From psych3120@lists.csbs.utah.edu Sat Oct 1 07:07:45 2005 From: psych3120@lists.csbs.utah.edu (Emily Liljenquist) Date: Sat, 01 Oct 2005 00:07:45 -0600 Subject: [Psych3120] Dual-Task Performance Message-ID: According to the Wicken's excerpts, "continued practice in a dual-task performance environment will soon lead to improved dual-task performance." So, relating this to cell phone usage and driving, could it be said that the more practice you have talking on your cell phone and driving simultaneously,the better you will become at performing this dual-task? Applying this to my own life and what I see out on the roads, I would say no. However, Wicken's theory may be applied to other dual-task performances, so wouldn't it then make sense to apply it to this one? I mean he gave the examples of many occupations that require dual+ tasking, and people are able to effectively perform them on a daily basis. F.Y.I...I am not saying it is perfectly safe to talk on a cell phone and drive at the same time, I am just curious to know exceptions. I know many people who have argued with me on this point and I would like to give them the benefit of the doubt. (even though I can prove they are wrong!) Oh and good luck on the test! YAY! From psych3120@lists.csbs.utah.edu Sat Oct 1 18:15:09 2005 From: psych3120@lists.csbs.utah.edu (Ashley Sproul) Date: Sat, 01 Oct 2005 11:15:09 -0600 Subject: [Psych3120] tales of design, technology and human error Message-ID: I found the articles about design and error very interesting. Maybe even a little scary! It is amazing how one small error can result in a catastrophe. I remember hearing another story that is along the same lines as the ones we read-- I heard somewhere that the Challenger explosion in 1986 can be traced to a small error in statistics. I think that these type of technological/human errors are more prevalent than we realize. After reading the articles, I've found myself noticing the designs of technology around me and how easy ( or difficult) the technology is to use. I think that one of the reasons that I haven't bought the new cell phone that I need is that I hate having to familiarize myself with the design of the technology in a different type of phone. _________________________________________________________________ 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 Sat Oct 1 21:44:13 2005 From: psych3120@lists.csbs.utah.edu (Doug Christopherson) Date: Sat, 01 Oct 2005 14:44:13 -0600 Subject: [Psych3120] Attention/ADHD-Week #6 Doug Christopherson Message-ID: All this talk about ADHD has caught my attention! Wait, does that mean I have ADHD or not? Anyway, I work up at the hospital in the Mood Disorders clininc. You may have seen some of our ads on tv or the newspaper regarding study medications. We get paid by large drug manufacturers to test out their medications. A large portion of the patients that are seen at the clinic are there for ADHD. I have only been there a few months and it seems clear to me that many people want psychiatric meds that will give them a quick fix. Originally these drugs were developed to help (at least I hope is wasn't always about money) put psychologically disabled people on a sort of level playing field with the rest of us. Somewhere along the line people began to replace any attempt at changing poor behavior with a pill. That's not to say that no one should ever be treated with psychiatric medication. I think there are people with significant pscyhological disorders that could benefit from a medication like Ritalin or Adurol. However, it is important that these individuals realize that taking a medication does not prevent life (and all its ups and downs) from happening. I was glancing at the DSM for another class and noticed that I experience or have experienced symptoms in many of the psychological disorders and I think that's the case with most of us. We all have times where we feel depressed or obsessive or in this case lacking a normal attention span (what's normal anyway, right). It would be easy to justify to myself that I had ADHD and even easier to convince a Psychiatrist to medicate me. I see people everyday that are on multiple meds (4 or 5) to cope with multiple psychological disorders. I just think we need to take a good, hard look at the trend developing with medication. Do I think ADHD is a clinical disorder? Yes, it is when it is causing significant difficulty in a patient's life. Medication isn't bad, people just need to have realistic expectations about what it can do for them. Doug Christopherson- P.S. Someone brought up the point that we may be contributing to substance abuse problems later on in a child's life with ADHD meds like Ritalin. I totally agree and think we need to be careful that we don't confuse ADHD with other factors (i.e. lack of parental supervision, etc). _________________________________________________________________ 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 Sun Oct 2 01:01:52 2005 From: psych3120@lists.csbs.utah.edu (Christine S) Date: Sat, 01 Oct 2005 18:01:52 -0600 Subject: [Psych3120] (no subject) Message-ID:
I want to talk about last tuesday's topic. ( especially about slips, lapses, error modes)I don't know about other people but It just happened to be all three of these occur in my daily life ..I always have to come back and  double check if I lock the door on my way out and I have to come back for the stoves.moreover, one time I threw my cell phone into the public dumpster instead of garbage due to the error modes and I ended up being inside of dumpster.  honestly It seems like my brain doesn't function at all. my mom alrways tell me that I do things like that because I'm too clumsy but I don't think that's why.
 
well ,,,,,have a wonderful weekend and good luck on the test!
From psych3120@lists.csbs.utah.edu Sun Oct 2 01:28:16 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Sat, 1 Oct 2005 20:28:16 EDT Subject: [Psych3120] post #5 Message-ID: <190.495ced64.307083a0@aol.com> -------------------------------1128212896 Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit Okay so first off...ahhhhh TEST...why ohh the humanity...ok now I'm done with that. So moving on to important stuff :D. On Tuesday in class we went into Human Factoring. The coolest thing I heard was that some of the starting fields in human factoring make around 50-60,000. That's pretty good for a BA/BS. The thing that makes human factoring so interesting is the thought behind it. To me it's amazing how people would think to make machines easier for other people. It's a basic concept, but when I'm using a computer, cell phone, car, etc. I have never thought that someone else worked on this to make it easier for me. But, I am so glad that people are in this field and do think of these things because there is many limitations to human performance. Technology moves at a faster rate than humans can. Perfect example is the video clip we saw in class where a top gun pilot was making mistakes flying. This goes into the Resources Models and divided attention. Obviously, something on that aircraft was dividing the pilots attention enough where his main focus could not be flying. That is a major importance. So, when considering technology it is so important to make sure it does the primary task it's supposed to so that people's attention won't be too divided so that they make errors. Because, those errors can be deadly. I think this is a great field to be in because technology is growing at a fast rate and we need to make sure that it's good for people to use so it accomplishes a task and doesn't diminish all other tasks. -------------------------------1128212896 Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: quoted-printable
Okay so first off...ahhhhh TEST...why ohh the humanity...ok now I'= m=20 done with that.  So moving on to important stuff :D.  On Tuesday i= n=20 class we went into Human Factoring.  The coolest thing I heard was that= =20 some of the starting fields in human factoring make around 50-60,000. =20 That's pretty good for a BA/BS.  The thing that makes human factoring s= o=20 interesting is the thought behind it.  To me it's amazing how people wo= uld=20 think to make machines easier for other people.  It's a basic concept,=20= but=20 when I'm using a computer, cell phone, car, etc.  I have never thought=20= that=20 someone else worked on this to make it easier for me.  But, I am so gla= d=20 that people are in this field and do think of these things because there is=20= many=20 limitations to human performance.  Technology moves at a faster rate th= an=20 humans can.  Perfect example is the video clip we saw in class where a=20= top=20 gun pilot was making mistakes flying.  This goes into the Resources Mod= els=20 and divided attention.  Obviously, something on that aircraft was divid= ing=20 the pilots attention enough where his main focus could not be flying. =20= That=20 is a major importance.  So, when considering technology it is so import= ant=20 to make sure it does the primary task it's supposed to so that people's=20 attention won't be too divided so that they make errors.  Because,= =20 those errors can be deadly.  I think this is a great field to be i= n=20 because technology is growing at a fast rate and we need to make sure that i= t's=20 good for people to use so it accomplishes a task and doesn't diminish all ot= her=20 tasks. 
-------------------------------1128212896-- From psych3120@lists.csbs.utah.edu Sun Oct 2 02:45:01 2005 From: psych3120@lists.csbs.utah.edu (Jennifer Burrup) Date: Sat, 01 Oct 2005 19:45:01 -0600 Subject: [Psych3120] POST #4 In-Reply-To: Message-ID: Hi, I just wanted to post that the notes online, the study guide, the book and going to class the session before the exam for a review was very helpful in remembering everything...I used really lame techniques to remember things. I wanted to wish you all good luck on the exam...thanks Dave! From psych3120@lists.csbs.utah.edu Sun Oct 2 06:42:27 2005 From: psych3120@lists.csbs.utah.edu (alexis cononelos) Date: Sat, 1 Oct 2005 22:42:27 -0700 (PDT) Subject: [Psych3120] #4 Message-ID: <20051002054227.69721.qmail@web52408.mail.yahoo.com> --0-2033355370-1128231747=:68329 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit Thank goodness for cognitive psychology’s research in the study of human error. Yet there is only so much that we can do, we cannot expel human error (after all we are only human), we can only aid in making its occurrence less likely. I found the additional readings on the human error case studies fascinating, in particular “Set Phasers on Stun” and “In Search of the Lost Cord”. I feel so bad for the people who suffered and died due to inevitable human errors, not to mention their families and the people who caused the error. I couldn’t imagine going through extensive radiation treatments for cancer only to have one of the last treatments be what killed me. Or to be the mother of the four-year-old girl plagued with several birth defects, die at the hospital due to the wrong cord being connected to the electrodes taped to her chest. Can you imagine the family of this poor child already dealing with the hardships of her birth defects, being in and out of hospitals only to feel all their efforts failed when she dies to due a nurses human error. I also hold a lot of empathy for the one who caused the error. The kind of guilt these people must have dealt with for possibly their lifetime. Slips, lapses and mode errors are what lead to several mistakes people make in life but some of these mistakes could be greatly detrimental and they could happen to any one of us. We should all be very aware of this fact, at work, in our homes and out driving our cars, in order to help lessen the likelihood of an error that may have great consequences on our lives and the lives of others. --------------------------------- Yahoo! for Good Click here to donate to the Hurricane Katrina relief effort. --0-2033355370-1128231747=:68329 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit

Thank goodness for cognitive psychology’s research in the study of human error.  Yet there is only so much that we can do, we cannot expel human error (after all we are only human), we can only aid in making its occurrence less likely.  I found the additional readings on the human error case studies fascinating, in particular “Set Phasers on Stun” and “In Search of the Lost Cord”.  I feel so bad for the people who suffered and died due to inevitable human errors, not to mention their families and the people who caused the error.  I couldn’t imagine going through extensive radiation treatments for cancer only to have one of the last treatments be what killed me.  Or to be the mother of the four-year-old girl plagued with several birth defects, die at the hospital due to the wrong cord being connected to the electrodes taped to her chest.  Can you imagine the family of this poor child already dealing with the hardships of her birth defects, being in and out of hospitals only to feel all their efforts failed when she dies to due a nurses human error.  I also hold a lot of empathy for the one who caused the error.  The kind of guilt these people must have dealt with for possibly their lifetime. 

Slips, lapses and mode errors are what lead to several mistakes people make in life but some of these mistakes could be greatly detrimental and they could happen to any one of us.  We should all be very aware of this fact, at work, in our homes and out driving our cars, in order to help lessen the likelihood of an error that may have great consequences on our lives and the lives of others.                 

