. The first few words on the list are
much easier to remember then the words that are in the middle. Primacy effect occurs becuase
first words are more likely to enter the secondary memory which gives you more opportunity
to rehearse the words. In one experiment Glanzer and Cunitz tried to show that the primacy
effect is stronger. They varied the amount of time between words which were presented every
1,2,or 3 s. The idea is that the slower rate should give more of a opportunity for rehearsal of the
early items, so the primacy effect should be stronger. The recency effect should remain the same, but
the recency effect depends on primary memory.  Katie Homan
Try the New Netscape Mail Today!
Virtually Spam-Free | More Storage | Import Your Contact List
http://mail.netscape.com ----------MailBlocks_8C7B2F75CD7D52F_10E4_5E19_mblkn-m13.sysops.aol.com-- From psych3120@lists.csbs.utah.edu Wed Nov 9 15:37:11 2005 From: psych3120@lists.csbs.utah.edu (stevebeardshall@juno.com) Date: Wed, 9 Nov 2005 15:37:11 GMT Subject: [Psych3120] Post #9 Message-ID: <20051109.073748.16411.63307@webmail26.lax.untd.com> I have been very interested in all the things that we have been studying, especially as I have been preparing for the upcoming test. I am increasingly amazed by the complex machine that our brains are. I have been especially impressed with Neeley's theories of how or semantic memory works. I think the different nodes and how they all intercontect is amazing. I definately agree with how he theorizes that our brain works. With each of the different examples of experiments that we talked about and read about in the text I found myself testing them in my own brain and they seemed to make great sense. I gues all in all I have been really impressed with this particular theory more because it seems to make complete sense to me personally. Steve Beardshall From psych3120@lists.csbs.utah.edu Wed Nov 9 17:29:31 2005 From: psych3120@lists.csbs.utah.edu (Dave Callister) Date: Wed, 9 Nov 2005 09:29:31 -0800 (PST) Subject: [Psych3120] the exam Message-ID: <20051109172931.36245.qmail@web32910.mail.mud.yahoo.com> So with tulving's model of epidsodic memory, it goes like this? First, in order to create an episodic memory, an event must occur that you are a part of. As this occurs, another coinciding factor is your cognitive environment. (the season, the time of day, how you're feeling, etc) These two elements combined lead to an encoding process where the memory is stored, and then an original engram is created which is essentially the memory itself. So, I guess if there is something that happens right after this, like a questioning, or interrogation, this is the interpolated event, and immediately there is a recoding process that takes info from the interpolated event and the original engram to produce a recoded engram. Now if I understand correctly, this recoded engram is most likely a slightly different and less accurate, or more accurate for that matter, memory. So later on, when you need or want or don't want to recall this event, and you do, there are certain retrieval cues that affect how you will recall it. This recall is called the ecphory (is that right?). >From this ecphory, info goes to the recoded engram to make sure it matches up, and it is converted into the recollective experience. Through all of this, memories can be accurate, or they can be so warped and inaccurate. So I am curious as to how often they are accurate, and how often they aren't accurate. Any feedback on the matter? Dave __________________________________ Yahoo! FareChase: Search multiple travel sites in one click. http://farechase.yahoo.com From psych3120@lists.csbs.utah.edu Thu Nov 10 04:01:01 2005 From: psych3120@lists.csbs.utah.edu (Brett Powell) Date: Wed, 9 Nov 2005 20:01:01 -0800 (PST) Subject: [Psych3120] Question #4 Message-ID: <20051110040101.63898.qmail@web36207.mail.mud.yahoo.com> --0-1858166112-1131595261=:63469 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit I had a bit of a tough time with question 4. I hope this can help anyone that was having trouble like I was. Briefly describe the model of episodic memory developed by Tulving. Use this framework to describe why state dependent learning occurs. Also, use this framework to account for Loftus's research on eye witness testimony. Tulving’s Elements of Episodic Memory Model Step 1) An original event is experienced (ex. car crash). The event is encoded in memory. An original engram is made which includes the event, environment, and cognitive environment/experience (emotions, thoughts, etc.). Step 2) An interpolated event occurs (ex. police asking you about accident). During the recall process, the original engram is recalled as a mix between the original engram and the recoded engram. The recoded engram can include false, biased, skewed memories depending on the retrieval cues stimulating the recall. Step 3) A retrieval cue is presented (ex. being asked specific questions about the accident in court). You go through the ecphory process pulling out ecphoric information (information recalled from the original or recoded engram that is specific to something in the event; i.e. How fast was the other car going? How erratically was the other car driving?, etc.) Step 4) Ecphoric information and the recollective experience are combined and converted while stimulating memory recollection to result in memory performance. State dependent memory The physical surroundings matter for memory recall because of retrieval cues associated with the physical environment. For example, a deep sea diver learns a list of words underwater. He is asked to recall the words both when he is on land and underwater. He is able to recall the words better when he is under water as opposed to on land. Also, memories can be altered depending on the retrieval cues that stimulated recollection since the recoding process can mix the original engram and environment with recoded engrams, interpolated events, retrieval cues, etc. Loftus This can help account for Loftus’ research on eyewitness testimony because it shows that memories can easily become altered therefore losing credibility and integrity. This theory, along with research done by Loftus, show that memories can be recoded incorrectly due to the presentation of different retrieval cues. Retrieval cues can include anything (ex. the rape victim that distinctly remembered the news anchor’s face as the face of the rapist because during the recall process she saw the anchor’s face on the TV and his face was recoded into her memory). The ways that questions are posed, the environment a person is in during the recoding process, etc. can interfere and affect the recoded memory. --------------------------------- Yahoo! FareChase - Search multiple travel sites in one click. --0-1858166112-1131595261=:63469 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit

I had a bit of a tough time with question 4.  I hope this can help anyone that was having trouble like I was.

 

Briefly describe the model of episodic memory developed by Tulving. Use this framework to describe why state dependent learning occurs. Also, use this framework to account for Loftus's research on eye witness testimony.

 

Tulving’s Elements of Episodic Memory Model

Step 1) An original event is experienced (ex. car crash).  The event is encoded in memory.  An original engram is made which includes the event, environment, and cognitive environment/experience (emotions, thoughts, etc.).

Step 2) An interpolated event occurs (ex. police asking you about accident).  During the recall process, the original engram is recalled as a mix between the original engram and the recoded engram.  The recoded engram can include false, biased, skewed memories depending on the retrieval cues stimulating the recall.

Step 3) A retrieval cue is presented (ex. being asked specific questions about the accident in court).  You go through the ecphory process pulling out ecphoric information (information recalled from the original or recoded engram that is specific to something in the event; i.e. How fast was the other car going?  How erratically was the other car driving?, etc.)

Step 4) Ecphoric information and the recollective experience are combined and converted while stimulating memory recollection to result in memory performance.

 

State dependent memory

The physical surroundings matter for memory recall because of retrieval cues associated with the physical environment.  For example, a deep sea diver learns a list of words underwater.  He is asked to recall the words both when he is on land and underwater.  He is able to recall the words better when he is under water as opposed to on land.  Also, memories can be altered depending on the retrieval cues that stimulated recollection since the recoding process can mix the original engram and environment with recoded engrams, interpolated events, retrieval cues, etc.

 

Loftus

This can help account for Loftus’ research on eyewitness testimony because it shows that memories can easily become altered therefore losing credibility and integrity.  This theory, along with research done by Loftus, show that memories can be recoded incorrectly due to the presentation of different retrieval cues.  Retrieval cues can include anything (ex. the rape victim that distinctly remembered the news anchor’s face as the face of the rapist because during the recall process she saw the anchor’s face on the TV and his face was recoded into her memory).  The ways that questions are posed, the environment a person is in during the recoding process, etc. can interfere and affect the recoded memory.

 

Yahoo! FareChase - Search multiple travel sites in one click. --0-1858166112-1131595261=:63469-- From psych3120@lists.csbs.utah.edu Thu Nov 10 05:15:31 2005 From: psych3120@lists.csbs.utah.edu (Lance P. Roberts) Date: Wed, 09 Nov 2005 22:15:31 -0700 Subject: [Psych3120] EXAM Lance Roberts Message-ID: For those of you that are staying up late craming for the exam here are some of my information for the test. I hope its right, and I make no promises that it is. Good luck tomarrow. 2. In the Brown - Peterson task the participants were presented with a trigram, such as (XQJ). Then soon after the experimenter would present a number such as (247). Immediately following the subjects would count backwards from that number in three’s at the rate of two per Second. After so many seconds (x), the subjects would then have to recall the original trigram, (XQJ). The results of the Brown - Peterson task was that there was a loss of information from short term memory after such a period of time. This is what is considered to be decay. Waugh and Norman challenged the Brown - Peterson task, and brought forth the idea of Interference. They asked the question “does loss follow time or number of items. The Waugh - Norman task presented subjects with a string of digits. The digits would be read to the subject at a rate of one or four digits per second. The subjects would then have to repeat the digit that followed immediately after a probe digit. Their results were consistent with loss being attributed to the number of interfering items and had little minimal difference according to time. From these tasks, it is safe to say that loss from short term memory is largely due to interference. The old information is replaced by new information, and rehearsal moves the information to the head of the buffer. 3. The serial position effect was demonstrated by presenting subjects with a list of unrelated words. The subjects were then to recall all of the words which they remembered. This showed a primacy and recency effect in which the subjects had a higher probability of recalling the words that were at the beginning of the list (primacy) and the words at the end of the list (recency). Glanzer used a distractor task at the end of the serial position task. This caused the recency portion of the curve to become abolished. This showed that recency was determined by readout from short term memory. Rhundus had the subjects rehearse the list out loud. The primacy curve from the serial position task matched the rehearsal curve. This showed that primacy was determined by the transfer to long term memory. 4. Using Tulving’s model of episodic memory we can say that state dependant learning occurs because of the mixing of the original event and the cognitive environment into the encoding to produce the original engram. Using the class example of deep sea divers and recalling words, we can see that the original event (words memorized) and the cognitive environment (from being underwater) would combine in the encoding to form the original engram. This would continue down the model of episodic memory until it reaches the recollective experience. 7. The seven sins of memory are as follows: 1) Transience - The tendency to lose information across time, whether through forgetting, interference or retrieval failure. With transience the typical memories are overlaid and the aberrant memories stand out. Transience comes from shallow initial encoding, reduction in strength of neural connections, retroactive interference, and inappropriate retrieval cues. An example of transience would be Thanksgiving dinner. You remember what you usually have for thanksgiving but you cant remember a specific Thanksgiving that you ate that particular item because other Thanksgivings are overlaid on top of past Thanksgivings. 2)Absent mindedness - Everyday memory failure in remembering information and intended activities. Absent mindedness can be caused by insufficient attention probably because of a Secondary task. Insufficient environmental cues can also cause absent mindedness. % Prospective memory: event based - when x happens y, time based - Do x at y time. % The most common and probably best example of absent mindedness is when you cant find your keys as you head out the door. When you came home you were probably going to do something such as go to the restroom and used insufficient attention to where you put your keys. You probably also used insufficient environmental cues when you placed your keys down. Next time that you come home you might want to put them next to something that is not going to move (like the computer) and put them there every time. 3)Blocking - temporary retrieval failure or loss of access, such as the tip-of-the-tongue state, in either episodic or semantic memory. Blocking is most common in regards to names or abstract obscure words. The person can often remember the gender, the first and last letter, and the number of syllables of the word. The best thing to do when it comes to blocking is to just forget it and it will come back to you later. 4)Misattribution - Remembering a fact correctly from past experience but attributing it to an incorrect source of context. A good example of misattribution is when a lady was raped in her own home and said that it was the weatherman because he was on the television at the time of the rape. 5)Suggestibility - The tendency to incorporate information provided by others into your own recollection and memory representation. 6)Bias - The tendency for knowledge, beliefs, and feelings to distort recollection of previous experiences and to affect current and future judgements and memory. 7) Persistence - remembering an event that one may not want to remember. Usually with the help of retrieval cues. From psych3120@lists.csbs.utah.edu Thu Nov 10 19:15:59 2005 From: psych3120@lists.csbs.utah.edu (Kimberly Hollie) Date: Thu, 10 Nov 2005 11:15:59 -0800 (PST) Subject: [Psych3120] Re: Psych3120 digest, Vol 1 #837 - 2 msgs In-Reply-To: <200511101901.MAA18336@topo.csbs.utah.edu> Message-ID: <20051110191559.23193.qmail@web52805.mail.yahoo.com> --0-1694000208-1131650159=:22912 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit All I have to say after taking the exam is that I wish Neely's experiment had been one of the essay questions. I know that not all of you will agree with my saying so, but we practically spent two full days having it explained to us. Nothing else got that much attention, and we werent even asked to remember all of those details we spend so long talking about. I dont know if anyone else feels the same way I do, but i wish class discussions would reflect the exam. --------------------------------- Yahoo! FareChase - Search multiple travel sites in one click. --0-1694000208-1131650159=:22912 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
All I have to say after taking the exam is that I wish Neely's experiment had been one of the essay questions. I know that not all of you will agree with my saying so, but we practically spent two full days having it explained to us. Nothing else got that much attention, and we werent even asked to remember all of those details we spend so long talking about. I dont know if anyone else feels the same way I do, but i wish class discussions would reflect the exam.

Yahoo! FareChase - Search multiple travel sites in one click. --0-1694000208-1131650159=:22912-- From psych3120@lists.csbs.utah.edu Thu Nov 10 20:59:12 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Thu, 10 Nov 2005 15:59:12 EST Subject: [Psych3120] Re: Psych3120 digest, Vol 1 #837 - 2 msgs Message-ID: <21e.2621b6c.30a50ea0@aol.com> -------------------------------1131656352 Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit I would have loved to have Neely as an essay question rather than the 5 assumptions one. I felt more comfortable about Neely than the other and agree that we spent much more time discussing it than anything else. -------------------------------1131656352 Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: quoted-printable
I would have loved to have Neely as an essay question rather than the 5= =20 assumptions one.  I felt more comfortable about Neely than the other an= d=20 agree that we spent much more time discussing it than anything else. =20
-------------------------------1131656352-- From psych3120@lists.csbs.utah.edu Thu Nov 10 22:24:53 2005 From: psych3120@lists.csbs.utah.edu (Kendrick) Date: Thu, 10 Nov 2005 15:24:53 -0700 Subject: [Psych3120] the test Message-ID: <33375ed40511101424i5fc835cbi9853fe1f17099347@mail.gmail.com> ------=_Part_5240_12132207.1131661493574 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Content-Disposition: inline Well, now that thats done, i'll admit, I don't like this subject. memory study seems so boring to me. I have to admit though, that while preparing for the test, everything seemed to make more sense than during the lectures= . It wall kind of came together for me in the test prep. Tulving's model was really a mystery to me until I prepared for it in the short ( * HA * ) essa= y questions. I messed up in Tulving's model of semantic memory though. there was so much to remember, and I was so worried I would forget everything before I could answer all the essay questions. Anyhow, I thought the test was a fair challenge to the info we have been taught and studying. My only complaint is that it seemed the longest 4 essay questions were chosen. Each one of mine had a diagram drawn to help explain the concepts, and each one took the full page. My hand was killing me by the end, and I was so stresse= d in getting it all down, that I knew I was going to forget something. Kendrick ------=_Part_5240_12132207.1131661493574 Content-Type: text/html; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Content-Disposition: inline
Well, now that thats done, i'll admit, I don't like this subject. = ; memory study seems so boring to me.  I have to admit though, that wh= ile preparing for the test, everything seemed to make more sense than durin= g the lectures.  It wall kind of came together for me in the test prep= .  Tulving's model was really a mystery to me until I prepared for it = in the short ( * HA * ) essay questions.  I messed up in Tulving's mod= el of semantic memory though. there was so much to remember, and I was so w= orried I would forget everything before I could answer all the essay questi= ons.  Anyhow, I thought the test was a fair challenge to the info we h= ave been taught and studying.  My only complaint is that it seemed the= longest 4 essay questions were chosen.  Each one of mine had a diagra= m drawn to help explain the concepts, and each one took the full page. = ; My hand was killing me by the end, and I was so stressed in getting it al= l down, that I knew I was going to forget something. 
 
Kendrick
------=_Part_5240_12132207.1131661493574-- From psych3120@lists.csbs.utah.edu Fri Nov 11 00:01:07 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Thu, 10 Nov 2005 19:01:07 -0500 Subject: [Psych3120] the test Message-ID: <8C7B46A26628C4A-6E4-31F5@FWM-D06.sysops.aol.com> ----------MailBlocks_8C7B46A265B653C_6E4_3180_FWM-D06.sysops.aol.com Content-Type: text/plain; charset="us-ascii" Beloved Psych Message Board... Well, I suppose most of us will be making comments about today's test in this weeks post. I am no exception. My brain hurt after that test today. But it was a good test, I felt prepared for it. Joel's review on Tuesday really helped a lot to straigthen out my understanding of some concepts. So thanks Joel! I must admit, it was a time crunch answering 30 multiple choice questions and then writing out four essays. I felt I my essays would have been of better quality if there had only been three essays like there was on the first test. Also, I usually like to go over the MC to make sure I didn't make any dumb mistakes and I also like to read over my essays too to make sure I didn't leave anything out...but I didn't have time to do that today. My suggestion is that if there is going to be four essay questions, there needs to be fewer multiple choice questions. Overall though, I felt good about the test and I'm really glad I was able to learn about how memory works. Have a great weekend everyone! -Danielle Stocking ----------MailBlocks_8C7B46A265B653C_6E4_3180_FWM-D06.sysops.aol.com Content-Type: text/html; charset="us-ascii"
Beloved Psych Message Board...
Well, I suppose most of us will be making comments about today's test in this weeks post.  I am no exception.  My brain hurt after that test today.  But it was a good test, I felt prepared for it.  Joel's review on Tuesday really helped a lot to straigthen out my understanding of some concepts.  So thanks Joel!  I must admit, it was a time crunch answering 30 multiple choice questions and then writing out four essays.  I felt I my essays would have been of better quality if there had only been three essays like there was on the first test.  Also, I usually like to go over the MC to make sure I didn't make any dumb mistakes and I also like to read over my essays too to make sure I didn't leave anything out...but I didn't have time to do that today.  My suggestion is that if there is going to be four essay questions, there needs to be fewer multiple choice questions.  Overall though, I felt good about the test and I'm really glad I was able to learn about how memory works.  Have a great weekend everyone!
-Danielle Stocking
----------MailBlocks_8C7B46A265B653C_6E4_3180_FWM-D06.sysops.aol.com-- From psych3120@lists.csbs.utah.edu Fri Nov 11 16:59:47 2005 From: psych3120@lists.csbs.utah.edu (Spencer Banks) Date: Fri, 11 Nov 2005 09:59:47 -0700 Subject: [Psych3120] post #12 Message-ID:

In thinking about what to write about today, I was finding it very hard to concentrate, having just finsihed my physics exam which I stayed up until 2:00 AM to study for, and it made me wonder what effect does a lack of sleep have on academics and if their have been any psychological research done into the subject.  And sure enough I found an article that came out just yesterday about it.  Psychologist Gahan Fallone conducted the research at Brown Medical School and found that even just missing out on one hour of sleep can have a detrimental effect.  She is currently researching whether or not sleep deprivation could prove even worse for people with attention deficit hyperactivity disorder, or ADHD. I found that very interesting.  The study shows that the biggest problem is with concentration, but I find that when I'm really tired my mind just works really slowly, which made me think about semantic memory and what the relationship is with that.  Is there some type of interference between conections, or doesactivation just spread more slowly?  I'm not sure, but I'd like to know, so maybe that'll be next weeks post.

From psych3120@lists.csbs.utah.edu Fri Nov 11 17:55:13 2005 From: psych3120@lists.csbs.utah.edu (Kimberly McGrath) Date: Fri, 11 Nov 2005 10:55:13 -0700 Subject: [Psych3120] yesterdays test Message-ID: <001601c5e6e9$11f11d70$0300a8c0@starwest> This is a multi-part message in MIME format. ------=_NextPart_000_0013_01C5E6AE.64C27250 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable I hope that everyone did well on yesterdays test. I personally thought = that it was a lot harder than the first test. But I still think that I = did ok. I can't believe that we are coming to the end of the semester = all ready. It has been great being in this class and I have learned so = much information. Kim McGrath ------=_NextPart_000_0013_01C5E6AE.64C27250 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable
I hope that everyone did well on = yesterdays=20 test.  I personally thought that it was a lot harder than the first = test.  But I still think that I did ok.  I can't believe that = we are=20 coming to the end of the semester all ready.  It has been great = being in=20 this class and I have learned so much information.
 
Kim McGrath
------=_NextPart_000_0013_01C5E6AE.64C27250-- From psych3120@lists.csbs.utah.edu Fri Nov 11 17:54:56 2005 From: psych3120@lists.csbs.utah.edu (Emily Liljenquist) Date: Fri, 11 Nov 2005 10:54:56 -0700 Subject: [Psych3120] The Test Message-ID: Thanks to Joel for the awesome acronym- TAB Moldy Soda Bi-Product- which greatly helped me with the last essay question on the exam. Amazingly enough, that was one of the only things that I didn't have to jog my memory for. I actually don't think I will ever forget it and I definitely won't look at TAB the same way. Also, did anyone else have a really difficult time completing the exam in the allotted amount of time? I ended up not finishing the multiple choice questions and I am really worried about my grade because of that. I am way disappointed because I know I could have done well. I am a really slow test-taker anyway and I just could not finish in an hour and twenty minutes! Please let me know if any of you also had a difficult time finishing, maybe that will make me feel a little better. From psych3120@lists.csbs.utah.edu Fri Nov 11 19:22:12 2005 From: psych3120@lists.csbs.utah.edu (Danielle Cotterell) Date: Fri, 11 Nov 2005 12:22:12 -0700 Subject: [Psych3120] Danielle Cotterell #11 In-Reply-To: <200511111901.MAA02164@topo.csbs.utah.edu> Message-ID:

Well, it's over.  I read through some of the posts today, and agree that this test was a bit harder than the first one.  I do feel that I was somewhat prepared after the review on Tuesday.  The five assumptions question was the hardest for me.  My mind went blank and I couldn't remember all five!!  Anyway, thanks Joel for your help, and thanks to everyone who posted before the test.  I hope we all did well.  Have a great weekend!!

~Danielle

From:  psych3120-request@lists.csbs.utah.edu
Reply-To:  psych3120@lists.csbs.utah.edu
To:  psych3120@lists.csbs.utah.edu
Subject:  Psych3120 digest, Vol 1 #838 - 7 msgs
Date:  Fri, 11 Nov 2005 12:01:02 -0700 (MST)
>Send Psych3120 mailing list submissions to
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>Today's Topics:
>
>    1. Re: Psych3120 digest, Vol 1 #837 - 2 msgs (Kimberly Hollie)
>    2. Re: Re: Psych3120 digest, Vol 1 #837 - 2 msgs (Hbogus1@aol.com)
>    3. the test (Kendrick)
>    4. the test (shweetheart13@aol.com)
>    5. post #12 (Spencer Banks)
>    6. yesterdays test (Kimberly McGrath)
>    7. The Test (Emily Liljenquist)
>
>--__--__--
>
>Message: 1
>Date: Thu, 10 Nov 2005 11:15:59 -0800 (PST)
>From: Kimberly Hollie <kimberlyhollie@yahoo.com>
>To: psych3120@lists.csbs.utah.edu
>Subject: [Psych3120] Re: Psych3120 digest, Vol 1 #837 - 2 msgs
>Reply-To: psych3120@lists.csbs.utah.edu
>
>--0-1694000208-1131650159=:22912
>Content-Type: text/plain; charset=iso-8859-1
>Content-Transfer-Encoding: 8bit
>
>All I have to say after taking the exam is that I wish Neely's experiment had been one of the essay questions. I know that not all of you will agree with my saying so, but we practically spent two full days having it explained to us. Nothing else got that much attention, and we werent even asked to remember all of those details we spend so long talking about. I dont know if anyone else feels the same way I do, but i wish class discussions would reflect the exam.
>
>
>
>---------------------------------
>  Yahoo! FareChase - Search multiple travel sites in one click.
>--0-1694000208-1131650159=:22912
>Content-Type: text/html; charset=iso-8859-1
>Content-Transfer-Encoding: 8bit
>
><DIV>
><BLOCKQUOTE class=replbq style="PADDING-LEFT: 5px; MARGIN-LEFT: 5px; BORDER-LEFT: #1010ff 2px solid">
><DIV>All I have to say after taking the exam is that I wish Neely's experiment had been one of the essay questions. I know that not all of you will agree with my saying so, but we practically spent two full days having it explained to us. Nothing else got that much attention, and we werent even asked to remember all of those details we spend so long talking about. I dont know if anyone else feels the same way I do, but i wish class discussions would reflect the exam. </DIV></BLOCKQUOTE></DIV><p>
> <hr size=1> <a href="http://us.lrd.yahoo.com/_ylc=X3oDMTFqODRtdXQ4BF9TAzMyOTc1MDIEX3MDOTY2ODgxNjkEcG9zAzEEc2VjA21haWwtZm9vdGVyBHNsawNmYw--/SIG=110oav78o/**http%3a//farechase.yahoo.com/">Yahoo! FareChase - Search multiple travel sites in one click.</a>
>
>
>
>
>--0-1694000208-1131650159=:22912--
>
>--__--__--
>
>Message: 2
>From: Hbogus1@aol.com
>Date: Thu, 10 Nov 2005 15:59:12 EST
>Subject: Re: [Psych3120] Re: Psych3120 digest, Vol 1 #837 - 2 msgs
>To: psych3120@lists.csbs.utah.edu
>Reply-To: psych3120@lists.csbs.utah.edu
>
>
>-------------------------------1131656352
>Content-Type: text/plain; charset="US-ASCII"
>Content-Transfer-Encoding: 7bit
>
>I would have loved to have Neely as an essay question rather than the 5
>assumptions one.  I felt more comfortable about Neely than the other and  agree
>that we spent much more time discussing it than anything else.
>
>-------------------------------1131656352
>Content-Type: text/html; charset="US-ASCII"
>Content-Transfer-Encoding: quoted-printable
>
><!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN">
><HTML><HEAD>
><META http-equiv=3DContent-Type content=3D"text/html; charset=3DUS-ASCII">
><META content=3D"MSHTML 6.00.2900.2769" name=3DGENERATOR></HEAD>
><BODY id=3Drole_body style=3D"FONT-SIZE: 10pt; COLOR: #000000; FONT-FAMILY:=20=
>Arial"=20
>bottomMargin=3D7 leftMargin=3D7 topMargin=3D7 rightMargin=3D7><FONT id=3Drol=
>e_document=20
>face=3DArial color=3D#000000 size=3D2>
><DIV>I would have loved to have Neely as an essay question rather than the 5=
>=20
>assumptions one.&nbsp; I felt more comfortable about Neely than the other an=
>d=20
>agree that we spent much more time discussing it than anything else.&nbsp;=20
></DIV></FONT></BODY></HTML>
>
>-------------------------------1131656352--
>
>--__--__--
>
>Message: 3
>Date: Thu, 10 Nov 2005 15:24:53 -0700
>From: Kendrick <kendrick2@gmail.com>
>To: psych3120@lists.csbs.utah.edu
>Subject: [Psych3120] the test
>Reply-To: psych3120@lists.csbs.utah.edu
>
>------=_Part_5240_12132207.1131661493574
>Content-Type: text/plain; charset=ISO-8859-1
>Content-Transfer-Encoding: quoted-printable
>Content-Disposition: inline
>
>Well, now that thats done, i'll admit, I don't like this subject. memory
>study seems so boring to me. I have to admit though, that while preparing
>for the test, everything seemed to make more sense than during the lectures=
>.
>It wall kind of came together for me in the test prep. Tulving's model was
>really a mystery to me until I prepared for it in the short ( * HA * ) essa=
>y
>questions. I messed up in Tulving's model of semantic memory though. there
>was so much to remember, and I was so worried I would forget everything
>before I could answer all the essay questions. Anyhow, I thought the test
>was a fair challenge to the info we have been taught and studying. My only
>complaint is that it seemed the longest 4 essay questions were chosen. Each
>one of mine had a diagram drawn to help explain the concepts, and each one
>took the full page. My hand was killing me by the end, and I was so stresse=
>d
>in getting it all down, that I knew I was going to forget something.
>  Kendrick
>
>------=_Part_5240_12132207.1131661493574
>Content-Type: text/html; charset=ISO-8859-1
>Content-Transfer-Encoding: quoted-printable
>Content-Disposition: inline
>
><div>Well, now that thats done, i'll admit, I don't like this subject.&nbsp=
>; memory study seems so boring to me.&nbsp; I have to admit though, that wh=
>ile preparing for the test, everything seemed to make more sense than durin=
>g the lectures.&nbsp; It wall kind of came together for me in the test prep=
>.&nbsp; Tulving's model was really a mystery to me until I prepared for it =
>in the short ( * HA * ) essay questions.&nbsp; I messed up in Tulving's mod=
>el of semantic memory though. there was so much to remember, and I was so w=
>orried I would forget everything before I could answer all the essay questi=
>ons.&nbsp; Anyhow, I thought the test was a fair challenge to the info we h=
>ave been taught and studying.&nbsp; My only complaint is that it seemed the=
>  longest 4 essay questions were chosen.&nbsp; Each one of mine had a diagra=
>m drawn to help explain the concepts, and each one took the full page.&nbsp=
>; My hand was killing me by the end, and I was so stressed in getting it al=
>l down, that I knew I was going to forget something.&nbsp;
></div>
><div>&nbsp;</div>
><div>Kendrick </div>
>
>------=_Part_5240_12132207.1131661493574--
>
>--__--__--
>
>Message: 4
>Date: Thu, 10 Nov 2005 19:01:07 -0500
>From: shweetheart13@aol.com
>To: psych3120@lists.csbs.utah.edu
>Subject: [Psych3120] the test
>Reply-To: psych3120@lists.csbs.utah.edu
>
>
>----------MailBlocks_8C7B46A265B653C_6E4_3180_FWM-D06.sysops.aol.com
>Content-Type: text/plain; charset="us-ascii"
>
>Beloved Psych Message Board...
>Well, I suppose most of us will be making comments about today's test in this weeks post.  I am no exception.  My brain hurt after that test today.  But it was a good test, I felt prepared for it.  Joel's review on Tuesday really helped a lot to straigthen out my understanding of some concepts.  So thanks Joel!  I must admit, it was a time crunch answering 30 multiple choice questions and then writing out four essays.  I felt I my essays would have been of better quality if there had only been three essays like there was on the first test.  Also, I usually like to go over the MC to make sure I didn't make any dumb mistakes and I also like to read over my essays too to make sure I didn't leave anything out...but I didn't have time to do that today.  My suggestion is that if there is going to be four essay questions, there needs to be fewer multiple choice questions.  Overall though, I felt good about the test and I'm really glad I was able to learn about how memory works.  Have!
>  a great weekend everyone!
>-Danielle Stocking
>
>----------MailBlocks_8C7B46A265B653C_6E4_3180_FWM-D06.sysops.aol.com
>Content-Type: text/html; charset="us-ascii"
>
><HTML><BODY><DIV style='font-family: "Verdana"; font-size: 10pt;'><DIV>Beloved Psych Message Board...</DIV>
><DIV>Well, I suppose most of us will be making comments about today's test in this weeks post.&nbsp; I am no exception.&nbsp; My brain hurt after that test today.&nbsp; But it was a good test, I felt prepared for it.&nbsp; Joel's review on Tuesday really helped a lot to straigthen out my understanding of some concepts.&nbsp; So thanks Joel!&nbsp; I must admit, it was a time crunch answering 30 multiple choice questions and then writing out four essays.&nbsp; I felt I my essays would have been of better quality if there had only been three essays like there was on the first test.&nbsp; Also, I usually like to go over the MC to make sure I didn't make any dumb mistakes and I also like to read over my essays too to make sure I didn't leave anything out...but I didn't have time to do that today.&nbsp; My suggestion is that if there is going to be four essay questions, there needs to be fewer multiple choice questions.&nbsp; Overall though, I felt good about the test and I'm really!
>  glad I was able to learn about how memory works.&nbsp; Have a great weekend everyone!</DIV>
><DIV>-Danielle Stocking</DIV></DIV></BODY></HTML>
>
>----------MailBlocks_8C7B46A265B653C_6E4_3180_FWM-D06.sysops.aol.com--
>
>--__--__--
>
>Message: 5
>From: "Spencer Banks" <ji_mestone@hotmail.com>
>To: psych3120@lists.csbs.utah.edu
>Date: Fri, 11 Nov 2005 09:59:47 -0700
>Subject: [Psych3120] post #12
>Reply-To: psych3120@lists.csbs.utah.edu
>
><html><div style='background-color:'><DIV class=RTE>
><P>In thinking about what to write about today, I was finding it very hard to concentrate, having just finsihed my physics exam which I stayed up until 2:00 AM to study for, and it made me wonder what effect does a lack of sleep have on academics and if their have been any psychological research done into the subject.&nbsp; And sure enough I found an article that came out just yesterday about it.&nbsp; Psychologist Gahan Fallone conducted the research at Brown Medical School and found that even just missing out on one hour of sleep can have a detrimental effect.&nbsp; She is currently researching whether or not sleep deprivation could prove even worse for people with attention deficit hyperactivity disorder, or ADHD. I found that very interesting.&nbsp; The study shows that the biggest problem is with concentration, but I find that when I'm really tired my mind just works really slowly,
>which made me think about semantic memory and what the relationship is with that.&nbsp; Is there some type of interference between conections, or doesactivation just spread more slowly?&nbsp; I'm not sure, but I'd like to know, so maybe that'll be next weeks post.</P></DIV></div></html>
>
>
>--__--__--
>
>Message: 6
>From: "Kimberly McGrath" <kimmcgrath@gmail.com>
>To: <psych3120@lists.csbs.utah.edu>
>Date: Fri, 11 Nov 2005 10:55:13 -0700
>Subject: [Psych3120] yesterdays test
>Reply-To: psych3120@lists.csbs.utah.edu
>
>This is a multi-part message in MIME format.
>
>------=_NextPart_000_0013_01C5E6AE.64C27250
>Content-Type: text/plain;
> charset="iso-8859-1"
>Content-Transfer-Encoding: quoted-printable
>
>I hope that everyone did well on yesterdays test.  I personally thought =
>that it was a lot harder than the first test.  But I still think that I =
>did ok.  I can't believe that we are coming to the end of the semester =
>all ready.  It has been great being in this class and I have learned so =
>much information.
>
>Kim McGrath
>------=_NextPart_000_0013_01C5E6AE.64C27250
>Content-Type: text/html;
> charset="iso-8859-1"
>Content-Transfer-Encoding: quoted-printable
>
><!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN">
><HTML><HEAD>
><META http-equiv=3DContent-Type content=3D"text/html; =
>charset=3Diso-8859-1">
><META content=3D"MSHTML 6.00.2900.2769" name=3DGENERATOR>
><STYLE></STYLE>
></HEAD>
><BODY bgColor=3D#ffffff>
><DIV><FONT face=3DArial size=3D2>I hope that everyone did well on =
>yesterdays=20
>test.&nbsp; I personally thought that it was a lot harder than the first =
>
>test.&nbsp; But I still think that I did ok.&nbsp; I can't believe that =
>we are=20
>coming to the end of the semester all ready.&nbsp; It has been great =
>being in=20
>this class and I have learned so much information.</FONT></DIV>
><DIV><FONT face=3DArial size=3D2></FONT>&nbsp;</DIV>
><DIV><FONT face=3DArial size=3D2>Kim McGrath</FONT></DIV></BODY></HTML>
>
>------=_NextPart_000_0013_01C5E6AE.64C27250--
>
>
>--__--__--
>
>Message: 7
>From: "Emily Liljenquist" <maneater419@hotmail.com>
>To: psych3120@lists.csbs.utah.edu
>Date: Fri, 11 Nov 2005 10:54:56 -0700
>Subject: [Psych3120] The Test
>Reply-To: psych3120@lists.csbs.utah.edu
>
>      Thanks to Joel for the awesome acronym- TAB Moldy Soda Bi-Product-
>which greatly helped me with the last essay question on the exam.  Amazingly
>enough, that was one of the only things that I didn't have to jog my memory
>for.  I actually don't think I will ever forget it and I definitely won't
>look at TAB the same way.
>      Also, did anyone else have a really difficult time completing the exam
>in the allotted amount of time?  I ended up not finishing the multiple
>choice questions and I am really worried about my grade because of that.  I
>am way disappointed because I know I could have done well.  I am a really
>slow test-taker anyway and I just could not finish in an hour and twenty
>minutes!  Please let me know if any of you also had a difficult time
>finishing, maybe that will make me feel a little better.
>
>
>
>
>--__--__--
>
>_______________________________________________
>Psych3120 mailing list
>Psych3120@lists.csbs.utah.edu
>http://lists.csbs.utah.edu/listinfo.cgi/psych3120
>
>
>End of Psych3120 Digest
From psych3120@lists.csbs.utah.edu Fri Nov 11 19:27:00 2005 From: psych3120@lists.csbs.utah.edu (Drew Bennion) Date: Fri, 11 Nov 2005 12:27:00 -0700 Subject: [Psych3120] test (Drew Bennion) Message-ID: I agree with everyone else about the test. I just wish I had more time. After the multiple choice, I only had about 15 minutes per short answer. The first one about Tulving's model took longer than it should which made me rush and simplify every explanation. I tried to answer each part of the short answer as short and precise as I could and I still filled up every page. I'm just glad it's over. _________________________________________________________________ Express yourself instantly with MSN Messenger! Download today - it's FREE! http://messenger.msn.click-url.com/go/onm00200471ave/direct/01/ From psych3120@lists.csbs.utah.edu Fri Nov 11 19:27:27 2005 From: psych3120@lists.csbs.utah.edu (Colton Felts) Date: Fri, 11 Nov 2005 12:27:27 -0700 Subject: [Psych3120] the test Message-ID: This is a multi-part message in MIME format. ------=_NextPart_000_0005_01C5E6BB.47403430 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable One thing's for sure: everyone cut it close in finishing the exam on = time. Hopefully, that will be reflected on the 100% score. Anyway, the = test had some intense questions but, I feel somewhat like you in that I = thought for sure that Neely's experiment would be on the test. I do = think, though, that Neely's experiment was necessary in order to answer = the question about describing Collins and Quillian's model of semantic = memory. I used it to answer the question. Hopefully, that's right... ------=_NextPart_000_0005_01C5E6BB.47403430 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable
One thing's for sure: everyone cut it close in finishing the exam = on=20 time.  Hopefully, that will be reflected on the 100% score.  = Anyway,=20 the test had some intense questions but, I feel somewhat like you in = that I=20 thought for sure that Neely's experiment would be on the test.  I = do think,=20 though, that Neely's experiment was necessary in order to answer the = question=20 about describing Collins and Quillian's model of semantic memory.  = I used=20 it to answer the question.  Hopefully, that's = right...
------=_NextPart_000_0005_01C5E6BB.47403430-- From psych3120@lists.csbs.utah.edu Fri Nov 11 19:31:07 2005 From: psych3120@lists.csbs.utah.edu (Colton Felts) Date: Fri, 11 Nov 2005 12:31:07 -0700 Subject: [Psych3120] memory and perception... Message-ID: This is a multi-part message in MIME format. ------=_NextPart_000_001D_01C5E6BB.CA153EF0 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable I was wondering if anyone can explain if/how semantic memory and/or = episodic memory could influence perception. Is there a connection? I = believe that there would be but I can't think of how that might be able = to influence perception... ------=_NextPart_000_001D_01C5E6BB.CA153EF0 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable
I was wondering if anyone can explain if/how semantic memory and/or = episodic memory could influence perception.  Is there a = connection?  I=20 believe that there would be but I can't think of how that might be able = to=20 influence perception...
------=_NextPart_000_001D_01C5E6BB.CA153EF0-- From psych3120@lists.csbs.utah.edu Fri Nov 11 20:42:14 2005 From: psych3120@lists.csbs.utah.edu (Jonathan Gallimore) Date: Fri, 11 Nov 2005 12:42:14 -0800 (PST) Subject: [Psych3120] RE: Test yesterday Message-ID: <20051111204214.79112.qmail@web34605.mail.mud.yahoo.com> Okay Joel has already heard my belly aching and some of you might have already heard it too, but there seems to be a concensus here about the lack of time we had to complete this test. I felt like that test was very rushed. Some how I got thorugh all of the MC, the first essay and had 30 minutes left. 30 minutes to answer 3 very long essay questions. So I abandoned all structure, double checking, spelling, grammer, and legibility. I tried to just fly through the questions and write down as much as I could as fast as a could. And my last three essay questions did not adequately reflect my knowledge. Why is it that at night I would have had 2 hours to do the test but during the day I get only 1 hour and 15 minutes? Also some of the MC questions were really out of left field. There were options for answers that dealt with studies that we did not even discuss. All I have to say about the multiple choice is "geese". Where did that question come from and what did it want us to do to get an answer. That question was poorly worded. My hope for the test, is that since most of us had the problem of lacking sufficient time to finish the test properly to reflect our knowledge, perhaps the curve will reflect that and we can all get fairly decent grades on this exam. Is there any one interested in working with me on the answers for the next test? Never too early to plan. ---Jonathan Gallimore “You cannot escape the responsibility of tomorrow by evading it today.” –Abraham Lincoln __________________________________ Yahoo! Mail - PC Magazine Editors' Choice 2005 http://mail.yahoo.com From psych3120@lists.csbs.utah.edu Fri Nov 11 21:09:47 2005 From: psych3120@lists.csbs.utah.edu (Kendrick) Date: Fri, 11 Nov 2005 14:09:47 -0700 Subject: [Psych3120] a request from Spencer Banks Message-ID: <33375ed40511111309h5d8d6592jb92147c5e02013ae@mail.gmail.com> ------=_Part_349_14826775.1131743387348 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Content-Disposition: inline Spencer. I was wondering if you could share a link to the study you read. o= r provide the authors and title of the study. Sleep and performance is an interesting topic, especially for me because every test I have I have to make a decision about either staying up another hour, or just calling it good and getting some sleep. The night before this exam I was up until 2:00 (pretty typical for me on exam nights). Thanks ahead for sharing that study info! Kendrick ------=_Part_349_14826775.1131743387348 Content-Type: text/html; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Content-Disposition: inline
Spencer.  I was wondering if you could share a link to the study = you read.  or provide the authors and title of the study.  Sleep = and performance is an interesting topic, especially for me because every te= st I have I have to make a decision about either staying up another hour, o= r just calling it good and getting some sleep.  The night before this = exam I was up until 2:00 (pretty typical for me on exam nights).  Than= ks ahead for sharing that study info!
 
Kendrick
------=_Part_349_14826775.1131743387348-- From psych3120@lists.csbs.utah.edu Fri Nov 11 21:17:59 2005 From: psych3120@lists.csbs.utah.edu (Rachel B) Date: Fri, 11 Nov 2005 21:17:59 +0000 Subject: [Psych3120] test Message-ID: I also had the lack of time problem. I started with the essays first since they were fresh in my memory. By the time I got to the MC questions I had barely enough time to answer them and no time to double check any of my answers. I hope I didn't make too many gramatical errors on the essays or too quick decisions on the MC questions. Regarding Neely's experiment, I am sure it was not on the exam because we spent two full days explaining it and everyone should have had a good understanding, although there was a lot of confusion in class, which may have also contributed to it not being on the exam. Although it would have been nice to have it on the exam! -Rachel Braun Johnson From psych3120@lists.csbs.utah.edu Fri Nov 11 22:51:00 2005 From: psych3120@lists.csbs.utah.edu (Ciege Schlesinger) Date: Fri, 11 Nov 2005 15:51:00 -0700 Subject: [Psych3120] (no subject) Message-ID: Ok... Like everyone else I am going to complain about the lack of time that we had for the test. I started out with the essay questions, but after doing 2 of them, my hand started cramping and so I went to the multiple choice... when Joel announced there was only 30 minutes left, I was only half way through the MC and had 2 essay questions to do still. AH! Then I had some serious blocking and such due to anxiety. So, with all of that being said, I feel as though I could have done better had I not been in such a rush trying to get everything done. I had a very strong feeling the Neely study would not be on there because we did spend so much time on it. I feel like for both exam's we are told things will be on there and then they are not. Like for exam 1 we were told to have all the outside readings done so I, and others that I have talked to, spent time reading those instead of reviewing the material and not one question was on there about them. But I guess such is life. I did think the review that we had in class on Tuesday was nice though, and I liked how we didn't have to worry about arranging to come on a different day and what not, and Joel was very helpful with making sure we covered all necessary points :) So, thank you Joel... I hope everything did ok though considering and everyone takes the weekend to recover :) From psych3120@lists.csbs.utah.edu Sat Nov 12 04:51:13 2005 From: psych3120@lists.csbs.utah.edu (Jessica Berry) Date: Fri, 11 Nov 2005 21:51:13 -0700 Subject: [Psych3120] Complexity Shmexity In-Reply-To: <200511112112.OAA03721@topo.csbs.utah.edu> Message-ID: I don't remember us ever talking about a sentence verificiation task. The mutiple choice question had to do with complexity of sentences and how, or if, they influence the task. Does someone out there know what the answer to that question is? I found the multiple choice questions to be rather complicated and I feel like I ran out of time so I couldn't look over my answers. I am very thankful, however, that we get to practice the essay questions before we take the test. That is extremely helpful and a good way to learn because it makes you be thorough when you study, and helps you to study the right thing. However, I feel like asking obscure multiple choice questions taken from some corner of 3 or 4 chapters is practicallly evil. Thank you and good night. _________________________________________________________________ FREE pop-up blocking with the new MSN Toolbar – get it now! http://toolbar.msn.click-url.com/go/onm00200415ave/direct/01/ From psych3120@lists.csbs.utah.edu Sat Nov 12 21:18:32 2005 From: psych3120@lists.csbs.utah.edu (Ashley williams) Date: Sat, 12 Nov 2005 14:18:32 -0700 Subject: [Psych3120] test Message-ID:



Like everyone else, I feel the exam had too much to answer in the amount of time we had to complete it. I barely had enough time to ansmer the multiple choice and didn't have enough time to double check them, so I hope I didn't make too many errors while trying to hurray. However I was really happy with the essay's that appeared on the exam. I feel like we really covered all of those and had enough information to answer them just from lectures and the study session. I was really glad that we had the sudy session in class this time. It can become a pain to try to fit in outside sessions when you have work and class. Thanks for that. Joel was also really helpful with the study session making sure that all our questions were fully answered.

From psych3120@lists.csbs.utah.edu Sun Nov 13 01:03:22 2005 From: psych3120@lists.csbs.utah.edu (cortney tanner) Date: Sat, 12 Nov 2005 18:03:22 -0700 Subject: [Psych3120] Psych 3120 Message-ID:


 

Does anyone else think it’s ironic that many students in our class could not remember information?  I’m sorry, but I have to laugh.  We spend weeks studying how the memory works, as well as mnemonic techniques, and still there were problems?  Don’t get me wrong--I’m no boy genius, but I did take advantage of a few mnemonic tricks for the test.  Everything I memorized came out real spiffy (though my essays may have been lacking in depth--but the syllabus, test, and study guide all say "SHORT ANSWER").  I used: “A Leon” and “Tab multi soda by product” as well as a few others.  It was a difficult test.  Thank heavens I read the book.  I’m surprised not many students read the text.  It helps me get the big picture of what’s going on in class.  Anyway, I’m looking forward to using the mnemonic tricks on the next test.   

 

 

From psych3120@lists.csbs.utah.edu Sun Nov 13 04:19:35 2005 From: psych3120@lists.csbs.utah.edu (alexis cononelos) Date: Sat, 12 Nov 2005 20:19:35 -0800 (PST) Subject: [Psych3120] mnemonics Message-ID: <20051113041935.23272.qmail@web52415.mail.yahoo.com> --0-1600906810-1131855575=:23078 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit When I was fist starting college at salt lake community I took a course called "college essentails" and we spent some time understanding how memory worked. We had a few exercises in the class on mnemonic strategies and these memories came back when we started discussing the strategies for this class. For example we would pair off in groups and practice our own unique loci method. We also practiced using peg word mnemonics in order to memorize a huge list of a decade of all the movies that were awarded Oscars, that otherwise looked as though would take some serious time but we were able to do this in a matter of minutes. We did this by prememorizing items that stood for each number 1-10 and then we were able to more easily memorize this extensive list based off of each year. Strangely I still remember doing this but I no longer remember the list, only a few movies come to mind (I believe we did the Oscars of the 70's) Acronyms were something I had always used in school growing up, my mom introduced me to it when I was in elementary school and I still find it the most helpful in memorizing lists of words. --------------------------------- Yahoo! FareChase - Search multiple travel sites in one click. --0-1600906810-1131855575=:23078 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
When I was fist starting college at salt lake community I took a course called "college essentails" and we spent some time understanding how memory worked.  We had a few exercises in the class on mnemonic strategies and these memories came back when we started discussing the strategies for this class.  For example we would pair off in groups and practice our own unique loci method.  We also practiced using peg word mnemonics in order to memorize a huge list of a decade of all the movies that were awarded Oscars, that otherwise looked as though would take some serious time but we were able to do this in a matter of minutes.  We did this by prememorizing items that stood for each number 1-10 and then we were able to more easily memorize this extensive list based off of each year.  Strangely I still remember doing this but I no longer remember the list, only a few movies come to mind (I believe we did the Oscars of the 70's)  Acronyms were something I had always used in school growing up, my mom introduced me to it when I was in elementary school and I still find it the most helpful in memorizing lists of words. 

Yahoo! FareChase - Search multiple travel sites in one click. --0-1600906810-1131855575=:23078-- From psych3120@lists.csbs.utah.edu Sun Nov 13 05:13:15 2005 From: psych3120@lists.csbs.utah.edu (Abby Wright) Date: Sat, 12 Nov 2005 22:13:15 -0700 Subject: [Psych3120] Posting #10 Message-ID: I just wanted to say for this week’s post that I am relieved that the test is over! I did feel rushed when taking it as I am sure all of you did but that’s the way it goes I guess. I also would like to thank Joel for his review session on Tuesday. Everything I looked up about Sternberg’s experiment online was very confusing and what he presented in class made much more sense. Anyway, I hope everyone did well :) Until next week... From psych3120@lists.csbs.utah.edu Mon Nov 14 17:02:35 2005 From: psych3120@lists.csbs.utah.edu (David W. Maasberg) Date: Mon, 14 Nov 2005 09:02:35 -0800 Subject: [Psych3120] David Maasberg Post #11 -(Test Thoughts) Message-ID: <4378C32B.2000905@aol.com> Dear Psych Message Board- Jonathan Gallimore- YES, YES, YES, YES.........I could not agree more with every thing you said. There was a whole fleet of of us in the room after the test was over elaborating on our last few ideas, that was wrong. Some of the multiple choice questions were, indeed, rediculous. To my knowlage we had never covered some of those at all, I guess the class needs to find out if they were in one of the book chapters and if not.......we should have a discussion about doing some serious "belly aching". But anywho Lets just hope that the most of us feel the same as myself and Mr. Gallimore..... Until Next Week- David W. Maasberg From psych3120@lists.csbs.utah.edu Sun Nov 13 17:17:12 2005 From: psych3120@lists.csbs.utah.edu (Rebecca Mc) Date: Sun, 13 Nov 2005 09:17:12 -0800 (PST) Subject: [Psych3120] Regarding the Test Message-ID: <20051113171712.71613.qmail@web36109.mail.mud.yahoo.com> --0-1318871953-1131902232=:70878 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit I am no exception when it comes to choosing to post about the test. I think it was harder than the first, but that’s only my opinion. I appreciated the test review. I wasn’t able to go to the first test review. The acronyms were helpful. I, too, wish we had Neely as an essay question. To spend that much time on Neely and only have multiple choice question(s) on it was disappointing. I went blank on a few of the questions. That has happened a lot to me lately. I’ll get a test put in front of me and everything goes blank. Part of that is a test preparation problem but it’s mostly stress/anxiety. Also, some of the messages on the board were extremely difficult to read and/or sort through. It has been an ongoing problem, but it seems this week’s were extremely difficult to decipher. What is up with all the HTML coding? Rebecca McCown --------------------------------- Yahoo! FareChase - Search multiple travel sites in one click. --0-1318871953-1131902232=:70878 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit

I am no exception when it comes to choosing to post about the test. I think it was harder than the first, but that’s only my opinion. I appreciated the test review. I wasn’t able to go to the first test review. The acronyms were helpful.

 

I, too, wish we had Neely as an essay question. To spend that much time on Neely and only have multiple choice question(s) on it was disappointing.

 

I went blank on a few of the questions. That has happened a lot to me lately. I’ll get a test put in front of me and everything goes blank. Part of that is a test preparation problem but it’s mostly stress/anxiety.

 

Also, some of the messages on the board were extremely difficult to read and/or sort through. It has been an ongoing problem, but it seems this week’s were extremely difficult to decipher. What is up with all the HTML coding?

 

Rebecca McCown

Yahoo! FareChase - Search multiple travel sites in one click. --0-1318871953-1131902232=:70878-- From psych3120@lists.csbs.utah.edu Mon Nov 14 00:45:25 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Sun, 13 Nov 2005 17:45:25 -0700 Subject: [Psych3120] test (Eric Ashton) Message-ID: <1131929125.4377de2575d10@webmail.utah.edu> Hello As a bunch of people that have already posted, time constraints had a negative effect on my performance. It took me a third of the class time to answer the Tulving question. I have terribly hand writing and rushing to get through the questions only made it worse, hopefully they can read it. However knowing that Strayer takes the grades from the top score, or as in the case of the first test a score below the top score, I think the test was fair. We are all on the same playing field with the same amount of time. Well, except for maybe the kids in front. Those punks(just kidding) got an extra minute or so on us punks in the back. Maybe it is time for me to make a lifestyle change and start sitting in front. I think the fact that we pretty much knew what the essay questions were going to be on the test makes up for the time constraints. Imagine if we did not have the study questions, that would totally stink. Eric Ashton From psych3120@lists.csbs.utah.edu Mon Nov 14 01:58:31 2005 From: psych3120@lists.csbs.utah.edu (nicole funk) Date: Sun, 13 Nov 2005 18:58:31 -0700 Subject: [Psych3120] weekly post Message-ID:
Well, I agree with everyone that there was a lot to complete in the amount of time we were provided to take the exam.  I don't feel all that confident because I didn't have time to even start the question that was number 3 on the study guide, about serial postition effects.  Needless to say, I will be doing some extra credit.  I was also happy about the questions that were asked and also felt that those topics were covered more thoroughly in lecture this time.  I also really appreciate Joel taking the time to do the study sessions before each exam, it really helps to clarify things. 
 
Nicole Funk
From psych3120@lists.csbs.utah.edu Mon Nov 14 03:50:42 2005 From: psych3120@lists.csbs.utah.edu (K B) Date: Sun, 13 Nov 2005 20:50:42 -0700 Subject: [Psych3120] modes-test 2 and who wants a study group Message-ID: I found this second exam to be alot easier than the first one. I got all of the essay questions but some of the multiple choice seemed a little tricky. And i dont think i ever fully grasped the concept of spreading activation. with the bread-nurse examples. could someone sum that up for me in a message. maybe im just not hearing it right. it still doesnt make sense. I also think we ought to schedule study groups before tests. I did that over the summer in my abnormal psych classes and it was really helpful. I know its hard for everyone to get together at once, but we could maybe schedule a few different times so everyone can hopefully make at least one. If anyone else is interested in forming a study group, let me know. if we cant do it as a class, a small group would be beneficial as well. I think i will need it for the final. thanks From psych3120@lists.csbs.utah.edu Mon Nov 14 18:40:20 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Mon, 14 Nov 2005 13:40:20 EST Subject: [Psych3120] [Psych3120] Message-ID: <102.6cdfb5eb.30aa3414@aol.com> -------------------------------1131993620 Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit I would be interested in doing study sessions before the next exam. I think it would be very helpful. Also, we already have the study guide for the next exam, right? We could start studying the essay questions early. -------------------------------1131993620 Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: quoted-printable
I would be interested in doing study sessions before the next exam.&nbs= p;I=20 think it would be very helpful.  Also, we already have the study guide=20= for=20 the next exam, right?  We could start studying the essay questions=20 early.
 -------------------------------1131993620-- From psych3120@lists.csbs.utah.edu Mon Nov 14 19:23:22 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Mon, 14 Nov 2005 14:23:22 EST Subject: [Psych3120] RE: Test yesterday Message-ID: <1f9.16fa77b4.30aa3e2a@aol.com> -------------------------------1131996202 Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit Jonathan, I talked to you about this the night before the test, but I am interested in working on the questions with you and whoever else. Heidi Bogus In a message dated 11/11/2005 1:43:28 PM Mountain Standard Time, godjon@yahoo.com writes: Is there any one interested in working with me on the answers for the next test? Never too early to plan. ---Jonathan Gallimore -------------------------------1131996202 Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: quoted-printable
Jonathan, I talked to you about this the night before the test, but I a= m=20 interested in working on the questions with you and whoever else.
 
Heidi Bogus
 
In a message dated 11/11/2005 1:43:28 PM Mountain Standard Time,=20 godjon@yahoo.com writes:
<= FONT=20 style=3D"BACKGROUND-COLOR: transparent" face=3DArial color=3D#000000 size= =3D2>Is there=20 any one interested in working with me on the
answers for the next test?= =20 Never too early to plan.





---Jonathan=20 Gallimore
 
-------------------------------1131996202-- From psych3120@lists.csbs.utah.edu Mon Nov 14 19:33:39 2005 From: psych3120@lists.csbs.utah.edu (James Cunningham) Date: Mon, 14 Nov 2005 12:33:39 -0700 Subject: [Psych3120] emotion recognition illusion Message-ID: http://www.grand-illusions.com/angryandsmiles.htm I tried this illusion this week and there is a link to the original experiment this illusion was a part of. I think, overall, this illusion blew my mind. I thought it interesting that, "Both of the faces you see above are hybrids - each face is actually a combination of two faces. The left hand face shows an angry man in fine detail, but within the picture there is also coarse detail of the calm face. Move away, and you lose the fine (angry) detail, and just see the coarse (calm) detail." So what about seeing emotion from a distance with real people? Perhaps, we, as humans, mis-judge the certain situations due to this process of fine/coarse near/far thing. What an odd idea. -- james cunningham From psych3120@lists.csbs.utah.edu Tue Nov 15 04:13:27 2005 From: psych3120@lists.csbs.utah.edu (kevin davis) Date: Mon, 14 Nov 2005 21:13:27 -0700 Subject: [Psych3120] 2nd test Message-ID: I would like to jump on the band wagon and add to many posts that referr to the lack of time experienced on the exam. I'm not one to complain or make excuses but I would like to vent a little frustration. I studied my brains out for this test! I spent so much time learning this stuff that I was actually was a little stoked to take the test and show off all the studying that I had done. Then, to my disappointment, I found myself just barely able to keep up with the clock and having to cut corners on a couple of the essay questions. Anyway I'm exacited for the next section of the course. I've been reading the chapters a bit and it all seems like pretty cool stuff. I thought the section on psychic budgets (pg. 370) was particulary cool. The example about the theater tickets rang pretty true to my life. From psych3120@lists.csbs.utah.edu Tue Nov 15 06:14:00 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Tue, 15 Nov 2005 01:14:00 EST Subject: [Psych3120] post #11 Message-ID: <1c2.35f0ea12.30aad6a8@aol.com> -------------------------------1132035240 Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit Ok I think I'm going to go with the theme that everyone else is talking about...the TEST!! ahhhhh..ok that was just for effect. But, I agree with everyone else that there was not enough time to perform well on the test. I will be really interested in seeing what grade I will get. I did well on the last exam and if I don't do well on this one I will feel it was from time constraints. I had enough time to do the essays and I got the multiple choice done. But, I didn't feel like I had time to process any of the multiple choice because I did all of them within ten minutes because that's all the time that was left. I just don't want my grade to suffer because I did not have enough time. I feel that doing things as fast as you can isn't the best way to show a person's knowledge or performance. But, I am going to keep an open mind until I see the overall results. I just feel tomorrow will have a negative vibe in the classroom since everyone is upset. I am excited to start a new section though because it's like starting clean. Also, this is our last section so it just reminds us all that we are almost done with this semester. Well, I'll see you all tomorrow and try to keep an open mind. Maybe everything will turn out alright. :D -------------------------------1132035240 Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: quoted-printable
Ok I think I'm going to go with the theme that everyone else is talking= =20 about...the TEST!!  ahhhhh..ok that was just for effect.  But, I a= gree=20 with everyone else that there was not enough time to perform well on the=20 test.  I will be really interested in seeing what grade I will get.&nbs= p; I=20 did well on the last exam and if I don't do well on this one I will feel it=20= was=20 from time constraints.  I had enough time to do the essays and I got th= e=20 multiple choice done.  But, I didn't feel like I had time to process an= y of=20 the multiple choice because I did all of them within ten minutes because tha= t's=20 all the time that was left.  I just don't want my grade to suffer becau= se I=20 did not have enough time.  I feel that doing things as fast as you can=20 isn't the best way to show a person's knowledge or performance.  But, I= am=20 going to keep an open mind until I see the overall results.  I just fee= l=20 tomorrow will have a negative vibe in the classroom since everyone is=20 upset.  I am excited to start a new section though because it's like=20 starting clean.  Also, this is our last section so it just reminds us a= ll=20 that we are almost done with this semester. Well, I'll see you all tomorrow=20= and=20 try to keep an open mind.  Maybe everything will turn out alright. = ;=20 :D
 -------------------------------1132035240-- From psych3120@lists.csbs.utah.edu Tue Nov 15 18:15:56 2005 From: psych3120@lists.csbs.utah.edu (stevebeardshall@juno.com) Date: Tue, 15 Nov 2005 18:15:56 GMT Subject: [Psych3120] Post #10 Message-ID: <20051115.101619.29824.132303@webmail11.lax.untd.com> Today in class we talked about how preformance can be effected when you have to actually think about it. The professor used the example of golf and other complex cognitive activities. I have thought about this since talking about it and I think it is absolutely true. I find that when I do tasks that i have done over and over again and I think about them my preformance is severely affected. For example, my job. My job require complex cognitive processes and if I think about the specific task I am much slower in acomplishing it. I just thought that whole point was interesting. Steve Beardshall From psych3120@lists.csbs.utah.edu Tue Nov 15 19:44:14 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Tue, 15 Nov 2005 14:44:14 EST Subject: [Psych3120] Re: [Psych3120] Message-ID: <1c2.3600ba89.30ab948e@aol.com> -------------------------------1132083854 Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit I was not able to make it to class today, car troubles. Did they hand back the tests today? I printed the notes which were posted online. Should I know anything else? -------------------------------1132083854 Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: quoted-printable
I was not able to make it to class today, car troubles.  Did they=20= hand=20 back the tests today?  I printed the notes which were posted online.&nb= sp;=20 Should I know anything else?
 -------------------------------1132083854-- From psych3120@lists.csbs.utah.edu Tue Nov 15 19:49:55 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Tue, 15 Nov 2005 12:49:55 -0700 Subject: [Psych3120] Memory-based vs processed-based models of memory Message-ID: <1132084195.437a3be326fec@webmail.utah.edu> Today in class after going over the two different accounts of procedural memory, I began to think about the fundamental differences between each of them. The thing that really stuck out in my mind, and what I want to discuss on this forum, is that it seems the memory-based account (by Logan) blurs the distinction between procedural and declaritive memory (explicit vs implicit) by positing that much of our procedural memory (supposedly implicit) is founded on accruence of specific episodic memories (which are explicit). So, in some ways, it seems to provide a theory of transition from explicit to implicit knowledge and motor skill. Dr. Strayer breifly talked about algorithms and prototypical ideas being derived from the patterns (statistical differences) that we note in our diverse experiences, which are stored in episodic events. Yet, the prototypes and processing steps derived from these specific events seem to acquire their own ontological status and applications independent of what they were derived from. In this line of observation we are now in the process-based model of procedural memory. To me, it seems weighing and dissecting these two different theories begins to account for how the transition from explicit to implicit occurs; its plausible, and has some intuitive appeal, that we may wholly lose access to the base memories from which the processing is derived, but that the processing itself, which implicitly remains after specific episodes are lost, infers a functional intergration of what occurs through our conscious experience. Anyone interested in this topic should write back. From psych3120@lists.csbs.utah.edu Tue Nov 15 19:59:28 2005 From: psych3120@lists.csbs.utah.edu (Robert Smalls) Date: Tue, 15 Nov 2005 11:59:28 -0800 (PST) Subject: [Psych3120] (no subject) Message-ID: <20051115195928.86231.qmail@web32004.mail.mud.yahoo.com> --0-2052973526-1132084768=:84085 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit Just wanted to put some thoughts down about procedural memory. In class we talked a little about a golfer's swing; and how the swing performance degrades if thought through. I was a all state quarterback who went on to play three years of college football... however, I could never figure out why in practice I threw so much worse than in games... Durring the 00-02 seasons I threw exactly zero interceptions at AWC Northern Arizona University. All practice long I would maticulously go through each step (production) in my head before I released the ball. More often than not it was not a very tight spiral. However, in the game... it was a different story. I now know why... --------------------------------- Yahoo! FareChase - Search multiple travel sites in one click. --0-2052973526-1132084768=:84085 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
 Just wanted to put some thoughts down about procedural memory.  In class we talked a little about a golfer's swing; and how the swing performance degrades if thought through.  I was a all state quarterback who went on to play three years of college football... however, I could never figure out why in practice I threw so much worse than in games... Durring the 00-02 seasons I threw exactly zero interceptions at AWC Northern Arizona University.  All practice long I would maticulously go through each step  (production) in my head before I released the ball.  More often than not it was not a very tight spiral. 
 However, in the game... it was a different story.  I now know why...

Yahoo! FareChase - Search multiple travel sites in one click. --0-2052973526-1132084768=:84085-- From psych3120@lists.csbs.utah.edu Tue Nov 15 20:02:46 2005 From: psych3120@lists.csbs.utah.edu (Jessica Berry) Date: Tue, 15 Nov 2005 13:02:46 -0700 Subject: [Psych3120] Study guide 3, question 4. In-Reply-To: <200511151901.MAA25038@topo.csbs.utah.edu> Message-ID: Not fully complete and I don't know if it correct. 4. Compare and contrast the theories of automaticity and skill acquisition developed by John Anderson and Gordon Logan. What are the assumptions of each theory? What are the strengths and weaknesses of each theory? Skill acquisition refers to how skills are acquired. Anderson’s process-based theory combines three concepts: proceduralization, composition and strengthening. Proceduralization creates productions, or condition-action pairs (i.e. if x, then y). The process builds productions that perform behavior directly. It establishes production in procedural memory. It slows the process of building new productions and is frugal in adding new productions. It also operates in working memory. Composition takes productions that are always, consistently executed in sequence and creates new production that does exactly what the old production does, but in fewer steps. Therefore, the process becomes faster. The variability and slop are eliminated to produce an efficient production. This process has eliminated many of the steps. Strengthening compiles productions which are performed often and are strengthened so that they fire rapidly given initial conditions. All three of these work together to make production fire smoothly, speed performance and ease the demands placed upon working memory. Processing steps are not fundamentally different between novice and expert, but an expert is has more efficient composition. Anderson’s theory says that in order for a person to get from A to E, information processing is broken into sub-goals. For example, when learning a skill, the person will go step-by-step through productions of: if A then B; if B then C; if C then D; if D then E, and so on. An attempt is made to minimize the distance to the goal by using existing procedures or general-purpose procedures. The strengths of the theory? The weaknesses of the theory? Gordon Logan’s memory-based theory is an instance theory based on automatization. In the beginning, a person will use an algorithm, or step-by-step procedure, which is slow and effortful and place a lot of stress on working memory. His instance theory says that each time a person sees a problem, or condition, it is stored as a separate memory, or instance. Each time it is attended to, a new instance is formed. When the person is then presented with a new problem, all instances are retrieved. Performance is then determined by a race between the algorithm and memory retrieval. As the number of instances increases, there is more of a chance that the memory will be retrieved faster; therefore, performance increases. This is based on evidence of the statistical property of extreme scores. For example, when there is more of something, you are more likely to get an extreme score, and likewise, if there are more instances, you are more likely to get a fast memory. According to memory-based theories, expert performance is different from novice performance. The strengths of the theory? The weaknesses of the theory? _________________________________________________________________ Express yourself instantly with MSN Messenger! Download today - it's FREE! http://messenger.msn.click-url.com/go/onm00200471ave/direct/01/ From psych3120@lists.csbs.utah.edu Tue Nov 15 20:37:36 2005 From: psych3120@lists.csbs.utah.edu (Trinity Allred) Date: Tue, 15 Nov 2005 13:37:36 -0700 Subject: [Psych3120] Procedural Knowledge Message-ID: In class today, we talked about procedural knowledge and practicing, and how that effects performance. I thought this was kind of interesting especially about practice. I was involved pretty heavily in martial arts for about 6 years. I practiced about 15 hours a week (average) during this whole time. I did eventually get my black belt, did well in competitions, and all of that fanfare. Then I left it for about 4 years, until I started taking some classes again up here at the U. I noticed that my accuracy was okay. And all of the intricate, advanced moves, I couldn't explain it to you anymore, but once I started doing it, I would remember how it was supposed to go. And obviously my speed and reaction time was awful. But by the end of the semester, I was getting back to where I used to be quite quickly. It took me years to get there in the first place, but only took about 3 months of hard work for my brain, and my body, to remember what it should be doing. I wonder if this is something that I just convinced myself of, or it is physically possible to retrieve these types of procedural memories, after they have been dormant for some lengthy span of time. Trinity A. Allred _________________________________________________________________ Express yourself instantly with MSN Messenger! Download today - it's FREE! http://messenger.msn.click-url.com/go/onm00200471ave/direct/01/ From psych3120@lists.csbs.utah.edu Tue Nov 15 23:18:29 2005 From: psych3120@lists.csbs.utah.edu (Kendrick) Date: Tue, 15 Nov 2005 16:18:29 -0700 Subject: [Psych3120] Dr. Angry Mr. Smiles Message-ID: <33375ed40511151518j2ae75378v1d13082550a56c8d@mail.gmail.com> ------=_Part_33639_24125231.1132096709772 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Content-Disposition: inline that is a totally cool illusion James.... if anyone missed it yesterday, here is the link again... http://www.grand-illusions.com/angryandsmiles.htm ------=_Part_33639_24125231.1132096709772 Content-Type: text/html; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Content-Disposition: inline
that is a totally cool illusion James.... if anyone missed it yesterda= y, here is the link again...
 