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Click here to donate to the Hurricane Katrina relief effort. --0-2033355370-1128231747=:68329-- From psych3120@lists.csbs.utah.edu Sun Oct 2 18:49:59 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Sun, 02 Oct 2005 11:49:59 -0600 Subject: [Psych3120] post # 5 (Eric Ashton) Message-ID: <1128275399.43401dc7e0a36@webmail.utah.edu> Hello, I did a lot of studying for the test on Saturday and plan on doing a lot more today (Sunday). I have been attending class regularly throughout the semester; unfortunately, I had not done even one page of the assigned readings until Friday evening. This has really put the pressure on me to get a bunch of reading done in a short amount of time. It has not been the funnest thing in the world. Hopefully, i will learn my lesson. The 5 readings about technology errors were very interesting, and sad. I believe strayer said a couple of questions on the test would come from these (the technology error stuff) readings. Those questions will probably be the easiest ones as all those stories were quite memorable. As far as the study questions go I fill like I have been able to get a decent grip for the most part. I am a little iffy on Opponent-processing theory of color vision. I would be nice if Strayer would have 5-6 essay question and let us choose 3-4 of them so a little bad luck (getting the one question you struggle with or whatever) would not happen to some of us. I am going to go do some more studying. Eric From psych3120@lists.csbs.utah.edu Sun Oct 2 22:15:12 2005 From: psych3120@lists.csbs.utah.edu (Shawn Bassett) Date: Sun, 02 Oct 2005 15:15:12 -0600 Subject: [Psych3120] psych discussion Message-ID: I am really stoked about the idea of human factoring. It's funny because there are so many things out there that we use that it never really occured to me how much research has gone into it. The biggest example I can think of right now is the I-Pod. It's not really any better than all of the other mp3 players out there except for one thing. The toggle switch to get your music. It is so easy to use and get where you want to go. No other mp3 can compete with that. Human Factoring brings a whole new background to the term user friendly. I have been reading through the book and it just convinces me more and more of the necessity of cognitive thinking. 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 Sun Oct 2 22:19:54 2005 From: psych3120@lists.csbs.utah.edu (Ciege Schlesinger) Date: Sun, 02 Oct 2005 15:19:54 -0600 Subject: [Psych3120] (no subject) Message-ID: I found the information presented in class about anesthesiology both interesting and kind of disturbing. It is crazy all of the things that can go wrong and can happen when someone is put under. I wasn't sure about the death rate until class but it was something I had thought of before. 100,000 people seem like a lot to me. I also thought it was crazy how many vitals and stuff they have to watch and keep stable. I tried to find some more statistics about how many people wake up or have temporarily paralysis during a surgery or after, but when I tried looking it up on google all I could find was associations for anesthesiologists and information like that. Does any one have any idea what some more of the stats are? Also, the information about memory laps, slips, etc. was interesting because those things happen to me fairly often so actually knowing what was going on and what they are called was cool. Good luck on the test everyone! From psych3120@lists.csbs.utah.edu Mon Oct 3 23:35:43 2005 From: psych3120@lists.csbs.utah.edu (David W. Maasberg) Date: Mon, 03 Oct 2005 15:35:43 -0700 Subject: [Psych3120] David W. Maasberg Post #5 In-Reply-To: <200509301754.LAA28775@topo.csbs.utah.edu> References: <200509301754.LAA28775@topo.csbs.utah.edu> Message-ID: <4341B23F.6070505@aol.com> Dear Psych Message Board- Well with the up comming exam my largest concern is about whether or not my short answer questions will be good enough. With regards to last weeks lectures about human factors, I never realized that it was such a large part of everyday life, as well as psychologys role in business. Human Factors seems to have potential to be a very large career opportunity........well.....of to study for the test....... Until Next Week- -David W. Maasberg From psych3120@lists.csbs.utah.edu Mon Oct 3 00:24:48 2005 From: psych3120@lists.csbs.utah.edu (cortney tanner) Date: Sun, 02 Oct 2005 17:24:48 -0600 Subject: [Psych3120] Posting Message-ID:

I found the supplemental readings to be very enlightening.  It is amazing the damage that can be done when not only we rely too heavily on technology, but when human errors occur in the use of that technology.  Many of the errors seemed attributed to poor engineering, communication, and lack of safeguards.  In particular, I was shocked in the Set Phasers To Stun article how simple technology was available (i.e., TV monitor), but how through neglect, or lack of concern, the technology wasn’t working.  Had something as simple as that TV monitor working may have saved a man’s life.  Other human errors were a bit more understandable.  For example the nurse who plugged the power cords into the IV machine.  Apparently the cords had similar connecting--bad design work.  Finally, what a gruesome accident at the nuclear power testing facility!  Just a few inches had so great an impact.  Human factors psychology is a new topic to me.  I had never realized how in-depth it is. 


 

From psych3120@lists.csbs.utah.edu Mon Oct 3 00:25:22 2005 From: psych3120@lists.csbs.utah.edu (cortney tanner) Date: Sun, 02 Oct 2005 17:25:22 -0600 Subject: [Psych3120] Weekly Posting Message-ID:

On the cell phone topic:  I live downtown and two days ago I pulled out of the parking garage onto 200 East.  I pulled in behind a car that was sopped at the red light.  The light changed green and there we sat.  Yup, a cell phone talker ahead of me.  I was thinking to myself, what is this guy’s problem?  Instead of honking the horn, I thought I might see how long he would sit there without realizing the light had changed.  Other cars were passing him on the side mind you, but there he sat in conversation.  Finally (just before the light changed to red again) he looks up and starts moving.  I couldn’t help but think about the lecture on the cell phone driving research--detached conversations.  But wait, it gets better!  Within two minutes another cell phone talker, two cars ahead of me darts out of the travel lane and into the right turn lane.  Bad idea: along the last two blocks there had been construction signs warning about lane restrictions.  He had turned directly into a huge ROAD CLOSED sign.  While he didn’t hit it, he came within inches of it.  It was like he was at the drive in movie, but the screen was bright orange and was showing the ROAD CLOSED matinee.  Next thing I know, he rapidly accelerates around the construction zone, jumps back into the traffic lane, and nearly causes a bad accident.  Detached conversation--don’t drive and talk on the cell phone.                               

From psych3120@lists.csbs.utah.edu Mon Oct 3 01:04:26 2005 From: psych3120@lists.csbs.utah.edu (Rebecca Mc) Date: Sun, 2 Oct 2005 17:04:26 -0700 (PDT) Subject: [Psych3120] Mode post Message-ID: <20051003000426.56615.qmail@web36103.mail.mud.yahoo.com> --0-241821501-1128297866=:54765 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit As far as studying and multi-tasking it depends on the subject and how interested or skilled I am in that subject. Also as far as music being played while studying, I agree with Dr. Strayer. We all have different likes and dislikes and music is no different. No matter what classical aggravates me after a while. I can't study with it on. However, there is some music I do study well with. Also, it depends on my mood. At times I cannot stand noise of any kind. I still don't understand how he wants us to answer some of these questions on the study guide. But, best of luck to everyone. Rebecca McCown --------------------------------- Yahoo! for Good Click here to donate to the Hurricane Katrina relief effort. --0-241821501-1128297866=:54765 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
As far as studying and multi-tasking it depends on the subject and how interested or skilled I am in that subject. Also as far as music being played while studying, I agree with Dr. Strayer. We all have different likes and dislikes and music is no different. No matter what classical aggravates me after a while. I can't study with it on. However, there is some music I do study well with. Also, it depends on my mood. At times I cannot stand noise of any kind.
 
I still don't understand how he wants us to answer some of these questions on the study guide. But, best of luck to everyone.
 
Rebecca McCown

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Click here to donate to the Hurricane Katrina relief effort. --0-241821501-1128297866=:54765-- From psych3120@lists.csbs.utah.edu Mon Oct 3 01:27:24 2005 From: psych3120@lists.csbs.utah.edu (nicole funk) Date: Sun, 02 Oct 2005 18:27:24 -0600 Subject: [Psych3120] (no subject) Message-ID:
On number 9 from the study guide it asks for a description of the difference between selective and divided attention. The difference between them is the fact that selective attention is giving all attention to one task and blocking out everything else while divided attention is multi-tasking; dividing attention up amongst more than one task. 
A mother who is having a personal conversation with a friend while her little ones are running around yelling and her cell phone is ringing is an example of selective attention.  A person who is painting a picture while text messaging and singing is an example of divided attention.
 
-Nicole Funk
From psych3120@lists.csbs.utah.edu Mon Oct 3 03:02:18 2005 From: psych3120@lists.csbs.utah.edu (Ashley williams) Date: Sun, 02 Oct 2005 20:02:18 -0600 Subject: [Psych3120] Posting #5 Message-ID:

Many people feel that ADHD is a misdiagnosed disorder. I'm one of those people. This disorder has many people arguing the diagnosis and the over use of treatment medications. After talking about ADHD in class I decided to look up some more information and statistics:

- In 1985 500,000 kids were diagnosed with ADHD. Today between 5 and 7 million kids are   diagnosed. (ADHD-Report.com)
- In survey conducted: 7 percent of children aged 7-11 years were told they have ADHD, boys were three times more likely to be told they have ADHD, white children were twice as likely as Hispanic and African-American to be diagnosed, and children with health insurance coverage were more likely to be diagnosed. (http://parentingteens.about.com/cs/addadhd/a/add_stats.htm)

I found these stats are pretty interesting. What bothers me most is that medication is used so widely. I feel sometimes that parents are using ADHD as an excuse when maybe they are the problem.

From psych3120@lists.csbs.utah.edu Mon Oct 3 03:38:56 2005 From: psych3120@lists.csbs.utah.edu (Kendrick) Date: Sun, 2 Oct 2005 20:38:56 -0600 Subject: [Psych3120] multi tasking - Kendrick LaFleur - #4 Message-ID: <33375ed405100219382579db55@mail.gmail.com> ------=_Part_2402_20246981.1128307136882 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Content-Disposition: inline Well, I composed a posting but can't remember if I sent it. So here it is again. In response to Rachel B. As far as multi-tasking, I used to believe I coul= d attend to my homework while watching TV. I question just how accurately you perform your math homework, I know it certainly never really worked for me. I have found that how well I performed was relative to the difficulty of th= e problems I was working on. What really made the difference in my math homework with the TV off was how fast I was able to get it done. I dare you to try it. I know I used to do all my homework w/the TV, or music playing, and have since found that I not only perform better on test/homework, but I also finish it much faster w/out the extra distractions. Studying for this exam has been quite a challenge. All the examples we watch in class makes it tricky to realize just how many terms and theories we need to know. The additional readings were very interesting. Being that my wife and I ar= e expecting a baby, I would have rather not have read *In Search of the Lost Cord*. Its unfortunate that we have had to experience a need to thoroughly examine how humans will need to interact appropriate/safely with new technology through the loss of lives, but perhaps today we are even better of ensuring safety. Kendrick LaFleur ------=_Part_2402_20246981.1128307136882 Content-Type: text/html; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Content-Disposition: inline
Well, I composed a posting but can't remember if I sent it.  So h= ere it is again.
 
In response to Rachel B.  As far as multi-tasking, I used to beli= eve I could attend to my homework while watching TV.  I question just = how accurately you perform your math homework, I know it certainly never re= ally worked for me.  I have found that how well I performed was relati= ve to the difficulty of the problems I was working on.  What really ma= de the difference in my math homework with the TV off was how fast I was ab= le to get it done.  I dare you to try it.  I know I used to do al= l my homework w/the TV, or music playing, and have since found that I not o= nly perform better on test/homework, but I also finish it much faster w/out= the extra distractions.
 
Studying for this exam has been quite a challenge.  All the examp= les we watch in class makes it tricky to realize just how many terms and th= eories we need to know.
 
The additional readings were very interesting.  Being that my wif= e and I are expecting a baby, I would have rather not have read In Sear= ch of the Lost Cord.   Its unfortunate that we have had to e= xperience a need to thoroughly examine how humans will need to interact app= ropriate/safely with new technology through the loss of lives, but perhaps = today we are even better of ensuring safety.
 
Kendrick LaFleur
------=_Part_2402_20246981.1128307136882-- From psych3120@lists.csbs.utah.edu Mon Oct 3 16:23:35 2005 From: psych3120@lists.csbs.utah.edu (stevebeardshall@juno.com) Date: Mon, 3 Oct 2005 15:23:35 GMT Subject: [Psych3120] Post #5 Message-ID: <20051003.082430.18408.31164@webmail03.lax.untd.com> I wanted to take a second to take a little about multitasking. I am a police dispatcher and so multitasking is something that i do every day. I have to talk on the radios to the officers and than I also have to talk on the phone. I many situation I am on the phone having a conversation and listening to an officer on the radio at the same time. One observation that I have made as a dispatch is that there is a certain point at which you just can't do anymore. I was interested to hear in lecture about the attention theory that talks about having attention pools. That each thing we give attention to takes a little away from that pool and eventually we don't have anything left. I have seen it happen every day in my work place. Steve Beardshall Post #5 From psych3120@lists.csbs.utah.edu Mon Oct 3 19:43:20 2005 From: psych3120@lists.csbs.utah.edu (Brett Powell) Date: Mon, 3 Oct 2005 11:43:20 -0700 (PDT) Subject: [Psych3120] The Butterfly Question Message-ID: <20051003184320.30563.qmail@web50108.mail.yahoo.com> --0-1466424432-1128365000=:29538 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit I have been a little confused as to how much detail we are to go in when answering the butterfly question. I have also heard some confusion on this question from others. Here is my answer to this question. I hope that it can help some and that I may be able to get some input as to whether or not this is too much or too little information. Within such a short period of time (probably milliseconds) before you have any awareness of the butterfly, the images of the butterfly flying past your left side are reflected upon the retina in your left eye. The magnocellular receptors are excited and fire as a result of the movement. This movement information is then passed to the middle temporal area in your brain which allows you to process the movement and then become aware of the butterfly. At the time of awareness you cannot perceive any color or actual distinguishing features of the object. As the butterfly continues to move past your left side and lands on a green plant in front of you the image of the butterfly is reflected upon the retina in each of your eyes. The left half of the butterfly is reflected upon the right side of each retina and the right half is reflected on the left side of each retina. Now the parvocellular receptors are beginning to fire, along with the magnocellular receptors, due to the details of the butterfly that are beginning to be processed. As the receptors fire they send signals through to your ganglion cells that then synapse with your LGN and superior colliculus. The striate cortex, in the LGN, then sends signals to different parts of your brain. Some signals are sent to you temporal lobe through the ventral stream which process the information that allow you to recognize the object. At the same time, the information sent to the superior colliculus, going through the dorsal stream, is being processed to help you understand where the stimulus is and how it is in your environment. Through top-down processing you recognize that you are seeing a butterfly (temporal lobe processing) that is flying through the air and landing on a green plant (parietal lobe processing). All the while, after the butterfly has flown more into your central field of view, the image is falling less on your rods, which were initially used as the butterfly was in your periphery, and begins to fall more on your cones. The cones that are most responsive to the butterfly are the “long” or “red” wavelength cones because of the yellow color of the butterfly. As the butterfly lands on the green plant your “medium” or “green” wavelength cones are excited as well due to the green color of the plant. Also, during this entire process, signals are being sent to your midbrain in the primary visual cortex that let you direct actions toward the stimulus such as moving your head and eyes toward the butterfly so the image of it falls on your fovea. As the butterfly stays on the plant it will move less than when it is flying which will result in less firing in the magnocellular receptors. --------------------------------- Yahoo! for Good Click here to donate to the Hurricane Katrina relief effort. --0-1466424432-1128365000=:29538 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
I have been a little confused as to how much detail we are to go in when answering the butterfly question.  I have also heard some confusion on this question from others.  Here is my answer to this question.  I hope that it can help some and that I may be able to get some input as to whether or not this is too much or too little information. 
 