------=_Part_33639_24125231.1132096709772-- From psych3120@lists.csbs.utah.edu Tue Nov 15 23:46:25 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Tue, 15 Nov 2005 18:46:25 -0500 Subject: [Psych3120] procedural knowledge Message-ID: <8C7B855ED0B9925-134C-B1FC@mblkn-m01.sysops.aol.com> ----------MailBlocks_8C7B855ED06D477_134C_7606_mblkn-m01.sysops.aol.com Content-Type: text/plain; charset="us-ascii" Today in class we talked about procedural knowledge, and how it can affect performance. I played Volleyball throughout high school, won a state championship, and during off season I played with travel teams to keep up my performance and stay in shape for upcoming seasons. I worked so hard to keep improving my skills, after graduation I stopped playing until this past summer when I joined a summer beach Volleyball tournament back in New York. I remembered the game and how to play it, but my performance was slow, and my accuracy was off. It took me awhile to get back in the game emotional and physically. I slowly got my game back, and it's funny because I really thought that I would never get good at it again, I spent years practicing and practicing to get better, and it only took me 4 months to get back where I had left off. Katie Homan ___________________________________________________ Try the New Netscape Mail Today! Virtually Spam-Free | More Storage | Import Your Contact List http://mail.netscape.com ----------MailBlocks_8C7B855ED06D477_134C_7606_mblkn-m01.sysops.aol.com Content-Type: text/html; charset="us-ascii"
Today in class we talked about procedural knowledge, and how it can affect performance. I played Volleyball throughout high school, won a state championship, and during off season I played with travel teams to keep up my performance and stay in shape for upcoming seasons. I worked so hard to keep improving my skills, after graduation I stopped playing until this past summer when I joined a summer beach Volleyball tournament back in New York. I remembered the game and how to play it, but my performance was slow, and my accuracy was off. It took me awhile to get back in the game emotional and physically. I slowly got my game back, and it's funny because I really thought that I would never get good at it again, I spent years practicing and practicing to get better, and it only took me 4 months to get back where I had left off. Katie Homan
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http://mail.netscape.com ----------MailBlocks_8C7B855ED06D477_134C_7606_mblkn-m01.sysops.aol.com-- From psych3120@lists.csbs.utah.edu Tue Nov 15 23:56:04 2005 From: psych3120@lists.csbs.utah.edu (zac dowdell) Date: Tue, 15 Nov 2005 15:56:04 -0800 (PST) Subject: [Psych3120] comment Message-ID: <20051115235605.23741.qmail@web54605.mail.yahoo.com> how many times can a memory be recoded? and it is to my understanding that cues to tap into the original memory and insufficient enough to recvall the original engram, so once the brain has developed a recoded engram and is is activated by a cue, you no longer remeber reality but a perception. woudlnt we recode everything due to the circumstance in which we recalled the original engram? and if all engrams are recoded, which is a distortion of the truth, then our memory is fallable. not just fallable but untrustworthy. is it limited to just episodic memory? what about academics or doctors having distorted or fallable memories? __________________________________ Yahoo! FareChase: Search multiple travel sites in one click. http://farechase.yahoo.com From psych3120@lists.csbs.utah.edu Wed Nov 16 00:04:29 2005 From: psych3120@lists.csbs.utah.edu (zac dowdell) Date: Tue, 15 Nov 2005 16:04:29 -0800 (PST) Subject: [Psych3120] brain fluid Message-ID: <20051116000429.3083.qmail@web54601.mail.yahoo.com> about the seven sins of memory, i have searched moderatly throughout the internet to find the causes of them, is there any neurological information available on them? obviously the information is stored somewhere in the brain, but the problem lies in accessing it, perhaps the "carriers" or "finders" of the information are misdirected because of lack of proper brain fluids, or are transferred because of the same reason? or better yet that whatever is accessing the information in the brain and supplying it to the conscious is under-funded? or misdirected because of lack of certain energies or brain development? i know you dont know the answers but this is what i was wondering. joel can you tell me how many posts i have made, i just wanna make sure they all went through. thanks -zac __________________________________ Start your day with Yahoo! - Make it your home page! http://www.yahoo.com/r/hs From psych3120@lists.csbs.utah.edu Wed Nov 16 05:19:54 2005 From: psych3120@lists.csbs.utah.edu (Keith Parke) Date: Tue, 15 Nov 2005 22:19:54 -0700 Subject: [Psych3120] procedural Message-ID: In class we talked about declaritive memory and procedural memory. It now makes sense of why I seem to learn certain really fast but then gradually my skill levels off. Also it makes sense that the better you are at something, the harder you have to work at it in order to improve...it reminded me of the speed of light model, as an object travels faster towards the speed of light, the more mass it obtains and needs more energy to excellerate it. Likewise with professional athlets, they need to practice ten times more in order to improve. Keith Parke _________________________________________________________________ Express yourself instantly with MSN Messenger! Download today - it's FREE! http://messenger.msn.click-url.com/go/onm00200471ave/direct/01/ From psych3120@lists.csbs.utah.edu Wed Nov 16 23:00:02 2005 From: psych3120@lists.csbs.utah.edu (Shawn Bassett) Date: Wed, 16 Nov 2005 16:00:02 -0700 Subject: [Psych3120] is there a perfection Message-ID: I was wondering when the comment was made that theoretically you can practice till you become perfect. Is that possible? I would think that there would be so many changes that as you reached a state that seemed close to perfection things with physiology and or age have changed so much that it would be increasingly beyond our reach. Even with the mental ability. I think that the reason Tiger Woods is so great at golf is his drive. Well now that he is on top he may have lost the drive to constantly get better. Even though the progression curve is less severe the better you get at a task I think a lot of it still has to do with that drive. Taking each practice and making the most out of it. It does however seem to me that it would not be as smooth of a curve as shown in class but more ups and downs. This can be seen in Baseball. The pitchers in baseball hit several plateus then get better. High school they are throwing a 70 mph fastball then they go to college and with the trainers are able to throw a 80-85 mph ball finally they go to pros and with those pitching coaches a lot of them are able to reach the 90 mph mark. This would show a plateu effect. It's not just about practice but the right type of practice. Shawn _________________________________________________________________ Don’t just search. Find. Check out the new MSN Search! http://search.msn.click-url.com/go/onm00200636ave/direct/01/ From psych3120@lists.csbs.utah.edu Thu Nov 17 01:59:22 2005 From: psych3120@lists.csbs.utah.edu (Ciege Schlesinger) Date: Wed, 16 Nov 2005 18:59:22 -0700 Subject: [Psych3120] (no subject) Message-ID: Like some others I have had a personal experience with the whole procedural memory. I have danced for about 15 years, and after a while I noticed that I was very good at certain things, and no matter how much I practiced that I seemed to hit a wall. I didn't get any worse, but I wasn't really improving any either. After a while I did improve... and with what we learned in class yesterday I now know why and it all makes sense. Also, I can see why when experts do things slower or they try to explain their steps how things can get messed up. Like with dance, I feel this is the same way... when you try to break something down it makes it seem and feel a lot harder than it actually is. From psych3120@lists.csbs.utah.edu Thu Nov 17 21:01:57 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Thu, 17 Nov 2005 16:01:57 -0500 Subject: [Psych3120] David W. Maasberg Post #12 Message-ID: <8C7B9D14805374A-1E98-1745@FWM-R12.sysops.aol.com> Dear Psych Message Board- You know, after getting the examination results back today I wish we could mix the exams together.....I dont know if anyone else had the same thing happen, but I did really well on the multiple choice on the first exam and not so well on the short answer questions, and on the second exam I did really well on the short answer questions and not so well on the multiple choice....Hopefully on the third exam we can expect a nice mixture of the two...... Todays class was very interesting, I feel like this material is much more familiar that the material of the second and even first module. Any-ways- Until Next week -David W. Maasberg From psych3120@lists.csbs.utah.edu Thu Nov 17 23:05:47 2005 From: psych3120@lists.csbs.utah.edu (Doug Christopherson) Date: Thu, 17 Nov 2005 16:05:47 -0700 Subject: [Psych3120] Weekly Post Message-ID: We have not talked much about Alhzheimer's this semester but it interests me because it affects so many people. I had a grandmother and a great grandmother who suffered from the disease. It appears to affect short-term memory (or episodic memory in shorter terms) the most (can anybody verify that). I watched a video about the disease in my brain and behavior class and was interested to see this elderly woman who was unable to identify her own daughter, depict very vivid memories from her childhood. So much so that her daughter put her into a home because all of her surrounding environment at home made the disease worse. Everything around this woman reminded her of younger years and it seemed to take her even further away from the present. In any case, it gave me a new perspective on these retirement communities. We often view children as "cold" and "callous" when they put their parents in these group homes. The elderly woman in this video, however, seemed to flourish in her new environment. She was no longer burdened by the memorobilia of her home. She was not constantly reminded of the fact that she could only remember specific, often obscure, events from the past. _________________________________________________________________ Express yourself instantly with MSN Messenger! Download today - it's FREE! http://messenger.msn.click-url.com/go/onm00200471ave/direct/01/ From psych3120@lists.csbs.utah.edu Thu Nov 17 23:18:34 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Thu, 17 Nov 2005 18:18:34 -0500 Subject: [Psych3120] decision making Message-ID: <8C7B9E45D7C1133-1AD0-A4D@FWM-R09.sysops.aol.com> ----------MailBlocks_8C7B9E45D6439A5_1AD0_A5A_FWM-R09.sysops.aol.com Content-Type: text/plain; charset="us-ascii" I really enjoyed learning about decision making in class today. For some reason, this topic really appealed to me. The card task, where you're asked which cards to flip over in order to obtain conclusive evidence that each card with a vowel on it will have an even number on the other side, is very interesting and does a great job at demonstrating confirmation bias. The first time I ever did this little experiment in another class, I definitely picked E and 4. It is interesting how our bias causes us to focus only on positive evidence just so we can try to find anything which supports the hypothesis. I also liked learning about the few different kinds of heuristics. It makes sense that we most often use heuristics to make decisions instead of algorithms even if they do not always offer the correct choice. If we had to go through algorithms each time we needed to make a decision, not a lot of progress would be made. However, with heuristics, such as the availability, represresentativeness, anchoring, and "as if" heuristics, we are allowed to make quicker decisions. It was really fascinating to me the way our brain works according to these heuristics. The only thing that I was not quite sure about was whether the mental representations and symbolic comparisons were types of heuristics or wheter they were another way of decision making altogether? Let me know. Have a good weekend everybody. ----------MailBlocks_8C7B9E45D6439A5_1AD0_A5A_FWM-R09.sysops.aol.com Content-Type: text/html; charset="us-ascii"
I really enjoyed learning about decision making in class today.  For some reason, this topic really appealed to me.  The card task,  where you're asked which cards to flip over in order to obtain conclusive evidence that each card with a vowel on it will have an even number on the other side, is very interesting and does a great job at demonstrating confirmation bias.  The first time I ever did this little experiment in another class, I definitely picked E and 4.  It is interesting how our bias causes us to focus only on positive evidence just so we can try to find anything which supports the hypothesis. 
I also liked learning about the few different kinds of heuristics.  It makes sense that we most often use heuristics to make decisions instead of algorithms even if they do not always offer the correct choice.  If we had to go through algorithms each time we needed to make a decision, not a lot of progress would be made.  However, with heuristics, such as the availability, represresentativeness, anchoring, and "as if" heuristics, we are allowed to make quicker decisions.  It was really fascinating to me the way our brain works according to these heuristics.  The only thing that I was not quite sure about was whether the mental representations and symbolic comparisons were types of heuristics or wheter they were another way of decision making altogether?  Let me know.  Have a good weekend everybody.
----------MailBlocks_8C7B9E45D6439A5_1AD0_A5A_FWM-R09.sysops.aol.com-- From psych3120@lists.csbs.utah.edu Fri Nov 18 16:52:07 2005 From: psych3120@lists.csbs.utah.edu (Spencer Banks) Date: Fri, 18 Nov 2005 09:52:07 -0700 Subject: [Psych3120] post #13, maybe only 12 Message-ID: In looking at some current psychology news, there was one article that caught my attention. It's about fear. It talks about how fear has been shown to be due to a particular gene. It called stathmin, and it appears to control the ability to learn and remember frightening experiences and recognize threatening situations. Such basic skills are considered critical to survival. Stathmin genes are found in high levels in an almond-shaped section of the amygdala which is the center for the regulation of emotions. Dr.Eric Kandel of the Howard Hughes Medical Institute Center for Neurobiology and Behavior at Columbia University in New York City is the one who is doing experiments into the subject who is just get started and he says that this is just the tip of the iceberg. I found the article very interesting. From psych3120@lists.csbs.utah.edu Fri Nov 18 17:03:40 2005 From: psych3120@lists.csbs.utah.edu (Rachel B) Date: Fri, 18 Nov 2005 17:03:40 +0000 Subject: [Psych3120] Alzheimer's disease and heuristics Message-ID: I have also seen the video on Alzheimer's disease, I believe it is called "Confessions of a Dutiful Daughter". It is interesting how much an assisted living home helped the woman so much. All of the old items and pictures she had around her apartment were very upsetting because she would see the pictures and remember when she was young, but she wouldn't remember where those people were or where she was. She thought her daughter was her friend. At first the daughter would correct her mistakes about what was going on and tell her that she was her daughter and that her husband had passed away, but it was just upsetting. It was very similar to the movie where the guy forgets everything after a few minutes, but in this situation it was everyday that the woman would not remember what was going on. I also wanted to discuss the heuristics we have been talking about in class. I completely fell for the gamblers fallacy. We always forget the probability of getting a number is equal for each number. I also was tricked in the HHHHHTTTTT vs. HTHTHHTTHT because it seems that the second one is more likely than the first. I also thought the money compressing in the higher digits was very interesting. Last year we bought a house and they were adding fees and taxes and all of the junk you have to pay for. My husband kept saying that it wasn't that much difference, but I was freaking out because I was comparing the extra couple of thousand dollars to being able to purchase a car for that much. It is funny how 5000-7000 does seem like more than 155000-157000, but when buying anything, I always change the context and compare it to something of less value. Then you can realize how large the national debt really is! From psych3120@lists.csbs.utah.edu Fri Nov 18 17:13:48 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Fri, 18 Nov 2005 12:13:48 EST Subject: [Psych3120] post for Heidi Bogus Message-ID: <228.1b790d9.30af65cc@aol.com> -------------------------------1132334027 Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit I previously learned about heuristics in my child development class. It's interesting to learn about how humans are able to make quick decisions through heuristics. It's interesting to me because we do it automatically and don't necessarily realize it when we do it or how we are doing it. Things just become automatic and we don't really question it. This could make it difficult later when we make a mistake through our quick decision making and others question us and why we did it that way... how will we tell them why? Will we know how we made the decision, which process we followed to make it? It's also interesting because different people will make different decision based upon their heuristics. Are we smart of just lazy? I have a question about the extra credit paper. What is the format or style supposed to be? Can we choose any topic? Does anyone have details about this? -------------------------------1132334027 Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: quoted-printable
 =20
I previously learned about heuristics in my child development class.&nb= sp;=20 It's interesting to learn about how humans are able to make quick decisions=20 through heuristics.  It's interesting to me because we do it automatica= lly=20 and don't necessarily realize it when we do it or how we are doing it. = =20 Things just become automatic and we don't really question it.  This cou= ld=20 make it difficult later when we make a mistake through our quick decision ma= king=20 and others question us and why we did it that way... how will we tell them=20 why?  Will we know how we made the decision, which process we followed=20= to=20 make it?  It's also interesting because different people will make=20 different decision based upon their heuristics.  Are we smart of just=20 lazy?
 
I have a question about the extra credit paper.  What is the forma= t or=20 style supposed to be?  Can we choose any topic?  Does anyone have=20 details about this?
 
 
 -------------------------------1132334027-- From psych3120@lists.csbs.utah.edu Fri Nov 18 19:19:12 2005 From: psych3120@lists.csbs.utah.edu (Jonathan Gallimore) Date: Fri, 18 Nov 2005 11:19:12 -0800 (PST) Subject: [Psych3120] Re: Semantic memory and perception Message-ID: <20051118191912.34223.qmail@web34609.mail.mud.yahoo.com> I know this is about a week late but getting busy and distracted is the life of a student. But I think that Colton is asking a good question and I'd be interested on other people's perspectives on this topic. Colton Felts wrote: I was wondering if anyone can explain if/how semantic memory and/or episodic memory could influence perception. Is there a connection? I believe that there would be but I can't think of how that might be able to influence perception... Jonathan Gallimore replies: I think that I could take a crack at answering that question. First of all I thought about what semantic memory is. It is a memory of meanings. Perception is the way that we see and interpret the world. So putting the two together yeah semantic memory would definitely influence perception because we are constantly trying to make sense out of our environment, or we are trying to figure out and piece together what things are. We rely on our schemas which are the results of our memories and experiences. I would also go a bit further and say that perception is not possible without pre-existing memories because how would you ever know what something is? You have to know what up is before you can know down. And without up there is no down. Everything seems to be relative to some other thing. So if you had no memory of anything then you would not have any real interpretation of what you see. You would see this and see that but it would have no meaning and you'd experience everything as new. This again seems to be leading to the question of "What is real?" Is reality what is happening outside in the "real" world or is reality what I create in my head. And the answer, for me, is both. Reality is what happens outside of me but without what is happening inside me to interpret and store my experience there is no "real" experience. So there is a symbiotic relationship here between the outside and inside worlds we experience. This can also relate to memory and perception in that there is a symbiotic realtionship between those two also. Without memory there cannot be much of any perception. ---Jonathan __________________________________ Yahoo! FareChase: Search multiple travel sites in one click. http://farechase.yahoo.com From psych3120@lists.csbs.utah.edu Sat Nov 19 19:01:47 2005 From: psych3120@lists.csbs.utah.edu (Shawn Bassett) Date: Sat, 19 Nov 2005 12:01:47 -0700 Subject: [Psych3120] do we set up our decisions Message-ID: In class we talked about seeting up decision patterns ahead of time. I think this is were a lot of people may get into trouble. Maybe they aren't setting up things properly. it may be a matter of not really paying attention around you. A lot of people are just going through out life on automatic prom decision pattern they made up younger in life. I bet if on a dailey basis we evaluated our decision schemas then there would probably be a lot less problems. Let me know what you think. Shawn _________________________________________________________________ Express yourself instantly with MSN Messenger! Download today - it's FREE! http://messenger.msn.click-url.com/go/onm00200471ave/direct/01/ From psych3120@lists.csbs.utah.edu Sat Nov 19 19:08:35 2005 From: psych3120@lists.csbs.utah.edu (Drew Bennion) Date: Sat, 19 Nov 2005 12:08:35 -0700 Subject: [Psych3120] Post for Drew Bennion Message-ID: So far in this class, we've learned many automatic proccess of the brain in perception, decision making, and so on. I'm starting to realize how bias EVERYONE in this world is one way or another. I wish the people that argue that you shouldn't judge a book by it's cover would take this class. Hopefully they would realize that judging with a bias is an unavoidable, natural human process. It's the only real way to make sense of the world and its all we really have as tool for survival. Our brain has to immediatly judge if something is dangerous or suspiciuous or else we would get taken advantage all the time. Another good point I heard in class was the innate notion for a person to argue positive evidence for their case. This can lead to all sorts of incorrect information that can't be distinguished from whats right. A good example of this are two documentaires on Wal-Mart. One movie argues how good Wal-Mart is for the world and the other movie argues how much damage it's causing. Now how can two movies about the same entity be so different? It sounds like the filmakers had a hypothesis in their head when they were writing the script, and they only focused on supporting that they were right. Politicians do this a lot. It can be a bad thing especially when people start believing and following him only because he has an argument why he's right instead. I guess it's just easier (and lazier) to believe with faith instead of thinking for yourself. _________________________________________________________________ FREE pop-up blocking with the new MSN Toolbar – get it now! http://toolbar.msn.click-url.com/go/onm00200415ave/direct/01/ From psych3120@lists.csbs.utah.edu Sat Nov 19 22:32:24 2005 From: psych3120@lists.csbs.utah.edu (Keith Parke) Date: Sat, 19 Nov 2005 15:32:24 -0700 Subject: [Psych3120] Hueristics Message-ID: The other day in class we talked algorithms and hueristics and their role in perception. One topic that we talked about in class that I found interesting was "availability hueristic" which is the ease of bringing an example to mind as a means of estimating the probability of an occurance. As we talked about bias and the tendency to overestimate rare events, it made me think of my roomate who last week saw the classic thriller "The Exorcism of Emily Rose", ever since he saw the movie he has a hard time sleeping and has reported seeing shawdows and hearing strange noises. Not to call my romate a liar but it seems that he has been experiencing the occurance of bias availability hueristic where he has been overestimating the likilhood of a rare if not impossible event. Hopefully we will not need an exorcism in this situation. Keith Parke _________________________________________________________________ Express yourself instantly with MSN Messenger! Download today - it's FREE! http://messenger.msn.click-url.com/go/onm00200471ave/direct/01/ From psych3120@lists.csbs.utah.edu Sun Nov 20 00:06:24 2005 From: psych3120@lists.csbs.utah.edu (Kimberly Hollie) Date: Sat, 19 Nov 2005 16:06:24 -0800 (PST) Subject: [Psych3120] Re: Psych3120 digest, Vol 1 #846 - 6 msgs In-Reply-To: <200511181901.MAA06565@topo.csbs.utah.edu> Message-ID: <20051120000624.96256.qmail@web52810.mail.yahoo.com> --0-1226838159-1132445184=:91726 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit Decision making is going to be a good topic for class. I for one am a horrible decision maker. Especially when it comes to silly, unimportant things like what I want to order for dinner at a restaurant, what movie I want to go to, etc... I wish I could be more decisive when it come to stupid things like that-but somehow their stupidity only makes the decision harder. Hopefully I can learn some strategies for making easier decisions. Or at least find out why this is so hard for me. --------------------------------- Yahoo! FareChase - Search multiple travel sites in one click. --0-1226838159-1132445184=:91726 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
Decision making is going to be a good topic for class. I for one am a horrible decision maker. Especially when it comes to silly, unimportant things like what I want to order for dinner at a restaurant, what movie I want to go to, etc... I wish I could be more decisive when it come to stupid things like that-but somehow their stupidity only makes the decision harder. Hopefully I can learn some strategies for making easier decisions. Or at least find out why this is so hard for me.

Yahoo! FareChase - Search multiple travel sites in one click. --0-1226838159-1132445184=:91726-- From psych3120@lists.csbs.utah.edu Sun Nov 20 02:32:22 2005 From: psych3120@lists.csbs.utah.edu (Emily Liljenquist) Date: Sat, 19 Nov 2005 19:32:22 -0700 Subject: [Psych3120] (no subject) Message-ID: I realize that we talked about this on Tuesday, but as I was looking through my notes, it caught my attention once again. I find it interesting that many "old" sayings are somewhat incorrect or contradicted by another "old" saying. For example, "practice makes perfect." We learned on Tuesday that practice does not always make perfect. Skill acquistition requires consistency in the environment. The more regular the environment is, the more that practice will better one's performance. When I was taking driver's ed many years ago in high school, we drove Ford Taurus's for our practice. I became used to this type of vehicle and after a quarter of practice, learned how to turn on the lights, activate the wipers, lock/unlock the doors, etc. When I stepped into my mom's car for the first time, I went to turn on the lights and activated the wipers. I was somewhat discouraged to say the least. I had finally gotten everything down in one car, only to find out that every car is different! Luckily, after driving my mom's car for a little while, I learned the proper way of doing things. I just find it very interesting that inconsistencies in our environment really do limit our skill acquisition. From psych3120@lists.csbs.utah.edu Sun Nov 20 04:07:57 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Sat, 19 Nov 2005 23:07:57 EST Subject: [Psych3120] post #12 Message-ID: <233.1e4cb0a.30b1509d@aol.com> -------------------------------1132459677 Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit This new module on procedural memory is interesting. I'm sure we all had heard of the multi-store model before this class. But, personally I have never heard of procedural memory. It definitely makes sense though. Also, its interesting to go through the idea of does practice make perfect. Everyone has heard that phrase and we all know it's not 100% true. But it was good to hear that most of the time practice does lead to better performance. It also makes sense that if one wants to remember or do a task without thinking then it needs to be stored with consistency. Then, Dr. Strayer gave real world examples of how even if we have something memorized as a procedure it can change due to world inconsistencies. Like the wipers on cars and elevator buttons. If all these tasks were more consistent then people would have these procedures memorized based on storing with consistency. At the same time its not worth changing everything in society to make things like wipers easier just because yes it does take longer to figure out a new way to do a task, but it's usually a matter of seconds. So, it's interesting knowledge but maybe not really necessary to bring about change. Also, I hope you all did good on test. I'm glad I kept an open mind b/c it paid off. I did a whole lot better than I thought I would. So, I hope we can all get through the next test and be done. See you all Tuesday and not Thursday, woohoo! -------------------------------1132459677 Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: quoted-printable
This new module on procedural memory is interesting.  I'm sure we=20= all=20 had heard of the multi-store model before this class.  But, personally=20= I=20 have never heard of procedural memory.  It definitely makes sense=20 though.  Also, its interesting to go through the idea of does practice=20= make=20 perfect.  Everyone has heard that phrase and we all know it's not 100%=20 true.  But it was good to hear that most of the time practice does= =20 lead to better performance.  It also makes sense that if one wants= to=20 remember or do a task without thinking then it needs to be stored with=20 consistency.  Then, Dr. Strayer gave real world examples of how ev= en=20 if we have something memorized as a procedure it can change due to world=20 inconsistencies.  Like the wipers on cars and elevator buttons.  I= f=20 all these tasks were more consistent then people would have these procedures= =20 memorized based on storing with consistency.  At the same time its not=20 worth changing everything in society to make things like wipers easier=20= just=20 because yes it does take longer to figure out a new way to do a task, b= ut=20 it's usually a matter of seconds.  So, it's interesting knowledge but m= aybe=20 not really necessary to bring about change. 
Also, I hope you all did good on test.  I'm glad I kept an=20 open mind b/c it paid off.  I did a whole lot better than I=20 thought I would.  So, I hope we can all get through the next = test=20 and be done.  See you all Tuesday and not Thursday, woohoo!
 
   
-------------------------------1132459677-- From psych3120@lists.csbs.utah.edu Sun Nov 20 04:38:10 2005 From: psych3120@lists.csbs.utah.edu (kamicia Miller) Date: Sat, 19 Nov 2005 21:38:10 -0700 Subject: [Psych3120] Exam Message-ID:


So another exam came and went.  It was interesting to see the short answer answers that he handed out to us and what constituted full credit.  I was not too surprised at the questions that he chose, expecially the one on the 7 sins of memory. 

I'm excited to learn about decison making.  I"ve noticed in the past few days on how I make decisions and waht I base them on.  For the most part, I do make quick decisions mostly based on past experience, and they turn out to be good choices.-- and that's always a good thing. 

have a good weekend.

From psych3120@lists.csbs.utah.edu Sun Nov 20 05:07:33 2005 From: psych3120@lists.csbs.utah.edu (Danielle Cotterell) Date: Sat, 19 Nov 2005 22:07:33 -0700 Subject: [Psych3120] Danielle Cotterell #12 (i think) In-Reply-To: <200511191901.MAA19262@topo.csbs.utah.edu> Message-ID: I am looking forward to the language part of this section. I took a communication disorder class last semester and we learned about learning and language and some of the disorders that people can have in this area. The most interesting part of this class for me was when we talked about internationally adopted children and the language barriers they have to deal with and the language disorders that come of these barriers. It is interesting to talk and learn about how we actually learn and process things. I am excited to continue with the class discussions and lectures. From psych3120@lists.csbs.utah.edu Sun Nov 20 05:18:45 2005 From: psych3120@lists.csbs.utah.edu (Lance P. Roberts) Date: Sat, 19 Nov 2005 22:18:45 -0700 Subject: [Psych3120] Lance P. Roberts Message-ID: I want to tell you guys a really funny story about memory that happened to me last week. I was in a coffee shop with a friend, and we were talking about some future trips and how we should of hanged out a little bit more than what we have prior. Anyway, he said "well, thats life!". and I responed back with "bum, dum.. dum..., thats how we... go about it.". He was really confused and wanted to know what I meant by that. I said "its that one song. I cant remember who sings it. I think its Frank Sinatra." he responded back with "well, thats random.". Now here is where my memory gets a little freaky. We continued talking and then all of a sudden, That exact song was playing over the radio in the coffee shop. At first we were really freaked out and was shocked how I mentioned the song and then all of the sudden it was playing. Then it appeared to me. Frank Sinatra was playing the whole time. It was a CD. My mind must have processed the Frank Sinatra subconcsiously, and then when he said Well, thats life! my mind brought that forward from my episodic memory using the retrieval cues and there it was. I realize that this might seem like a lot of japering to most of you, but I thought that it was really freaky. Now, really quickly, I would like to talk about what we talked about this week. I want to talk about my Gamblers Falicy. I spend 90 percent of my free time trying to figure out how to beat the casinos. When it comes to numbers im really not that good, but when you throw money into the pot my incentive has increased. I fall into the roulette table. I only bet on red and I start with 1 than double than double until it pays off. With his example of the number eight. I have never seen more than eight losses. The only problem is that you need to start with 223. I might even double that. anyways, the point is that I live my life through the Gamblers Falicy. Lance. P. Roberts From psych3120@lists.csbs.utah.edu Sun Nov 20 19:30:24 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Sun, 20 Nov 2005 12:30:24 -0700 Subject: [Psych3120] post (Eric Ashton) Message-ID: <1132515024.4380ced015999@webmail.utah.edu> Last time in class we briefly discussed the idea of confirmation bias. This is the idea that people tend to seek out information that supports there idea or hypothesis. I reckon some people will disagree (and think i am motivated by hypothesis driven behavior) but i think an excellent example of the processes of confirmation bias was demonstrated in the lead up to the Iraq war. It seems like the administration was putting out as much information as could be found to support the idea of going to war while ignoring the large picture and evidence/intelligence that would oppose the idea of going to war. For example the administration seemed to try and create a link between 9-11 and Iraq when such a link was not truly supported by evidence. Eric Ashton From psych3120@lists.csbs.utah.edu Mon Nov 21 01:55:51 2005 From: psych3120@lists.csbs.utah.edu (Rebecca Mc) Date: Sun, 20 Nov 2005 17:55:51 -0800 (PST) Subject: [Psych3120] Practice make perfect Message-ID: <20051121015551.48208.qmail@web36104.mail.mud.yahoo.com> --0-195117198-1132538151=:43683 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit Growing up I would often hear, “Practice makes perfect,” or “No pain no gain.” I always thought those sayings were a bit quirky. But I bought into them. I would practice a lot hoping to become perfect, whether it was in sports, band, or other activities. I appreciate Dr. Strayer giving us every day life examples, like the golf examples. Like the more you focus on your swing the worse you performed. I found that to be true in other sports, too. The more I focused on my hitting, pitching, or shooting the more difficult it seemed to be. However, if I just relaxed and trusted what I had hopefully learned in practice it was much easier and effective. Rebecca McCown --------------------------------- Yahoo! FareChase - Search multiple travel sites in one click. --0-195117198-1132538151=:43683 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
Growing up I would often hear, “Practice makes perfect,” or “No pain no gain.” I always thought those sayings were a bit quirky. But I bought into them. I would practice a lot hoping to become perfect, whether it was in sports, band, or other activities.
 
I appreciate Dr. Strayer giving us every day life examples, like the golf examples. Like the more you focus on your swing the worse you performed. I found that to be true in other sports, too. The more I focused on my hitting, pitching, or shooting the more difficult it seemed to be. However, if I just relaxed and trusted what I had hopefully learned in practice it was much easier and effective.
 
Rebecca McCown

Yahoo! FareChase - Search multiple travel sites in one click. --0-195117198-1132538151=:43683-- From psych3120@lists.csbs.utah.edu Mon Nov 21 03:26:34 2005 From: psych3120@lists.csbs.utah.edu (cortney tanner) Date: Sun, 20 Nov 2005 20:26:34 -0700 Subject: [Psych3120] Psych Post Message-ID:

 

I thought I may share some information I found on the Gambler’s Fallacy below.  I’m amazed at how many people in casinos fall prey to simple casino tricks that exploit this fallacy.  For example, next time you are in a casino (I would suggest you avoid them altogether, but…) find a Roulette table.  More than likely you will see a numbers board (a tall, lit, sign that has the previous numbers that have been called) at the head of the table.  The signs stick up from the tables so they can be easily seen by everyone.  Casinos place these number boards at the tables so players can look to see what’s been called and then hopefully fall prey to the gambler’s fallacy.  A player might see that the number 14 has been called every time in the last four games and want to place a big bet on it thinking it will surely hit again.  Would you place a bet on #14?  Are the odds any better because it has been called four times in a row?  NO!  It still has a 1:38 (2.63% chance) (double green table) of being called again.  The signs only serve to sucker players in.  Anyway, here is some easy to understand information on the Gambler’s Fallacy:

The Gambler's Fallacy is committed when a person assumes that a departure from what occurs on average or in the long term will be corrected in the short term. The form of the fallacy is as follows:

  1. X has happened.
  2. X departs from what is expected to occur on average or over the long term.

There are two common ways this fallacy is committed. In both cases a person is assuming that some result must be "due" simply because what has previously happened departs from what would be expected on average or over the long term.

The first involves events whose probabilities of occurring are independent of one another. For example, one toss of a fair (two sides, non-loaded) coin does not affect the next toss of the coin. So, each time the coin is tossed there is (ideally) a 50% chance of it landing heads and a 50% chance of it landing tails. Suppose that a person tosses a coin 6 times and gets a head each time. If he concludes that the next toss will be tails because tails "is due", then he will have committed the Gambler's Fallacy. This is because the results of previous tosses have no bearing on the outcome of the 7th toss. It has a 50% chance of being heads and a 50% chance of being tails, just like any other toss.

The second involves cases whose probabilities of occurring are not independent of one another. For example, suppose that a boxer has won 50% of his fights over the past two years. Suppose that after several fights he has won 50% of his matches this year, that he his lost his last six fights and he has six left. If a person believed that he would win his next six fights because he has used up his losses and is "due" for a victory, then he would have committed the Gambler's Fallacy. After all, the person would be ignoring the fact that the results of one match can influence the results of the next one. For example, the boxer might have been injured in one match which would lower his chances of winning his last six fights. (http://www.nizkor.org/features/fallacies/gamblers-fallacy.html)

 

From psych3120@lists.csbs.utah.edu Mon Nov 21 05:49:52 2005 From: psych3120@lists.csbs.utah.edu (Dave Jones) Date: Sun, 20 Nov 2005 22:49:52 -0700 Subject: [Psych3120] David Jones- procedural memory Message-ID: It's interesting for me to hear about procedural memories and how we create them, and rely on them, yet they aren't necissarily always the best course of action. They fail because the situations for which we have created the procedural memory will change and we have to adapt to that situation. This seems fairly poignant to me as a restaurant server. When new people start the "profession" , every single new person has a learning curve of between 1 to 2 months before they really find a good groove and can handle themselves. You have to develop the memory of steps to take so that you can handle multiple things at once, and the development of little "procedures" of doing things so that you can wait effectively. The interesting thing for me is when I find myself in the middle of one of these plans and realize that I thought about one step, and it occupied a moment in my brain, so I think it's done and find myself already having moved onto the next step without fully executing the first thought. With experience errors are made just in different ways. From psych3120@lists.csbs.utah.edu Mon Nov 21 05:51:21 2005 From: psych3120@lists.csbs.utah.edu (Brett Powell) Date: Sun, 20 Nov 2005 21:51:21 -0800 (PST) Subject: [Psych3120] Recollection Stimulation Through Sound Message-ID: <20051121055121.78473.qmail@web36210.mail.mud.yahoo.com> --0-486359873-1132552281=:66221 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit This weekend I watched horror film called “The Dentist.” As anyone would expect, without even having to know anything about the film, there were the sounds of the dentist drills throughout the entire film. These sounds were used to make the film a bit more dramatic by playing off the feelings that usually are stimulated through such sounds. Just as most any person would, I shuddered each time I heard the sound of the drill. What amazed me is the effect that the sound of the drill had on the movie. It increased the suspense and heightened the fear the film was trying to instill in the viewer. This made me think of other films and the sounds they use to elicit different emotions from their viewers. It made me think of “Texas Chainsaw Massacre.” One of the most memorable things from the movie would most likely be the sound of the chainsaw flaring during a chase or murder scene. These sounds instill with their memory potential emotions and denotations. I have a friend that says she gets nervous and borderline scared every time she hears the sound of clowns laughing. She told me that she wasn’t ever afraid of clowns until she watched a horror movie that centered around murderous, psychotic clowns. Every time she hears a clown laughing, or even anything that has a similar sound, the recollection of the sound of the clowns laughing in that horror movie pops into her head along with the emotions she experienced. Stimulated recollections and the emotions that come with them can immediately alter the bias a person has on something. An example of this is again using my friend whose afraid of clowns. She met a guy that she thought was very nice and cute. She got to know this guy and began to like him. One day, she heard him laugh just like the clowns she heard on that horror movie from long ago. Immediately her thoughts and feelings went toward that movie. She felt those same unwanted emotions. From that night forward, she couldn’t look at the guy without thinking of clowns. What I love so much about what was demonstrated to me while watching “The Dentist” was how a simple sound can alter the bias someone has on something. The sounds of the drills could have altered how scared I was while watching the movie or how scary I recalled the movie to be. Sounds can have good and bad emotions, biases, schemas, etc. associated with them witch can, and more than likely will, affect the way we view the world around us. --------------------------------- Yahoo! FareChase - Search multiple travel sites in one click. --0-486359873-1132552281=:66221 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
This weekend I watched horror film called “The Dentist.”  As anyone would expect, without even having to know anything about the film, there were the sounds of the dentist drills throughout the entire film.  These sounds were used to make the film a bit more dramatic by playing off the feelings that usually are stimulated through such sounds.  Just as most any person would, I shuddered each time I heard the sound of the drill.  What amazed me is the effect that the sound of the drill had on the movie.  It increased the suspense and heightened the fear the film was trying to instill in the viewer.  This made me think of other films and the sounds they use to elicit different emotions from their viewers.  It made me think of “Texas Chainsaw Massacre.”  One of the most memorable things from the movie would most likely be the sound of the chainsaw flaring during a chase or murder scene.  These sounds instill with their memory potential emotions and denotations.
I have a friend that says she gets nervous and borderline scared every time she hears the sound of clowns laughing.  She told me that she wasn’t ever afraid of clowns until she watched a horror movie that centered around murderous, psychotic clowns.  Every time she hears a clown laughing, or even anything that has a similar sound, the recollection of the sound of the clowns laughing in that horror movie pops into her head along with the emotions she experienced. 
Stimulated recollections and the emotions that come with them can immediately alter the bias a person has on something.  An example of this is again using my friend whose afraid of clowns.  She met a guy that she thought was very nice and cute.  She got to know this guy and began to like him.  One day, she heard him laugh just like the clowns she heard on that horror movie from long ago.  Immediately her thoughts and feelings went toward that movie.  She felt those same unwanted emotions.  From that night forward, she couldn’t look at the guy without thinking of clowns. 
What I love so much about what was demonstrated to me while watching “The Dentist” was how a simple sound can alter the bias someone has on something.  The sounds of the drills could have altered how scared I was while watching the movie or how scary I recalled the movie to be.  Sounds can have good and bad emotions, biases, schemas, etc. associated with them witch can, and more than likely will, affect the way we view the world around us.

Yahoo! FareChase - Search multiple travel sites in one click. --0-486359873-1132552281=:66221-- From psych3120@lists.csbs.utah.edu Mon Nov 21 06:23:48 2005 From: psych3120@lists.csbs.utah.edu (nicole funk) Date: Sun, 20 Nov 2005 23:23:48 -0700 Subject: [Psych3120] weekly post Message-ID:
I have found the last couple lectures on decision making so interesting.  I can't believe how little actual thought goes into making quick decisons, given the amount of time some of us spend weighing the pros and cons of seeing one movie over another.  It would be so interesting to learn ways to speed up decision making and have skills to make reliably good decisions.  It is so striking how much bias and pre-judgment contribute to our decisions.  As well as how unreliable they can be at times but we still use them and people seem to hang on to them even if they don't provide correct results.
 
Nicole Funk
From psych3120@lists.csbs.utah.edu Mon Nov 21 06:49:52 2005 From: psych3120@lists.csbs.utah.edu (C S) Date: Sun, 20 Nov 2005 23:49:52 -0700 Subject: [Psych3120] weekly post #11 Message-ID:
I really liked the lectures on decision making because it applies to real life. I remember when I have to choose the car from many selection, also when I need to make quick decision on anythings... I think it is really important to make solid and good decision because sometimes our life depends on what decision we have made.
From psych3120@lists.csbs.utah.edu Mon Nov 21 16:04:59 2005 From: psych3120@lists.csbs.utah.edu (Dave Callister) Date: Mon, 21 Nov 2005 08:04:59 -0800 (PST) Subject: [Psych3120] heuristics Message-ID: <20051121160459.63009.qmail@web32906.mail.mud.yahoo.com> --0-1084505403-1132589099=:59943 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit It seems to me that heuristics and schema are basically the same thing. Although the heuristic is the actual act of making a quick, most likely biased decision, the schema is the material or experience that we have had in life upon which that decision is made in the heat of the moment. In fact, someone mentioned weighing out the pros and cons of decisions...many social psychologists will argue that if we go through this process (pros and cons) often times we will end up making the decisions that appears to be the right one, but not the one that our heart really tells us to make. The example that a book I read gave is from an episode of the tv show "Friends". A character named Ross is deciding which out of two girls he wants to end up with. He makes a list of the Pros and Cons. He comes up with many cons for the first girl, Rachel. Then for the second girl, he comes up with many pros, such as she's smart, she's beautiful, we have things in common, she doesn't judge me, etc., but then he is left with only one con for her..."she's not Rachel". Like I said before, this shows that while there may be more pros then cons in a decision, even by a long shot, they don't always outweigh the other if the pros are stronger. Anyway...enough of that. I'm glad that many of the decisions that we make are so automatic, or else I think that i would go crazy. Dave --------------------------------- Yahoo! FareChase - Search multiple travel sites in one click. --0-1084505403-1132589099=:59943 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
It seems to me that heuristics and schema are basically the same thing.  Although the heuristic is the actual act of making a quick, most likely biased decision, the schema is the material or experience that we have had in life upon which that decision is made in the heat of the moment.  In fact, someone mentioned weighing out the pros and cons of decisions...many social psychologists will argue that if we go through this process (pros and cons) often times we will end up making the decisions that appears to be the right one, but not the one that our heart really tells us to make.  The example that a book I read gave is from an episode of the tv show "Friends".  A character named Ross is deciding which out of two girls he wants to end up with.  He makes a list of the Pros and Cons.  He comes up with many cons for the first girl, Rachel.  Then for the second girl, he comes up with many pros, such as she's smart, she's beautiful, we have things in common, she doesn't judge me, etc., but then he is left with only one con for her..."she's not Rachel".  Like I said before, this shows that while there may be more pros then cons in a decision, even by a long shot, they don't always outweigh the other if the pros are stronger.  Anyway...enough of that.  I'm glad that many of the decisions that we make are so automatic, or else I think that i would go crazy.
 
Dave

Yahoo! FareChase - Search multiple travel sites in one click. --0-1084505403-1132589099=:59943-- From psych3120@lists.csbs.utah.edu Mon Nov 21 20:53:39 2005 From: psych3120@lists.csbs.utah.edu (Colton Felts) Date: Mon, 21 Nov 2005 13:53:39 -0700 Subject: [Psych3120] memory, perception and learning... Message-ID: This is a multi-part message in MIME format. ------=_NextPart_000_0017_01C5EEA2.FA309E10 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable I find your explanation intriguing but, it raises more questions and it = also brings up the nature/nurture debate. You go so far as to say that perception would not be possible were it = not for the memories that we have. If that is the case, how would we = perceive the world in order to encode our first memories? This seems to = be a chicken-and-the-egg question. I think that semantic memory and = perception are definitely linked up. My question deals with the details = of how they are connected and how they interact. We perceive the world = before encoding memories which seems to me to be a bottom-up process. = However, our experience clearly has some impact on how we perceive the = world which seems to be a top-down process. Perhaps, we come with some = basic software, common to all humans, and begin our lives processing the = world bottom-up but, as we begin to learn and accrue memories we then = begin letting this color our perception top-down in order to speed up = the process of analyzing the world around us. To use one of your = examples: maybe we use some of the basic software to initially = understand the concepts of 'up' and 'down' and then simply access memory = in the future because its faster than going through the whole algorithm = through which we understood the concepts in the first place. This would make sense but, I don't believe that it answers the initial = question pertaining to the details of the internal process. Does anyone = have anything to say about that? ------=_NextPart_000_0017_01C5EEA2.FA309E10 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable
I find your explanation intriguing but, it raises more questions = and it=20 also brings up the nature/nurture debate.
 
You go so far as to say that perception would not be possible were = it not=20 for the memories that we have.  If that is the case, how would we = perceive=20 the world in order to encode our first memories?  This seems to be = a=20 chicken-and-the-egg question.  I think that semantic memory and = perception=20 are definitely linked up.  My question deals with the details of = how they=20 are connected and how they interact.  We perceive the world before = encoding=20 memories which seems to me to be a bottom-up process.  However, our = experience clearly has some impact on how we perceive the world which = seems to=20 be a top-down process.  Perhaps, we come with some basic software, = common=20 to all humans, and begin our lives processing the world bottom-up but, = as we=20 begin to learn and accrue memories we then begin letting this color our=20 perception top-down in order to speed up the process of analyzing the = world=20 around us.   To use one of your examples: maybe we use some of = the=20 basic software to initially understand the concepts of 'up' and 'down' = and then=20 simply access memory in the future because its faster than going through = the=20 whole algorithm through which we understood the concepts in the first=20 place.
 
This would make sense but, I don't believe that it answers the = initial=20 question pertaining to the details of the internal process.  Does = anyone=20 have anything to say about that?
------=_NextPart_000_0017_01C5EEA2.FA309E10-- From psych3120@lists.csbs.utah.edu Tue Nov 22 00:38:19 2005 From: psych3120@lists.csbs.utah.edu (K B) Date: Mon, 21 Nov 2005 17:38:19 -0700 Subject: [Psych3120] modes-instance theory Message-ID: i was surprised to learn that each time we attend to a memory, a new instance is formed. this seems obvious for semantic memories, but for memories like a knowing a times table, it doesnt make sense. the answer is always the same so why do you form a new memory of it? in a semantic memory your feelings may change or things happen to influence the way you think about the old memory. but we dont really do that with facts do we? 3 x 5 will always be 15 no matter how you think about it. now according to memory based theories, expert performance is different from novice performance. I was trying to relate this to a personal experience. When you give someone directions to get somewhere, sometimes you will give them different directions than you would take because you think it will be easier for them. can this represent the pilot example where the pilot says he does performs one way but actually does it a different way? I cant remember, but is this done consciously or not? or when you explain the rules of a game you are very familiar with to a beginner. you dont usually explain them the way you play. is this making any sense? From psych3120@lists.csbs.utah.edu Tue Nov 22 02:58:10 2005 From: psych3120@lists.csbs.utah.edu (Kimberly McGrath) Date: Mon, 21 Nov 2005 19:58:10 -0700 Subject: [Psych3120] Tuesdays class Message-ID: <002101c5ef10$954f8920$0300a8c0@starwest> This is a multi-part message in MIME format. ------=_NextPart_000_001E_01C5EED5.E62275F0 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable I was looking over my notes and trying to review what we had learned = last week and I noticed that a couple of my slides on the printout = didn't print everything. Would it be possible for somebody to send me = the missing information? They are both slides from last Tuesdays class. = The first one is slide #2 titled Does Practice Make Perfect? and the = second one is slide #11 titled Power......Learning. I am missing the = middle word in the second slide. It would be very helpful and very = appreciated if somebody could help me out. Thanks Kim McGrath ------=_NextPart_000_001E_01C5EED5.E62275F0 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable
I was looking over my notes and trying = to review=20 what we had learned last week and I noticed that a couple of my slides = on the=20 printout didn't print everything.  Would it be possible for = somebody to=20 send me the missing information?  They are both slides from last = Tuesdays=20 class.  The first one is slide #2 titled Does Practice Make = Perfect? and=20 the second one is slide #11 titled Power......Learning.  I am = missing the=20 middle word in the second slide.  It would be very helpful and very = appreciated if somebody could help me out.
 
Thanks
 
Kim McGrath
------=_NextPart_000_001E_01C5EED5.E62275F0-- From psych3120@lists.csbs.utah.edu Tue Nov 22 19:16:38 2005 From: psych3120@lists.csbs.utah.edu (Kimberly Hollie) Date: Tue, 22 Nov 2005 11:16:38 -0800 (PST) Subject: [Psych3120] Re: Psych3120 digest, Vol 1 #849 - 8 msgs In-Reply-To: <200511211901.MAA15857@topo.csbs.utah.edu> Message-ID: <20051122191638.39616.qmail@web52811.mail.yahoo.com> --0-2097995794-1132686998=:38915 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit I'm really starting to like this section on decison making and problem solving. I have always thought of myself as one who is a good problem solver. I think that our test for this section should be all questions like the ones we had in class today. That would make our last test fun. I think we should have at least one or two bonus questions like those ones. I guess I never realized how much goes into problem solving and the various ways to solve problems. Things like that have always been automatic for me, and I have not given thought to how I go about problem solving. Maybe understanding the different ways and techniques will help my problem solving abilities. I have a tendancy to over analyse problems, which in some cases helps me, but in others I come up with too many solutions to a problem and can no longer decide which is the best solution of all. This probably seems confusing to some of you...but i am a girl, so that is my job. --------------------------------- Yahoo! FareChase - Search multiple travel sites in one click. --0-2097995794-1132686998=:38915 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
I'm really starting to like this section on decison making and problem solving. I have always thought of myself as one who is a good problem solver. I think that our test for this section should be all questions like the ones we had in class today. That would make our last test fun. I think we should have at least one or two bonus questions like those ones. I guess I never realized how much goes into problem solving and the various ways to solve problems. Things like that have always been automatic for me, and I have not given thought to how I go about problem solving. Maybe understanding the different ways and techniques will help my problem solving abilities. I have a tendancy to over analyse problems, which in some cases helps me, but in others I come up with too many solutions to a problem and can no longer decide which is the best solution of all. This probably seems confusing to some of you...but i am a girl, so that is my job.

Yahoo! FareChase - Search multiple travel sites in one click. --0-2097995794-1132686998=:38915-- From psych3120@lists.csbs.utah.edu Tue Nov 22 19:42:09 2005 From: psych3120@lists.csbs.utah.edu (James Cunningham) Date: Tue, 22 Nov 2005 12:42:09 -0700 Subject: [Psych3120] Re: Psych3120 digest, Vol 1 #850 - 3 msgs In-Reply-To: <200511221901.MAA29380@topo.csbs.utah.edu> References: <200511221901.MAA29380@topo.csbs.utah.edu> Message-ID: My next addidtion. This site has plenty more of those fun and annoying logical puzzles. http://perplexus.info/ James Cunningham On 11/22/05, psych3120-request@lists.csbs.utah.edu wrote: > Send Psych3120 mailing list submissions to > psych3120@lists.csbs.utah.edu > > To subscribe or unsubscribe via the World Wide Web, visit > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > or, via email, send a message with subject or body 'help' to > psych3120-request@lists.csbs.utah.edu > > You can reach the person managing the list at > psych3120-admin@lists.csbs.utah.edu > > When replying, please edit your Subject line so it is more specific > than "Re: Contents of Psych3120 digest..." > > > Today's Topics: > > 1. memory, perception and learning... (Colton Felts) > 2. modes-instance theory (K B) > 3. Tuesdays class (Kimberly McGrath) > > --__--__-- > > Message: 1 > From: "Colton Felts" > To: > Date: Mon, 21 Nov 2005 13:53:39 -0700 > Subject: [Psych3120] memory, perception and learning... > Reply-To: psych3120@lists.csbs.utah.edu > > This is a multi-part message in MIME format. > > ------=_NextPart_000_0017_01C5EEA2.FA309E10 > Content-Type: text/plain; > charset="iso-8859-1" > Content-Transfer-Encoding: quoted-printable > > I find your explanation intriguing but, it raises more questions and it = > also brings up the nature/nurture debate. > > You go so far as to say that perception would not be possible were it = > not for the memories that we have. If that is the case, how would we = > perceive the world in order to encode our first memories? This seems to = > be a chicken-and-the-egg question. I think that semantic memory and = > perception are definitely linked up. My question deals with the details = > of how they are connected and how they interact. We perceive the world = > before encoding memories which seems to me to be a bottom-up process. = > However, our experience clearly has some impact on how we perceive the = > world which seems to be a top-down process. Perhaps, we come with some = > basic software, common to all humans, and begin our lives processing the = > world bottom-up but, as we begin to learn and accrue memories we then = > begin letting this color our perception top-down in order to speed up = > the process of analyzing the world around us. To use one of your = > examples: maybe we use some of the basic software to initially = > understand the concepts of 'up' and 'down' and then simply access memory = > in the future because its faster than going through the whole algorithm = > through which we understood the concepts in the first place. > > This would make sense but, I don't believe that it answers the initial = > question pertaining to the details of the internal process. Does anyone = > have anything to say about that? > ------=_NextPart_000_0017_01C5EEA2.FA309E10 > Content-Type: text/html; > charset="iso-8859-1" > Content-Transfer-Encoding: quoted-printable > > > > content=3Dtext/html;charset=3Diso-8859-1> > > > > style=3D"PADDING-LEFT: 10px; FONT-WEIGHT: normal; FONT-SIZE: 10pt; = > COLOR: #000000; BORDER-TOP-STYLE: none; PADDING-TOP: 15px; FONT-STYLE: = > normal; FONT-FAMILY: Verdana; BORDER-RIGHT-STYLE: none; = > BORDER-LEFT-STYLE: none; TEXT-DECORATION: none; BORDER-BOTTOM-STYLE: = > none"=20 > leftMargin=3D0 topMargin=3D0 acc_role=3D"text" CanvasTabStop=3D"true"=20 > name=3D"Compose message area"> >
I find your explanation intriguing but, it raises more questions = > and it=20 > also brings up the nature/nurture debate.
>
 
>
You go so far as to say that perception would not be possible were = > it not=20 > for the memories that we have.  If that is the case, how would we = > perceive=20 > the world in order to encode our first memories?  This seems to be = > a=20 > chicken-and-the-egg question.  I think that semantic memory and = > perception=20 > are definitely linked up.  My question deals with the details of = > how they=20 > are connected and how they interact.  We perceive the world before = > encoding=20 > memories which seems to me to be a bottom-up process.  However, our = > > experience clearly has some impact on how we perceive the world which = > seems to=20 > be a top-down process.  Perhaps, we come with some basic software, = > common=20 > to all humans, and begin our lives processing the world bottom-up but, = > as we=20 > begin to learn and accrue memories we then begin letting this color our=20 > perception top-down in order to speed up the process of analyzing the = > world=20 > around us.   To use one of your examples: maybe we use some of = > the=20 > basic software to initially understand the concepts of 'up' and 'down' = > and then=20 > simply access memory in the future because its faster than going through = > the=20 > whole algorithm through which we understood the concepts in the first=20 > place.
>
 
>
This would make sense but, I don't believe that it answers the = > initial=20 > question pertaining to the details of the internal process.  Does = > anyone=20 > have anything to say about that?
> > ------=_NextPart_000_0017_01C5EEA2.FA309E10-- > > --__--__-- > > Message: 2 > From: "K B" > To: psych3120@lists.csbs.utah.edu > Date: Mon, 21 Nov 2005 17:38:19 -0700 > Subject: [Psych3120] modes-instance theory > Reply-To: psych3120@lists.csbs.utah.edu > > i was surprised to learn that each time we attend to a memory, a new > instance is formed. this seems obvious for semantic memories, but for > memories like a knowing a times table, it doesnt make sense. the answer is > always the same so why do you form a new memory of it? in a semantic memory > your feelings may change or things happen to influence the way you think > about the old memory. but we dont really do that with facts do we? 3 x 5 > will always be 15 no matter how you think about it. now according to memory > based theories, expert performance is different from novice performance. I > was trying to relate this to a personal experience. When you give someone > directions to get somewhere, sometimes you will give them different > directions than you would take because you think it will be easier for them. > can this represent the pilot example where the pilot says he does performs > one way but actually does it a different way? I cant remember, but is this > done consciously or not? or when you explain the rules of a game you are > very familiar with to a beginner. you dont usually explain them the way you > play. is this making any sense? > > > > --__--__-- > > Message: 3 > From: "Kimberly McGrath" > To: > Date: Mon, 21 Nov 2005 19:58:10 -0700 > Subject: [Psych3120] Tuesdays class > Reply-To: psych3120@lists.csbs.utah.edu > > This is a multi-part message in MIME format. > > ------=_NextPart_000_001E_01C5EED5.E62275F0 > Content-Type: text/plain; > charset="iso-8859-1" > Content-Transfer-Encoding: quoted-printable > > I was looking over my notes and trying to review what we had learned = > last week and I noticed that a couple of my slides on the printout = > didn't print everything. Would it be possible for somebody to send me = > the missing information? They are both slides from last Tuesdays class. = > The first one is slide #2 titled Does Practice Make Perfect? and the = > second one is slide #11 titled Power......Learning. I am missing the = > middle word in the second slide. It would be very helpful and very = > appreciated if somebody could help me out. > > Thanks > > Kim McGrath > ------=_NextPart_000_001E_01C5EED5.E62275F0 > Content-Type: text/html; > charset="iso-8859-1" > Content-Transfer-Encoding: quoted-printable > > > > charset=3Diso-8859-1"> > > > > >
I was looking over my notes and trying = > to review=20 > what we had learned last week and I noticed that a couple of my slides = > on the=20 > printout didn't print everything.  Would it be possible for = > somebody to=20 > send me the missing information?  They are both slides from last = > Tuesdays=20 > class.  The first one is slide #2 titled Does Practice Make = > Perfect? and=20 > the second one is slide #11 titled Power......Learning.  I am = > missing the=20 > middle word in the second slide.  It would be very helpful and very = > > appreciated if somebody could help me out.
>
 
>
Thanks
>
 
>
Kim McGrath
> > ------=_NextPart_000_001E_01C5EED5.E62275F0-- > > > > --__--__-- > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > > > End of Psych3120 Digest > -- james cunningham From psych3120@lists.csbs.utah.edu Tue Nov 22 20:14:20 2005 From: psych3120@lists.csbs.utah.edu (Shawn Bassett) Date: Tue, 22 Nov 2005 13:14:20 -0700 Subject: [Psych3120] open your eyes Message-ID: As we were talking about the idea that sometimes you need to think outside of the box to solve a problem. There have been many times when I have been doing picture problems, or word problems that I just can not get. No matter how hard I try it will not come to me. Then I will walk away and come back later and at first glance know exactly what the answer is. This has a lot of association with the insight idea, but I also think there may be an assoication with thinking outside the box. SOmetime especially with the picture problems I think it is simply how you look at it. With the idea of tip of the tongue from the last section if ou happen to look at the problem in just the wrong way it seems impossible to change the way you are viewing it. But if when you look at the problem at first glance and see it right then it is a simple problem. I would say that to increase this you could do a lot of problems then practice will just help in associating the right type of mind with problem. Or you could do activites that would help you expand your mindset and help you automatically see problems from a different view. This would help to not get stuck in a singular mind set. I know that this post was a lot of rembling but I hope that you all are able to get my point. Shawn _________________________________________________________________ Don’t just search. Find. Check out the new MSN Search! http://search.msn.click-url.com/go/onm00200636ave/direct/01/ From psych3120@lists.csbs.utah.edu Tue Nov 22 20:20:41 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Tue, 22 Nov 2005 13:20:41 -0700 Subject: [Psych3120] Re: Syntactic ability of the mind Message-ID: <1132690841.43837d9927a01@webmail.utah.edu> Since we have been discussing problem-solving in class lately, I thought it might be an appropriate time to discuss an apparent ability of the brain to use syntactic manipulation to address problems, while the semantic value of the bais that the syntax is derived from is absent. For example, we talked about the ability of people to solve the radiation problem better based on experience with the aggression or parade problem (Glisk and Holyoak). It seems that although the context was very semantically different (laser surgery vs. attacking a castle) the relation among components in the problem were similar. It was evident that subjects were able to exapt the relation from the attacking example to the surgery example. So, here is what I am addressing; that we have an ability to transition our semantic experience of the world into a non confined (not directly connected to the actual state derived from) syntax, that still follows essentially logical rules. So the logic that figured out the castle example is the logic that figured out the radiation example. How flexible might this exaption of logical processes through use of syntax (rather than semantics) truly be. It seems outright obvious that in evolutionary terms, we shouldn't have the capacities for history, geography. astronomy, chemitry, and any other newly emerged disciplines that engender relativly new focal points for logical capacities. Yet, if we can ponder our abilities as exapted logical processes similar to those we must have contained for a long time, then it becomes very feasible that we can become so good at these novel arenas of information. Furthermore, recognizing this exapting process through means of semantically divorced syntax, hints to how we might be hard wired to adapt to a very large range of environmental changes. Perhaps the logic that works within is limited, but what it can be applied to is potentially infinite. From psych3120@lists.csbs.utah.edu Tue Nov 22 21:13:26 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Tue, 22 Nov 2005 16:13:26 EST Subject: [Psych3120] Re: [Psych3120] Message-ID: <256.1ec2065.30b4e3f6@aol.com> -------------------------------1132694006 Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit It would be funny to have some bonus questions like the problems we did in class today. In one of my other classes we did have some bonus questions like this... luckily I got two of them right and earned some extra points. I guess I will start looking up some more mensa quizes if I ever intend on taking the GRE. Heidi Bogus -------------------------------1132694006 Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: quoted-printable
It would be funny to have some bonus questions like the problems we did= in=20 class today.  In one of my other classes we did have some bonus=20 questions like this... luckily I got two of them right and earned some=20 extra points.  I guess I will start looking up some more mensa quizes i= f I=20 ever intend on taking the GRE. 
 
Heidi Bogus
 -------------------------------1132694006-- From psych3120@lists.csbs.utah.edu Tue Nov 22 21:37:04 2005 From: psych3120@lists.csbs.utah.edu (Robert Smalls) Date: Tue, 22 Nov 2005 13:37:04 -0800 (PST) Subject: [Psych3120] (no subject) Message-ID: <20051122213704.43118.qmail@web32007.mail.mud.yahoo.com> --0-283149223-1132695424=:42856 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit Good class today. Problem solving: I liked all the short practice problems we were given today. I'm in the military and have had to go through countless confidence courses that evalutate our ability to think outside the box, to accomplish the mock missions. The information given to us today on the corelation between success and GRE scores was enlightening... I've always wondered there relavency. --------------------------------- Yahoo! FareChase - Search multiple travel sites in one click. --0-283149223-1132695424=:42856 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
Good class today.  Problem solving: I liked all the short practice problems we were given today.  I'm in the military and have had to go through countless confidence courses that evalutate our ability to think outside the box, to accomplish the mock missions. 
 The information given to us today on the corelation between success and GRE scores was enlightening... I've always wondered there relavency. 

Yahoo! FareChase - Search multiple travel sites in one click. --0-283149223-1132695424=:42856-- From psych3120@lists.csbs.utah.edu Tue Nov 22 21:37:15 2005 From: psych3120@lists.csbs.utah.edu (Robert Smalls) Date: Tue, 22 Nov 2005 13:37:15 -0800 (PST) Subject: [Psych3120] robert smalls Message-ID: <20051122213715.42713.qmail@web32002.mail.mud.yahoo.com> --0-1340020889-1132695435=:28852 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit Good class today. Problem solving: I liked all the short practice problems we were given today. I'm in the military and have had to go through countless confidence courses that evalutate our ability to think outside the box, to accomplish the mock missions. The information given to us today on the corelation between success and GRE scores was enlightening... I've always wondered there relavency. --------------------------------- Yahoo! FareChase - Search multiple travel sites in one click. --0-1340020889-1132695435=:28852 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
Good class today.  Problem solving: I liked all the short practice problems we were given today.  I'm in the military and have had to go through countless confidence courses that evalutate our ability to think outside the box, to accomplish the mock missions. 
 The information given to us today on the corelation between success and GRE scores was enlightening... I've always wondered there relavency. 

Yahoo! FareChase - Search multiple travel sites in one click. --0-1340020889-1132695435=:28852-- From psych3120@lists.csbs.utah.edu Tue Nov 22 23:36:20 2005 From: psych3120@lists.csbs.utah.edu (cortney tanner) Date: Tue, 22 Nov 2005 16:36:20 -0700 Subject: [Psych3120] Test Questions Message-ID:

 

If anyone has completed their test question notes for the final, please email me ASAP.  I want to broaden my notes and get a fresh perspective.  I will be taking the final early and need all the help I can get.  I will compenstate you (very well) for your time, costs, etc.  Email me at cortneytanner@hotmail.com for details. 

 

From psych3120@lists.csbs.utah.edu Tue Nov 22 23:36:40 2005 From: psych3120@lists.csbs.utah.edu (cortney tanner) Date: Tue, 22 Nov 2005 16:36:40 -0700 Subject: [Psych3120] Test Questions Message-ID:

 

If anyone has completed their test question notes for the final, please email me ASAP.  I want to broaden my notes and get a fresh perspective.  I will be taking the final early and need all the help I can get.  I will compenstate you (very well) for your time, costs, etc.  Email me at cortneytanner@hotmail.com for details. 

 

From psych3120@lists.csbs.utah.edu Tue Nov 22 23:57:04 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Tue, 22 Nov 2005 18:57:04 -0500 Subject: [Psych3120] why I am horrible at problem solving Message-ID: <8C7BDD79275FE2E-BB0-291D@mblk-r20.sysops.aol.com> ----------MailBlocks_8C7BDD7925E26C8_BB0_2915_mblk-r20.sysops.aol.com Content-Type: text/plain; charset="us-ascii" I was really intrigued by today's discussion about problem solving. No doubt, finding the solution to a problem is much more complex and effortful than making a split second decision. As we went through some of the examples, I realized why I have always been pretty slow at solving problems like that. I suffer from chronic functional fixedness. Out of all of the problems presented, the only one I got was the O T T F F S S sequence. Pathetic, I know. I think I don't experience that illumination phase Dr. Strayer mentioned when he told us about the four factors involved in creative problem solving. IIt takes me quite awhile to develop insightful perspective. It was interesting and helpful to learn about ways to improve problem solving skills. I found that I most often use the ways of working backwards, following a systematic plan, and reformulating the problem. I suppose I should work on those other strategies mentioned in class, too. So far, I have enjoyed learning about this area of cognitive psychology more than the the two others we have focused on this semester. And in response to Kim McGrath's request for information missing from her notes: 1. The slide that says 'Does Practice Make Perfect?' -most of the time practice does help, but not always -requires consisten associations for brain to learn -inconsistencies limit skill acquisition -the more consistency in tasks, the more that practice will improve performance -structure is needed to learn Those are the notes I had written down from that slide. And the word missing from your other slide is FUNCTION. Power Function Learning. If you need any more info, let me know. Have a great weekend everyone. -Danielle Stocking ----------MailBlocks_8C7BDD7925E26C8_BB0_2915_mblk-r20.sysops.aol.com Content-Type: text/html; charset="us-ascii"
I was really intrigued by today's discussion about problem solving.  No doubt, finding the solution to a problem is much more complex and effortful than making a split second decision.  As we went through some of the examples, I realized why I have always been pretty slow at solving problems like that.  I suffer from chronic functional fixedness.  Out of all of the problems presented, the only one I got was the O T T F F S S sequence.  Pathetic, I know.  I think I don't experience that illumination phase Dr. Strayer mentioned when he told us about the four factors involved in creative problem solving.  IIt takes me quite awhile to develop insightful perspective.  It was interesting and helpful to learn about ways to improve problem solving skills.  I found that I most often use the ways of working backwards, following a systematic plan, and reformulating the problem.  I suppose I should work on those other strategies mentioned in class, too.  So far, I have enjoyed learning about this area of cognitive psychology more than the the two others we have focused on this semester. 
And in response to Kim McGrath's request for information missing from her notes:
1.  The slide that says 'Does Practice Make Perfect?'
-most of the time practice does help, but not always
-requires consisten associations for brain to learn
     -inconsistencies limit skill acquisition
-the more consistency in tasks, the more that practice will improve performance
-structure is needed to learn
 
Those are the notes I had written down from that slide.  And the word missing from your other slide is FUNCTION.  Power Function Learning.  If you need any more info, let me know.
Have a great weekend everyone.
-Danielle Stocking
----------MailBlocks_8C7BDD7925E26C8_BB0_2915_mblk-r20.sysops.aol.com-- From psych3120@lists.csbs.utah.edu Wed Nov 23 00:00:00 2005 From: psych3120@lists.csbs.utah.edu (Dave Jones) Date: Tue, 22 Nov 2005 17:00:00 -0700 Subject: [Psych3120] Problem solving - David Jones Message-ID: It's interesting to me that the GRE is, or was at one time full of the tests we did in class to day. If you think about it, you can prepare to "think outside the box" and all but how do we know these tests actually score that. Plain and simple if there were math questions with solving angles and such I just wouldn't do good. I'm a psychology major and I haven't thought much about numbers since stats, and there we just plugged numbers into formulas. I jsut don't do numbers that well anymore cause I never need to think of them. This is supposed to judge whether I would do good in grad school. It is good to know that the GRE scores aren't necissarily seen as all that important. David Jones From psych3120@lists.csbs.utah.edu Wed Nov 23 03:08:05 2005 From: psych3120@lists.csbs.utah.edu (Jennifer Burrup) Date: Tue, 22 Nov 2005 20:08:05 -0700 Subject: [Psych3120] POST #9 In-Reply-To: Message-ID: Hello, I wanted to make my post this week on the slide shown in class about how there are more words with the letter "K" in the third position than words that actually start with the letter "K". I guess that boggles my mind. I just find it interesting that we actually come across words that start with K more often, but there are more words that have "K" in them than start with it. I guess my bias underestimated rare events in this case, but in other cases is overestimated. Anyway, Have a good Thanksgiving weekend! From psych3120@lists.csbs.utah.edu Wed Nov 23 20:38:48 2005 From: psych3120@lists.csbs.utah.edu (Spencer Banks) Date: Wed, 23 Nov 2005 13:38:48 -0700 Subject: [Psych3120] weekly post Message-ID: I found yesterday's lecture to be my favorite lecture of the semester. I love all sorts of brain-teasers and problems like that, so that's probably why. But the thing that I found to be most intersting was the psycholog behind it all, which I never would have guessed. I never thought that there were actual strategies that we can implement in order to improve our problem solving abilites. I always just thought that the difference between someone who is a good problem solver andsomeone who isn't is whether they are smart or not. But that's not necessarily the case. And after lecture I was thinking about it, and I know quite a few people who I consider smart-booksmart- but they're no good at problems like the ones in class. And then there are my friends who aren't to smart in school things, but they can think. Yesterday's lecture just really opened by eyes. Spencer Banks From psych3120@lists.csbs.utah.edu Thu Nov 24 00:06:46 2005 From: psych3120@lists.csbs.utah.edu (Kendrick) Date: Wed, 23 Nov 2005 17:06:46 -0700 Subject: [Psych3120] I'm pathetic Message-ID: <33375ed40511231606k6a296d63uf421a6b73ea3c1fc@mail.gmail.com> ------=_Part_16011_11765264.1132790806096 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Content-Disposition: inline ok, this is going to sound really pathetic, but I didn't even get that OTTF= F question. I know sometimes during lectures all of the examples and demos and stuff can distract the message, but tues. lecture was really cool. The different strategies to problem solving are important if not useful. I'm going to memorize them (not just for the exam) but to help me solve problems. Hope everyone has a happy thanksgiving!!! Kendrick ps - thanks to those who ate my donuts.... I was able to purchase two dozen donuts (for my presentation) from my favorite donut shop and manage to show restraint --- I didn't eat one! Hooray for me! ------=_Part_16011_11765264.1132790806096 Content-Type: text/html; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Content-Disposition: inline
ok, this is going to sound really pathetic, but I didn't even get that= OTTFF question.  I know sometimes during lectures all of the examples= and demos and stuff can distract the message, but tues. lecture was really= cool.  The different strategies to problem solving are important if n= ot useful.  I'm going to memorize them (not just for the exam) but to = help me solve problems. =20
 
Hope everyone has a happy thanksgiving!!!
 