Within such a short period of time (probably milliseconds) before you have any awareness of the butterfly, the images of the butterfly flying past your left side are reflected upon the retina in your left eye.  The magnocellular receptors are excited and fire as a result of the movement.  This movement information is then passed to the middle temporal area in your brain which allows you to process the movement and then become aware of the butterfly.  At the time of awareness you cannot perceive any color or actual distinguishing features of the object.  As the butterfly continues to move past your left side and lands on a green plant in front of you the image of the butterfly is reflected upon the retina in each of your eyes.  The left half of the butterfly is reflected upon the right side of each retina and the right half is reflected on the left side of each retina.  Now the parvocellular receptors are beginning to fire, along with the magnocellular receptors, due to the details of the butterfly that are beginning to be processed.  As the receptors fire they send signals through to your ganglion cells that then synapse with your LGN and superior colliculus. The striate cortex, in the LGN, then sends signals to different parts of your brain.  Some signals are sent to you temporal lobe through the ventral stream which process the information that allow you to recognize the object.  At the same time, the information sent to the superior colliculus, going through the dorsal stream, is being processed to help you understand where the stimulus is and how it is in your environment.  Through top-down processing you recognize that you are seeing a butterfly (temporal lobe processing) that is flying through the air and landing on a green plant (parietal lobe processing).  All the while, after the butterfly has flown more into your central field of view, the image is falling less on your rods, which were initially used as the butterfly was in your periphery, and begins to fall more on your cones.  The cones that are most responsive to the butterfly are the “long” or “red” wavelength cones because of the yellow color of the butterfly.  As the butterfly lands on the green plant your “medium” or “green” wavelength cones are excited as well due to the green color of the plant.  Also, during this entire process, signals are being sent to your midbrain in the primary visual cortex that let you direct actions toward the stimulus such as moving your head and eyes toward the butterfly so the image of it falls on your fovea.  As the butterfly stays on the plant it will move less than when it is flying which will result in less firing in the magnocellular receptors.

Yahoo! for Good
Click here to donate to the Hurricane Katrina relief effort. --0-1466424432-1128365000=:29538-- From psych3120@lists.csbs.utah.edu Mon Oct 3 21:21:35 2005 From: psych3120@lists.csbs.utah.edu (Keith Parke) Date: Mon, 03 Oct 2005 14:21:35 -0600 Subject: [Psych3120] multi-tasking Message-ID: After reviewing the evidence that taliking on your cell phone while driving does in fact cause impairment and has the same affect as a person that has a blood alcohol level of .08, I admit I was pretty amazed. I knew driving while talking caused many distractions but I nver realized the extent of it. While multi-tasking we are only able to focus on so many variables at a time through selective attention. And as much as we would like to complete each task quickly and efficiently as only doing one task, it just isnt possible. While we bombard our attention with stimuli, it more than likely that some piece of information is going to be lost in the mix. I have started to notice this a lot more while I am driving on my cell phone that I miss turns, or just dont pay enough attention to whats going on around me. Perhaps its time I put the cell phone away while driving. Keith Parke _________________________________________________________________ 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 Oct 4 02:22:23 2005 From: psych3120@lists.csbs.utah.edu (Eve Patterson) Date: Mon, 3 Oct 2005 18:22:23 -0700 (PDT) Subject: [Psych3120] post 5 Message-ID: <20051004012223.53554.qmail@web33306.mail.mud.yahoo.com> After reading these different examples of human and technological errors I am reminded how easily most of those mistakes could have been done by me. We are all fallible to mistakes I just hope none of ours result in killing someone. I felt so bad for the girl in "Set Phasers on Stun" that inadvertently killed that man who was just there for minor radiation. But I thought I could be driving and my car could malfunction and cause the death of me or someone around me based on a technological error which I guess is also a human error cause it was humans who created this new equipment. I read with my mouth wide open when they found the guy in that nuclear reactor impaled on the ceiling! What a horrific death especially when you thought you were in for a night of routine maintenance. This discussion has made me more aware of how susceptible I am, due to routine or habit to mess up and really cause problems. We can't take anything for granted! Good luck on the test! __________________________________ Yahoo! Mail - PC Magazine Editors' Choice 2005 http://mail.yahoo.com From psych3120@lists.csbs.utah.edu Tue Oct 4 19:12:13 2005 From: psych3120@lists.csbs.utah.edu (Danielle Cotterell) Date: Tue, 04 Oct 2005 12:12:13 -0600 Subject: [Psych3120] Danielle Cotterell #6 In-Reply-To: <200510041801.MAA06704@topo.csbs.utah.edu> Message-ID:

After going to class the last day before the test and to the review, I felt a little better about the test...still, knowing that all we are going to be graded on during this class are the three exams worries me a little bit.  I loved having the study guide though.  As we were told in the review session, I feel like it covered most of the test.  I'm hoping the next two tests will be the same.  I don't think I did all that bad on the test because of the reviews and the study guide...even though the butterfly question STILL had me a little confused, but I guess it could have been worse.  Anyway...I hope everyone did well on the first exam.  Have a great break!!  Woo hoo!!