Kendrick
 
ps - thanks to those who ate my donuts.... I was able to purchase two = dozen donuts (for my presentation) from my favorite donut shop and manage t= o show restraint --- I didn't eat one!  Hooray for me!
------=_Part_16011_11765264.1132790806096-- From psych3120@lists.csbs.utah.edu Thu Nov 24 00:35:25 2005 From: psych3120@lists.csbs.utah.edu (Jonathan Gallimore) Date: Wed, 23 Nov 2005 16:35:25 -0800 (PST) Subject: [Psych3120] Re: Problem solving and fishing In-Reply-To: <200511231901.MAA14187@topo.csbs.utah.edu> Message-ID: <20051124003525.24890.qmail@web34615.mail.mud.yahoo.com> I wanted to talk about problem solving and fishing. There was a parallel between these two and as I was driving home from fishing today I realized it. See with fishing I try different combinations of baits and positions with relation to the top and bottom of the water until I start catching fish. Then since I have found a pattern that works I just keep doing the same pattern over and over. Until that patterns no longer works and I start over again or I catch all the fish that I can keep and leave. This was also the same way that problem solving was explained to us in class. We look for algorythems or patterns until we find a pattern that solves the problem (e.g. catching fish). And then when faced with a similar problem we then use that heuristic to try and solve the problem again. So fishing is basically decision making or vice-versa. --Jonathan __________________________________ Yahoo! Music Unlimited Access over 1 million songs. Try it free. http://music.yahoo.com/unlimited/ From psych3120@lists.csbs.utah.edu Thu Nov 24 02:51:02 2005 From: psych3120@lists.csbs.utah.edu (Keith Parke) Date: Wed, 23 Nov 2005 19:51:02 -0700 Subject: [Psych3120] problem solving Message-ID: Last tues. in class we talked about problem solving. In particular we went over the four factors involved with problem solving, the first being preparation=forming and attempting to solve, second incubation=setting the problem aside, third illumination=inspiration, or thought that comes to mind, fourth verification=make sure the solution works, or makes sense. For me the most important step is the illumination, I wish my brain was a little better at that step. Keith Parke _________________________________________________________________ FREE pop-up blocking with the new MSN Toolbar – get it now! http://toolbar.msn.click-url.com/go/onm00200415ave/direct/01/ From psych3120@lists.csbs.utah.edu Fri Nov 25 18:56:50 2005 From: psych3120@lists.csbs.utah.edu (David W. Maasberg) Date: Fri, 25 Nov 2005 10:56:50 -0800 Subject: [Psych3120] David W. Maasberg Post #13 (Happy Thanksgiving) Message-ID: <43875E72.2070104@aol.com> Dear Psych Message Board- Hello all....and happy thanksgiving..... Well in responce to tuesdays class lecture as well as all of these recent lectures on skill aquizition and problem solving....I think that there is more of a correlation between the second module and the third module.....I really think that there is a relationship between the Collins & Quillian model of the networked memory models and Spreading activation along with skill aquizition and problem solving. I think that spreading activation really has a lot to do with problem solving because that is what problem solving is right?....Problem solving is simply activation of previously aquired "nodes" in order to sovle a current situation.....I dont know? Just a thought...... Are we going to have an in class review....I really thought that the last review helped me out a lot.... Until next week.... -David W. Maasberg From psych3120@lists.csbs.utah.edu Fri Nov 25 00:59:25 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Thu, 24 Nov 2005 19:59:25 EST Subject: [Psych3120] post #13 Message-ID: <7d.759ddf6d.30b7bbed@aol.com> -------------------------------1132880365 Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit First of all happy turkey yum yum day to u all. It has been interesting in class how we have been talking about problem solving. and just people perceptions on how they would solve a problem. one thing is class that i heard before is with numbers. when u are told one dollar vs ten dollars that seems like a bigger amount than 50,000 dollars vs 60,000 dollars. when numbers start to get bigger people start to perceive them as smaller differences with actually they are much larger differences. also, it's interesting how people start to solve problems with a system. which makes sense because if you and make it easier, why not. but it can also cause errors because u stick to your system and don't think the problem thoroughly through. and by the way i suck at problem solving. like all those questions we've been doing, i so have not been catching on. hopefully i'm not the only one. but i think its easier for me to sit down and see it on paper than have the time pressure to hurry and think it through. whenever i have that time pressure in class and being with other people, i think it creates blocking, at least for me personally. but overall, it's a very interesting subject and interested to see what the other lectures will be about. -------------------------------1132880365 Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: quoted-printable
First of all happy turkey yum yum day to u all.  It has been=20 interesting in class how we have been talking about problem solving.  a= nd=20 just people perceptions on how they would solve a problem.  one thing i= s=20 class that i heard before is with numbers.  when u are told one dollar=20= vs=20 ten dollars that seems like a bigger amount than 50,000 dollars vs 60,000=20 dollars.  when numbers start to get bigger people start to perceive the= m as=20 smaller differences with actually they are much larger differences.  al= so,=20 it's interesting how people start to solve problems with a system.  whi= ch=20 makes sense because if you and make it easier, why not.  but it can als= o=20 cause errors because u stick to your system and don't think the problem=20 thoroughly through.  and by the way i suck at problem solving.  li= ke=20 all those questions we've been doing, i so have not been catching on. =20 hopefully i'm not the only one.  but i think its easier for me to sit d= own=20 and see it on paper than have the time pressure to hurry and think it=20 through.  whenever i have that time pressure in class and being with ot= her=20 people, i think it creates blocking, at least for me personally.  but=20 overall, it's a very interesting subject and interested to see what the othe= r=20 lectures will be about.
 -------------------------------1132880365-- From psych3120@lists.csbs.utah.edu Fri Nov 25 03:19:54 2005 From: psych3120@lists.csbs.utah.edu (Abby Wright) Date: Thu, 24 Nov 2005 20:19:54 -0700 Subject: [Psych3120] Posting #11 Message-ID: Well, first of all, I just hope everyone has had a wonderful Thanksgiving! As I was reading in out textbook, I thought it was very interesting that in one of Tversky’s and Kahneman’s studies, they found that the way you word problems makes a difference and especially that people are conservative when selecting between potential gains but take risks when they select among potential losses. I also thought that the study that compared thinking in terms of probabilities versus frequencies was interesting. Even advanced medical students were better able to solve problems in terms of frequencies rather than probabilities. It kind of makes you wonder if this would have any real impact in the real world. From psych3120@lists.csbs.utah.edu Fri Nov 25 23:29:38 2005 From: psych3120@lists.csbs.utah.edu (Trinity Allred) Date: Fri, 25 Nov 2005 16:29:38 -0700 Subject: [Psych3120] (no subject) Message-ID: Hey all! Hope you had a great feast on Turkey Day! But I had experience the other day with eye witness testimony the other day. I was in a slight auto accident on my way to work. Do many details, and I doubt anyone really cares either. But anyhow, after the whole ordeal, and the other fellow was issued a bunch of tickets, the officer told me that he may end up fighting this in court because he was pretty upset about it. But the officer obviously believed my story because I'm sans traffic ticket. But the other driver was convinced that I had to mysteriously been driving on the wrong side of the street and coming out of a different parking lot. I can prove where I came out, because of a receipt. And I don't know about you, but I tend not to drive into oncoming traffic on a busy street. But the officer believed that since the other driver was not accustomed to driving in this country yet, and had not been paying attention, that the driver had made up this story to keep him out of trouble. And failed he did! Trinity A. Allred _________________________________________________________________ Express yourself instantly with MSN Messenger! Download today - it's FREE! http://messenger.msn.click-url.com/go/onm00200471ave/direct/01/ From psych3120@lists.csbs.utah.edu Sat Nov 26 20:29:09 2005 From: psych3120@lists.csbs.utah.edu (Rachel B) Date: Sat, 26 Nov 2005 20:29:09 +0000 Subject: [Psych3120] problem solving Message-ID: First I just wanted to mention that I have been taking piano lessons for many years and all along my piano teacher has always said, "Practice makes progress" instead of "Practice makes perfect". I liked this growing up because I didn't feel as pressured if I made a few mistakes. I also wanted to talk about the problem solving questions. I am not a visual learner at all, so problems that are more visual seem to trick me much often than just giving me numbers. I am very interested in problem solving and the steps our minds take in analyzing everything. -Rachel Braun Johnson From psych3120@lists.csbs.utah.edu Sun Nov 27 03:53:10 2005 From: psych3120@lists.csbs.utah.edu (Emily Liljenquist) Date: Sat, 26 Nov 2005 20:53:10 -0700 Subject: [Psych3120] (no subject) Message-ID: I suppose you could call me a "problem-solver phobic." It is time consuming and requires more steps than I would prefer to deal with. However, problem-solving is something everyone deals with on a day-to-day basis, I suppose. This is why I have found our discussions on problem-solving to be very interesting. At the end of Tuesday's lecture, we discussed ways to improve our own problem solving. One of the most interesting strategies was to search for relations among problems. This is also known as an analogy, or the tendency to use previously solved problems to aid in the solution of a current problem. I looked up problem solving strategies on the internet and many other sights also cited analogy as an effective strategy. One site listed questions to ask yourself when problem-solving: Have you seen a similar problem before? If so, how is this problem similar? How is it different? How have you solved similar problems in the past? I found it very interesting when I actually applied this to my own life when helping my brother answer a problem solving question on his math homework. From psych3120@lists.csbs.utah.edu Sun Nov 27 05:16:00 2005 From: psych3120@lists.csbs.utah.edu (cortney tanner) Date: Sat, 26 Nov 2005 22:16:00 -0700 Subject: [Psych3120] Psych Post Message-ID:

 

After reading chapter 12 my hopes of teaching my pet monkey to speak have been dashed!  Okay, I don’t have a pet monkey, nor have I ever dreamt of teaching an ape or a monkey to speak, but apparently some scientists with a lot of time on their hands have.  Not to speak exactly (though some have tried that), but to teach them language.  The bottom line is they want to be able to communicate with the apes.  Has it been successful?  The text tells us “Not all that well.”  So after years and years of research, not to mention a bunch of money, apes still haven’t learned a language.  Granted, there are plenty of cases of limited communication, but no still serious language skills.  The text makes the critical point of noting that animal communication systems only have three of the five criteria (communicative, arbitrary, structured, generative, and dynamic) talked about throughout the chapter.  Anyway, the reading is interesting, but the final conclusion that we humans are arrogant is a bit silly (even my pet monkey, KoKo, says so!)

 

 

From psych3120@lists.csbs.utah.edu Sun Nov 27 17:53:29 2005 From: psych3120@lists.csbs.utah.edu (Danielle Cotterell) Date: Sun, 27 Nov 2005 10:53:29 -0700 Subject: [Psych3120] Danielle Cotterell In-Reply-To: <200511241901.MAA27783@topo.csbs.utah.edu> Message-ID:

I remember growing up never really understanding why we had to do certain things in math.  Like why use letters in math and what was the point of doing long division and other things like that.  The answer would always be the same...it's the problem solving skills you get out of it that are useful.  As I've gotten older I can kind of see the truth to that, but learning about problem solving in this class just seems to be so much more interesting and way more useful.  I've really enjoyed this part of class. 

Anyway, I hope everyone had a great Thanksgiving. 

~Danielle 

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Subject:  Psych3120 digest, Vol 1 #853 - 5 msgs
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>    1. weekly post (Spencer Banks)
>    2. I'm pathetic (Kendrick)
>    3. Re: Problem solving and fishing (Jonathan Gallimore)
>    4. problem solving (Keith Parke)
>    5. David W. Maasberg Post #13 (Happy Thanksgiving) (David W. Maasberg)
>
>--__--__--
>
>Message: 1
>From: "Spencer Banks" <ji_mestone@hotmail.com>
>To: psych3120@lists.csbs.utah.edu
>Date: Wed, 23 Nov 2005 13:38:48 -0700
>Subject: [Psych3120] weekly post
>Reply-To: psych3120@lists.csbs.utah.edu
>
>I found yesterday's lecture to be my favorite lecture of the semester.  I
>love all sorts of brain-teasers and problems like that, so that's probably
>why.  But the thing that I found to be most intersting was the psycholog
>behind it all, which I never would have guessed.  I never thought that there
>were actual strategies that we can implement in order to improve our problem
>solving abilites.  I always just thought that the difference between someone
>who is a good problem solver andsomeone who isn't is whether they are smart
>or not.  But that's not necessarily the case.  And after lecture I was
>thinking about it, and I know quite a few people who I consider
>smart-booksmart- but they're no good at problems like the ones in class.
>And then there are my friends who aren't to smart in school things, but they
>can think.  Yesterday's lecture just really opened by eyes.
>
>Spencer Banks
>
>
>
>--__--__--
>
>Message: 2
>Date: Wed, 23 Nov 2005 17:06:46 -0700
>From: Kendrick <kendrick2@gmail.com>
>To: psych3120@lists.csbs.utah.edu
>Subject: [Psych3120] I'm pathetic
>Reply-To: psych3120@lists.csbs.utah.edu
>
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>ok, this is going to sound really pathetic, but I didn't even get that OTTF=
>F
>question.  I know sometimes during lectures all of the examples and demos
>and stuff can distract the message, but tues. lecture was really cool.  The
>different strategies to problem solving are important if not useful.  I'm
>going to memorize them (not just for the exam) but to help me solve
>problems.
>
>Hope everyone has a happy thanksgiving!!!
>
>Kendrick
>
>ps - thanks to those who ate my donuts.... I was able to purchase two dozen
>donuts (for my presentation) from my favorite donut shop and manage to show
>restraint --- I didn't eat one!  Hooray for me!
>
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><div>ok, this is going to sound really pathetic, but I didn't even get that=
>  OTTFF question.&nbsp; I know sometimes during lectures all of the examples=
>  and demos and stuff can distract the message, but tues. lecture was really=
>  cool.&nbsp; The different strategies to problem solving are important if n=
>ot useful.&nbsp; I'm going to memorize them (not just for the exam) but to =
>help me solve problems.&nbsp;=20
></div>
><div>&nbsp;</div>
><div>Hope everyone has a happy thanksgiving!!!</div>
><div>&nbsp;</div>
><div>Kendrick</div>
><div>&nbsp;</div>
><div>ps - thanks to those who ate my donuts.... I was able to purchase two =
>dozen donuts (for my presentation) from my favorite donut shop and manage t=
>o show restraint --- I didn't eat one!&nbsp; Hooray for me!</div>
>
>------=_Part_16011_11765264.1132790806096--
>
>--__--__--
>
>Message: 3
>Date: Wed, 23 Nov 2005 16:35:25 -0800 (PST)
>From: Jonathan Gallimore <godjon@yahoo.com>
>To: psych3120@lists.csbs.utah.edu
>Subject: [Psych3120] Re: Problem solving and fishing
>Reply-To: psych3120@lists.csbs.utah.edu
>
>I wanted to talk about problem solving and fishing.
>There was a parallel between these two and as I was
>driving home from fishing today I realized it. See
>with fishing I try different combinations of baits and
>positions with relation to the top and bottom of the
>water until I start catching fish. Then since I have
>found a pattern that works I just keep doing the same
>pattern over and over. Until that patterns no longer
>works and I start over again or I catch all the fish
>that I can keep and leave.
>
>This was also the same way that problem solving was
>explained to us in class. We look for algorythems or
>patterns until we find a pattern that solves the
>problem (e.g. catching fish). And then when faced with
>a similar problem we then use that heuristic to try
>and solve the problem again. So fishing is basically
>decision making or vice-versa.
>
>
>
>--Jonathan
>
>
>
>__________________________________
>Yahoo! Music Unlimited
>Access over 1 million songs. Try it free.
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>--__--__--
>
>Message: 4
>From: "Keith Parke" <k_parke325@hotmail.com>
>To: psych3120@lists.csbs.utah.edu
>Date: Wed, 23 Nov 2005 19:51:02 -0700
>Subject: [Psych3120] problem solving
>Reply-To: psych3120@lists.csbs.utah.edu
>
>Last tues. in class we talked about problem solving.  In particular we went
>over the four factors involved with problem solving, the first being
>preparation=forming and attempting to solve, second incubation=setting the
>problem aside, third illumination=inspiration, or thought that comes to
>mind, fourth verification=make sure the solution works, or makes sense.  For
>me the most important step is the illumination, I wish my brain was a little
>better at that step.
>
>Keith Parke
>
>_________________________________________________________________
>FREE pop-up blocking with the new MSN Toolbar – get it now!
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>
>--__--__--
>
>Message: 5
>Date: Fri, 25 Nov 2005 10:56:50 -0800
>From: "David W. Maasberg" <DWMaasberg@aol.com>
>To: psych3120@lists.csbs.utah.edu
>Subject: [Psych3120] David W. Maasberg Post #13 (Happy Thanksgiving)
>Reply-To: psych3120@lists.csbs.utah.edu
>
>Dear Psych Message Board-
>     Hello all....and happy thanksgiving.....
>Well in responce to tuesdays class lecture as well as all of these
>recent lectures on skill aquizition and problem solving....I think that
>there is more of a correlation between the second module and the third
>module.....I really think that there is a relationship between the
>Collins & Quillian model of the networked memory models and Spreading
>activation along with skill aquizition and problem solving.  I think
>that spreading activation really has a lot to do with problem solving
>because that is what problem solving is right?....Problem solving is
>simply activation of previously aquired "nodes" in order to sovle a
>current situation.....I dont know? Just a thought......
>Are we going to have an in class review....I really thought that the
>last review helped me out a lot....
>Until next week....
>-David W. Maasberg
>
>
>--__--__--
>
>_______________________________________________
>Psych3120 mailing list
>Psych3120@lists.csbs.utah.edu
>http://lists.csbs.utah.edu/listinfo.cgi/psych3120
>
>
>End of Psych3120 Digest
From psych3120@lists.csbs.utah.edu Sun Nov 27 22:44:07 2005 From: psych3120@lists.csbs.utah.edu (Shawn Bassett) Date: Sun, 27 Nov 2005 15:44:07 -0700 Subject: [Psych3120] being able to solve problems Message-ID: I saw a post that stated that the person was a problem solve phobic. This statemnet made me laugh a little. The post continued on and said that we all have to solve problems. I started thinking about this its true each day we are all solving problems. The studies that have been shown about problem solving have been with the average people. I know some people that have real hard times solving problems and I think its just because they try to hard and don't let the natural ability take over. I think this is true in a lot of circumstances. What we know through studies is how we are in a normal environment, if we were to all relax and just do what comes to us as far as tests, problems etc. there probably wouldn't be as much of an issue. Shawn _________________________________________________________________ Is your PC infected? Get a FREE online computer virus scan from McAfee® Security. http://clinic.mcafee.com/clinic/ibuy/campaign.asp?cid=3963 From psych3120@lists.csbs.utah.edu Sun Nov 27 23:24:25 2005 From: psych3120@lists.csbs.utah.edu (nicole funk) Date: Sun, 27 Nov 2005 16:24:25 -0700 Subject: [Psych3120] Weekly Post Message-ID:
I find that learning about how problem solving works is very helpful in everyday life.  Insight is a really fascinating concept to study.  It is so interesting how our minds work in different situations; that solutions suddenly come to mind for a problem that you could have been thinking about for an extended period of time.  Why is it that the solution doesn't come to mind in a predictable way?  What could cause insight?  All of the problem solving concepts are very interesting; I look forward to learning more.
 
Nicole Funk
From psych3120@lists.csbs.utah.edu Sun Nov 27 23:38:45 2005 From: psych3120@lists.csbs.utah.edu (Jessica Berry) Date: Sun, 27 Nov 2005 16:38:45 -0700 Subject: [Psych3120] Problem solving as a survival skill In-Reply-To: <200511271901.MAA05836@topo.csbs.utah.edu> Message-ID: If a problem is defined as any situation in which a person has a goal that is not yet accomplished, then our day-to-day lives are only made up of problems. What has made problems and problem solving so important in our culture? Where did the emphasis originate? Did it originate with the first humans who had a problem of how to survive, how to collect food? And then how to build houses and so forth? Why don't we, as a culture, equalize each person's ability to problem solve? It seems to be the case that problem solving originated with the first humans, and seeing as how our problems have increased in complexity, it is surprising that there isn't more of an emphasis in education on how to solve problems. Mostly, how problem solving relates to everyday life. Most people associate solving problems with math class, and rarely do they associate problems with everyday life, such as how to order food at a restaurant. I think this is because the notion of a "problem" has a negative connotation to it. I also think that solving problems not only relies on experience, but also on how the person has developed a foundation on the nature of problems. I think that it takes a very independent mind to solve original complex problems. In other words, it takes a "leader" and not a "follower." If this is the case, why aren't children taught how to think for themselves, and taught that everyone must be a "leader" in their own lives? Children are conditioned early on that they are either leaders or followers. This kind of development influences a child throughout their entire lives. This is what is lacking: teaching a child they must problem solve their lives from the day they are born. They cannot always rely on other "leaders" to solve situations for them. It would seem that we are still solving problems, although they may vary in complexity, the way that the first humans did. As a culture, we are fascinated by the idea of problems, how others solve problems and how others are affected by problems. We rely on our skills and our previous experience to help us make decisions in our everyday lives. However, we are lacking in our ability to implant a drive into each individual, which guides them to be a "leader" in their own lives. Instead, many are taught they are not leaders, and therefore, they lack certain problem solving skills others have. It is growing more important every day to teach children these skills because with people like George Bush creating hell all over the world, people will need to be their own leaders and understand that their ability to problem solve their environment is a necessary for survival. _________________________________________________________________ Don’t just search. Find. Check out the new MSN Search! http://search.msn.click-url.com/go/onm00200636ave/direct/01/ From psych3120@lists.csbs.utah.edu Mon Nov 28 01:31:14 2005 From: psych3120@lists.csbs.utah.edu (Rebecca Mc) Date: Sun, 27 Nov 2005 17:31:14 -0800 (PST) Subject: [Psych3120] Tuesday's Class Message-ID: <20051128013114.20067.qmail@web36109.mail.mud.yahoo.com> --0-737885342-1133141474=:17447 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit Tuesday’s class was interesting. All the problems we were presented were fun, to a degree. I struggled with a couple of them. I thought I had the flag one figured out and I didn’t. I still don’t comprehend it. I remember as a kid a friend of the family was always giving me logic puzzles to solve. I found them fun and usually easy. It seems I struggle more now than I did then. It makes me wonder why that is. Do kids find it easier to think outside the box than adults? I also found the information about the G.R.E. helpful. I have heard before that it isn’t a good predictor of how you’ll do in graduate school, but no one explained it as well as Dr. Strayer. Rebecca McCown __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com --0-737885342-1133141474=:17447 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
Tuesday’s class was interesting. All the problems we were presented were fun, to a degree. I struggled with a couple of them. I thought I had the flag one figured out and I didn’t. I still don’t comprehend it.
 
I remember as a kid a friend of the family was always giving me logic puzzles to solve. I found them fun and usually easy. It seems I struggle more now than I did then. It makes me wonder why that is. Do kids find it easier to think outside the box than adults?
 
I also found the information about the G.R.E. helpful. I have heard before that it isn’t a good predictor of how you’ll do in graduate school, but no one explained it as well as Dr. Strayer.
 
Rebecca McCown

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http://mail.yahoo.com --0-737885342-1133141474=:17447-- From psych3120@lists.csbs.utah.edu Mon Nov 28 04:40:37 2005 From: psych3120@lists.csbs.utah.edu (Ashley williams) Date: Sun, 27 Nov 2005 21:40:37 -0700 Subject: [Psych3120] weekly post Ashley Williams Message-ID:

A lot of the things we have learned in this class so far have been really helpful in how we see or do things. For example, the seven sins of memory. Everyone has these happen to us but to see them written out with a name is nice because we can look and see we are all forgetful. Also the way that memory works. That was great to learn about because I really focus on the things I need to remmeber so they are converted to my long term memory. Last class we talked about problem solving. It's strange to see the way we work things out. The examples we looked at were hard for me. I had a hard time with some because I guess I just don't think outside the box too well.

From psych3120@lists.csbs.utah.edu Mon Nov 28 04:45:48 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Sun, 27 Nov 2005 21:45:48 -0700 Subject: [Psych3120] Posting (ERic) Message-ID: <1133153148.438a8b7ccab20@webmail.utah.edu> Firts of all i have to get something of my chest. In class someone gave out donuts and i did not get one. I shall never forgive thee oh bringer of donuts. Now i would just like to discuss the problems that Strayer demonstrated in class. I fancy myself a perdy smart guy and expected to be successful at the problems. In reality i was terrible. I did not get even one of the answers before they were explained to the class. When i got home from class i gave the two flagpoles and the rope problem to my brother who happens to be a math major and a very smart guy yet it took him a while to decipher the correct answer. I think it is fascinating and a bit frustrating that such simple problems can cause mucho difficulty to solve. Problem solving is a really intrigiung process. It would be interesting to find out if good problem solving skills correllate with general intelligence as defined by IQ or if problem solving is somehow seperate in away. Eric Ashton From psych3120@lists.csbs.utah.edu Mon Nov 28 05:28:16 2005 From: psych3120@lists.csbs.utah.edu (Brett Powell) Date: Sun, 27 Nov 2005 21:28:16 -0800 (PST) Subject: [Psych3120] Exam 3 - Study Guide Question #1 Message-ID: <20051128052816.25096.qmail@web36213.mail.mud.yahoo.com> --0-1324854697-1133155696=:24831 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit I am starting the study guide to make sure I get enough studying in. Here is my answer to the first question on the study guide. Anyone who has anything else to add, please feel free. Hope this can help some of you out. Thanks. Describe the role schemata play in information processing. How do schemata bias information processing? What implications does the research on schemata have for the legal system? A schema is a pattern imposed on complex reality or experience to assist in explaining it, mediate perception, or guide response. In other words, a schema is a memory representation containing general information about an object or an event; and it represents not a single event but a type of event. Furthermore, the facts within a single schema are related to one another. These two aspects of a schema are especially important: it is general, and it contains information about related facts. There are default values within schemas. A default value for a particular piece of information is the value that would normally be true, and that you assume is true, unless you are told otherwise. If I tell you I have a dog with three legs, you will change the value of “number of legs” to 3 for the representation of my particular dog. The default value for “number of legs” in the dog schema would still be 4. The background information stored in schemas allows the listener to make inferences from the minimal information in the sentence. Schemas not only help us make inferences but also help us interpret ambiguous details. This background knowledge guides the interpretation of ambiguous sentences such as “Gather the materials” and “spread the peanut butter then the jelly.” Without the schema of making a peanut butter and jelly sandwich, the sentences would carry little meaning. Schemas also allow the facilitation of information processing. With prior knowledge, information can be processed much quicker. This can create a problem because one may pass over particular pieces of crucial information assuming that they apply to the schema when actually they fall outside the schema. If all the information fits within the rules of the schema, the increased speed of information processing can be beneficial. It some of the information falls outside the rules of schema, the increased speed of information processing can processed information improperly therefore biasing or affecting information processing adversely. Schemata can bias information processing by influencing encoding by guiding attention, even if none of the details are ambiguous. The details that a person attends to and remembers are those consistent with the activated schemata. Prior knowledge lead you to expect that what usually happens in a given situation will happen again. If something unexpected happens, then, it stands out. For example, if you want to a restaurant and the server seated you and gave you a menu, the experience wouldn’t stand out. However, if the server didn’t give you a menu but instead took you back to the kitchen so that you could view all the dishes and pick out what appealed to you, that would violate your expectations, schemas, of what happens in a restaurant, and it would be memorable. The implications that the research on schemata has for the legal system are in regards to eyewitness testimonies. Schemas play a role in one of the seven sins of memory, suggestibility. If an witness was being questioned and the interrogator used schematically biased questions, the eyewitness’ recoded engram could become biased toward the questioned schema. This would alter the original engram and potentially damage the integrity of the testimony. Another way this can play a role in eyewitness testimony is in general biases at the time of original encoding of the engram. The witness will tend to encode information that is consistent with their schemas that are applicable to the situation they experienced. This will potentially inhibit their ability to encode and recall potentially important information that is unrelated to their schemas. --------------------------------- Yahoo! Music Unlimited - Access over 1 million songs. Try it free. --0-1324854697-1133155696=:24831 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
I am starting the study guide to make sure I get enough studying in.  Here is my answer to the first question on the study guide.  Anyone who has anything else to add, please feel free.  Hope this can help some of you out.  Thanks.
  1. Describe the role schemata play in information processing. How do schemata bias information processing? What implications does the research on schemata have for the legal system?
A schema is a pattern imposed on complex reality or experience to assist in explaining it, mediate perception, or guide response.  In other words, a schema is a memory representation containing general information about an object or an event; and it represents not a single event but a type of event.  Furthermore, the facts within a single schema are related to one another.  These two aspects of a schema are especially important: it is general, and it contains information about related facts.
There are default values within schemas.  A default value for a particular piece of information is the value that would normally be true, and that you assume is true, unless you are told otherwise.  If I tell you I have a dog with three legs, you will change the value of “number of legs” to 3 for the representation of my particular dog.  The default value for “number of legs” in the dog schema would still be 4.
The background information stored in schemas allows the listener to make inferences from the minimal information in the sentence.  Schemas not only help us make inferences but also help us interpret ambiguous details.  This background knowledge guides the interpretation of ambiguous sentences such as “Gather the materials” and “spread the peanut butter then the jelly.”  Without the schema of making a peanut butter and jelly sandwich, the sentences would carry little meaning.  Schemas also allow the facilitation of information processing.  With prior knowledge, information can be processed much quicker.  This can create a problem because one may pass over particular pieces of crucial information assuming that they apply to the schema when actually they fall outside the schema.  If all the information fits within the rules of the schema, the increased speed of information processing can be beneficial.  It some of the information falls outside the rules of schema, the increased speed of information processing can processed information improperly therefore biasing or affecting information processing adversely.
Schemata can bias information processing by influencing encoding by guiding attention, even if none of the details are ambiguous.  The details that a person attends to and remembers are those consistent with the activated schemata.  Prior knowledge lead you to expect that what usually happens in a given situation will happen again.  If something unexpected happens, then, it stands out.  For example, if you want to a restaurant and the server seated you and gave you a menu, the experience wouldn’t stand out.  However, if the server didn’t give you a menu but instead took you back to the kitchen so that you could view all the dishes and pick out what appealed to you, that would violate your expectations, schemas, of what happens in a restaurant, and it would be memorable.
The implications that the research on schemata has for the legal system are in regards to eyewitness testimonies.  Schemas play a role in one of the seven sins of memory, suggestibility.  If an witness was being questioned and the interrogator used schematically biased questions, the eyewitness’ recoded engram could become biased toward the questioned schema.  This would alter the original engram and potentially damage the integrity of the testimony.  Another way this can play a role in eyewitness testimony is in general biases at the time of original encoding of the engram.  The witness will tend to encode information that is consistent with their schemas that are applicable to the situation they experienced.  This will potentially inhibit their ability to encode and recall potentially important information that is unrelated to their schemas. 

Yahoo! Music Unlimited - Access over 1 million songs. Try it free. --0-1324854697-1133155696=:24831-- From psych3120@lists.csbs.utah.edu Mon Nov 28 06:44:12 2005 From: psych3120@lists.csbs.utah.edu (Ciege Schlesinger) Date: Sun, 27 Nov 2005 23:44:12 -0700 Subject: [Psych3120] Problem Solving Message-ID: I was unable to make it to class on Tuesday, but it seems like I missed a good one about problem solving after I looked at the notes and talked to a few people. I was searching on google for some information about this and I found some interesting stuff on problem solving methods... This is one that I found: The problem-solving method that will be used in the following discussion consists of four basic steps: FIND OUT Look at the problem. Have you seen a similar problem before? If so, how is this problem similar? How is it different? What facts do you have? What do you know that is not stated in the problem? CHOOSE A STRATEGY How have you solved similar problems in the past? What strategies do you know? Try a strategy that seems as if it will work. If it doesn't, it may lead you to one that will. SOLVE IT Use the strategy you selected and work the problem. LOOK BACK Reread the question. Did you answer the question asked? Is your answer in the correct units? Does your answer seem reasonable? >From looking over the class notes the advice on improving your problem sloving skills at the end is great and I know that I will be using it. I am diappointed I had to missed his lecture... I hope everyone had a great Thanksgiving and a little break :) From psych3120@lists.csbs.utah.edu Mon Nov 28 07:03:12 2005 From: psych3120@lists.csbs.utah.edu (C S) Date: Mon, 28 Nov 2005 00:03:12 -0700 Subject: [Psych3120] weekly post Message-ID:
In Tuesday's lecture, we talked about problem solving .  The problem solving applies to everyday's life thus we cannot avoid it.  I thought four steps of problem solving was very interested and very effective.
From psych3120@lists.csbs.utah.edu Tue Nov 29 01:04:47 2005 From: psych3120@lists.csbs.utah.edu (Lauren Pardey) Date: Mon, 28 Nov 2005 18:04:47 -0700 Subject: [Psych3120] Modes: Thinking Outside the Box Message-ID: Class last Tuesday was really enlightening for me. I have found that people who find it easy to think "outside the box" are natural problem solvers, but applying it to the problems Dr. Strayer was giving us showed me exactly how difficult that can be. A few of the problems were so easy for me, and hard for others, and some of them I couldn't figure out for the life of me, but others got them right away. I wonder how this could be taught or encouraged, or if it is simply a skill some have and some don't. I hope everyone had a happy Thanksgiving! From psych3120@lists.csbs.utah.edu Wed Nov 30 04:27:55 2005 From: psych3120@lists.csbs.utah.edu (David W. Maasberg) Date: Tue, 29 Nov 2005 20:27:55 -0800 Subject: [Psych3120] David W. Maasberg Post #14 Message-ID: <438D2A4B.9030406@aol.com> Dear Psych Message Board- I cant believe that our time together is comming to an end......it is so sad!! Let me say in advance, thank you to everybody who has contributed to the message board and made the class a little bit easier. Well...on to psychology.... Question #1- Does Logans Memory based theory have any correlation to the Instance theory or are my notes just copied down funny? Question #2- What is the Race Model? Question #3- Are Mental Representations the things we were talking about the differance between $10,000 when buying a house and a home stereo set makes it a bigger deal. Why would we ever want to overcome functional fixidness? If an object does not function the way we want it to function we should just invent something to take its place and perform properlly....Hahahaha -Until Next Week David W. Maasberg From psych3120@lists.csbs.utah.edu Tue Nov 29 05:10:48 2005 From: psych3120@lists.csbs.utah.edu (Dave Callister) Date: Mon, 28 Nov 2005 21:10:48 -0800 (PST) Subject: [Psych3120] GRE Message-ID: <20051129051048.53864.qmail@web32909.mail.mud.yahoo.com> --0-958894538-1133241048=:51702 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit Isn't it nice to know that the correlation between the GRE score and the amount of success one will have in graduate school is zero?!? So....why do they have us take it anyhow? I suppose that it is necessary to have some kind of weening out system. Turns up to be a pretty ironic one. I thought tuesday's class was a good one because again, Strayer was able to keep us entertained, and then make a point easy for all to understand, in this case, the one about problem solving paradigms. It is interesting that once we get in a certain mindframe, we continue to use that mindframe unless otherwise told not to. This makes me wonder how much easier life would be if we didn't use schemas for everything...but at the same time, how difficult it would be. Huh. Happy Thanksgiving. I'm not ready to come back to class and work. Dave --------------------------------- Yahoo! Personals Single? There's someone we'd like you to meet. Lots of someones, actually. Try Yahoo! Personals --0-958894538-1133241048=:51702 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
Isn't it nice to know that the correlation between the GRE score and the amount of success one will have in graduate school is zero?!?  So....why do they have us take it anyhow?  I suppose that it is necessary to have some kind of weening out system.  Turns up to be a pretty ironic one.  I thought tuesday's class was a good one because again, Strayer was able to keep us entertained, and then make a point easy for all to understand, in this case, the one about problem solving paradigms.  It is interesting that once we get in a certain mindframe, we continue to use that mindframe unless otherwise told not to.  This makes me wonder how much easier life would be if we didn't use schemas for everything...but at the same time, how difficult it would be.  Huh.  Happy Thanksgiving.  I'm not ready to come back to class and work.
 
Dave

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Single? There's someone we'd like you to meet.
Lots of someones, actually. Try Yahoo! Personals --0-958894538-1133241048=:51702-- From psych3120@lists.csbs.utah.edu Tue Nov 29 19:24:09 2005 From: psych3120@lists.csbs.utah.edu (cortney tanner) Date: Tue, 29 Nov 2005 12:24:09 -0700 Subject: [Psych3120] Psych Post Message-ID:

I was suprised at the information Dr. Strayer mentioned about the GRE.  I thought the correlation would have been higher than "about nothing."  On a similar note, when I took the MAT (Miller's Analogy Test) for grad school a few years ago, I had to wonder what in the heck they were testing for.  Quite frankly, even after having finished grad school, I'm still not sure why I had to take that test.  However, I also took the LSAT (law school test) twice.  The first time I took it I did average, but average does not cut it for law school, so I took it again and had a nice bump up in my score (I took a private prep course).  The law schools place A LOT of weight on your LSAT score (it even got me a small tuition waiver at one) and you would think it is predictive of future law school performance, right?  But, the LSAT test is only about 50% accurate on it's predictive validity (that's not good! But I guess better than nothing).  All of these test questions makes me wonder how much students grades really mean.  Are some just better test takers than others? 

 

From psych3120@lists.csbs.utah.edu Tue Nov 29 20:00:50 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Tue, 29 Nov 2005 13:00:50 -0700 Subject: [Psych3120] Re: Self-awareness in a network model Message-ID: <1133294450.438cb372c7508@webmail.utah.edu> So today in class we learned about network models of mind. Very intersting and mostly cutting edge, non-linear dynamics systems approach to mind is proving to be much more comprehensive and lending to explanation of connectivity between organisms and environments. Yet, I must always pose the quandary of self-awareness. Perhaps, our behavior is a result of function and both environmental and internal processes, but at what point did the "I" emerge? Network models purport to get rid of any external activator, but how might they account for meta abilities that are self-orienting. When does a network process go from being a porcess to processing the self-reflexive fact that it is an occurant process in the universe. When does the self come into the picture, and how does it affect the network model. Obviously it is going to be a fundamental component to the functions of our behavior, Downward causality becomes of paramount interest. Also, when describing the apparent (false, illusory, true, or otherwise) volitional aspect of our existence, the emergent properties become greater in their power to affect themselves and the univers as a whole. If selfawareness that is able to connect mind and universe together from an individual perspective has emerged, wouldn't it be an inevitability that some simliar consciousness may progress to levels that we equate to abilities of God. Are we manifesting God as we exist? God must be evaluated on a new level independent, yet considerate of old traditions and religions. From psych3120@lists.csbs.utah.edu Tue Nov 29 23:39:06 2005 From: psych3120@lists.csbs.utah.edu (Robert Smalls) Date: Tue, 29 Nov 2005 15:39:06 -0800 (PST) Subject: [Psych3120] smalls In-Reply-To: Message-ID: <20051129233906.94441.qmail@web32012.mail.mud.yahoo.com> --0-1502827622-1133307546=:93777 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit Graduating this semester I am getting ready to prepare myself for the GRE. I have never done well at taking tests and this one probably will not be any different. The weight that schools place on these tests is so frustrating for someone like me who does bad on tests (even when well prepared for it). I had always questioned there relevancy; but never found any correlation statistics until Dr. Strayer gave his lecture the other day. To know that there is not a correlation makes the frustration even more confounding. cortney tanner wrote: I was suprised at the information Dr. Strayer mentioned about the GRE. I thought the correlation would have been higher than "about nothing." On a similar note, when I took the MAT (Miller's Analogy Test) for grad school a few years ago, I had to wonder what in the heck they were testing for. Quite frankly, even after having finished grad school, I'm still not sure why I had to take that test. However, I also took the LSAT (law school test) twice. The first time I took it I did average, but average does not cut it for law school, so I took it again and had a nice bump up in my score (I took a private prep course). The law schools place A LOT of weight on your LSAT score (it even got me a small tuition waiver at one) and you would think it is predictive of future law school performance, right? But, the LSAT test is only about 50% accurate on it's predictive validity (that's not good! But I guess better than nothing). All of these test questions makes me wonder how much students grades really mean. Are some just better test takers than others? _______________________________________________ Psych3120 mailing list Psych3120@lists.csbs.utah.edu http://lists.csbs.utah.edu/listinfo.cgi/psych3120 --------------------------------- Yahoo! Music Unlimited - Access over 1 million songs. Try it free. --0-1502827622-1133307546=:93777 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
Graduating this semester I am getting ready to prepare myself for the GRE.  I have never done well at taking tests and this one probably will not be any different.  The weight that schools place on these tests is so frustrating for someone like me who does bad on tests (even when well prepared for it).  I had always questioned there relevancy; but never found any correlation statistics until Dr. Strayer gave his lecture the other day.  To know that there is not a correlation makes the frustration even more confounding. 


cortney tanner <cortneytanner@hotmail.com> wrote:

I was suprised at the information Dr. Strayer mentioned about the GRE.  I thought the correlation would have been higher than "about nothing."  On a similar note, when I took the MAT (Miller's Analogy Test) for grad school a few years ago, I had to wonder what in the heck they were testing for.  Quite frankly, even after having finished grad school, I'm still not sure why I had to take that test.  However, I also took the LSAT (law school test) twice.  The first time I took it I did average, but average does not cut it for law school, so I took it again and had a nice bump up in my score (I took a private prep course).  The law schools place A LOT of weight on your LSAT score (it even got me a small tuition waiver at one) and you would think it is predictive of future law school performance, right?  But, the LSAT test is only about 50% accurate on it's predictive validity (that's not good! But I guess better than nothing).  All of these test questions makes me wonder how much students grades really mean.  Are some just better test takers than others? 
 
_______________________________________________ Psych3120 mailing list Psych3120@lists.csbs.utah.edu http://lists.csbs.utah.edu/listinfo.cgi/psych3120

Yahoo! Music Unlimited - Access over 1 million songs. Try it free. --0-1502827622-1133307546=:93777-- From psych3120@lists.csbs.utah.edu Wed Nov 30 04:29:05 2005 From: psych3120@lists.csbs.utah.edu (kevin davis) Date: Tue, 29 Nov 2005 21:29:05 -0700 Subject: [Psych3120] Practice and such Message-ID: Welcome back everybody! I've just been catching up on all your posts and am very intrigued with what everyone has to say. In regards to the negative/positive effects practicing can have on developing skills I've been thinking alot about some advice I received from my very first drum teacher. Instead of "practice makes perfect" he would say "all practicing does for you is create habbits which transfer into your playing. Improper practice leads to bad habbits which result in bad playing. Perfect practice makes perfect habbits". I wish I would have applied it a little better when I was younger. However, for the past couple of years I've been almost obsessed with the idea of practicing effectively and I've found that not only have my skills greatly improved, but I can get alot more done in a less amount of time. I can get through more material in 10 mins than I could in 30 mins when I was in high school. If only I could apply this to everything in my life. From psych3120@lists.csbs.utah.edu Wed Nov 30 05:02:04 2005 From: psych3120@lists.csbs.utah.edu (K B) Date: Tue, 29 Nov 2005 22:02:04 -0700 Subject: [Psych3120] modes- functional fixedness Message-ID: I really enjoyed tuesdays lecture about problem solving. I have always had difficulty solving these kinds of problems but I find it very challenging and insightful. Upon leaving work this evening, it was snowing quite a bit and I didnt want to get my new leather clogs wet. Almost automatically i reached for two shopping bags and put them over my feet, secured with rubber bands. When asked what you could do with plastic bags, i dont think i would have come up with that response. It's interesting how certain predicaments can force you to see a solution where others will not. These problem solving strategies we have been learning about- do they apply to say math word problems? I continue to struggle with those despite constant assistance and practice. I dont know if im just going about it the wrong way, or i am destined to fail at math? Even simple problems i cannot see the solution, no matter how hard i try. Then when i look up the answer or get help, it seems so obvious! It is so frustrating. Maybe I put too much thought into it. when we were presented with the sock problem i sat there contemplating it thinking it was going to be a complex process to try and figure it out. then someone says 3 socks right away. I feel really dumb sometimes.... From psych3120@lists.csbs.utah.edu Wed Nov 30 20:58:16 2005 From: psych3120@lists.csbs.utah.edu (Abby Wright) Date: Wed, 30 Nov 2005 13:58:16 -0700 Subject: [Psych3120] Posting #12 Message-ID: With all of this talk about GRE scores and how they don’t correlate with how well you do in graduate school, it made me remember that one of my other psychology professors mentioned this at the beginning of this semester. He provided one explanation of why this is the case. Suppose that you have a bunch of college seniors applying to the University of Utah for graduate school. In order to be accepted, let’s say the hypothetical cut-off score is 48, so everyone below that will not be accepted. This is the problem. Those that fall below 48 do not get accepted and so when the U of U is trying to predict the relationship between GPA and GRE score, it won’t be an accurate score because they have already gotten rid of some of their data (those that were below 48). If graduate schools would lower the cutoff score, they would get a much more accurate relationship. From psych3120@lists.csbs.utah.edu Wed Nov 30 21:46:44 2005 From: psych3120@lists.csbs.utah.edu (Ciege Schlesinger) Date: Wed, 30 Nov 2005 14:46:44 -0700 Subject: [Psych3120] (no subject) Message-ID: I wasn't there the day that Dr. Strayer said that taking the GRE had no correlation to Grad School, but I find that disturbing. I, like some others I'm sure, am not the best test taker and knowing that I will stress out beyond belief for something that won't really mean that much is not very comforting. But such is like life I suppose :) Onto another note however.... I nanny a little boy who is 13 months, and today we were outside playing in the snow and he saw a bird and he pointed. I said bird and did the sign for bird (cause we are teaching him sign language) and he just kind of looked at me and repeated the sign and pointed again and I said, "What is it?" and he did the sign for bird... When he pointed again I said Quail, he just looked at me. The point of the story was that when he didn't realize what I was saying I thought about yesterday, and on the last section when we were talking about spreading activation, and realized that he doesn't know the difference between different birds... His memories haven't overlaped yet so he can tell the difference. He sees dogs and cats often so he can tell the differne between all types of those, but birds has not been set in yet. I just thought it was intresting and what we've talked about was the first thing that came to mind when this happened. Have a great week everyone! From psych3120@lists.csbs.utah.edu Tue Nov 1 03:40:16 2005 From: psych3120@lists.csbs.utah.edu (Eve Patterson) Date: Mon, 31 Oct 2005 19:40:16 -0800 (PST) Subject: [Psych3120] Modes 8 In-Reply-To: <200510311901.MAA14954@topo.csbs.utah.edu> Message-ID: <20051101034016.10677.qmail@web33308.mail.mud.yahoo.com> All this talk in class about the muscian who cannot remember from one minute to the next reminds me of one of the first things I read from Oliver Sacks. The name of the article (actually chapter in a book) was called "The Last Hippee". As I remember it, this man had developed a massive tumor in his head in the 1970's but he was part of the Hari chrisnas at this time and was convinced he was becoming enlightened. By the time his parents intervened he had lost all of his long term memory after the point of say 1978. Dr. Sacks commented on how it was as if he was witnessing a time capsule of sorts. This man only remembered a few minutes prior at a time. Sacks found through his research that he could play some of the Grateful Dead (his very favorite band) for him and the first time he heard it he would comment he liked their old stuff better but each time he heard the song he liked it and recognized it more and more but it was always some level of new to him each time he heard it. It is hard to imagine a life that would go on from this very point but for all intents and purposes it also stopped at this very moment because you have no memory of it. These discussions have made me think critically about how important memory is to a healthy vital life. --- psych3120-request@lists.csbs.utah.edu wrote: > Send Psych3120 mailing list submissions to > psych3120@lists.csbs.utah.edu > > To subscribe or unsubscribe via the World Wide Web, > visit > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > or, via email, send a message with subject or body > 'help' to > psych3120-request@lists.csbs.utah.edu > > You can reach the person managing the list at > psych3120-admin@lists.csbs.utah.edu > > When replying, please edit your Subject line so it > is more specific > than "Re: Contents of Psych3120 digest..." > > > Today's Topics: > > 1. Re: Reality of memory (Jonathan Gallimore) > 2. false memory (Eric Ashton) (u0263938@utah.edu) > 3. Study Guide Question #7 (Brett Powell) > 4. Videos (Rebecca Mc) > 5. Ashley Williams weekely posting (Ashley > williams) > 6. post #8 (C S) > 7. (no subject) (nicole funk) > 8. Post #8 (stevebeardshall@juno.com) > > --__--__-- > > Message: 1 > Date: Sun, 30 Oct 2005 11:35:30 -0800 (PST) > From: Jonathan Gallimore > To: psych3120@lists.csbs.utah.edu > Subject: [Psych3120] Re: Reality of memory > Reply-To: psych3120@lists.csbs.utah.edu > > I think that the movie about Cotton being aquitted > shows not only that memory is fallible and can > change, > but it also showed that what people think that they > saw and their perceptions of the world are more > powerful than what really happened. Many books that > I > have read reference this in one way or another. For > example, C.G. Jung said that the world exists not > merely in itself but also as it appears to me. It is > not enough for anything to just exist but there has > to > be an interpretation of the event or thing. That > interpretation changes the person and the event. I > think that people's perceptions are more real to > them > than "reality". Our thoughts are extremely powerful > creation machines and they shape what we know and > remember as reality. So the next question then is > what > is real? Is the computer screen real or the words > that > I type, are they real? It is not real unless it is > known. And through others and myself this post > becomes > real. Granted we will all perceive this post > differently and some may have a profound > interepretation and others might dismiss it as > jibberish. But the point is that memories and the > world do not just exist but rather appear to us as > we > are. > > > > ---Jonathan Gallimore > > > > > __________________________________ > Yahoo! Mail - PC Magazine Editors' Choice 2005 > http://mail.yahoo.com > > --__--__-- > > Message: 2 > From: u0263938@utah.edu > Date: Sun, 30 Oct 2005 15:55:21 -0700 > To: psych3120@lists.csbs.utah.edu > Subject: [Psych3120] false memory (Eric Ashton) > Reply-To: psych3120@lists.csbs.utah.edu > > > > Hello, > > In class we have continued to discuss the flaws > of memory, the inaccuracies > of People’s memories, and the process by which false > memories can be planted in > someone’s mind. I performed a kind of evil > experiment demonstrating the ease > with which false memories are created with my 8 > year-old nephew. My Nephew > attended a Halloween party this Friday. After the > party he came over to my > house with a little bag of treats. I looked through > the bag and found a piece > of candy that I wanted. When I asked him if I could > have the candy he said no. > This sparked the idea of my evil experiment. I asked > my nephew if he remembered > last Halloween when this particular kind of candy > almost made him barf. At > first he said he did not. I then asked him to think > real hard about it. He > stared of into space thinking real hard to try and > remember and then after a > little bit he remembered. The candy had almost made > him barf. He no longer > wanted the candy and gave it to me. The truth was > that he had never almost > barfed eating that candy, I just made it up. I felt > bad when he gave me the > candy so I tried to tell him I had made the memory > up but he insisted I keep > the candy. > > Eric Ashton > > > --__--__-- > > Message: 3 > Date: Sun, 30 Oct 2005 17:02:28 -0800 (PST) > From: Brett Powell > To: Message Board Cognitive > > Subject: [Psych3120] Study Guide Question #7 > Reply-To: psych3120@lists.csbs.utah.edu > > --0-893850143-1130720548=:85287 > Content-Type: text/plain; charset=iso-8859-1 > Content-Transfer-Encoding: 8bit > > Here is my answer to #7 of the study guide. If > there is more that I can put into this, plesae let > me know. > > > What are the 7 sins of memory? Provide a > real-world example of each. What do they tell us > about how memory works? > > > > The seven sins of memory and a description for each > are as follows: > > > > Transience: the tendency to lose access to > information across time, whether through forgetting, > interference, or retrieval failure (ex. Normal > forgetting that happens everyday) – if information > isn’t constantly accessed or reinforced it can > become harder to remember that information > > > > Absent-mindedness: everyday memory failure in > remembering information and intended activities, > probably caused by insufficient attention or > superficial, automatic processing during encoding > (ex. Forgetting to stop by the store on the way home > from work to get some milk) – an adequate amount of > attention needs to be paid to certain tasks in order > to recall to take place > > > > Blocking: temporary retrieval failure or loss of > access, such as the tip-of-the-tongue state, in > either episodic or semantic memory (ex. When you > can’t remember a word or the name of something that > is very familiar to you) – access to memories can be > blocked by other information that is being accessed > – there can be an information access overload or > temporary blockage > > > > Misattribution: remembering a fact correctly from > past experience but attributing it to an incorrect > source of context (ex. Seeing a person on the street > that you know from a previous job – you attribute > knowing this person to a class at school instead of > the job where you both worked together) – memories > can become mixed or the retrieval of memories can > become mixed – multiple memories can be stimulated > during recall and can become mixed once retrieved > === message truncated === __________________________________ Yahoo! Mail - PC Magazine Editors' Choice 2005 http://mail.yahoo.com From psych3120@lists.csbs.utah.edu Tue Nov 1 04:58:10 2005 From: psych3120@lists.csbs.utah.edu (Kendrick) Date: Mon, 31 Oct 2005 21:58:10 -0700 Subject: [Psych3120] memory loss Message-ID: <33375ed40510312058m58866637nc217da9203294fe2@mail.gmail.com> ------=_Part_13565_9877536.1130821090898 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Content-Disposition: inline speaking of memory loss, I can't remember if I posted for this last week. I= f I didn't, can I do two this week? ------=_Part_13565_9877536.1130821090898 Content-Type: text/html; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Content-Disposition: inline speaking of memory loss, I can't remember if I posted for this last week.&n= bsp; If I didn't, can I do two this week? ------=_Part_13565_9877536.1130821090898-- From psych3120@lists.csbs.utah.edu Tue Nov 1 19:57:11 2005 From: psych3120@lists.csbs.utah.edu (Trinity Allred) Date: Tue, 01 Nov 2005 12:57:11 -0700 Subject: [Psych3120] (no subject) Message-ID: I realize that I am not the only one that is really confused about what we discussed today in class. I think that I have this concept in a 'play-doh consistancy" ability to explain it. But Dr. Strayer wasn't kidding when he said this was a really weird study. Especially that it is so weird that it is difficult to explain. But I do think that semantic memory is interesting in such that how we network different concepts and vocabulary. I also think that it is neat that we can build temporary network links and expectancies for items that have no relationship. Trinity A. Allred _________________________________________________________________ Don’t just search. Find. Check out the new MSN Search! http://search.msn.click-url.com/go/onm00200636ave/direct/01/ From psych3120@lists.csbs.utah.edu Tue Nov 1 20:01:44 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Tue, 01 Nov 2005 13:01:44 -0700 Subject: [Psych3120] Re: semantic memory Message-ID: <1130875304.4367c9a8cd1b6@webmail.utah.edu> Today in class we studied the Kneely experiement about teasing apart the ability to recieve semantic memory automatically versus intentionally or expectantly. What struck me as interesting was the seeming correspondence between established, automatic, semantic memories and the ability of expectancies to perhaps create or establish these automations. After being taught throughout our childhood and grade school years that a robin is a bird, as well as experiencing it in our back yards, as info as television, and as reinforced ideas from our parents, the association becomes automatic. Although speed increases with autmoation and Kneely reported no costs associated with automatic spreading activation, I am hesitant to accept his conclusion. If we contend with the substance of automatic semantic relations in specific case studies, it seems that at least sometimes, established automatic relations will confuse, and subsequently slow down appropriate reaction time. For instance, if my best friend for all of my life was named Robin, and I was presented with the word, my established semantic relations would confound and slow my appropriate response of BIRD. (Appropriate being determined by the requested association in an experiement.) I see this as extremely relevant, in that our predisposed semantic relations (think familial, cultural, functional, societal) may confound with intended relations to produce both slower and, perhaps, inappropriate responses to a given stimulus due to previous semantic relation which has been reinforced to the degree of automation. This could have the most dire of costs, which aren't expressed through the Kneely experiment. To end with a dire example; Imagine all someone knows of house fires is from the media, stories, and second/third hand interaction. Now she knows water puts out fire by the same method,and this semantic relation has been reinforced throughout the years. Now imagine she is making Mexican food with hot grease, and that the grease catches on fire. Her automatic relation could result in catastrophe, if she simply follows it, but if she stops and recondiers other semantic info less associated and thereofre, not automatic, she might remember to avoid putting water on the fire, and use a towel to cover it. Although Kneely spoke of costs in terms of time, we should not accept "no costs" in the general domain of automatic semantic memory. From psych3120@lists.csbs.utah.edu Tue Nov 1 20:32:22 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Tue, 1 Nov 2005 15:32:22 EST Subject: [Psych3120] (no subject) Message-ID: <1a0.400cad4e.30992ad6@aol.com> -------------------------------1130877142 Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit I was a little bit confused by the discussion in class. I think I grasp the concepts, but I'm just worried about how I would answer questions about it. I experienced the tip of the tongue phenomenon last week... I was trying to remember the singer Lou Reed's name as we were discussing one of his songs... one of my bosses and I could not remember his name. I could see Reed's face but couldn't say his name. Finally when I was just singing the song to myself I remembered Reed, then Lou. It was funny because I shouted it out when I finally remembered the name. -------------------------------1130877142 Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: quoted-printable
I was a little bit confused by the discussion in class.  I think I= =20 grasp the concepts, but I'm just worried about how I would answer questions=20 about it. 
 
I experienced the tip of the tongue phenomenon last week... I was tryin= g to=20 remember the singer Lou Reed's name as we were discussing one of his songs..= .=20 one of my bosses and I could not remember his name.  I could see Reed's= =20 face but couldn't say his name.  Finally when I was just singing the so= ng=20 to myself I remembered Reed, then Lou.  It was funny because I shouted=20= it=20 out when I finally remembered the name. 
-------------------------------1130877142-- From psych3120@lists.csbs.utah.edu Tue Nov 1 21:09:38 2005 From: psych3120@lists.csbs.utah.edu (Robert Smalls) Date: Tue, 1 Nov 2005 13:09:38 -0800 (PST) Subject: [Psych3120] modes robert smalls Message-ID: <20051101210938.61706.qmail@web32015.mail.mud.yahoo.com> --0-1473200627-1130879378=:61693 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit The video we watched on the man who had anterior grade amnesia; still intrigues me. What I found most interesting about the situation, was when he would play the piano the duration of his memory seemed to be extended past the usual fifteen or so seconds. While watching that clip I wondered what the maximum period of time he could play before lapsing was. The video (from what I recall) made it appear that he was able to complete the entire song before suffering a lapse. I wonder how long he could play before his mind would collapse on him and if they have tried the experiment? --------------------------------- Yahoo! FareChase - Search multiple travel sites in one click. --0-1473200627-1130879378=:61693 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
 The video we watched on the man who had anterior grade amnesia; still intrigues me.  What I found most interesting about the situation, was when he would play the piano the duration of his memory seemed to be extended past the usual fifteen or so seconds.  While watching that clip I wondered what the maximum period of time he could play before lapsing was.  The video (from what I recall) made it appear that he was able to complete the entire song before suffering a lapse.  I wonder how long he could play before his mind would collapse on him and if they have tried the experiment? 

Yahoo! FareChase - Search multiple travel sites in one click. --0-1473200627-1130879378=:61693-- From psych3120@lists.csbs.utah.edu Tue Nov 1 21:12:00 2005 From: psych3120@lists.csbs.utah.edu (Robert Smalls) Date: Tue, 1 Nov 2005 13:12:00 -0800 (PST) Subject: [Psych3120] modes: robert smalls. Message-ID: <20051101211200.70874.qmail@web32005.mail.mud.yahoo.com> --0-926863319-1130879520=:70861 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit The video we watched on the man who had anterior grade amnesia; still intrigues me. What I found most interesting about the situation, was when he would play the piano the duration of his memory seemed to be extended past the usual fifteen or so seconds. While watching that clip I wondered what the maximum period of time he could play before lapsing was. The video (from what I recall) made it appear that he was able to complete the entire song before suffering a lapse. I wonder how long he could play before his mind would collapse on him and if they have tried the experiment? --------------------------------- Yahoo! FareChase - Search multiple travel sites in one click. --0-926863319-1130879520=:70861 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
 The video we watched on the man who had anterior grade amnesia; still intrigues me.  What I found most interesting about the situation, was when he would play the piano the duration of his memory seemed to be extended past the usual fifteen or so seconds.  While watching that clip I wondered what the maximum period of time he could play before lapsing was.  The video (from what I recall) made it appear that he was able to complete the entire song before suffering a lapse.  I wonder how long he could play before his mind would collapse on him and if they have tried the experiment? 

Yahoo! FareChase - Search multiple travel sites in one click. --0-926863319-1130879520=:70861-- From psych3120@lists.csbs.utah.edu Tue Nov 1 22:53:32 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Tue, 01 Nov 2005 17:53:32 -0500 Subject: [Psych3120] semantic memory Message-ID: <8C7AD4E380050F9-12A4-2629F@mblkn-m10.sysops.aol.com> ----------MailBlocks_8C7AD4E37FB8C49_12A4_17D9A_mblkn-m10.sysops.aol.com Content-Type: text/plain; charset="us-ascii" Tulving argued that semantic memories and episodic memories are different in many ways. Semantic memories are much harder to forget because they have more conceptual information, we can organize these memories by meaning, not time. Semantic memories are not associated to time or place like episodic memories are. It's easier to remember semantic memories because there knowledge everyday stuff, such as knowing what a computer is, how the computer works, and what it looks like, is what we do everyday. It's easy to remember semantic memories becuase we turn things into concepts to remember them better. Episodic memories are more sensory information being stored, such as when was the last time you ate at Applebee's? These memories are stored as time and place memories. Katie Homan __________________________________________________________________ Look What The New Netscape.com Can Do! Now you can preview dozens of stories and have the ones you select delivered to you without ever leaving the Top Home Page. And the new Tool Box gives you one click access to local Movie times, Maps, White Pages and more. See for yourself at http://netcenter.netscape.com/netcenter/ ----------MailBlocks_8C7AD4E37FB8C49_12A4_17D9A_mblkn-m10.sysops.aol.com Content-Type: text/html; charset="us-ascii"
Tulving argued that semantic memories and episodic memories are different in many ways. Semantic memories are much harder to forget because they have more conceptual information, we can organize these memories by meaning, not time. Semantic memories are not associated to time or place like episodic memories are. It's easier to remember semantic memories because there knowledge everyday stuff, such as knowing what a computer is, how the computer works, and what it looks like, is what we do everyday. It's easy to remember semantic memories becuase we turn things into concepts to remember them better. Episodic memories are more sensory information being stored, such as when was the last time you ate at Applebee's? These memories are stored as time and place memories.
 
   Katie Homan
Look What The New Netscape.com Can Do!
Now you can preview dozens of stories and have the ones you select delivered to you without ever leaving the Top Home Page. And the new Tool Box gives you one click access to local Movie times, Maps, White Pages and more. Click to test drive. ----------MailBlocks_8C7AD4E37FB8C49_12A4_17D9A_mblkn-m10.sysops.aol.com-- From psych3120@lists.csbs.utah.edu Wed Nov 2 00:37:07 2005 From: psych3120@lists.csbs.utah.edu (Keith Parke) Date: Tue, 01 Nov 2005 17:37:07 -0700 Subject: [Psych3120] semantic memory Message-ID: This week has been interesting with the continuation memory, and memory development. Semantic memory is especially facinating, as it is split into two groups automatic, and expectancy. We have learned that automatic is fast, and expectancy is a little slower, but all used as a network of interrelated concepts represented as a node. As the activation of one concept spreads to interconnected nodes the memory becomes more active. I also found it interesting that sematic deals with language, and the context is not important. Keith Parke _________________________________________________________________ Don’t just search. Find. Check out the new MSN Search! http://search.msn.click-url.com/go/onm00200636ave/direct/01/ From psych3120@lists.csbs.utah.edu Wed Nov 2 00:36:47 2005 From: psych3120@lists.csbs.utah.edu (Keith Parke) Date: Tue, 01 Nov 2005 17:36:47 -0700 Subject: [Psych3120] semantic memory Message-ID: This week has been interesting with the continuation memory, and memory development. Semantic memory is especially facinating, as it is split into two groups automatic, and expectancy. We have learned that automatic is fast, and expectancy is a little slower, but all used as a network of interrelated concepts represented as a node. As the activation of one concept spreads to interconnected nodes the memory becomes more active. I also found it interesting that sematic deals with language, and the context is not important. Keith Parke _________________________________________________________________ FREE pop-up blocking with the new MSN Toolbar – get it now! http://toolbar.msn.click-url.com/go/onm00200415ave/direct/01/ From psych3120@lists.csbs.utah.edu Wed Nov 2 02:43:04 2005 From: psych3120@lists.csbs.utah.edu (Kimberly McGrath) Date: Tue, 1 Nov 2005 19:43:04 -0700 Subject: [Psych3120] todays class Message-ID: <001801c5df57$286c6b70$0300a8c0@starwest> This is a multi-part message in MIME format. ------=_NextPart_000_0015_01C5DF1C.79A43490 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable I was a little confused by todays class and I was wondering if maybe one = of you could help me understand it more clearly. I understand the = semantic network models. It made very good sense to me how we can = organize information by grouping and by similar topics. I also = uncerstood how it takes more effort and is slower when the words are = unrelated. What I don't understand is Neely's Experiment. I am = completely confused by it. I don't understand why they did the = experiment, what they were trying to find, how they performed the test, = and what the results were. I was totally lost when he was trying to = explain it today and I felt like he was trying to speak a different = language to us. Can any of you help me to understand it a little more = clearly? Kim McGrath ------=_NextPart_000_0015_01C5DF1C.79A43490 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable
I was a little confused by todays class = and I was=20 wondering if maybe one of you could help me understand it more = clearly.  I=20 understand the semantic network models.  It made very good sense to = me how=20 we can organize information by grouping and by similar topics.  I = also=20 uncerstood how it takes more effort and is slower when the words are=20 unrelated.  What I don't understand is Neely's Experiment.  I = am=20 completely confused by it.  I don't understand why they did=20 the experiment, what they were trying to find, how they performed = the test,=20 and what the results were.  I was totally lost when he was trying = to=20 explain it today and I felt like he was trying to speak a different = language to=20 us.  Can any of you help me to understand it a little more=20 clearly?
 