~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 #797 - 3 msgs
Date:  Tue, 4 Oct 2005 12:01:17 -0600 (MDT)
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>Today's Topics:
>
>    1. The Butterfly Question (Brett Powell)
>    2. multi-tasking (Keith Parke)
>    3. post 5 (Eve Patterson)
>
>--__--__--
>
>Message: 1
>Date: Mon, 3 Oct 2005 11:43:20 -0700 (PDT)
>From: Brett Powell <brettspowell@yahoo.com>
>To: Message Board Cognitive <psych3120@lists.csbs.utah.edu>
>Subject: [Psych3120] The Butterfly Question
>Reply-To: psych3120@lists.csbs.utah.edu
>
>--0-1466424432-1128365000=:29538
>Content-Type: text/plain; charset=iso-8859-1
>Content-Transfer-Encoding: 8bit
>
>I have been a little confused as to how much detail we are to go in when answering the butterfly question.  I have also heard some confusion on this question from others.  Here is my answer to this question.  I hope that it can help some and that I may be able to get some input as to whether or not this is too much or too little information.
>
>
>Within such a short period of time (probably milliseconds) before you have any awareness of the butterfly, the images of the butterfly flying past your left side are reflected upon the retina in your left eye.  The magnocellular receptors are excited and fire as a result of the movement.  This movement information is then passed to the middle temporal area in your brain which allows you to process the movement and then become aware of the butterfly.  At the time of awareness you cannot perceive any color or actual distinguishing features of the object.  As the butterfly continues to move past your left side and lands on a green plant in front of you the image of the butterfly is reflected upon the retina in each of your eyes.  The left half of the butterfly is reflected upon the right side of each retina and the right half is reflected on the left side of each retina.  Now the parvocellular receptors are beginning to fire, along with the magnocellular receptors, due to the det!
>ails of
>  the butterfly that are beginning to be processed.  As the receptors fire they send signals through to your ganglion cells that then synapse with your LGN and superior colliculus. The striate cortex, in the LGN, then sends signals to different parts of your brain.  Some signals are sent to you temporal lobe through the ventral stream which process the information that allow you to recognize the object.  At the same time, the information sent to the superior colliculus, going through the dorsal stream, is being processed to help you understand where the stimulus is and how it is in your environment.  Through top-down processing you recognize that you are seeing a butterfly (temporal lobe processing) that is flying through the air and landing on a green plant (parietal lobe processing).  All the while, after the butterfly has flown more into your central field of view, the image is falling less on your rods, which were initially used as the butterfly was in your periphery, and b!
>egins
>  to fall more on your cones.  The cones that are most responsive to the butterfly are the “long” or “red” wavelength cones because of the yellow color of the butterfly.  As the butterfly lands on the green plant your “medium” or “green” wavelength cones are excited as well due to the green color of the plant.  Also, during this entire process, signals are being sent to your midbrain in the primary visual cortex that let you direct actions toward the stimulus such as moving your head and eyes toward the butterfly so the image of it falls on your fovea.  As the butterfly stays on the plant it will move less than when it is flying which will result in less firing in the magnocellular receptors.
>
>
>
>---------------------------------
>Yahoo! for Good
>  Click here to donate to the Hurricane Katrina relief effort.
>--0-1466424432-1128365000=:29538
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><DIV>I have been a little confused as to how much detail we are to go in when answering the butterfly question.&nbsp; I have also heard some confusion on this question from others.&nbsp; Here is my answer to this question.&nbsp; I hope that it can help some and that I may be able to get some input as to whether or not this is too much or too little information.&nbsp; </DIV>
><DIV>&nbsp;</DIV>
><DIV>
><P class=MsoNormal style="MARGIN: 0in 0in 12pt 0.5in; mso-margin-top-alt: auto"><SPAN style="COLOR: black"><FONT size=3><FONT face="Times New Roman">Within such a short period of time (probably milliseconds) before you have any awareness of the butterfly, the images of the butterfly flying past your left side are reflected upon the retina in your left eye.<SPAN style="mso-spacerun: yes">&nbsp; </SPAN>The magnocellular receptors are excited and fire as a result of the movement.<SPAN style="mso-spacerun: yes">&nbsp; </SPAN>This movement information is then passed to the middle temporal area in your brain which allows you to process the movement and then become aware of the butterfly.<SPAN style="mso-spacerun: yes">&nbsp; </SPAN>At the time of awareness you cannot perceive any color or actual distinguishing features of the object.<SPAN style="mso-spacerun: yes">&nbsp; </SPAN>As the butterfly continues to move past your left side and lands on a green plant in front of you the imag!
>e of
>  the butterfly is reflected upon the retina in each of your eyes.<SPAN style="mso-spacerun: yes">&nbsp; </SPAN>The left half of the butterfly is reflected upon the right side of each retina and the right half is reflected on the left side of each retina.<SPAN style="mso-spacerun: yes">&nbsp; </SPAN>Now the parvocellular receptors are beginning to fire, along with the magnocellular receptors, due to the details of the butterfly that are beginning to be processed.<SPAN style="mso-spacerun: yes">&nbsp; </SPAN>As the receptors fire they send signals through to your ganglion cells that then synapse with your LGN and superior colliculus. The striate cortex, in the LGN, then sends signals to different parts of your brain.<SPAN style="mso-spacerun: yes">&nbsp; </SPAN>Some signals are sent to you temporal lobe through the ventral stream which process the information that allow you to recognize the object.<SPAN style="mso-spacerun: yes">&nbsp; </SPAN>At the same time, the information se!
>nt to
>  the superior colliculus, going through the dorsal stream, is being processed to help you understand where the stimulus is and how it is in your environment.<SPAN style="mso-spacerun: yes">&nbsp; </SPAN>Through top-down processing you recognize that you are seeing a butterfly (temporal lobe processing) that is flying through the air and landing on a green plant (parietal lobe processing).<SPAN style="mso-spacerun: yes">&nbsp; </SPAN>All the while, after the butterfly has flown more into your central field of view, the image is falling less on your rods, which were initially used as the butterfly was in your periphery, and begins to fall more on your cones.<SPAN style="mso-spacerun: yes">&nbsp; </SPAN>The cones that are most responsive to the butterfly are the “long” or “red” wavelength cones because of the yellow color of the butterfly.<SPAN style="mso-spacerun: yes">&nbsp; </SPAN>As the butterfly lands on the green plant your “medium” or “green” wavelength cones are excited a!
>s well
>  due to the green color of the plant.<SPAN style="mso-spacerun: yes">&nbsp; </SPAN>Also, during this entire process, signals are being sent to your midbrain in the primary visual cortex that let you direct actions toward the stimulus such as moving your head and eyes toward the butterfly so the image of it falls on your fovea.<SPAN style="mso-spacerun: yes">&nbsp; </SPAN>As the butterfly stays on the plant it will move less than when it is flying which will result in less firing in the magnocellular receptors.<?xml:namespace prefix = o ns = "urn:schemas-microsoft-com:office:office" /><o:p></o:p></FONT></FONT></SPAN></P></DIV><p>
> <hr size=1>Yahoo! for Good<br>
><a href="http://store.yahoo.com/redcross-donate3/">Click here to donate</a> to the Hurricane Katrina relief effort.
>
>--0-1466424432-1128365000=:29538--
>
>--__--__--
>
>Message: 2
>From: "Keith Parke" <k_parke325@hotmail.com>
>To: psych3120@lists.csbs.utah.edu
>Date: Mon, 03 Oct 2005 14:21:35 -0600
>Subject: [Psych3120] multi-tasking
>Reply-To: psych3120@lists.csbs.utah.edu
>
>
>After reviewing the evidence that taliking on your cell phone while driving
>does in fact cause impairment and has the same affect as a person that has a
>blood alcohol level of .08, I admit I was pretty amazed.  I knew driving
>while talking caused many distractions but I nver realized the extent of it.
>   While multi-tasking we are only able to focus on so many variables at a
>time through selective attention.  And as much as we would like to complete
>each task quickly and efficiently as only doing one task, it just isnt
>possible.  While we bombard our attention with stimuli, it more than likely
>that some piece of information is going to be lost in the mix.  I have
>started to notice this a lot more while I am driving on my cell phone that I
>miss turns, or just dont pay enough attention to whats going on around me.
>Perhaps its time I put the cell phone away while driving.
>
>Keith Parke
>
>_________________________________________________________________
>Is your PC infected? Get a FREE online computer virus scan from McAfee®
>Security. http://clinic.mcafee.com/clinic/ibuy/campaign.asp?cid=3963
>
>
>--__--__--
>
>Message: 3
>Date: Mon, 3 Oct 2005 18:22:23 -0700 (PDT)
>From: Eve Patterson <evepatterson@yahoo.com>
>To: psych3120@lists.csbs.utah.edu
>Subject: [Psych3120] post 5
>Reply-To: psych3120@lists.csbs.utah.edu
>
>After reading these different examples of human and
>technological errors I am reminded how easily most of
>those mistakes could have been done by me. We are all
>fallible to mistakes I just hope none of ours result
>in killing someone. I felt so bad for the girl in "Set
>Phasers on Stun" that inadvertently killed that man
>who was just there for minor radiation. But I thought
>I could be driving and my car could malfunction and
>cause the death of me or someone around me based on a
>technological error which I guess is also a human
>error cause it was humans who created this new
>equipment. I read with my mouth wide open when they
>found the guy in that nuclear reactor impaled on the
>ceiling! What a horrific death especially when you
>thought you were in for a night of routine
>maintenance. This discussion has made me more aware of
>how susceptible I am, due to routine or habit to mess
>up and really cause problems. We can't take anything
>for granted! Good luck on the test!
>
>
>
>__________________________________
>Yahoo! Mail - PC Magazine Editors' Choice 2005
>http://mail.yahoo.com
>
>
>--__--__--
>
>_______________________________________________
>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 Tue Oct 4 19:29:53 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Tue, 04 Oct 2005 12:29:53 -0600 Subject: [Psych3120] Re: Human Factors\Anesthesiology Message-ID: <1128450593.4342ca21096eb@webmail.utah.edu> After studying the research on anesthesiology and helicopter flight, I was intrigued by huge effect the layout of an instrument panel can have on performance. It seems like our discussion on the crazy speed that technology is progressing hit the mark. For instance, on the anesthesiology life-montoring system, all the measurments had simply been added to the bottom of the list, rather than re-formulated to exact the optimal layout. I wonder how frequently this occurs in other areas. Car dashboards, video-game controllers, and vending machines all have evolved to meet their technological capacity. It's funny and kind of sad that these areas have kept up with re-formulating layout because they are driven by consumreism and money-making, while areas like life-monitoring systems and police-car systems have been slow to adapt. Both police officers and anethesiologists have had to contend with significant technology while not having an appropriate integration. Layouts are starting to get better (as now a niche and market is becoming evident), but we should give these applications precident since they involve our most important functions in society. Hey, it's a capitalist progression, but when human error factors are more frequently occuring in vital societal components due to lack of motivation for re-formulation of navigating technology, I think we must assent that some iteration is misplaced. From psych3120@lists.csbs.utah.edu Tue Oct 4 19:36:45 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Tue, 4 Oct 2005 14:36:45 EDT Subject: [Psych3120] Re: Human Factors Message-ID: -------------------------------1128451005 Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit After reading the short stories about human errors I felt... paranoid. It's scary to think how little errors can cause such big problems. It's totally normal for us to make mistakes, it's just terrible when some of us work in higher risk positions and our little mistakes can cause major problems. It's stressful for the person and the others involved. I couldn't believe the story about the reactor in Idaho. I also couldn't believe the story about the guy getting treated for cancer. It's scary to think what little mistakes people make can do to change our lives. I feel like I will do better on the next exam now that I know more what to expect. -------------------------------1128451005 Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: quoted-printable
After reading the short stories about human errors I felt...=20 paranoid.  It's scary to think how little errors can cause such big=20 problems.  It's totally normal for us to make mistakes, it's just terri= ble=20 when some of us work in higher risk positions and our little mistakes c= an=20 cause major problems.  It's stressful for the person and the others=20 involved.   
 
I couldn't believe the story about the reactor in Idaho.  I also=20 couldn't believe the story about the guy getting treated for cancer.  I= t's=20 scary to think what little mistakes people make can do to change our=20 lives.
 
I feel like I will do better on the next exam now that I know more what= to=20 expect. 
 -------------------------------1128451005-- From psych3120@lists.csbs.utah.edu Wed Oct 5 00:08:44 2005 From: psych3120@lists.csbs.utah.edu (Kimberly McGrath) Date: Tue, 4 Oct 2005 17:08:44 -0600 Subject: [Psych3120] todays test Message-ID: <003001c5c938$9255b850$0300a8c0@starwest> This is a multi-part message in MIME format. ------=_NextPart_000_002D_01C5C906.46CFFDF0 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable I was so worried about todays test but when I got there I was impressed = to see that I knew a lot of the information. I felt like it was a = reasonable test. How did you all feel about it? I am little worried = about the essays though. It is hsard to know if you put enough detail = in to it or if you put the answers that they were looking for. However = I do feel like I did fairly well on it. I hope that all of you did well = too. Kim McGrath ------=_NextPart_000_002D_01C5C906.46CFFDF0 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable
I was so worried about todays test but = when I got=20 there I was impressed to see that I knew a lot of the information.  = I felt=20 like it was a reasonable test.  How did you all feel about = it?  I am=20 little worried about the essays though.  It is hsard to know if you = put=20 enough detail in to it or if you put the answers that they were looking=20 for.  However I do feel like I did fairly well on it.  I hope = that all=20 of you did well too.
 
Kim = McGrath 
------=_NextPart_000_002D_01C5C906.46CFFDF0-- From psych3120@lists.csbs.utah.edu Wed Oct 5 18:03:05 2005 From: psych3120@lists.csbs.utah.edu (Shawn Bassett) Date: Wed, 05 Oct 2005 11:03:05 -0600 Subject: [Psych3120] the test Message-ID: To me it is very apparent that this class is run by someone who has been into human factor engineering. I am close to the end of my college career and I have had a lot of test. I think this was probably the most inclusive of how the class was taught and the information portrayed. It wasn't easy but it wasn't so nit-picky that you had to study every last detail to get a good grade. I just thought I would throw that thought out and see what others had to say. 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 Thu Oct 6 01:19:37 2005 From: psych3120@lists.csbs.utah.edu (Spencer Banks) Date: Wed, 05 Oct 2005 18:19:37 -0600 Subject: [Psych3120] post #6 Message-ID:


I feel pretty good about the test, but I guess the one thing that I was not completely clear on, even after reviewing the notes and going thorugh the book, is how exactly the opponent process theory is responsible for our being able to have color vision.  The trichromatic theory is really simple-that's where cones come into play. But in regard to the opponent process theory, I know it operates at the ganglion cell level and higher, and deals with color opposites, but is this saying that if we only operated on the receptor level that we wouldn't have complete color vision, or it would be different?  What would this difference be?