Kim = McGrath 
------=_NextPart_000_0015_01C5DF1C.79A43490-- From psych3120@lists.csbs.utah.edu Wed Nov 2 04:28:15 2005 From: psych3120@lists.csbs.utah.edu (Kendrick) Date: Tue, 1 Nov 2005 21:28:15 -0700 Subject: [Psych3120] today's lecture Message-ID: <33375ed40511012028o76959ca8n64a6bd6a74bcce1@mail.gmail.com> ------=_Part_27200_15473008.1130905695741 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Content-Disposition: inline Well, today's lecture went pretty good considering the laptop died. The Study on automatic vs expectancy was very interesting. My friend Eric and I started talking about how this applies to football. Football teams have scouts whose job it is to evaluate opposing team's plays so that they can come up with plays that will exploit opposing defenses, or teach what to expect from offensive sets. So these scouts are to prep the defense for example on what to expect when they see a certain line up and formation of the offense. Now if the scout isn't very good, or if the opposing offense manages to do something that is contrary to what is expected, then they should be able to score or atleast gain a lot of yards. This might explain why Couch Myer's teams performed so well. Their offensive sets looked much the same, one from the others, so it was difficult for defenses to know wha= t to expect... a pass play going to the left looked just like a run play goin= g to the right. By pairing the unexpected with the expected, they were able t= o take advantage of defenses confusion, which is probably why often near the end of the game, the opposition appeared clueless; they were beyond confused, and seemed to just give up. Just a thought. ------=_Part_27200_15473008.1130905695741 Content-Type: text/html; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Content-Disposition: inline Well, today's lecture went pretty good considering the laptop died.  T= he Study on automatic vs expectancy was very interesting.  My friend E= ric and I started talking about how this applies to football.  Footbal= l teams have scouts whose job it is to evaluate opposing team's plays so th= at they can come up with plays that will exploit opposing defenses, or teac= h what to expect from offensive sets.  So these scouts are to prep the= defense for example on what to expect when they see a certain line up and = formation of the offense.  Now if the scout isn't very good, or if the= opposing offense manages to do something that is contrary to what is expec= ted, then they should be able to score or atleast gain a lot of yards. = ; This might explain why Couch Myer's teams performed so well. Their offens= ive sets looked much the same, one from the others, so it was difficult for= defenses to know what to expect... a pass play going to the left looked ju= st like a run play going to the right.  By pairing the unexpected with= the expected, they were able to take advantage of defenses confusion, whic= h is probably why often near the end of the game, the opposition appeared c= lueless; they were beyond confused, and seemed to just give up.  Just = a thought. ------=_Part_27200_15473008.1130905695741-- From psych3120@lists.csbs.utah.edu Wed Nov 2 17:22:28 2005 From: psych3120@lists.csbs.utah.edu (Dave Callister) Date: Wed, 2 Nov 2005 09:22:28 -0800 (PST) Subject: [Psych3120] semantic memory Message-ID: <20051102172228.18130.qmail@web32901.mail.mud.yahoo.com> --0-1681348891-1130952148=:17302 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit I find semantic memory very interesting. It is very similar, if not the same thing, to Fread's free association. What is most interesting to me, is that everybody's semantic memory has to work a little bit different. Well, it works the same way, but they are all radically different based on experience and perception. For example, "Red" may automatically be associated with Rose, Stop sign, apples, or whatever else is red. I also realize that this is very subconcious on a lot of levels, but "Red" may also make somebody think of war because they were in WWII, or it may make people think of their time spent in a foreign country where the sunsets where bloodred. I like the fact that it would be possible to learn a lot about someone by tapping into their semantic memory, and have them describe feelings associated with certain words, then try to help them figure out why. Also, I too was a little confused about Neely's experiment. From what I understand, its objective was to show that even though words are connected in semantic memory in a quasiorganized manner, it is also possible to unorganize this, and show that semantic memory isn't always true? I don't have my notes with me, but I also am confused about the procedure of the experiment. I know that Neely trained them before hand what to expect to see when certain words were presented, but how did the actual experiment go? Dave --------------------------------- Yahoo! FareChase - Search multiple travel sites in one click. --0-1681348891-1130952148=:17302 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
I find semantic memory very interesting.  It is very similar, if not the same thing, to Fread's free association.  What is most interesting to me, is that everybody's semantic memory has to work a little bit different.  Well, it works the same way, but they are all radically different based on experience and perception.  For example, "Red" may automatically be associated with Rose, Stop sign, apples, or whatever else is red.  I also realize that this is very subconcious on a lot of levels, but "Red" may also make somebody think of war because they were in WWII, or it may make people think of their time spent in a foreign country where the sunsets where bloodred.  I like the fact that it would be possible to learn a lot about someone by tapping into their semantic memory, and have them describe feelings associated with certain words, then try to help them figure out why.  Also, I too was a little confused about Neely's experiment.  From what I understand, its objective was to show that even though words are connected in semantic memory in a quasiorganized manner, it is also possible to unorganize this, and show that semantic memory isn't always true?  I don't have my notes with me, but I also am confused about the procedure of the experiment.  I know that Neely trained them before hand what to expect to see when certain words were presented, but how did the actual experiment go?
 
Dave

Yahoo! FareChase - Search multiple travel sites in one click. --0-1681348891-1130952148=:17302-- From psych3120@lists.csbs.utah.edu Thu Nov 3 19:54:01 2005 From: psych3120@lists.csbs.utah.edu (David W. Maasberg) Date: Thu, 03 Nov 2005 11:54:01 -0800 Subject: [Psych3120] David W. Maasberg Post #10 Message-ID: <436A6AD9.9020905@aol.com> Dear Psych Message Board- I definatly agree with Dr. Strayer with regards to yesterdays lecture about Neely......That was a strange experiment.......I have a few questions about the essay questions for thursdays exam....... 1. What model was Sternbergs? 2. Who are Waugh and Norman? 3. What are the 5 Assumptions of the Collins/Quillian model? I Guess those are the only Questions that I have........ And we can plan on a tuesday review right? I guess thats all I have.... Until Next week David W. Maasberg From psych3120@lists.csbs.utah.edu Wed Nov 2 23:41:21 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Wed, 02 Nov 2005 18:41:21 -0500 Subject: [Psych3120] weekly posting Message-ID: <8C7AE1E1024D919-14C4-2C23@MBLK-M35.sysops.aol.com> ----------MailBlocks_8C7AE1E101DB214_14C4_2D04_MBLK-M35.sysops.aol.com Content-Type: text/plain; charset="us-ascii" I just wanted to respond to the few questions that David Maasberg had in his post this week. First, like David, I couldn't really recall when we'd discussed Sternberg's memory search paradigm in class, and I wasn't too successful at finding it in the text, so I did a little investigating online. I found a good explanation of the experiment from another professor's lecture, it can be found at http://io.uwinnipeg.ca/~epritch1/stm2000.html. Hopefully that helps...it also has some explanation of the serial position curve which is another question on the study guide. Second, David was wondering who Waugh and Norman are. Waugh and Norman tested the conclusions made by the Brown-Peterson task regarding forgetting in short term memory. Waugh and Norman suggested that information was lost from short term memory due to interference, not decay as Brown and Peterson had suggested. They tested this hypothesis by presenting participants with a string of digits and having them read off the digits at a rate of 1/sec or 4/sec. They found that forgetting found in short term memory did not come from how quickly the digits were read, but instead on how many intervening items there were, suggesting that interference is largely influential in the forgetting of information. So that's that. Lastly, I have no idea what the five assumptions of the Collin/Quillian model are. If anyone knows, please post it. I also have one more question of mine own... if anyone can briefly describe the Tulving model just so I can make sure I have it right and if anyone knows how this model accounts for the research done on eye witness testimony, please make a post. Thanks everyone! Have a dandy day! -Danielle Stocking ----------MailBlocks_8C7AE1E101DB214_14C4_2D04_MBLK-M35.sysops.aol.com Content-Type: text/html; charset="us-ascii"
I just wanted to respond to the few questions that David Maasberg had in his post this week.  First, like David, I couldn't really recall when we'd discussed Sternberg's memory search paradigm in class, and I wasn't too successful at finding it in the text, so I did a little investigating online.  I found a good explanation of the experiment from another professor's lecture, it can be found at http://io.uwinnipeg.ca/~epritch1/stm2000.html.  Hopefully that helps...it also has some explanation of the serial position curve which is another question on the study guide.  Second, David was wondering who Waugh and Norman are.  Waugh and Norman tested the conclusions made by the Brown-Peterson task regarding forgetting in short term memory.  Waugh and Norman suggested that information was lost from short term memory due to interference, not decay as Brown and Peterson had suggested.  They tested this hypothesis by presenting participants with a string of digits and having them read off the digits at a rate of 1/sec or 4/sec.  They found that forgetting found in short term memory did not come from how quickly the digits were read, but instead on how many intervening items there were, suggesting that interference is largely influential in the forgetting of information.  So that's that.  Lastly,  I have no idea what the five assumptions of the Collin/Quillian model are.  If anyone knows, please post it. 
I also have one more question of mine own... if anyone can briefly describe the Tulving model just so I can make sure I have it right and if anyone knows how this model accounts for the research done on eye witness testimony, please make a post.  Thanks everyone!  Have a dandy day!
-Danielle Stocking
----------MailBlocks_8C7AE1E101DB214_14C4_2D04_MBLK-M35.sysops.aol.com-- From psych3120@lists.csbs.utah.edu Thu Nov 3 19:24:43 2005 From: psych3120@lists.csbs.utah.edu (Shawn Bassett) Date: Thu, 03 Nov 2005 12:24:43 -0700 Subject: [Psych3120] application Message-ID: After going to class and having the discussion I was reading an article in the opinion section of the Chronicle. It was a response to an earlier letter talking about how homosexuality is going to be proven by science in the next few years. This is a popular topic in the opinion section. Anyway the person responding was stating that he was upset on the original articles statement of get over your biases. The response article stated that everyone has biases. I believe this to be true and going along with the topics in class it would seem even more apparent. The statement of getting over biases I am not sure is possible. For an extreme example, Little white guy raised in Utah his whole life only experiences Minorities over BET or MTV music videos. He has now developed an automatic response that when ever he sees a black person he automatically assumes they are a player or has a gun. He can't help it that is what he has been primed to think through the years. The point of which we can change is our expectations, a person may automatically have a bias or feeling. It is at this point that they need to take that chance to think about it and try to form a different thought, such as in Neeley's experiment think of a body part when a building is shown. No I don't think this will change your biases (at least at first) but it will change the reactions towasrds people. As you are reading this please pay attention to the point and not any lack of politacl correctness I may have. Other words don't get offended on my content of choice. Shawn _________________________________________________________________ Is your PC infected? Get a FREE online computer virus scan from McAfee® Security. http://clinic.mcafee.com/clinic/ibuy/campaign.asp?cid=3963 From psych3120@lists.csbs.utah.edu Fri Nov 4 01:14:48 2005 From: psych3120@lists.csbs.utah.edu (Kimberly McGrath) Date: Thu, 3 Nov 2005 18:14:48 -0700 Subject: [Psych3120] todays class Message-ID: <001a01c5e0dd$27d4d120$0300a8c0@starwest> This is a multi-part message in MIME format. ------=_NextPart_000_0016_01C5E0A2.79E5BC30 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable I thought that todays class really helped. After last Tuesdays class I = was very confused about Neely's Experiment but today I was able to = understand it a little bit more clearly. I am still having a little bit = of a hard time with it though. If any of you can help explain it to me = a little bit clearer it sure would be helpful. I hope that all is going = well in studying for the test. Good luck. Kim McGrath ------=_NextPart_000_0016_01C5E0A2.79E5BC30 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable
I thought that todays class really = helped. =20 After last Tuesdays class I was very confused about Neely's Experiment = but today=20 I was able to understand it a little bit more clearly.  I am still = having a=20 little bit of a hard time with it though.  If any of you can help = explain=20 it to me a little bit clearer it sure would be helpful.  I hope = that all is=20 going well in studying for the test.  Good luck.
 
Kim McGrath
------=_NextPart_000_0016_01C5E0A2.79E5BC30-- From psych3120@lists.csbs.utah.edu Fri Nov 4 16:32:33 2005 From: psych3120@lists.csbs.utah.edu (Jennifer Burrup) Date: Fri, 04 Nov 2005 09:32:33 -0700 Subject: [Psych3120] POST #7 In-Reply-To: Message-ID:

Hello,  My post this week is going to be about memory and using objects to remember.  I have been using the technique of memory, as I study for the exam, by placing certain concepts to objects in my kitchen. So far so good, it's a pretty good way to remember and I'm going to continue to use this technique, especially for this coming exam.  HAve a good weekend

From psych3120@lists.csbs.utah.edu Fri Nov 4 17:02:25 2005 From: psych3120@lists.csbs.utah.edu (Spencer Banks) Date: Fri, 04 Nov 2005 10:02:25 -0700 Subject: [Psych3120] post #10, maybe 11 Message-ID:


I was looking on the internet for something about creating false memories, and the first thing I stumbled upon was the work done by Loftus.  In one of her articles, she talks about different people who developed false memories due simply to therapy-where they were told that such-and-such a thing happened to them years before, and they completely belived it.  The entire article was fascinating.  One example is in 1986, Nadean Cool, a nurse's aide in Wisconsin, sought therapy from a psychiatrist to help her cope with her reaction to a traumatic event experienced by her daughter. During therapy, the psychiatrist used hypnosis and other suggestive techniques to dig out buried memories of abuse that Cool herself had allegedly experienced. In the process, Cool became convinced that she had repressed memories of having been in a satanic cult, of eating babies, of being raped, of having sex with animals and of being forced to watch the murder of her eight-year-old friend. She came to believe that she had more than 120 personalities-children, adults, angels and even a duck-all because, Cool was told, she had experienced severe childhood sexual and physical abuse. The psychiatrist also performed exorcisms on her, one of which lasted for five hours and included the sprinkling of holy water and screams for Satan to leave Cool's body. When Cool finally realized that false memories had been planted, she sued the psychiatrist for malpractice. In March 1997, after five weeks of trial, her case was settled out of court for $2.4 million.  I just found this incredible, that something so outrageous as having 120 different personalities, one being a DUCK, was believed to be true.  It made me realize that if something so off the wall can be told to someone and believed, in the case of eye-witness testimony where lawyers use leading questions to make you believe something that no one would doubt, it really is scary how unreliable eye-witness testmony can be.

From psych3120@lists.csbs.utah.edu Fri Nov 4 19:38:13 2005 From: psych3120@lists.csbs.utah.edu (Drew Bennion) Date: Fri, 04 Nov 2005 12:38:13 -0700 Subject: [Psych3120] post for Drew Bennion Message-ID: I can't remember who made the post about the football strategy but I really found it interesting. I didn't connect what we learned in class about expectation with anything in the real world. It basically stated that even though the offense looked predictable, it wasn't. He knew the other team would read the play and make assumptions, so he paired unexpected setups with expected results. As we learned in class this has more costs in both cases so it would confuse the defense. I never thought about this, but whenever I played football video games, I would throw this strategy in every once in a while. I would do the same thing to condition the other player to expect something, switch it up, and then run the expected play to cunfuse him. For me, this is another reason why having a background in psychology is usefull. In many cases, it is beneficial for you to know how people operate and what drives them so you can predict them a little. _________________________________________________________________ Is your PC infected? Get a FREE online computer virus scan from McAfee® Security. http://clinic.mcafee.com/clinic/ibuy/campaign.asp?cid=3963 From psych3120@lists.csbs.utah.edu Sat Nov 5 23:05:02 2005 From: psych3120@lists.csbs.utah.edu (Emily Liljenquist) Date: Sat, 05 Nov 2005 16:05:02 -0700 Subject: [Psych3120] (no subject) Message-ID: Our discussions about memory have really got me thinking. I was listening to a show on National Public Radio on Thursday and the guest was a doctor from New York who specialized in sleep and it's relation to memory. He explained that people aren't aware of the failure of memory improvement that might happen if one does not get enough sleep. This sparked some interest, so when I got home, I decided to do a little more research on the effects of sleep on memory. Here is some information that I came across: some memory tasks appear to be more vulnerable to sleep deprivation than others sleep deprivation may produce effects in the brain that resemble those associated with aging the evidence now seems reasonably convincing that sleep plays an important role in memory consolidation - at least for procedural/skill memory some evidence that neuronal connections may be remodeled during sleep, and this may explain why young birds and mammals need so much more sleep than adults it also seems most likely that it is the deep, slow-wave (non-REM) sleep that is important for this process new sleep studies support a view of a "memory life-cycle", which involves three stages - stabilization, consolidation, and re-consolidation initial stabilization of memories may take as much as six hours (http://www.memory-key.com/NatureofMemory/sleep.htm) Pretty fascinating, huh? I suppose I should work on getting more sleep. From psych3120@lists.csbs.utah.edu Sun Nov 6 00:02:18 2005 From: psych3120@lists.csbs.utah.edu (kamicia Miller) Date: Sat, 05 Nov 2005 17:02:18 -0700 Subject: [Psych3120] (no subject) Message-ID: I enjoyed class this past week of learning about the experiment. Thursday really helped me to understand better. I also liked the posting (I can't remember who it was) on reading a newspaper opinion page on homosexuallity and biases and how everyone has them. I do think that everyone is biased, but I also believe that people can have an open mind and learn from others (I'm not just taking about homosexuallity- but everything in general) Having an opinion makes you who you are, but also being open to and learning about other people and ways of life can increase your individuallity, because it helps you to understand WHY you believe the way you do. Although this class has not taught me that directly, I still have learned it. Even with the perception, that seeing is not always believing. That helps me to understand how I do see life and waht my brain is filling in, and how that differs to others. I think biases are similar. Anyhow, thats just a little bit of my thoughts.... have a good weekend From psych3120@lists.csbs.utah.edu Sun Nov 6 01:04:58 2005 From: psych3120@lists.csbs.utah.edu (Rachel B) Date: Sun, 06 Nov 2005 01:04:58 +0000 Subject: [Psych3120] (no subject) Message-ID: Thanks to Emily for doing the extra info on sleep. I remember learning that REM sleep was the most important and without it you will feel like you haven't slept at all, so it is neat that more studies are being done to find out why the majority of our sleep time is important. I also have enjoyed reading the info about biases. We are all biased whether we want to be or not, but I agree that some of us are more open and less opinionated. I thought the discussion on the football strategy was very helpful in understanding what we were talking about in class. I also was a little confused on Tuesday, but Thursday's lecture really clarified everything. It is more organized with PowerPoint! From psych3120@lists.csbs.utah.edu Sun Nov 6 02:07:47 2005 From: psych3120@lists.csbs.utah.edu (cortney tanner) Date: Sat, 05 Nov 2005 19:07:47 -0700 Subject: [Psych3120] Psych Post Message-ID:

 

 

I had to sit down my book and write this post while it is sill fresh in my mind.  I’m in Chapter 6 and have just finished the “Occlusion” topic.  As I read through the material I was reminded of a funny story that I think illustrates the concept.  Fifteen years ago I lived and worked in Helena, Montana.  One morning when I came into the office I noticed our office manager sitting at her desk giggling to herself.  This was out of the ordinary for her, so I asked what was so funny.  When she tried to tell me it was nothing, one of the other office workers chided her to tell.  Smiling broadly and bursting into laughter, she exclaimed, “Mr. Tuttle!”  With that, the other office worker also burst into hysterics.  I said “Hey, what’s so funny?  Who’s this Tuttle guy?”  After our office manager regained her composure, she related the following to me:  It seems her and her husband had purchased the home they were living in nine years ago.  But every once in a blue moon there would come a late night knock on the door from the police.  Apparently, this Mr. Tuttle was an aging gentleman who had previously owned the home.  Starting to see the picture?  Yes, occasionally he would be out on his own and forget where he lived (the memory of his current address hidden or covered by his old).  Eventually someone would call the police, they would question him, and the rookie cop who didn’t know him would take him back to the address he gave--his old home!  My initial reaction was sadness, because I thought he may have Alzheimers.  I was told that was not the case--just a memory problem (which may have been exacerbated by alcohol!).  Anyway, it made for a good laugh about once a year.             

 

 

 

 




 

From psych3120@lists.csbs.utah.edu Sun Nov 6 05:16:36 2005 From: psych3120@lists.csbs.utah.edu (Lance P. Roberts) Date: Sat, 05 Nov 2005 22:16:36 -0700 Subject: [Psych3120] Lance Roberts Message-ID: I like this concept of semantic memory. I dont think I understand Neelys experiemnt as much as other within the classroom, but it still is rather interesting. One thing that im not sure I understand is how the actual experiement is conducted. I understand the priming thats not the issue. From what I understand you will see a word like bird, then after a time period you will see a word like robin. If all you have to do is say the word Robin when it appears how is the experiement measured. I would imagine that most people would say robin if thats all that they had to do. Even if an unexpected unrealated word appears like apple, I would imagine that a lot of people would be able to say the word apple. If it is how long it takes someone to say the word, there must be some kind of instrument that measures this. I would also imagine that if two people say the word Apple at different times, it would only be within a few secounds. If anyone knows how this experiement is actually conducted please let me know. Another thing that I liked about last class was the topic of grandmother cells and the Neural network model. I guess I was always under the impression that each memory was linked to a single cell (the grandmother cell). This was obviously a very uneducated conclusion. It does make a lot more sense that the neural network model would form our memories. From psych3120@lists.csbs.utah.edu Sun Nov 6 06:14:48 2005 From: psych3120@lists.csbs.utah.edu (Abby Wright) Date: Sat, 05 Nov 2005 23:14:48 -0700 Subject: [Psych3120] Posting #9 Message-ID: When I came across the study on the depth of processing while studying for the exam, I realized that I had learned the same study could be applied to other aspects of psychology. In one of my other psychology classes that I am taking now, the depth of processing experiment was very similar except with a slight twist. Just like the one we learned about in class, subjects were given a set of words and asked to process the words on either shallow or deeper levels. The first level simply asked if the word was printed in upper or lower case, the second level asked if the word rhymed with another word, the third level asked if the word meant the same as another word, but the fourth level asked if the word described them. After being presented with hundreds of words, subjects were then given a surprise recall test, and again, the best recall of words occurred when they were asked if the word described them and they said yes. What the experiment showed in this case was that the “self” was a central part of the memory system and subjects were able to recall the words more because they applied them to their “selves”. I just thought it was interesting how much overlap in psychology there is and how one experiment can show many different things. From psych3120@lists.csbs.utah.edu Sun Nov 6 15:42:30 2005 From: psych3120@lists.csbs.utah.edu (Rebecca Mc) Date: Sun, 6 Nov 2005 07:42:30 -0800 (PST) Subject: [Psych3120] Memory Message-ID: <20051106154230.9307.qmail@web36110.mail.mud.yahoo.com> --0-470843612-1131291750=:9189 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit I have a couple of things on my mind after having read some of the posts. One is memory. I know that my memory has gotten worse in the past year. I used to be so good at remembering things. It frustrates me to no end. Taking this class has helped a little. However, it has been a little confusing and a little difficult putting some of the principles into practice. Nonetheless I’m thankful for this module. One of the other things on my mind is false memories. I remember as a child someone asking me a bunch of questions about life in my house. I remember being very frustrated at some of the questions. The thing I remember the most is her asking me if certain things were happening to me. No matter how much I told her no she was insistent they were happening. This happened for several weeks. I started to get to the point of questioning my own memory. I started to wonder if maybe those things did happen. I think it is wrong of people to try and convince a child to go against their knowledge or memory of a situation. I think it could prove detrimental in the long run if the child’s memory is accurate. I can’t imagine what would have happened if I had agreed with that worker. It would have ruined my parents’ lives. I can’t imagine what a child goes through when false memories are implanted. I don’t see how a therapist can think they are benefiting the child. I see no benefit to planting false memories – good or bad. As far as Neely’s experiment that was discussed in depth, I thought I understood fine at first. It seems the longer we talked about it the more confused I got. Rebecca McCown --------------------------------- Yahoo! FareChase - Search multiple travel sites in one click. --0-470843612-1131291750=:9189 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit

I have a couple of things on my mind after having read some of the posts. One is memory. I know that my memory has gotten worse in the past year. I used to be so good at remembering things. It frustrates me to no end. Taking this class has helped a little. However, it has been a little confusing and a little difficult putting some of the principles into practice. Nonetheless I’m thankful for this module.

 

One of the other things on my mind is false memories. I remember as a child someone asking me a bunch of questions about life in my house. I remember being very frustrated at some of the questions. The thing I remember the most is her asking me if certain things were happening to me. No matter how much I told her no she was insistent they were happening. This happened for several weeks. I started to get to the point of questioning my own memory. I started to wonder if maybe those things did happen.

 

I think it is wrong of people to try and convince a child to go against their knowledge or memory of a situation. I think it could prove detrimental in the long run if the child’s memory is accurate. I can’t imagine what would have happened if I had agreed with that worker. It would have ruined my parents’ lives.

 

I can’t imagine what a child goes through when false memories are implanted. I don’t see how a therapist can think they are benefiting the child. I see no benefit to planting false memories – good or bad.

 

As far as Neely’s experiment that was discussed in depth, I thought I understood fine at first. It seems the longer we talked about it the more confused I got.

 

Rebecca McCown

Yahoo! FareChase - Search multiple travel sites in one click. --0-470843612-1131291750=:9189-- From psych3120@lists.csbs.utah.edu Sun Nov 6 21:15:39 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Sun, 06 Nov 2005 14:15:39 -0700 Subject: [Psych3120] posting (Eric Ashton) Message-ID: <1131311739.436e727bcf8c9@webmail.utah.edu> Hello, In beginning to study for Thursday's test I found that i counld not find any lecture lides or notes on Sternberg's memory search paradigm. I would like to thank Danielle for her post and the link she provided for some info on Sternberg. I still don't know exactly what's up with his experiment so hopefully it will get covered in the review on Teusday. I would also like to expand a little about the football/expectancies stuff that has been discussed a little bit in earlier postings. I think an interesting aspect of this is how the coach preps his players. All coaches prepare their players on what to expect from the other team to some extent but it would seem to me that if the coach over prepares the players on what to expect then some of the costs may come into play as the players move according to expectancies instead of just reacting to the play on the field. The coach has to find a fine line of preparing the players but not programming them strictly to ecpectancies. Eric Ashton From psych3120@lists.csbs.utah.edu Sun Nov 6 22:14:02 2005 From: psych3120@lists.csbs.utah.edu (Jessica Berry) Date: Sun, 06 Nov 2005 15:14:02 -0700 Subject: [Psych3120] Study guide question 5, not sure if assumption are right. In-Reply-To: <200511061901.MAA21715@topo.csbs.utah.edu> Message-ID: Briefly describe Collins and Quillian’s model of semantic memory. What are the five basic assumptions of the model? Provide evidence supporting the model. Why do typicality effects provide problems for the model and how have researchers modified the original ideas to accommodate typicality effects? Collins and Quillian's semantic memory model says that the memory storehouse is made up of hierarchical nodes and links. The nodes represent concepts and the links demonstrate the connection between nodes. For example: The nodes "animals" and "breathe" are linked together by "must." The structures of nodes are hierarchical in that when a concept is activated, the nodes above it are activated because they represent a condition of the presented concept. For example: If some is asked, "Does a robin fly?" The “robin” node would be activated, then the “bird” node and finally the “flies” node. These are linked together by “can.” Collins and Quillian suggest the structure of this hierarchy is necessary for memory retrieval. Five basic assumptions of the model: 1. Semantic memory is organized as interrelated concepts. 2. Each concept is represented as a node. 3. Concepts are linked together by pathways. 4. Activation of one concept spreads to other nodes through links. 5. Economy of representation refers to the way the network is organized, which is to reserve resources. Concepts are stored together with common properties. The experiments conducted tested whether moving up the hierarchical chain takes time. They found it took longer for participants to verify the sentence if it required the activation of nodes that were higher in the hierarchical network. Typicality effects cause problems because participants recognize some exemplars to be more typical of the category than others. For example, an ostrich is though to be atypical for the bird category, and a robin typical. Therefore, it would be faster for a participant to recognize that a robin is a bird rather than an ostrich is a bird. The less typical birds take longer to verify in the reaction time test than the atypical birds. Problems with this idea were found when a participant would bypass the hierarchical chain. Instead of thinking that a robin is a bird that flies, they would think a robin flies. Collins and Loftus proposed a different model to address the shortcomings of the earlier model. The spreading activation model has links and nodes, but the links represent associations between semantically related concepts, a semantic network. Activated nodes send activation to related concepts. The semantic link between bird and robin is stronger than ostrich and bird, and the semantic network is unique to an individual's experiences. The differences in this model address the problems with the idea of hierarchy. _________________________________________________________________ Express yourself instantly with MSN Messenger! Download today - it's FREE! http://messenger.msn.click-url.com/go/onm00200471ave/direct/01/ From psych3120@lists.csbs.utah.edu Sun Nov 6 23:17:16 2005 From: psych3120@lists.csbs.utah.edu (Brett Powell) Date: Sun, 6 Nov 2005 15:17:16 -0800 (PST) Subject: [Psych3120] Study Guide - Question 2 Message-ID: <20051106231716.46159.qmail@web36204.mail.mud.yahoo.com> --0-379835683-1131319036=:43059 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit I have the first half of this question done in regards to the experiments done by Brown and Perterson. I am trying to find, in the book, on Waugh and Norman's experiments. I found these guys in the book and it seems that they are the ones who came up with the modal model of short-term memory. Is this correct? Either way, for anyone out there who needs this info, here is my response to the first half of question 2 on the study guide. Describe the procedure Brown and Peterson used to study forgetting in short term memory. What were their conclusions about the loss of information from short term memory? Waugh and Norman challenged the conclusions drawn from the Brown-Peterson paradigm. Describe Waugh and Norman procedure and discuss what their results implied about forgetting in short term memory. Brown and Peterson wanted to show that forgetting in primary memory (short-term memory) is caused mostly by decay, meaning that the information spontaneously disintegrates. They showed that participants forget even a very small amount of information over a very short period of time if they are distracted. The task worked like this. The participant head a trigram of three consonants such as TPW and then a three-digit number like 529. The participant’s task was to immediately start counting backward by threes, beginning with the three-digit number (529, 526, 523, and so on). After some delay (between 0 and 18 seconds) the experimenter stopped the participant’s counting and asked them to report what the three consonants were. The point of backward counting was to prevent the participant from rehearsing the letters. Three letters are well within the primary memory capacity of most participants, so when the delay was 0 sec., participants were nearly 100% correct. If the participant counted backward for 18 sec., recall dropped to around 10%. These results were interpreted as showing that information was lost from primary memory by decay. It was already generally believed that secondary memory (long-term memory) forgetting was caused by interference, so these new data indicated that the way forgetting occurs is fundamentally different in primary memory. --------------------------------- Yahoo! FareChase - Search multiple travel sites in one click. --0-379835683-1131319036=:43059 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
I have the first half of this question done in regards to the experiments done by Brown and Perterson.  I am trying to find, in the book, on Waugh and Norman's experiments.  I found these guys in the book and it seems that they are the ones who came up with the modal model of short-term memory.  Is this correct?  Either way, for anyone out there who needs this info, here is my response to the first half of question 2 on the study guide.
 
  1. Describe the procedure Brown and Peterson used to study forgetting in short term memory. What were their conclusions about the loss of information from short term memory? Waugh and Norman challenged the conclusions drawn from the Brown-Peterson paradigm. Describe Waugh and Norman procedure and discuss what their results implied about forgetting in short term memory.

 

Brown and Peterson wanted to show that forgetting in primary memory (short-term memory) is caused mostly by decay, meaning that the information spontaneously disintegrates.  They showed that participants forget even a very small amount of information over a very short period of time if they are distracted. 

The task worked like this.  The participant head a trigram of three consonants such as TPW and then a three-digit number like 529.  The participant’s task was to immediately start counting backward by threes, beginning with the three-digit number (529, 526, 523, and so on).  After some delay (between 0 and 18 seconds) the experimenter stopped the participant’s counting and asked them to report what the three consonants were.  The point of backward counting was to prevent the participant from rehearsing the letters. 

Three letters are well within the primary memory capacity of most participants, so when the delay was 0 sec., participants were nearly 100% correct.  If the participant counted backward for 18 sec., recall dropped to around 10%.  These results were interpreted as showing that information was lost from primary memory by decay.  It was already generally believed that secondary memory (long-term memory) forgetting was caused by interference, so these new data indicated that the way forgetting occurs is fundamentally different in primary memory.

Yahoo! FareChase - Search multiple travel sites in one click. --0-379835683-1131319036=:43059-- From psych3120@lists.csbs.utah.edu Mon Nov 7 03:58:40 2005 From: psych3120@lists.csbs.utah.edu (K B) Date: Sun, 06 Nov 2005 20:58:40 -0700 Subject: [Psych3120] modes- test review Message-ID: In reference to number #4 on the study guide, I know in class the lecture emphasized that state dependent learning does occur and that is why it would be important for us to have our test in the same room as we learned the information. In chapter 6 in cited this concept but they feel that context effects are generally weak. What i got from the lecture and other psych classes is that context has a significant effect on memory retrieval. Is this correct despite what the book says? Lets say I studied for this test for hours and hours and i practiced writing the essay questions over and over, this all being done in the comfort of my living room. wouldn't you say I'd do better answering these questions if I was in my living room than in a classroom? I don't know, maybe that's a dumb question I just wanted to confirm whether context effects are that significant for memory retreivel. I remember in a math class a couple years ago I missed a test due to an illness and had to take the following week in the testing center. It this cold room in this little trailer looking building. Anyway I did awful and as I was sitting there, i could not for the life of my recall anything I had learned in class. I had done all the previous assignments and quizes and done them correctly. I can't help but think that the context had a considerable effect on my performance. From psych3120@lists.csbs.utah.edu Mon Nov 7 05:07:15 2005 From: psych3120@lists.csbs.utah.edu (nicole funk) Date: Sun, 06 Nov 2005 22:07:15 -0700 Subject: [Psych3120] weekly post Message-ID:
In thinking over all of the material we have covered lately, I keep going back to semantic memory.  It makes so much sense to me that things are grouped together in different ways and certain things/memories are more closely linked than others.  I was looking over the Collins and Quillian's model of semantic memory and I want to make sure that I have the correct five assumptions.  1. Semantic memory is organized as a network of interrelated concepts.  2. Each concept is represented by a node.  3. Concepts linked by pathways.  4. Activation of one concept spreads to interconnected nodes.  5. Economy of representation. 
These are the five concepts listed in the lecture notes but I was confused when the question asked for the five 'assumptions'.  Could someone tell me if this is correct?
 
Nicole Funk
From psych3120@lists.csbs.utah.edu Mon Nov 7 05:11:07 2005 From: psych3120@lists.csbs.utah.edu (Ashley williams) Date: Sun, 06 Nov 2005 22:11:07 -0700 Subject: [Psych3120] Ashley Williams modes Message-ID:

I've never really taken a class where memory and how it works was discussed. Since i've never really taken it in class i've never really thought about it much so i've found the past few weeks kinda interesting cause it has all been new stuff. I'm most interested in semantic memory and how the networks of interrelated concepts apply. By grouping similar concepts, you can more easily recall information. I really understand all this and how it applys. I was however confused on Neely's experiment. I don't quite understand the purpose of it or what they found out or what they did with the information they found out. I was wondering if anyone could help me out, especially if it is relevant to the exam. Thanks.

From psych3120@lists.csbs.utah.edu Mon Nov 7 06:19:02 2005 From: psych3120@lists.csbs.utah.edu (C S) Date: Sun, 06 Nov 2005 23:19:02 -0700 Subject: [Psych3120] post #10 Message-ID:
The lecture about semantic memory and Neely's experiments was interesting. It does really make sense that everything we receive from outside try to connect with some kind of caterogy and they are correlated. moreover the fact that the process of sementic memory is automatic and there is no way that we can't stop it is amazing. for Neely's experiment, it is kinda hard to understand because the whole thing was similar to "brain wash" experiment.
From psych3120@lists.csbs.utah.edu Mon Nov 7 06:30:05 2005 From: psych3120@lists.csbs.utah.edu (Dave Jones) Date: Sun, 06 Nov 2005 23:30:05 -0700 Subject: [Psych3120] David Jones, Semantic Memory Message-ID: It is really interesting to learn about the priming of memory for usage in our everday lives. I personally have always just kindof assumed that a memory was there if you wanted to use it and that was that. Tests showing that we actually prime certain areas of thinking and memory to deal with certain situations is amazing to me. I tried to think about all the different pathways and links that would need to be made for specific subjects and such and was pretty much blown away. If you think about the millions of things that must be going on at once in your brain to just carry out simple conversations and tasks... wow. Because of this vastness I think the complete context of all the material is a bit difficult to understand but definiatly worth it. David Jones From psych3120@lists.csbs.utah.edu Mon Nov 7 05:33:40 2005 From: psych3120@lists.csbs.utah.edu (Ciege Schlesinger) Date: Sun, 6 Nov 2005 21:33:40 -0800 (PST) Subject: [Psych3120] Let's share photos Message-ID: <143250082.1131341620313.JavaMail.ringo@ringo1.tickle.com> ------=_Part_364627_143247094.1131341620312 Content-Type: text/plain; charset=utf-8 Content-Transfer-Encoding: 7bit Hi I'm updating my address book. Please click on the link below and enter your contact info for me: http://www.ringo.com/i.html?i=126073103x63340&homeEmail=psych3120%40lists.csbs.utah.edu&firstName=cognitivepsych&lastName=&origin=invite I'm using a new, free service where I put in my contact info for you, you put in your contact info for me, and everyone stays up to date automatically. It's surprisingly easy and useful. Thanks for your help. Ciege Schlesinger Don't receive any more invitations from Ciege Schlesinger: http://www.ringo.com/friends/invite/block.html?memberId=126073103&email=psych3120%40lists.csbs.utah.edu&origin=invite Don't receive any more invitations from anyone: http://www.ringo.com/friends/invite/block.html?email=psych3120%40lists.csbs.utah.edu&origin=invite ------=_Part_364627_143247094.1131341620312 Content-Type: text/html; charset=utf-8 Content-Transfer-Encoding: 7bit
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 ------=_Part_364627_143247094.1131341620312-- From psych3120@lists.csbs.utah.edu Mon Nov 7 09:21:01 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Mon, 7 Nov 2005 04:21:01 EST Subject: [Psych3120] post #10 Message-ID: <9e.31858166.30a0767d@aol.com> -------------------------------1131355261 Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit ok so i just noticed this is post number 10...wow ten weeks have already gone by...crazy stuff huh? So............back to class stuff. In class on Tuesday we had all that crazy stuff go on..first the computer didnt work then my boyfriend came in and surprised me for my birthday. But, we learned about that weird study Neely did. It's a confusing study and very complicated. I wonder what other studies are out there that we could learn more about semantic memory. I did understand the Neely study though it just seems like it was complicated, but like Dr. Strayer said that this kind of study would not be approved today. The study does get the point across that you can activate semantic memory in two different ways...automatic and expectancies. Maybe something I missed in the Neely study was what was the point to this study. Yes, we learned about how the memory automatically works and also works through expectancies, but how does this study help us? Did this study lead to specific work or studies...was this a pioneer study? Or all are we supposed to take from it is what the study taught us, nothing further. -------------------------------1131355261 Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: quoted-printable
ok so i just noticed this is post number 10...wow ten weeks have alread= y=20 gone by...crazy stuff huh?  So............back to class stuff.  In= =20 class on Tuesday we had all that crazy stuff go on..first the computer didnt= =20 work then my boyfriend came in and surprised me for my birthday.  But,=20= we=20 learned about that weird study Neely did.  It's a confusing study and v= ery=20 complicated.  I wonder what other studies are out there that we could l= earn=20 more about semantic memory.  I did understand the Neely study though it= =20 just seems like it was complicated, but like Dr. Strayer said that this kind= of=20 study would not be approved today.  The study does get the point across= =20 that you can activate semantic memory in two different ways...automatic and=20 expectancies.  Maybe something I missed in the Neely study was what was= the=20 point to this study.  Yes, we learned about how the memory automaticall= y=20 works and also works through expectancies, but how does this study help=20 us?  Did this study lead to specific work or studies...was this a pione= er=20 study?  Or all are we supposed to take from it is what the study taught= us,=20 nothing further.  
-------------------------------1131355261-- From psych3120@lists.csbs.utah.edu Mon Nov 7 15:40:51 2005 From: psych3120@lists.csbs.utah.edu (Danielle Cotterell) Date: Mon, 07 Nov 2005 08:40:51 -0700 Subject: [Psych3120] Danielle Cotterell #10 Message-ID:
I wrote this last Friday, but for some reason I haven't seen it on any of the posts...so I'm going to write it again.  All of this talk about memory is so interesting to me.  I watched 50 First Dates the other night and because of the class discussions of memory, I looked at this movie completely differently.  The one scene where they go to the memory clinic and meet 10 second Tom just facinates me.  They each introduce themselves to Tom and after ten seconds passes by he procedes to introduce himself again, having no memory that they had just done this.  This movie and class has really reminded me of how much we take our memory for granted.
From psych3120@lists.csbs.utah.edu Mon Nov 7 17:09:47 2005 From: psych3120@lists.csbs.utah.edu (Colton Felts) Date: Mon, 7 Nov 2005 10:09:47 -0700 Subject: [Psych3120] recency and primacy effects... Message-ID: This is a multi-part message in MIME format. ------=_NextPart_000_000D_01C5E383.61E69710 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable First of all, thanks to everyone who has posted all the information = regarding the essay questions for the test. It helps a lot. However, I = missed the explanation of Sternberg's memory search paradigm. I'll ask = in class on Tuesday but, was it ever discussed in class? I would = appreciate that. =20 What are serial position effects? I would assume that primacy and = recency effects have to do with the topic but, my notes are a little = sketchy and I have serial position curves written down. Could anyone = explain this to me? Does it have to do with Waugh and Norman's research = on working memory?=20 Memory is crazy and it boggles my mind when I try to think of all of = the stuff that's going on in just very simple tasks. ------=_NextPart_000_000D_01C5E383.61E69710 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable
    First of all, thanks to everyone who has = posted all=20 the information regarding the essay questions for the test.  It = helps a=20 lot.  However, I missed the explanation of Sternberg's memory = search=20 paradigm.  I'll ask in class on Tuesday but, was it ever discussed = in=20 class?  I would appreciate that. 
    What are serial position effects?  I = would=20 assume that primacy and recency effects have to do with the topic but, = my notes=20 are a little sketchy and I have serial position curves written = down.  Could=20 anyone explain this to me?  Does it have to do with Waugh and = Norman's=20 research on working memory? 
    Memory is crazy and it boggles my mind = when I=20 try to think of all of the stuff that's going on in just very simple=20 tasks.
------=_NextPart_000_000D_01C5E383.61E69710-- From psych3120@lists.csbs.utah.edu Mon Nov 7 17:26:11 2005 From: psych3120@lists.csbs.utah.edu (Colton Felts) Date: Mon, 7 Nov 2005 10:26:11 -0700 Subject: [Psych3120] sternberg Message-ID: This is a multi-part message in MIME format. ------=_NextPart_000_0015_01C5E385.AC79DBF0 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable if anyone needs additional information on sternberg's memory search = paradigm, go to this site. It's a good one. http://web.ac.za/depts/psychology/psy300/sternb.html ------=_NextPart_000_0015_01C5E385.AC79DBF0 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable
if anyone needs additional information on sternberg's memory search = paradigm, go to this site.  It's a good one.
 
 
------=_NextPart_000_0015_01C5E385.AC79DBF0-- From psych3120@lists.csbs.utah.edu Mon Nov 7 17:29:37 2005 From: psych3120@lists.csbs.utah.edu (Kimberly Hollie) Date: Mon, 7 Nov 2005 09:29:37 -0800 (PST) Subject: [Psych3120] Re: Psych3120 digest, Vol 1 #833 - 10 msgs In-Reply-To: <200511070923.CAA00054@topo.csbs.utah.edu> Message-ID: <20051107172938.7486.qmail@web52802.mail.yahoo.com> --0-787045183-1131384577=:7067 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit I also could not find Sternbergs memory search paradigm. But Joel said that we never got to it during class, so we dont need to worry about it. --------------------------------- Yahoo! FareChase - Search multiple travel sites in one click. --0-787045183-1131384577=:7067 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
I also could not find Sternbergs memory search paradigm. But Joel said that we never got to it during class, so we dont need to worry about it.

Yahoo! FareChase - Search multiple travel sites in one click. --0-787045183-1131384577=:7067-- From psych3120@lists.csbs.utah.edu Tue Nov 8 04:48:34 2005 From: psych3120@lists.csbs.utah.edu (Eve Patterson) Date: Mon, 7 Nov 2005 20:48:34 -0800 (PST) Subject: [Psych3120] Modes In-Reply-To: <200511071901.MAA06001@topo.csbs.utah.edu> Message-ID: <20051108044834.46017.qmail@web33315.mail.mud.yahoo.com> I've been studying so much that when I went to write modes in the subject line I first wrote nodes. I purchased the book Seven Sins of Memory and I am finding it quite intriguing. All this study of memory has me hyper-concious of my own memory sins. Just now I was looking for my book to quote a part of it. When I couldn't find it my thought became I must have been too absent minded to encode where I set it down at. At a loss I came back to the computer only think I remember where I set it, went to that place, no book. So my thought then became I must have put a new memory over the one of where I put my book. Oh no my memory system is failing. Alas I am now convinced I am turning into Clive, still with no book at hand. What stands out to me in my study of memory is that it really is a lot of common sense; like the seven sins or the different elements of episodic memory. So in studying it I go okay so an interpolated event is me remembering being way cooler in high school than I probably was. For this reason I am thankful to have my recoded engram instead of the sadder more realistically normal, original engram. Best of luck in your studying. --- psych3120-request@lists.csbs.utah.edu wrote: > Send Psych3120 mailing list submissions to > psych3120@lists.csbs.utah.edu > > To subscribe or unsubscribe via the World Wide Web, > visit > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > or, via email, send a message with subject or body > 'help' to > psych3120-request@lists.csbs.utah.edu > > You can reach the person managing the list at > psych3120-admin@lists.csbs.utah.edu > > When replying, please edit your Subject line so it > is more specific > than "Re: Contents of Psych3120 digest..." > > > Today's Topics: > > 1. Danielle Cotterell #10 (Danielle Cotterell) > 2. recency and primacy effects... (Colton Felts) > 3. sternberg (Colton Felts) > 4. Re: Psych3120 digest, Vol 1 #833 - 10 msgs > (Kimberly Hollie) > > --__--__-- > > Message: 1 > From: "Danielle Cotterell" > To: psych3120@lists.csbs.utah.edu > Date: Mon, 07 Nov 2005 08:40:51 -0700 > Subject: [Psych3120] Danielle Cotterell #10 > Reply-To: psych3120@lists.csbs.utah.edu > >
class=RTE>I wrote this last Friday, but for some > reason I haven't seen it on any of the posts...so > I'm going to write it again.  All of this talk > about memory is so interesting to me.  I > watched 50 First Dates the other night and because > of the class discussions of memory, I looked at this > movie completely differently.  The one scene > where they go to the memory clinic and meet 10 > second Tom just facinates me.  They each > introduce themselves to Tom and after ten seconds > passes by he procedes to introduce himself again, > having no memory that they had just done this.  > This movie and class has really reminded me of how > much we take our memory for > granted.
> > > --__--__-- > > Message: 2 > From: "Colton Felts" > To: > Date: Mon, 7 Nov 2005 10:09:47 -0700 > Subject: [Psych3120] recency and primacy effects... > Reply-To: psych3120@lists.csbs.utah.edu > > This is a multi-part message in MIME format. > > ------=_NextPart_000_000D_01C5E383.61E69710 > Content-Type: text/plain; > charset="iso-8859-1" > Content-Transfer-Encoding: quoted-printable > > First of all, thanks to everyone who has posted > all the information = > regarding the essay questions for the test. It > helps a lot. However, I = > missed the explanation of Sternberg's memory search > paradigm. I'll ask = > in class on Tuesday but, was it ever discussed in > class? I would = > appreciate that. =20 > What are serial position effects? I would > assume that primacy and = > recency effects have to do with the topic but, my > notes are a little = > sketchy and I have serial position curves written > down. Could anyone = > explain this to me? Does it have to do with Waugh > and Norman's research = > on working memory?=20 > Memory is crazy and it boggles my mind when I > try to think of all of = > the stuff that's going on in just very simple tasks. > ------=_NextPart_000_000D_01C5E383.61E69710 > Content-Type: text/html; > charset="iso-8859-1" > Content-Transfer-Encoding: quoted-printable > > Transitional//EN"> > > content=3Dtext/html;charset=3Diso-8859-1> > > > name=3DGENERATOR> > style=3D"PADDING-LEFT: 10px; FONT-WEIGHT: normal; > FONT-SIZE: 10pt; = > COLOR: #000000; BORDER-TOP-STYLE: none; PADDING-TOP: > 15px; FONT-STYLE: = > normal; FONT-FAMILY: Verdana; BORDER-RIGHT-STYLE: > none; = > BORDER-LEFT-STYLE: none; TEXT-DECORATION: none; > BORDER-BOTTOM-STYLE: = > none"=20 > leftMargin=3D0 topMargin=3D0 acc_role=3D"text" > CanvasTabStop=3D"true"=20 > name=3D"Compose message area"> >
    First of all, thanks to > everyone who has = > posted all=20 > the information regarding the essay questions for > the test.  It = > helps a=20 > lot.  However, I missed the explanation of > Sternberg's memory = > search=20 > paradigm.  I'll ask in class on Tuesday but, > was it ever discussed = > in=20 > class?  I would appreciate that. 
>
    What are serial > position effects?  I = > would=20 > assume that primacy and recency effects have to do > with the topic but, = > my notes=20 > are a little sketchy and I have serial position > curves written = > down.  Could=20 > anyone explain this to me?  Does it have to do > with Waugh and = > Norman's=20 > research on working memory? 
>
    Memory is crazy and it > boggles my mind = > when I=20 > try to think of all of the stuff that's going on in > just very simple=20 > tasks.
> > ------=_NextPart_000_000D_01C5E383.61E69710-- > > --__--__-- > > Message: 3 > From: "Colton Felts" > To: > Date: Mon, 7 Nov 2005 10:26:11 -0700 > Subject: [Psych3120] sternberg > Reply-To: psych3120@lists.csbs.utah.edu > > This is a multi-part message in MIME format. > > ------=_NextPart_000_0015_01C5E385.AC79DBF0 > Content-Type: text/plain; > charset="iso-8859-1" > Content-Transfer-Encoding: quoted-printable > > if anyone needs additional information on > sternberg's memory search = > paradigm, go to this site. It's a good one. > > > http://web.ac.za/depts/psychology/psy300/sternb.html ts/psychology/psy300/sternb.html> > ------=_NextPart_000_0015_01C5E385.AC79DBF0 > Content-Type: text/html; > charset="iso-8859-1" > Content-Transfer-Encoding: quoted-printable > > Transitional//EN"> > > content=3Dtext/html;charset=3Diso-8859-1> > > > name=3DGENERATOR> > style=3D"PADDING-LEFT: 10px; FONT-WEIGHT: normal; > FONT-SIZE: 10pt; = > COLOR: #000000; BORDER-TOP-STYLE: none; PADDING-TOP: > 15px; FONT-STYLE: = > normal; FONT-FAMILY: Verdana; BORDER-RIGHT-STYLE: > none; = > BORDER-LEFT-STYLE: none; TEXT-DECORATION: none; > BORDER-BOTTOM-STYLE: = > === message truncated === __________________________________ Yahoo! FareChase: Search multiple travel sites in one click. http://farechase.yahoo.com From psych3120@lists.csbs.utah.edu Tue Nov 8 05:00:59 2005 From: psych3120@lists.csbs.utah.edu (Doug Christopherson) Date: Mon, 07 Nov 2005 22:00:59 -0700 Subject: [Psych3120] weekly post Message-ID: I'm not real interested in the expectancy study we talked about in class on Thursday. I'm just comfortable knowing that my memory works--at least enough to function. It takes a case of someone's who doesn't, unfortunately, to remind me of that. Eve posted a story about the "last hippie" and I remember skimming over this story as well. Thinking you are meeting a new person everytime you see your parents would be maddening, or maybe not because you just think it's a new person. The "last hippie" by all outward appearances seemed to be a pretty happy, light-hearted guy. It makes you wonder just how much a role our memories play in our happiness, or in a lot of peoples cases unhappiness. For many people, guilt and shame from the past affect their living today. What would life be like if we didn't have that memory of a shameful event from long ago, or even an embarrassing event from yesterday? Living in the past (or in the future) is the cause of many of my problems, so what if I had no past? Just something to think about. The "last hippie" himself believed he was reaching enlightenment, sounds nice. _________________________________________________________________ Is your PC infected? Get a FREE online computer virus scan from McAfee® Security. http://clinic.mcafee.com/clinic/ibuy/campaign.asp?cid=3963 From psych3120@lists.csbs.utah.edu Tue Nov 8 20:22:20 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Tue, 08 Nov 2005 13:22:20 -0700 Subject: [Psych3120] Episodic into Semantic memory Message-ID: <1131481340.437108fc6422b@webmail.utah.edu> I thought I would pose a little question to the message board and see what interpretations came up. I wondered if and how basic episodic memory gets translated into our semantic web of belief. It seems that they are almost two different categories, though intertwined. If I have a distinct memory of some occuring event (say eating lunch today), how does my having that memory affect the spreading activation that occurs when someone later in the day says lunch. Is my particular memory now part of my semantic web? Or rather, will general notions of lunch be more likely to come up? It seems that some of both may occur and it depends on the retrieval cue, but what I am considering is how existent semantic relation and peculiar episodic memory interact in that retrieval process. From psych3120@lists.csbs.utah.edu Wed Nov 9 00:04:10 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Tue, 8 Nov 2005 19:04:10 EST Subject: [Psych3120] Re: [Psych3120] Message-ID: <12a.68f2d2ae.30a296fa@aol.com> -------------------------------1131494650 Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit I was unable to make it to class today. I am wondering if there will be any further study sessions or if anyone can give me some hints about what happened in class today. Thanks! Heidi Bogus -------------------------------1131494650 Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: quoted-printable
I was unable to make it to class today.  I am wondering if there w= ill=20 be any further study sessions or if anyone can give me some hints about what= =20 happened in class today. 

Thanks!
 
Heidi Bogus
 -------------------------------1131494650-- From psych3120@lists.csbs.utah.edu Wed Nov 9 00:14:39 2005 From: psych3120@lists.csbs.utah.edu (Robert Smalls) Date: Tue, 8 Nov 2005 16:14:39 -0800 (PST) Subject: [Psych3120] Re: [Psych3120] In-Reply-To: <12a.68f2d2ae.30a296fa@aol.com> Message-ID: <20051109001439.48200.qmail@web32014.mail.mud.yahoo.com> --0-1460499297-1131495279=:47931 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit Heidi... if you find a group call me... same problem... 548 0099 . I'll even pay... Hbogus1@aol.com wrote:I was unable to make it to class today. I am wondering if there will be any further study sessions or if anyone can give me some hints about what happened in class today. Thanks! Heidi Bogus --------------------------------- Yahoo! FareChase - Search multiple travel sites in one click. --0-1460499297-1131495279=:47931 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
Heidi... if you find a group call me... same problem... 548 0099 .  I'll even pay...

Hbogus1@aol.com wrote:
I was unable to make it to class today.  I am wondering if there will be any further study sessions or if anyone can give me some hints about what happened in class today. 

Thanks!
 
Heidi Bogus

Yahoo! FareChase - Search multiple travel sites in one click. --0-1460499297-1131495279=:47931-- From psych3120@lists.csbs.utah.edu Wed Nov 9 00:43:06 2005 From: psych3120@lists.csbs.utah.edu (Trinity Allred) Date: Tue, 08 Nov 2005 17:43:06 -0700 Subject: [Psych3120] Horrah for Joel Message-ID: I really appreciated the study session in class today. I think that it is really great that he broke down all the questions on what points need to be covered. It made me realize more of what I need to focus on in my studying for the test on Thursday. However, I thought it was a bit distracting to have that many people in the class at once conducting a "study group". There was too many conversations going on and you couldn't hear above the noise to know what Joel and what questions he was answering. Trinity A. Allred _________________________________________________________________ Express yourself instantly with MSN Messenger! Download today - it's FREE! http://messenger.msn.click-url.com/go/onm00200471ave/direct/01/ From psych3120@lists.csbs.utah.edu Wed Nov 9 00:59:41 2005 From: psych3120@lists.csbs.utah.edu (Eve Patterson) Date: Tue, 8 Nov 2005 16:59:41 -0800 (PST) Subject: [Psych3120] Re: Psych3120 digest, Vol 1 #835 - 2 msgs In-Reply-To: <200511081901.MAA19662@topo.csbs.utah.edu> Message-ID: <20051109005941.15598.qmail@web33306.mail.mud.yahoo.com> I am struggling with #7 on the study guide, and more specifically "What basic mechanism is thought to underlie semantic priming effects?" I think it is ASA or automatic spreading activation but I am not sure. But what I am most struggling with is the results of Neely's experiment. I don't understand the charts in the notes and my notes are too vague to understand. If you know I would greatly appreciate the help, you can e-mail me directly at EvePatterson@yahoo.com if you prefer b/c this sometimes has quite a delay. Thank you. --- psych3120-request@lists.csbs.utah.edu wrote: > Send Psych3120 mailing list submissions to > psych3120@lists.csbs.utah.edu > > To subscribe or unsubscribe via the World Wide Web, > visit > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > or, via email, send a message with subject or body > 'help' to > psych3120-request@lists.csbs.utah.edu > > You can reach the person managing the list at > psych3120-admin@lists.csbs.utah.edu > > When replying, please edit your Subject line so it > is more specific > than "Re: Contents of Psych3120 digest..." > > > Today's Topics: > > 1. Modes (Eve Patterson) > 2. weekly post (Doug Christopherson) > > --__--__-- > > Message: 1 > Date: Mon, 7 Nov 2005 20:48:34 -0800 (PST) > From: Eve Patterson > To: psych3120@lists.csbs.utah.edu > Subject: [Psych3120] Modes > Reply-To: psych3120@lists.csbs.utah.edu > > I've been studying so much that when I went to write > modes in the subject line I first wrote nodes. I > purchased the book Seven Sins of Memory and I am > finding it quite intriguing. All this study of > memory > has me hyper-concious of my own memory sins. Just > now > I was looking for my book to quote a part of it. > When > I couldn't find it my thought became I must have > been > too absent minded to encode where I set it down at. > At > a loss I came back to the computer only think I > remember where I set it, went to that place, no > book. > So my thought then became I must have put a new > memory > over the one of where I put my book. Oh no my memory > system is failing. Alas I am now convinced I am > turning into Clive, still with no book at hand. What > stands out to me in my study of memory is that it > really is a lot of common sense; like the seven sins > or the different elements of episodic memory. So in > studying it I go okay so an interpolated event is me > remembering being way cooler in high school than I > probably was. For this reason I am thankful to have > my > recoded engram instead of the sadder more > realistically normal, original engram. Best of luck > in > your studying. > > --- psych3120-request@lists.csbs.utah.edu wrote: > > > Send Psych3120 mailing list submissions to > > psych3120@lists.csbs.utah.edu > > > > To subscribe or unsubscribe via the World Wide > Web, > > visit > > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > > or, via email, send a message with subject or body > > 'help' to > > psych3120-request@lists.csbs.utah.edu > > > > You can reach the person managing the list at > > psych3120-admin@lists.csbs.utah.edu > > > > When replying, please edit your Subject line so it > > is more specific > > than "Re: Contents of Psych3120 digest..." > > > > > > Today's Topics: > > > > 1. Danielle Cotterell #10 (Danielle Cotterell) > > 2. recency and primacy effects... (Colton > Felts) > > 3. sternberg (Colton Felts) > > 4. Re: Psych3120 digest, Vol 1 #833 - 10 msgs > > (Kimberly Hollie) > > > > -- __--__-- > > > > Message: 1 > > From: "Danielle Cotterell" > > To: psych3120@lists.csbs.utah.edu > > Date: Mon, 07 Nov 2005 08:40:51 -0700 > > Subject: [Psych3120] Danielle Cotterell #10 > > Reply-To: psych3120@lists.csbs.utah.edu > > > >
> class=RTE>I wrote this last Friday, but for some > > reason I haven't seen it on any of the posts...so > > I'm going to write it again.  All of this > talk > > about memory is so interesting to me.  I > > watched 50 First Dates the other night and because > > of the class discussions of memory, I looked at > this > > movie completely differently.  The one scene > > where they go to the memory clinic and meet 10 > > second Tom just facinates me.  They each > > introduce themselves to Tom and after ten seconds > > passes by he procedes to introduce himself again, > > having no memory that they had just done > this.  > > This movie and class has really reminded me of how > > much we take our memory for > > granted.
> > > > > > -- __--__-- > > > > Message: 2 > > From: "Colton Felts" > > To: > > Date: Mon, 7 Nov 2005 10:09:47 -0700 > > Subject: [Psych3120] recency and primacy > effects... > > Reply-To: psych3120@lists.csbs.utah.edu > > > > This is a multi-part message in MIME format. > > > > ------=_NextPart_000_000D_01C5E383.61E69710 > > Content-Type: text/plain; > > charset="iso-8859-1" > > Content-Transfer-Encoding: quoted-printable > > > > First of all, thanks to everyone who has > posted > > all the information = > > regarding the essay questions for the test. It > > helps a lot. However, I = > > missed the explanation of Sternberg's memory > search > > paradigm. I'll ask = > > in class on Tuesday but, was it ever discussed in > > class? I would = > > appreciate that. =20 > > What are serial position effects? I would > > assume that primacy and = > > recency effects have to do with the topic but, my > > notes are a little = > > sketchy and I have serial position curves written > > down. Could anyone = > > explain this to me? Does it have to do with Waugh > > and Norman's research = > > on working memory?=20 > > Memory is crazy and it boggles my mind when I > > try to think of all of = > > the stuff that's going on in just very simple > tasks. > > ------=_NextPart_000_000D_01C5E383.61E69710 > > Content-Type: text/html; > > charset="iso-8859-1" > > Content-Transfer-Encoding: quoted-printable > > > > > Transitional//EN"> > > > > > content=3Dtext/html;charset=3Diso-8859-1> > > > > > > > name=3DGENERATOR> > > > style=3D"PADDING-LEFT: 10px; FONT-WEIGHT: normal; > > FONT-SIZE: 10pt; = > > COLOR: #000000; BORDER-TOP-STYLE: none; > PADDING-TOP: > > 15px; FONT-STYLE: = > > normal; FONT-FAMILY: Verdana; BORDER-RIGHT-STYLE: > > none; = > > BORDER-LEFT-STYLE: none; TEXT-DECORATION: none; > > BORDER-BOTTOM-STYLE: = > > none"=20 > > leftMargin=3D0 topMargin=3D0 acc_role=3D"text" > > CanvasTabStop=3D"true"=20 > > name=3D"Compose message area"> > >
    First of all, thanks > to > > everyone who has = > > posted all=20 > === message truncated === __________________________________ Yahoo! FareChase: Search multiple travel sites in one click. http://farechase.yahoo.com From psych3120@lists.csbs.utah.edu Wed Nov 9 02:57:05 2005 From: psych3120@lists.csbs.utah.edu (Ciege Schlesinger) Date: Tue, 08 Nov 2005 19:57:05 -0700 Subject: [Psych3120] Post #10 Message-ID: For this week posting I decided to write about the test since it is on Thursday... If anyone has anything in addition to this please feel free to add :) Subjects were presented with a trigram (ex: XQJ) and then present with three numbers (ex: 257) Subjects were then told to count backwards by 3’s every 2 seconds and then after X amount of time they were asked to recall the trigram (XQJ). At a 3 second recall rate it was approximately 50%, at 9 seconds 20% and then leveled off. After 18 seconds all memory was decayed. (After a certain amount of time if information is not stored in long-term memory all information was lost.) Waugh and Norman subjects were presented with a string of digits, which read at 1 or 4 per second. Conclusion: Loss is largely due to interference. From psych3120@lists.csbs.utah.edu Wed Nov 9 03:46:55 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Tue, 08 Nov 2005 22:46:55 -0500 Subject: [Psych3120] Question 3 Message-ID: <8C7B2F75CDEFC37-10E4-970A@mblkn-m13.sysops.aol.com> ----------MailBlocks_8C7B2F75CD7D52F_10E4_5E19_mblkn-m13.sysops.aol.com Content-Type: text/plain; charset="us-ascii" Serial position effects are the position of word in a list of to-be-remembered stimuli. For example say that you are given a list of 16 words to remember by reading them aloud at rate of 1 per second, then right after that you are asked to recall the words. Plotting the probablity of you getting a word correct by it's serial position which is the positition in the list of words. The porportion of words correctly recalled is plotted on the y axis and each word's position in a list is on the y axis. The recency effect happens when accuracy is high for the last few words in the list. The first few words on the list are much easier to remember then the words that are in the middle. Primacy effect occurs becuase first words are more likely to enter the secondary memory which gives you more opportunity to rehearse the words. In one experiment Glanzer and Cunitz tried to show that the primacy effect is stronger. They varied the amount of time between words which were presented every 1,2,or 3 s. The idea is that the slower rate should give more of a opportunity for rehearsal of the early items, so the primacy effect should be stronger. The recency effect should remain the same, but the recency effect depends on primary memory. Katie Homan ___________________________________________________ Try the New Netscape Mail Today! Virtually Spam-Free | More Storage | Import Your Contact List http://mail.netscape.com ----------MailBlocks_8C7B2F75CD7D52F_10E4_5E19_mblkn-m13.sysops.aol.com Content-Type: text/html; charset="us-ascii"
 
Serial position effects are the position of word in a list of to-be-remembered stimuli.
For example say that you are given a list of 16 words to remember by reading them
aloud at rate of 1 per second, then right after that you are asked to recall the words.
Plotting the probablity of you getting a word correct by it's serial position which is
the positition in the list of words. The porportion of words correctly recalled is plotted
on the y axis and each word's position in a list is on the y axis. The recency effect happens
when accuracy is high for the last few words in the list. The first few words on the list are
much easier to remember then the words that are in the middle. Primacy effect occurs becuase
first words are more likely to enter the secondary memory which gives you more opportunity
to rehearse the words. In one experiment Glanzer and Cunitz tried to show that the primacy
effect is stronger. They varied the amount of time between words which were presented every
1,2,or 3 s. The idea is that the slower rate should give more of a opportunity for rehearsal of the
early items, so the primacy effect should be stronger. The recency effect should remain the same, but
the recency effect depends on primary memory.  Katie Homan
Try the New Netscape Mail Today!
Virtually Spam-Free | More Storage | Import Your Contact List
http://mail.netscape.com ----------MailBlocks_8C7B2F75CD7D52F_10E4_5E19_mblkn-m13.sysops.aol.com-- From psych3120@lists.csbs.utah.edu Wed Nov 9 15:37:11 2005 From: psych3120@lists.csbs.utah.edu (stevebeardshall@juno.com) Date: Wed, 9 Nov 2005 15:37:11 GMT Subject: [Psych3120] Post #9 Message-ID: <20051109.073748.16411.63307@webmail26.lax.untd.com> I have been very interested in all the things that we have been studying, especially as I have been preparing for the upcoming test. I am increasingly amazed by the complex machine that our brains are. I have been especially impressed with Neeley's theories of how or semantic memory works. I think the different nodes and how they all intercontect is amazing. I definately agree with how he theorizes that our brain works. With each of the different examples of experiments that we talked about and read about in the text I found myself testing them in my own brain and they seemed to make great sense. I gues all in all I have been really impressed with this particular theory more because it seems to make complete sense to me personally. Steve Beardshall From psych3120@lists.csbs.utah.edu Wed Nov 9 17:29:31 2005 From: psych3120@lists.csbs.utah.edu (Dave Callister) Date: Wed, 9 Nov 2005 09:29:31 -0800 (PST) Subject: [Psych3120] the exam Message-ID: <20051109172931.36245.qmail@web32910.mail.mud.yahoo.com> So with tulving's model of epidsodic memory, it goes like this? First, in order to create an episodic memory, an event must occur that you are a part of. As this occurs, another coinciding factor is your cognitive environment. (the season, the time of day, how you're feeling, etc) These two elements combined lead to an encoding process where the memory is stored, and then an original engram is created which is essentially the memory itself. So, I guess if there is something that happens right after this, like a questioning, or interrogation, this is the interpolated event, and immediately there is a recoding process that takes info from the interpolated event and the original engram to produce a recoded engram. Now if I understand correctly, this recoded engram is most likely a slightly different and less accurate, or more accurate for that matter, memory. So later on, when you need or want or don't want to recall this event, and you do, there are certain retrieval cues that affect how you will recall it. This recall is called the ecphory (is that right?). From this ecphory, info goes to the recoded engram to make sure it matches up, and it is converted into the recollective experience. Through all of this, memories can be accurate, or they can be so warped and inaccurate. So I am curious as to how often they are accurate, and how often they aren't accurate. Any feedback on the matter? Dave __________________________________ Yahoo! FareChase: Search multiple travel sites in one click. http://farechase.yahoo.com From psych3120@lists.csbs.utah.edu Thu Nov 10 04:01:01 2005 From: psych3120@lists.csbs.utah.edu (Brett Powell) Date: Wed, 9 Nov 2005 20:01:01 -0800 (PST) Subject: [Psych3120] Question #4 Message-ID: <20051110040101.63898.qmail@web36207.mail.mud.yahoo.com> --0-1858166112-1131595261=:63469 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit I had a bit of a tough time with question 4. I hope this can help anyone that was having trouble like I was. Briefly describe the model of episodic memory developed by Tulving. Use this framework to describe why state dependent learning occurs. Also, use this framework to account for Loftus's research on eye witness testimony. Tulving’s Elements of Episodic Memory Model Step 1) An original event is experienced (ex. car crash). The event is encoded in memory. An original engram is made which includes the event, environment, and cognitive environment/experience (emotions, thoughts, etc.). Step 2) An interpolated event occurs (ex. police asking you about accident). During the recall process, the original engram is recalled as a mix between the original engram and the recoded engram. The recoded engram can include false, biased, skewed memories depending on the retrieval cues stimulating the recall. Step 3) A retrieval cue is presented (ex. being asked specific questions about the accident in court). You go through the ecphory process pulling out ecphoric information (information recalled from the original or recoded engram that is specific to something in the event; i.e. How fast was the other car going? How erratically was the other car driving?, etc.) Step 4) Ecphoric information and the recollective experience are combined and converted while stimulating memory recollection to result in memory performance. State dependent memory The physical surroundings matter for memory recall because of retrieval cues associated with the physical environment. For example, a deep sea diver learns a list of words underwater. He is asked to recall the words both when he is on land and underwater. He is able to recall the words better when he is under water as opposed to on land. Also, memories can be altered depending on the retrieval cues that stimulated recollection since the recoding process can