From psych3120@lists.csbs.utah.edu Thu Oct 6 06:51:06 2005 From: psych3120@lists.csbs.utah.edu (Emily Liljenquist) Date: Wed, 05 Oct 2005 23:51:06 -0600 Subject: [Psych3120] The TEST Message-ID: Well let's see here...the test was not as bad as I had anticipated. What really put the pressure on me was the fact that I had 2 additional tests that day. Having the study guide really helped me review over the material for the class, and it made me feel more comfortable about studying and actually taking the first exam. I noticed that there weren't any questions about color deficiencies of the eye and the neuropsychology of the eye. I thought this was a pretty big part of what we had covered in class lectures and what was actually on the study guide. However, the eye in relation to cognitive psychology is very complex, and I suppose there was no way of covering absolutely everything about it in the first exam. Also, will there be a review session before every test in this class? Is there any way that a study session could be offered at 2 separate times? This has been offered in other classes I have taken at the U. That would be incredibly helpful. I wasn't able to make it to the study session because of work scheduling issues, and I am sure that other students had the same problem. If this is not possible, I would completely understand because it would be inconvenient for the TA. Anyway, have a great break! -Emily Liljenquist From psych3120@lists.csbs.utah.edu Thu Oct 6 17:35:27 2005 From: psych3120@lists.csbs.utah.edu (Dave Callister) Date: Thu, 6 Oct 2005 09:35:27 -0700 (PDT) Subject: [Psych3120] Essay questions-Help Joel. Message-ID: <20051006163527.80679.qmail@web32915.mail.mud.yahoo.com> --0-539897681-1128616527=:80613 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit I put something to the effect of these: 1) First of all, the stumulus must be detected and encoded, then it must be perceived, or made sense of. In order to sense: The first thing that happens is that light is reflected from the butterfly and projected onto the retina. Before it is even recognized as a butterfly, or having color, the movement is detected. This occurs via the following: The rods catch onto the movement due to its peripheral nature, and they synapse onto an m-ganglion cell which travels through the optic chiasm through the optic nerve. It is crossed over to the right side of the occipital cortex where it is first registered by the primary visual cortex. From here, the m-ganglion cell travels to the magnocellular layer of the LGN (thalamus), and then up to the parietal lobe which is the lobe responsible for movement, among other things. This occurs completely independent of any color or object recognition. However, meanwhile... As the butterfly crosses the visual field, and lands on the green plant, color is detected by the cones in the eye. Because it is a yellow butterfly, the L-cones are probably triggered the most, but also the M-cones because of the green plant. The cone photoreceptors go through lateral inhibition, and also make their way to the occipital lobe by crossing through the optic nerve, across the optic chiasm, to the primary visual cortex. From here, the P-ganglion cells are sent to the parvocellular region of the LGN, from which they are sent down to the temporal cortex for color and object recognition. Through both of these separate processes, the experience is perceived as a yellow butterfly moving onto a green plant. 2) On the pandemonium model question: The pandemonium theory is one way to explain object recognition. The way that it supposedly works is that the distal stimulus is projected onto the retina, and the pandemonium begins. There is a nasty little group of demons running and flying around everywhere trying to have something in common with the given object. Each demon is unique to a certain characteristic which may be in a symbol. For example, one may register right angles, another obtuse angles, another acute angles, etc. Another demon may only recognize curves in letters (for example the letter R) and others may only register horizontal lines, or vertical lines, etc. etc. As all the demons circle in mad pandemonium to belong, a more sophisticated, bigger demon observes from afar. His name is the deciding demon, and he sees the proxal stimulus, and compares it to all the demons who want to belong, and makes the executive decision of which ones may stay, and be responsible for the recognition of the pattern. Evidence agrees with the tests of recognition of an "R" among other curvy letters (P, O, D, B, etc.) being more difficult, and "R" among more straight letters (W, Z, A, H, etc.) as being easier. The demon pandemonium model would be likely in this case. 3) On the color theory question: There are two current theories on color recognition; the trichromatic theory, and the opponent-process theory. The trichromatic theory states that we see color because of a certain photoreceptor that our eye has, called a cone. There are three types of cones, which are more or less sensitive to certain wavelengths of light, hence "tri"chromatic theory. The S-cones are most sensitive to violet rays, the M-cones are most sensitive to green/yellow, and the L-cones are most sensitive to red rays. Through a combination of these three sensitvities, we are able to process all the colors on the spectrum from roughly 380-720 nm. The opponent-process theory suggests that our color vision is strictly on a ganglion-cell level, and depends on color afterimages to see color. After being exposed to red, we would see a green afterimage, and after yellow, a blue afterimage, and visaversa. The key here, is that both theories are correct and work in unison for us to see and perceive color. 4) On the top-down vs. bottom-up processing one, I don't remeber in as much detail what I put. Basically, the difference is when we use top-down processing, we are processing familiar information, because it is something for which we already have a developed schema or experience. This is the processing that I like to refer to as biased processing. For example, if we see an image (like the one of the gardener Dr. Strayer showed us), and we have been talking about gardening, or have somehow otherwise been conditioned, we will see it as a gardener, even thought they are just lines and curves. However, bottom-up processing is the type that we use to process raw, new, novel material. This is material about which we don't have any prior experience or preconceived notions, and we just process it as it comes to make up new cognitive experiences. I had the most difficult time with this one, or that is, the least to say about it. I hope this helps, and if I missed anything big, please let me know. --------------------------------- Yahoo! for Good Click here to donate to the Hurricane Katrina relief effort. --0-539897681-1128616527=:80613 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
I put something to the effect of these:
1) First of all, the stumulus must be detected and encoded, then it must be perceived, or made sense of.  In order to sense: The first thing that happens is that light is reflected from the butterfly and projected onto the retina.  Before it is even recognized as a butterfly, or having color, the movement is detected.  This occurs via the following: The rods catch onto the movement due to its peripheral nature, and they synapse onto an m-ganglion cell which travels through the optic chiasm through the optic nerve.  It is crossed over to the right side of the occipital cortex where it is first registered by the primary visual cortex.  From here, the m-ganglion cell travels to the magnocellular layer of the LGN (thalamus), and then up to the parietal lobe which is the lobe responsible for movement, among other things.  This occurs completely independent of any color or object recognition.  However, meanwhile...
As the butterfly crosses the visual field, and lands on the green plant, color is detected by the cones in the eye.  Because it is a yellow butterfly, the L-cones are probably triggered the most, but also the M-cones because of the green plant.  The cone photoreceptors go through lateral inhibition, and also make their way to the occipital lobe by crossing through the optic nerve, across the optic chiasm, to the primary visual cortex.  From here, the P-ganglion cells are sent to the parvocellular region of the LGN, from which they are sent down to the temporal cortex for color and object recognition.  Through both of these separate processes, the experience is perceived as a yellow butterfly moving onto a green plant.
 
2) On the pandemonium model question:  The pandemonium theory is one way to explain object recognition.  The way that it supposedly works is that the distal stimulus is projected onto the retina, and the pandemonium begins.  There is a nasty little group of demons running and flying around everywhere trying to have something in common with the given object.  Each demon is unique to a certain characteristic which may be in a symbol.  For example, one may register right angles, another obtuse angles, another acute angles, etc.  Another demon may only recognize curves in letters (for example the letter R) and others may only register horizontal lines, or vertical lines, etc. etc.  As all the demons circle in mad pandemonium to belong, a more sophisticated, bigger demon observes from afar.  His name is the deciding demon, and he sees the proxal stimulus, and compares it to all the demons who want to belong, and makes the executive decision of which ones may stay, and be responsible for the recognition of the pattern.  Evidence agrees with the tests of recognition of an "R" among other curvy letters (P, O, D, B, etc.) being more difficult, and "R" among more straight letters (W, Z, A, H, etc.) as being easier.  The demon pandemonium model would be likely in this case.
 
3) On the color theory question: There are two current theories on color recognition; the trichromatic theory, and the opponent-process theory.  The trichromatic theory states that we see color because of a certain photoreceptor that our eye has, called a cone.  There are three types of cones, which are more or less sensitive to certain wavelengths of light, hence "tri"chromatic theory.  The S-cones are most sensitive to violet rays, the M-cones are most sensitive to green/yellow, and the L-cones are most sensitive to red rays.  Through a combination of these three sensitvities, we are able to process all the colors on the spectrum from roughly 380-720 nm.  The opponent-process theory suggests that our color vision is strictly on a ganglion-cell level, and depends on color afterimages to see color.  After being exposed to red, we would see a green afterimage, and after yellow, a blue afterimage, and visaversa.  The key here, is that both theories are correct and work in unison for us to see and perceive color.
 
4) On the top-down vs. bottom-up processing one, I don't remeber in as much detail what I put.  Basically, the difference is when we use top-down processing, we are processing familiar information, because it is something for which we already have a developed schema or experience.  This is the processing that I like to refer to as biased processing.  For example, if we see an image (like the one of the gardener Dr. Strayer showed us), and we have been talking about gardening, or have somehow otherwise been conditioned, we will see it as a gardener, even thought they are just lines and curves.  However, bottom-up processing is the type that we use to process raw, new, novel material.  This is material about which we don't have any prior experience or preconceived notions, and we just process it as it comes to make up new cognitive experiences.
I had the most difficult time with this one, or that is, the least to say about it.  I hope this helps, and if I missed anything big, please let me know.

Yahoo! for Good
Click here to donate to the Hurricane Katrina relief effort. --0-539897681-1128616527=:80613-- From psych3120@lists.csbs.utah.edu Thu Oct 6 21:56:58 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Thu, 06 Oct 2005 16:56:58 -0400 Subject: [Psych3120] post #6-the test Message-ID: <8C798CFA08064D2-13A0-8BD1@mblk-d32.sysops.aol.com> ----------MailBlocks_8C798CFA08064D2_13A0_8BE2_mblk-d32.sysops.aol.com Content-Type: text/plain; charset="us-ascii" Hi everyone- There is not much to discuss this week, seeing as to how the test was only two days ago. I agree with everyone that the study guide was extremely beneficial and really helped you to understand the details of the material covered. It was also very helpful to have the study session-I found that everyone else seemed to have the same questions that I had. So thanks Joel! The multiple choice didn't seem to go into as much detail as I would have expected, but I suppose I should be thankful. The hardest concept for me to understand was the opponent process theory, which others seemed to have troubles with, too. Spencer made a post wondering about the different levels that color vision operates from. Although I am still not exactly sure of how the opponent process theory works, I do know that researchers now understand that color vision does not JUST work at the ganglion cell level or JUST at the photoreceptor level, but that these systems actually work together to provide us with our full color vision. I guess that's all for this week. Hope everyone has a lovely fall break. -Danielle Stockng ----------MailBlocks_8C798CFA08064D2_13A0_8BE2_mblk-d32.sysops.aol.com Content-Type: text/html; charset="us-ascii"
Hi everyone-
There is not much to discuss this week, seeing as to how the test was only two days ago.  I agree with everyone that the study guide was extremely beneficial and really helped you to understand the details of the material covered.  It was also very helpful to have the study session-I found that everyone else seemed to have the same questions that I had.  So thanks Joel!  The multiple choice didn't seem to go into as much detail as I would have expected, but I suppose I should be thankful.  The hardest concept for me to understand was the opponent process theory, which others seemed to have troubles with, too. Spencer made a post wondering about the different levels that color vision operates from.  Although I am still not exactly sure of how the opponent process theory works, I do know that researchers now understand that color vision does not JUST work at the ganglion cell level or JUST at the photoreceptor level, but that these systems actually work together to provide us with our full color vision.  I guess that's all for this week.  Hope everyone has a lovely fall break. 
-Danielle Stockng
----------MailBlocks_8C798CFA08064D2_13A0_8BE2_mblk-d32.sysops.aol.com-- From psych3120@lists.csbs.utah.edu Fri Oct 7 21:43:33 2005 From: psych3120@lists.csbs.utah.edu (Jennifer Burrup) Date: Fri, 07 Oct 2005 14:43:33 -0600 Subject: [Psych3120] POST #5 In-Reply-To: Message-ID:

Hello my fellow Cognitive students,

  I wasn't sure what to post for this week, since we took our first exam but I after the exam I had a few moments to myself and I played a with a few demonstrations from classes that our instructor talked about.  For example; the thumb test, where you hold your thumb out infront of you and close one eye and then open it and close the other...I am fascinated by our 3 ince offset...but how would one's vision or perception differ if they had a wierd eye or their eyes were farther apart or closer together?

From psych3120@lists.csbs.utah.edu Sat Oct 8 01:35:04 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Fri, 07 Oct 2005 20:35:04 -0400 Subject: [Psych3120] post #6 Message-ID: <8C799B74275E07D-16E4-114FB@FWM-R05.sysops.aol.com> ----------MailBlocks_8C799B74269F4CF_16E4_10D12_FWM-R05.sysops.aol.com Content-Type: text/plain; charset="us-ascii" So, this past week we took our first test. WOOHOO, its over! But, it wasn't as bad as I thought it would be. The funny thing is that I actually liked the question about the butterfly because knowing how things work can be very interesting. Also, it's amazing how many processes take place just for us to see an object. Another point is how all these processes were found. We live in a day of technology that gives us so much opportunity to learn about ourselves and the world around us. Sometimes it is so easy to think computers are smarter than us. But, we are the ones who make these machines and we are even more complicated than these machines. One thing that machines have that we might not accomplish is a lot less error. Even human error can be blessings sometimes because that is how things can be discovered, is on accident. But, also like machines humans can have problems with their processes. For example, Blindsight which is problems in the temporal lobe that causes errors for the visual system. But, it will be interesting to start a new section on Tuesday and I hope we all did good on the test. Also, I hope we are all having fun over the break. I know I am because I'm back home in southern California...heck yes ;)!! ----------MailBlocks_8C799B74269F4CF_16E4_10D12_FWM-R05.sysops.aol.com Content-Type: text/html; charset="us-ascii"
   So, this past week we took our first test.  WOOHOO, its over!  But, it wasn't as bad as I thought it would be.  The funny thing is that I actually liked the question about the butterfly because knowing how things work can be very interesting.  Also, it's amazing how many processes take place just for us to see an object.  Another point is how all these processes were found.  We live in a day of technology that gives us so much opportunity to learn about ourselves and the world around us.  Sometimes it is so easy to think computers are smarter than us.  But, we are the ones who make these machines and we are even more complicated than these machines.  One thing that machines have that we might not accomplish is a lot less error.  Even human error can be blessings sometimes because that is how things can be discovered, is on accident.  But, also like machines humans can have problems with their processes.  For example, Blindsight which is problems in the temporal lobe that causes errors for the visual system.  But, it will be interesting to start a new section on Tuesday and I hope we all did good on the test.  Also, I hope we are all having fun over the break.  I know I am because I'm back home in southern California...heck yes ;)!!
----------MailBlocks_8C799B74269F4CF_16E4_10D12_FWM-R05.sysops.aol.com-- From psych3120@lists.csbs.utah.edu Sat Oct 8 01:48:15 2005 From: psych3120@lists.csbs.utah.edu (Jessica Berry) Date: Fri, 07 Oct 2005 17:48:15 -0700 Subject: [Psych3120] summary In-Reply-To: <200510071801.MAA17524@topo.csbs.utah.edu> Message-ID: I agree with Danielle that the study guide helped a lot. I am relieved that the test went like it did and I am glad that I know what to expect in future tests. The opponent process theory was difficult for me to understand as well. I find that the supplemental reading that is assigned in this class is very advanced and very hard to understand at times. I think this is mainly because there is alot of vocabulary that I am unfamiliar with, and I am also unfamiliar with the detailed anatomy of the brain. For example, somewhere in there it said that horizontal cells will influence the opponent processing cells. I didn't even know where horizontal cells were until I looked in my Psych. 1010 book and saw that they are horizontal between the 3 layers of cells at the back of the eye. I understand the opponent process theory very BASICALLY. And, for that matter, I do not understand how the opponent process theory and the trichromatic theory work together. The reading said that at one time the two theories were in opposition, but now they work together. The only way I can see that those work together is that the 3 different cones send messages to the opponent process cells located in V1. Anyone know? It would be interesting to find out more about that. Not much to report on this week. Have a good weekend. _________________________________________________________________ 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 Sat Oct 8 18:18:27 2005 From: psych3120@lists.csbs.utah.edu (Trinity Allred) Date: Sat, 08 Oct 2005 11:18:27 -0600 Subject: [Psych3120] (no subject) Message-ID: Like most people in the class, I believe that the study guide was extremely beneficial. I was caught off guard with the amount of reading material that was covered in this section that we were to be tested on. But I was extremely greatful for the fact of being in a couple of study groups and having the help of Joel. You were a big help. I think that I understood most of everything on the test, and I just hope that I did well. 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 Oct 8 19:01:19 2005 From: psych3120@lists.csbs.utah.edu (kamicia Miller) Date: Sat, 08 Oct 2005 12:01:19 -0600 Subject: [Psych3120] readings Message-ID:

As prearation for the test I read the 5 readings, (set phasers on stun, etc).  I found them to be very interesting and they made me think.  Just how one little mix up or mistake can cost your life or the life of others.  I guess I never realized how big of an effect human error is, or incomplet insturctions.  I was saddened the most by one with the nurse trying to find the right plug.  That is so sad, I'm not sure how I would react if it had happened to me.  I'll defiently double check and be more careful when dealing with something like that.  The articals really oped my eyes and helped me to understand the importance of little things. 

From psych3120@lists.csbs.utah.edu Sat Oct 8 19:32:32 2005 From: psych3120@lists.csbs.utah.edu (zac dowdell) Date: Sat, 8 Oct 2005 11:32:32 -0700 (PDT) Subject: [Psych3120] test Message-ID: <20051008183232.83024.qmail@web54613.mail.yahoo.com> thank you very much joel for the study session, it helped me get a few answers correct. i have searched and searched on the internet for a description of how the box diagrams works, why when you focues in one area youdo not see the greay box inbetweeen them, do you know where i could fing more info on that>? __________________________________ Yahoo! Mail - PC Magazine Editors' Choice 2005 http://mail.yahoo.com From psych3120@lists.csbs.utah.edu Sat Oct 8 19:41:32 2005 From: psych3120@lists.csbs.utah.edu (Rachel B) Date: Sat, 08 Oct 2005 18:41:32 +0000 Subject: [Psych3120] (no subject) Message-ID: I am very interested in getting a human factors certificate. Reading the horrible stories about small human or computer errors made me very mad. Also in the "Set Phasers on Stun" reading I was very upset that they computer monitor that shows how the person is doing was unplugged and considered unneccessary. I have found many companies put certain safety items there for a reason, but the employees seem to think that since nothing bad has happened yet, then nothing bad will happen in the future. I think the problem could have been avoided by the system being fully checked before marketing it and I think the damage to the man could have been reduced by having the video camera. I also was impressed with the test. Everything in class was covered on the exam. I also hope I answered the multiple choice with enough detail and I had the most problems with the opponent processing theory problem as well. I hope we all did a great job! Rachel Braun Johnson From psych3120@lists.csbs.utah.edu Sun Oct 9 00:33:17 2005 From: psych3120@lists.csbs.utah.edu (Abby Wright) Date: Sat, 08 Oct 2005 17:33:17 -0600 Subject: [Psych3120] Post #5 Message-ID: I am so glad the test is over! It actually wasn't as bad as I thought it would be. I was surprised, however, that there weren't any questions on the case studies we were supposed to read. I found them extremely interesting (though also very sad). It's amazing to think that how a machine is designed can be the difference between life and death! Anyway, I hope that everyone has had a good Fall Break. See you soon. --Abby From psych3120@lists.csbs.utah.edu Mon Oct 10 03:14:58 2005 From: psych3120@lists.csbs.utah.edu (David W. Maasberg) Date: Sun, 09 Oct 2005 19:14:58 -0700 Subject: [Psych3120] David W. Maasberg Post #6 In-Reply-To: <200510071801.MAA17524@topo.csbs.utah.edu> References: <200510071801.MAA17524@topo.csbs.utah.edu> Message-ID: <4349CEA2.40509@aol.com> Dear Psych Message Board- Well?.....How did everyone do on the first exam? I really thought that the multiple choice was very straight forward and just as Dr. Strayer said if we came to class and read the book we would know the answers to those "tricky" questions. But I have got to say that I am worried about the level of detail that was required to recieve full credit on those multiple choice questions? I was very satisfied about the fact that the questions were on the class web-site, but I am still just a little concerned..... Enjoy fall break.... Until next week -David W. Maasberg From psych3120@lists.csbs.utah.edu Sun Oct 9 02:15:32 2005 From: psych3120@lists.csbs.utah.edu (James Cunningham) Date: Sat, 8 Oct 2005 19:15:32 -0600 Subject: [Psych3120] Oh my! The sun is incomplete?! Message-ID: ------=_Part_1095_22676191.1128820532144 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Content-Disposition: inline This link shows all the visual range'ed light coming from the sun. There ar= e links to comparitive charts of light given off by other G2 stars. As you look at these pictures you will see that there are missing links of color. The Sun is "missing" some colors! The NASA site below mentions some interesting things about that. Eh. Our eyes are made to work within this range so, due to the "missing" links, we do not see those colors in the environment around us. Yes? No? Glad I can post here. http://www.noao.edu/image_gallery/html/im0600.html http://antwrp.gsfc.nasa.gov/apod/ap000815.html -- james cunningham ------=_Part_1095_22676191.1128820532144 Content-Type: text/html; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Content-Disposition: inline This link shows all the visual range'ed light coming from the sun. There are links to comparitive charts of light given off by other G2 stars. As you look at these pictures you will see that there are missing links of color. The Sun is "missing" some colors! The NAS= A site below mentions some interesting things about that. Eh. Our eyes are made to work within this range so, due to the "missing" links, we= do not see those colors in the environment around us. Yes? No? Glad I can post here.

http://www.n= oao.edu/image_gallery/html/im0600.html
http://antwrp.gs= fc.nasa.gov/apod/ap000815.html

--
james cunnin= gham ------=_Part_1095_22676191.1128820532144-- From psych3120@lists.csbs.utah.edu Sun Oct 9 07:11:11 2005 From: psych3120@lists.csbs.utah.edu (cortney tanner) Date: Sun, 09 Oct 2005 00:11:11 -0600 Subject: [Psych3120] Weekly Posting Message-ID:

Well, since I did not do so well on the last exam, I thought I might get a jump on the next third of the course.  Apparently, this is a section I really need to pay attention to--memory!  I have just been making a reconnaissance through the reading material to see what we’re in store for.  I see we are going to be discussing capacity, decay, interference, working memory and a bunch of other interesting stuff.  One of the key concepts I like is the chapter five discussions on prior knowledge and how that helps us in the process of learning new things.  Since the material in this class is brand spanking new for me, I’m getting a better understanding of why it’s so difficult to assimilate the material.  In other words, I’m thinking since I have never been exposed to this material or anything similar to it (we skipped this stuff in 1010) I really am developing new  ways to remember it and process it.    

From psych3120@lists.csbs.utah.edu Sun Oct 9 07:12:40 2005 From: psych3120@lists.csbs.utah.edu (cortney tanner) Date: Sun, 09 Oct 2005 00:12:40 -0600 Subject: [Psych3120] Psych 3120 Posting Message-ID:

Well, since I did not do so well on the last exam, I thought I might get a jump on the next third of the course.  Apparently, this is a section I really need to pay attention to--memory!  I have just been making a reconnaissance through the reading material to see what we’re in store for.  I see we are going to be discussing capacity, decay, interference, working memory and a bunch of other interesting stuff.  One of the key concepts I like is the chapter five discussions on prior knowledge and how that helps us in the process of learning new things.  Since the material in this class is brand spanking new for me, I’m getting a better understanding of why it’s so difficult to assimilate the material.  In other words, I’m thinking since I have never been exposed to this material or anything similar to it (we skipped this stuff in 1010) I really am developing new  ways to remember it and process it.    

From psych3120@lists.csbs.utah.edu Sun Oct 9 17:12:37 2005 From: psych3120@lists.csbs.utah.edu (Dave Jones) Date: Sun, 09 Oct 2005 10:12:37 -0600 Subject: [Psych3120] David Jones Message-ID: The test went well and I think that the mix of questions seemed to work out well. I am still a bit miffed however on the "butterfly question" I understand the concept of what is going on and all of that but where things got a bit bumpy for me was just how much detail was to be involved. It almost seemed like I needed to write down a chapter from the book just to answer that question. Oh well. I think it went well anyway. I'm looking forward to memory and am wondering if we will be talking about Damasio and his theories of memory development. IT's some really interesting stuff worth looking into on your own if we dont. David Jones From psych3120@lists.csbs.utah.edu Sun Oct 9 21:43:55 2005 From: psych3120@lists.csbs.utah.edu (Doug Christopherson) Date: Sun, 09 Oct 2005 14:43:55 -0600 Subject: [Psych3120] Weekly Post-Human Factor Engineering Message-ID: When I think of people who are creative I generally think of painters or musicians or sculptors, etc. What I don't think of are engineers. As we have been talking about the field of human factoring it has struck me just how creative these engineers have to be. Often times I find myself needing a creative outlet or possibly even a creative career. I tend to talk myself out of these so-called creative fields like painting or music, telling myself that I can't do them. It's nice to know that creativity does not have to be limited to these very few disciplines. I would imagine that a significant amount of testing has to be done by a human factors firm before a product is manufactured. However, the engineer has to come up with the idea on his/her own. Where should the play button on the mp3 player go? Where should the monitor in the apache helicopter go? These questions require one to think "outside the box". The best part about this field is that there is money to be made. No longer a starving artist. Doug Christopherson _________________________________________________________________ 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 Oct 9 23:37:24 2005 From: psych3120@lists.csbs.utah.edu (Brett Powell) Date: Sun, 9 Oct 2005 15:37:24 -0700 (PDT) Subject: [Psych3120] Disappearing illusions Message-ID: <20051009223725.26772.qmail@web36215.mail.mud.yahoo.com> --0-864910314-1128897444=:26486 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit In my Sensation and Perception class with Dr. Creem-Regher, the class we recently shown demonstrations where there is a change that takes place in a picture being viewed and you are supposed to recognize the change. Some of these demonstrations were the same as those shown by Dr. Strayer earlier on this semester where an object, such as a building or row in a corn field, will appear or disappear in the picture over a duration of time. For some it is very hard to recognize this change without any knowledge of what to look for. Some different demos that we were shown in the sensation class, the demos I want to focus on today, have to do with flashing objects. You are instructed to try to find a visual change in the picture that is being presented within a short period of time (lets say 20 seconds). At first you have no clue as to what you are looking for. The picture is shown and before you know it 20 seconds has gone by and you didn't recognize any change. Then you are instructed to look for an object that flashes in and out of view somewhere in the picture. You are still not aware as to what the object is, the size of the object, or where it will be flashing in the picture. Now that you know a little more about what you are doing than before (looking for a flashing object as opposed to looking for a change) it is a little bit easier to recognize the change. Within a few 20 second presentations of the picture you should be able to find the flashing object. Once you notice the flashing object it becomes so much easier to see it from there on out when being presented the same picture and flashing object. What I am really curious about are the cognitive aspects behind this demonstration. I would be very interested in understanding the effect that the actual instructions behind this presentation would have on the time it takes and the ability to find the change in the visual stimulus. As I have thought about it and tried to create my own hypothesis on this I have come up with some different ideas. First, I believe that the instructions that would inhibit a person’s ability to locate a changing stimulus within a given picture, in a specified period of time, would be: Find the changing stimulus within the picture presented given a 20 second period of time. I think this would carry the most cognitive inhibitions because it does not tell the participants what to look for, where to look, what the change will be, etc. I believe that the participants would become more excited with the presentation of this picture knowing that there was a purpose to their viewing it as opposed to them just viewing the picture for the simple reason of observing it. I think that the simple knowledge of the purpose of viewing the picture (to find a changing stimulus) is enough to hinder the participants ability to notice a change in the picture. I think that a person just viewing the picture without any particular reason would attend to the picture as a whole without focusing the majority of their attention on bits and pieces of the picture. If the person were to attend to the picture as a whole, I think it would be much easier for them to notice a change in the picture if the change was a flashing object. The participants knowledge that they are to find this flashing object will hinder their ability to find this object because it will give them more reason to attend to the picture in bits and pieces with the majority, if not all, of their attention falling on these particular spots as opposed to the whole picture. I think that when the focus is centered on parts of a whole it is hard to recognize a change in the whole and would be nearly impossible to recognize any change in the whole if the change didn’t reside within the confines of the small piece with which the participant would be focusing on. In summary, what I would like to know is if instruction such as these would have the ability to hinder or help a person complete a specific task by being able to direct their attention in a certain way. My answer is yes, but I would like to hear more input form anyone else. __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! 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In my Sensation and Perception class with Dr. Creem-Regher, the class we recently shown demonstrations where there is a change that takes place in a picture being viewed and you are supposed to recognize the change.  Some of these demonstrations were the same as those shown by Dr. Strayer earlier on this semester where an object, such as a building or row in a corn field, will appear or disappear in the picture over a duration of time.  For some it is very hard to recognize this change without any knowledge of what to look for.  Some different demos that we were shown in the sensation class, the demos I want to focus on today, have to do with flashing objects.  You are instructed to try to find a visual change in the picture that is being presented within a short period of time (lets say 20 seconds).  At first you have no clue as to what you are looking for.  The picture is shown and before you know it 20 seconds has gone by and you didn't recognize any change.  Then you are instructed to look for an object that flashes in and out of view somewhere in the picture.  You are still not aware as to what the object is, the size of the object, or where it will be flashing in the picture.  Now that you know a little more about what you are doing than before (looking for a flashing object as opposed to looking for a change) it is a little bit easier to recognize the change.  Within a few 20 second presentations of the picture you should be able to find the flashing object.  Once you notice the flashing object it becomes so much easier to see it from there on out when being presented the same picture and flashing object.  What I am really curious about are the cognitive aspects behind this demonstration.  I would be very interested in understanding the effect that the actual instructions behind this presentation would have on the time it takes and the ability to find the change in the visual stimulus.  As I have thought about it and tried to create my own hypothesis on this I have come up with some different ideas.  First, I believe that the instructions that would inhibit a person’s ability to locate a changing stimulus within a given picture, in a specified period of time, would be: Find the changing stimulus within the picture presented given a 20 second period of time.  I think this would carry the most cognitive inhibitions because it does not tell the participants what to look for, where to look, what the change will be, etc.  I believe that the participants would become more excited with the presentation of this picture knowing that there was a purpose to their viewing it as opposed to them just viewing the picture for the simple reason of observing it.  I think that the simple knowledge of the purpose of viewing the picture (to find a changing stimulus) is enough to hinder the participants ability to notice a change in the picture.  I think that a person just viewing the picture without any particular reason would attend to the picture as a whole without focusing the majority of their attention on bits and pieces of the picture.  If the person were to attend to the picture as a whole, I think it would be much easier for them to notice a change in the picture if the change was a flashing object.  The participants knowledge that they are to find this flashing object will hinder their ability to find this object because it will give them more reason to attend to the picture in bits and pieces with the majority, if not all, of their attention falling on these particular spots as opposed to the whole picture.  I think that when the focus is centered on parts of a whole it is hard to recognize a change in the whole and would be nearly impossible to recognize any change in the whole if the change didn’t reside within the confines of the small piece with which the participant would be focusing on.  In summary, what I would like to know is if instruction such as these would have the ability to hinder or help a person complete a specific task by being able to direct their attention in a certain way.  My answer is yes, but I would like to hear more input form anyone else. 

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http://mail.yahoo.com --0-864910314-1128897444=:26486-- From psych3120@lists.csbs.utah.edu Mon Oct 10 00:56:34 2005 From: psych3120@lists.csbs.utah.edu (Christine S) Date: Sun, 09 Oct 2005 17:56:34 -0600 Subject: [Psych3120] post#5 Message-ID:

I was doing my homework for my other class the other day using library homepage and I found very useful site for this class. I don't know if anyone heard this site,  It's called Cognet. It has different kinds of journals , book and ect.. that you could click and see
From psych3120@lists.csbs.utah.edu Mon Oct 10 02:12:27 2005 From: psych3120@lists.csbs.utah.edu (Ciege Schlesinger) Date: Sun, 09 Oct 2005 19:12:27 -0600 Subject: [Psych3120] (no subject) Message-ID: In preparing for the test I did all of the extra, outside readings (which I was kind of disappointed wasn’t on the exam), but I thought the ones about humor error were very interesting, and kind of disturbing in a way. It’s amazing how much we rely on technology, like the reading with the radiology machine and the technician had no idea that there was anything wrong. Also, the way we rely on what we all ready know, like the guy when he had to fly the plane he wasn’t use to. There are so many things that we take for granted in our everyday life, just like these two, and I am thankful that there are people working in these fields to perfect everything. I hope everyone did well on the exam and enjoyed their break! From psych3120@lists.csbs.utah.edu Mon Oct 10 04:41:59 2005 From: psych3120@lists.csbs.utah.edu (Kendrick) Date: Sun, 9 Oct 2005 21:41:59 -0600 Subject: [Psych3120] Late Sunday night....time to post. Message-ID: <33375ed40510092041w6f5b205ema207b3cd01d09ab9@mail.gmail.com> ------=_Part_8445_4963627.1128915719358 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Content-Disposition: inline Well, not much to go into this week. I allowed myself to take it easy over the break. I have to admit, I'm a little surprized that everyone was so forthcoming on the fairness of the test. Some of my professors would see these comments and decide they needed to make the next one very harsh to compensate. I'll just say that I was grateful that there weren't any (maybe one) questions that were super obscure and frivalous. It seemed to me that if you really were thorough on those study guide questions, then you would do fine even on the multiple choice. Hammering through those study guide essay questions really helped pull the material all together for me and allowed me to realize that I really am learning quite a bit. Its easy to be lulled into a false sense of security by fun tricks on the eye and other visual examples we have been exposed to during lecture thus far, but once it came time for me to truly buckle down and dig into the material, I was a little overwhelmed at the volume of terms and concepts I had to know for the test. Here's hoping Dr. Strayer doesnt' decide that perhaps he went too easy on us for test one (I certainly wouldn't consider test one easy), and so slam us for test two. Here's also hoping that we can continue to have the cool demos/visual tricks that help make the lectures fun and interesting. Kendrick ------=_Part_8445_4963627.1128915719358 Content-Type: text/html; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Content-Disposition: inline
Well, not much to go into this week.  I allowed myself to take it= easy over the break.  I have to admit, I'm a little surprized th= at everyone was so forthcoming on the fairness of the test.  Some of m= y professors would see these comments and decide they needed to make the ne= xt one very harsh to compensate.  I'll just say that I was grateful th= at there weren't any (maybe one) questions that were super obscure and friv= alous. =20
 
It seemed to me that if you really were thorough on those study guide = questions, then you would do fine even on the multiple choice.&nb= sp; Hammering through those study guide essay questions really helped pull = the material all together for me and allowed me to realize that I really am= learning quite a bit.  Its easy to be lulled into a false sense of se= curity by fun tricks on the eye and other visual examples we have been expo= sed to during lecture thus far, but once it came time for me to truly buckl= e down and dig into the material, I was a little overwhelmed at the vo= lume of terms and concepts I had to know for the test.
 
Here's hoping Dr. Strayer doesnt' decide that perhaps he went too= easy on us for test one (I certainly wouldn't consider test one easy), and= so slam us for test two.  Here's also hoping that we can continu= e to have the cool demos/visual tricks that help make the lectures fun and = interesting. 
 
Kendrick 
------=_Part_8445_4963627.1128915719358-- From psych3120@lists.csbs.utah.edu Mon Oct 10 06:21:25 2005 From: psych3120@lists.csbs.utah.edu (nicole funk) Date: Sun, 09 Oct 2005 23:21:25 -0600 Subject: [Psych3120] (no subject) Message-ID:
I didn't really know what to post for this week either since it was our exam week but I read all of the articles on the class page and I was astonished.  The article about the man recovering from cancer who was hit several times with a lethally high beam of radiation from a machine malfunction was so upsetting.  I was actually very impressed by his attitude about the whole ordeal, particularly because he had almost conquered cancer and then the over exposure to radiation from the machine malfunction ended up killing him.  All of the articles were very interesting and I would suggest to everyone who has not yet read them to do so. 
 
-Nicole Funk
From psych3120@lists.csbs.utah.edu Mon Oct 10 23:05:25 2005 From: psych3120@lists.csbs.utah.edu (David Strayer) Date: Mon, 10 Oct 2005 16:05:25 -0600 Subject: [Psych3120] Psych 4130 Message-ID: <434AE5A5.7010202@utah.edu> This is a multi-part message in MIME format. --------------070108050602050605090108 Content-Type: text/plain; charset=ISO-8859-1; format=flowed Content-Transfer-Encoding: quoted-printable Here is some more information on the Psych 4130 seminar I will offer=20 this coming Spring. The Cognition in the Wild seminar is designed to be a small class (no lar= ger that 20). The main focus is how our mental experience is connected t= o our environment. I plan to use Southern Utah as a case study in explori= ng this phenomenon (my own experience is that exploring in Southern Utah = results in rather profound changes in my thoughts and perceptions). As p= art of the course, we will take 2-3 field trips to Southern Utah (tentati= vely planed: one to the San Rafael Swell, one to the 4-corners area near = Comb Ridge, and one in the Escalante area). The field trips will be over= weekends, probably leaving on Friday AM and returning on Sunday PM. We = will hike the slickrock, explore slot canyons, study pictographs and petr= oglyphs, and visit several Anasazi dwellings. The course is a seminar f= ormat in which we will collectively read papers, chapters, or books on va= rious topics and then have class discussions about the readings with some= one from class (me or one of the students) helping to focus the discussio= n. The class is designed to be a collaborative experience, where we lear= n from each other (hence the option for adding the collaborative mode). = Students will also keep a journal where they write short thought papers = based on the readings, discussions, and experiences. Grading will be bas= ed on participation in class, participation in the field trips, the thoug= ht papers, and a larger paper due at the end of class (~15 pages) that ti= es everything together (hence the option for adding a writing mode). The= re will be no exams. We will sample quite broadly from the literature. S= ome readings will be from Psychology, but we will read papers from Anthro= pology, Geology, Environmental Studies, Ecology, etc. We will read some = of Jared Diamond's work (e.g., selections from Guns, Germs, & Steel and f= rom his latest book Collapse), we will read from Everett Ruess (On Desert= Trails), from Edward Abbey (Desert Solitaire, etc.), from Ellen Meloy (R= aven's Exile: A season on the Green River), and so on. The class will no= t be a traditional lecture format, but instead will involve discussions o= f the readings and experiences in class and in the field. The class sho= uld be fun and thought provoking, but it will require reading, writing, a= nd field experience. --------------070108050602050605090108 Content-Type: text/html; charset=us-ascii Content-Transfer-Encoding: 7bit Here is some more information on the Psych 4130 seminar I will offer this coming Spring.
The Cognition in the Wild seminar is designed to be a small class (no larger that 20).  The main focus is how our mental experience is connected to our environment. I plan to use Southern Utah as a case study in exploring this phenomenon (my own experience is that exploring in Southern Utah results in rather profound changes in my thoughts and perceptions).  As part of the course, we will take 2-3 field trips to Southern Utah (tentatively planed: one to the San Rafael Swell, one to the 4-corners area near Comb Ridge, and one in the Escalante area).  The field trips will be over weekends, probably leaving on Friday AM and returning on Sunday PM.  We will hike the slickrock, explore slot canyons, study pictographs and petroglyphs, and visit several Anasazi dwellings.   The course is a seminar format in which we will collectively read papers, chapters, or books on various topics and then have class discussions about the readings with someone from class (me or one of the students) helping to focus the discussion.  The class is designed to be a collaborative experience, where we learn from each other (hence the option for adding the collaborative mode).   Students will also keep a journal where they write short thought papers based on the readings, discussions, and experiences.  Grading will be based on participation in class, participation in the field trips, the thought papers, and a larger paper due at the end of class (~15 pages) that ties everything together (hence the option for adding a writing mode).  There will be no exams.  We will sample quite broadly from the literature. Some readings will be from Psychology, but we will read papers from Anthropology, Geology, Environmental Studies, Ecology, etc.  We will read some of Jared Diamond's work (e.g., selections from Guns, Germs, & Steel and from his latest book Collapse), we will read from Everett Ruess (On Desert Trails), from Edward Abbey (Desert Solitaire, etc.), from Ellen Meloy (Raven's Exile: A season on the Green River), and so on.  The class will not be a traditional lecture format, but instead will involve discussions of the readings and experiences in class and in the field.   The class should be fun and thought provoking, but it will require reading, writing, and field experience.
--------------070108050602050605090108-- From psych3120@lists.csbs.utah.edu Tue Oct 11 06:42:44 2005 From: psych3120@lists.csbs.utah.edu (Eve Patterson) Date: Mon, 10 Oct 2005 22:42:44 -0700 (PDT) Subject: [Psych3120] modes In-Reply-To: <200510101801.MAA26495@topo.csbs.utah.edu> Message-ID: <20051011054244.14804.qmail@web33304.mail.mud.yahoo.com> --0-1047675354-1129009364=:95864 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit In kind of a down week I wanted to comment on subject matter from earlier in the class that I had admittedly not read until preparation for the test. The Case of the Colorblind Painter was such an interesting story of one man's struggle, in the eve of his life, to live without color. This would be difficult for any of us who have had the gift of trichromatic vision but for a painter who lives and pays bills by his understanding of color and how he places it on a canvas it must have been devastating. It was interesting to read of his struggle where food had not interest to him and going to his studio was just too painful to discovering that wearing green glasses gives added definition to colored items and painting in black and white can be quite alluring and fulfilling. I am interested, in the next section of this course, to learn about the V4 of the visual pathway. I am curious what in that area could be pinned down with being the cause of his permanent colorblindness. Mr. Saks went through it to a degree in his story but I know it will help to have Dr. Strayer guide us through it. As a side note I find the notion of the Pandemonium Model hilarious. The fact that some engineer came up with this idea that these demons in their various levels have specific callings and duties. It really is ingenious when you think how closely it ties to the brains ability to match up spots of light, then lines, then edges and so on the create our perception, our reality. I look forward to getting our tests back and I wish everybody good luck. A. Eve Miller 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. Weekly Post-Human Factor Engineering (Doug Christopherson) 2. Disappearing illusions (Brett Powell) 3. post#5 (Christine S) 4. (no subject) (Ciege Schlesinger) 5. Late Sunday night....time to post. (Kendrick) 6. (no subject) (nicole funk) --__--__-- Message: 1 From: "Doug Christopherson" To: psych3120@lists.csbs.utah.edu Date: Sun, 09 Oct 2005 14:43:55 -0600 Subject: [Psych3120] Weekly Post-Human Factor Engineering Reply-To: psych3120@lists.csbs.utah.edu When I think of people who are creative I generally think of painters or musicians or sculptors, etc. What I don't think of are engineers. As we have been talking about the field of human factoring it has struck me just how creative these engineers have to be. Often times I find myself needing a creative outlet or possibly even a creative career. I tend to talk myself out of these so-called creative fields like painting or music, telling myself that I can't do them. It's nice to know that creativity does not have to be limited to these very few disciplines. I would imagine that a significant amount of testing has to be done by a human factors firm before a product is manufactured. However, the engineer has to come up with the idea on his/her own. Where should the play button on the mp3 player go? Where should the monitor in the apache helicopter go? These questions require one to think "outside the box". The best part about this field is that there is money to be made. No longer a starving artist. Doug Christopherson _________________________________________________________________ Express yourself instantly with MSN Messenger! Download today - it's FREE! http://messenger.msn.click-url.com/go/onm00200471ave/direct/01/ --__--__-- Message: 2 Date: Sun, 9 Oct 2005 15:37:24 -0700 (PDT) From: Brett Powell To: Message Board Cognitive Subject: [Psych3120] Disappearing illusions Reply-To: psych3120@lists.csbs.utah.edu --0-864910314-1128897444=:26486 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit In my Sensation and Perception class with Dr. Creem-Regher, the class we recently shown demonstrations where there is a change that takes place in a picture being viewed and you are supposed to recognize the change. Some of these demonstrations were the same as those shown by Dr. Strayer earlier on this semester where an object, such as a building or row in a corn field, will appear or disappear in the picture over a duration of time. For some it is very hard to recognize this change without any knowledge of what to look for. Some different demos that we were shown in the sensation class, the demos I want to focus on today, have to do with flashing objects. You are instructed to try to find a visual change in the picture that is being presented within a short period of time (lets say 20 seconds). At first you have no clue as to what you are looking for. The picture is shown and before you know it 20 seconds has gone by and you didn't recognize any change. Then you are instructed to look for an object that flashes in and out of view somewhere in the picture. You are still not aware as to what the object is, the size of the object, or where it will be flashing in the picture. Now that you know a little more about what you are doing than before (looking for a flashing object as opposed to looking for a change) it is a little bit easier to recognize the change. Within a few 20 second presentations of the picture you should be able to find the flashing object. Once you notice the flashing object it becomes so much easier to see it from there on out when being presented the same picture and flashing object. What I am really curious about are the cognitive aspects behind this demonstration. I would be very interested in understanding the effect that the actual instructions behind this presentation would have on the time it takes and the ability to find the change in the visual stimulus. As I have thought about it and tried to create my own hypothesis on this I have come up with some different ideas. First, I believe that the instructions that would inhibit a person’s ability to locate a changing stimulus within a given picture, in a specified period of time, would be: Find the changing stimulus within the picture presented given a 20 second period of time. I think this would carry the most cognitive inhibitions because it does not tell the participants what to look for, where to look, what the change will be, etc. I believe that the participants would become more excited with the presentation of this picture knowing that there was a purpose to their viewing it as opposed to them just viewing the picture for the simple reason of observing it. I think that the simple knowledge of the purpose of viewing the picture (to find a changing stimulus) is enough to hinder the participants ability to notice a change in the picture. I think that a person just viewing the picture without any particular reason would atte! nd to the picture as a whole without focusing the majority of their attention on bits and pieces of the picture. If the person were to attend to the picture as a whole, I think it would be much easier for them to notice a change in the picture if the change was a flashing object. The participants knowledge that they are to find this flashing object will hinder their ability to find this object because it will give them more reason to attend to the picture in bits and pieces with the majority, if not all, of their attention falling on these particular spots as opposed to the whole picture. I think that when the focus is centered on parts of a whole it is hard to recognize a change in the whole and would be nearly impossible to recognize any change in the whole if the change didn’t reside within the confines of the small piece with which the participant would be focusing on. In summary, what I would like to know is if instruction such as these would have the ability to hinder or ! help a person complete a specific task by being able to direct their attention in a certain way. My answer is yes, but I would like to hear more input form anyone else. __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com --0-864910314-1128897444=:26486 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit In my Sensation and Perception class with Dr. Creem-Regher, the class we recently shown demonstrations where there is a change that takes place in a picture being viewed and you are supposed to recognize the change. Some of these demonstrations were the same as those shown by Dr. Strayer earlier on this semester where an object, such as a building or row in a corn field, will appear or disappear in the picture over a duration of time. For some it is very hard to recognize this change without any knowledge of what to look for. Some different demos that we were shown in the sensation class, the demos I want to focus on today, have to do with flashing objects. You are instructed to try to find a visual change in the picture that is being presented within a short period of time (lets say 20 seconds). At first you have no clue as to what you are lookin! g for. The picture is shown and before you know it 20 seconds has gone by and you didn't recognize any change. Then you are instructed to look for an object that flashes in and out of view somewhere in the picture. You are still not aware as to what the object is, the size of the object, or where it will be flashing in the picture. Now that you know a little more about what you are doing than before (looking for a flashing object as opposed to looking for a change) it is a little bit easier to recognize the change. Within a few 20 second presentations of the picture you should be able to find the flashing object. Once you notice the flashing object it becomes so much easier to see it from there on out when being presented the same picture and flashing object. What I am really curious about are the cognitive aspects behind this demonstration. I would be very interested in understanding the effect that the actual instructions behind this presentation would have on the time it takes and the ability to find the change in the visual stimulus. As I have thought about it and tried to create my own hypothesis on this I have come up with some different ideas. First, I believe that the instructions that would inhibit a person’s ability to locate a changing stimulus within a given picture, in a specified period of time, would be: Find the changing stimulus within the picture presented given a 20 second period of time. I think this would carry the most cognitive inhibitions because it does not tell the participants what to look for, where to look, what the change will be, etc. I believe that the participants would become more excited with the presentation of this picture knowing that there was a purpose to their viewing it as opposed to them just viewing the picture for the simple reason of observing it. I think that the simple knowledge of the purpose of viewing the picture (to find a changing stimulus) is enough to hinder the participants ability to notice a change in the picture. I think that a person just viewing the picture without any particular reason would attend to the picture as a whole without focusing the majority of their attention on bits and pieces of the picture. If the person were to attend to the picture as a whole, I think it would be much easier for them to notice a change in the picture if the change was a flashing object. The participants knowledge that they are to find this flashing object will hinder their ability to find this object because it will give them more reason to attend to the picture in bits and pieces wit! h the majority, if not all, of their attention falling on these particular spots as opposed to the whole picture. I think that when the focus is centered on parts of a whole it is hard to recognize a change in the whole and would be nearly impossible to recognize any change in the whole if the change didn’t reside within the confines of the small piece with which the participant would be focusing on. In summary, what I would like to know is if instruction such as these would have the ability to hinder or help a person complete a specific task by being able to direct their attention in a certain way. My answer is yes, but I would like to hear more input form anyone else. __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yaho! o.com --0-864910314-1128897444=:26486-- --__--__-- Message: 3 From: "Christine S" To: psych3120@lists.csbs.utah.edu Date: Sun, 09 Oct 2005 17:56:34 -0600 Subject: [Psych3120] post#5 Reply-To: psych3120@lists.csbs.utah.edu I was doing my homework for my other class the other day using library homepage and I found very useful site for this class. I don't know if anyone heard this site, It's called Cognet. It has different kinds of journals , book and ect.. that you could click and see --__--__-- Message: 4 From: "Ciege Schlesinger" To: psych3120@lists.csbs.utah.edu Date: Sun, 09 Oct 2005 19:12:27 -0600 Subject: [Psych3120] (no subject) Reply-To: psych3120@lists.csbs.utah.edu In preparing for the test I did all of the extra, outside readings (which I was kind of disappointed wasn’t on the exam), but I thought the ones about humor error were very interesting, and kind of disturbing in a way. It’s amazing how much we rely on technology, like the reading with the radiology machine and the technician had no idea that there was anything wrong. Also, the way we rely on what we all ready know, like the guy when he had to fly the plane he wasn’t use to. There are so many things that we take for granted in our everyday life, just like these two, and I am thankful that there are people working in these fields to perfect everything. I hope everyone did well on the exam and enjoyed their break! --__--__-- Message: 5 Date: Sun, 9 Oct 2005 21:41:59 -0600 From: Kendrick To: psych3120@lists.csbs.utah.edu Subject: [Psych3120] Late Sunday night....time to post. Reply-To: psych3120@lists.csbs.utah.edu ------=_Part_8445_4963627.1128915719358 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Content-Disposition: inline Well, not much to go into this week. I allowed myself to take it easy over the break. I have to admit, I'm a little surprized that everyone was so forthcoming on the fairness of the test. Some of my professors would see these comments and decide they needed to make the next one very harsh to compensate. I'll just say that I was grateful that there weren't any (maybe one) questions that were super obscure and frivalous. It seemed to me that if you really were thorough on those study guide questions, then you would do fine even on the multiple choice. Hammering through those study guide essay questions really helped pull the material all together for me and allowed me to realize that I really am learning quite a bit. Its easy to be lulled into a false sense of security by fun tricks on the eye and other visual examples we have been exposed to during lecture thus far, but once it came time for me to truly buckle down and dig into the material, I was a little overwhelmed at the volume of terms and concepts I had to know for the test. Here's hoping Dr. Strayer doesnt' decide that perhaps he went too easy on us for test one (I certainly wouldn't consider test one easy), and so slam us for test two. Here's also hoping that we can continue to have the cool demos/visual tricks that help make the lectures fun and interesting. Kendrick ------=_Part_8445_4963627.1128915719358 Content-Type: text/html; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Content-Disposition: inline Well, not much to go into this week. I allowed myself to take it= easy over the break. I have to admit, I'm a little surprized th= at everyone was so forthcoming on the fairness of the test. Some of m= y professors would see these comments and decide they needed to make the ne= xt one very harsh to compensate. I'll just say that I was grateful th= at there weren't any (maybe one) questions that were super obscure and friv= alous. =20 It seemed to me that if you really were thorough on those study guide = questions, then you would do fine even on the multiple choice.&nb= sp; Hammering through those study guide essay questions really helped pull = the material all together for me and allowed me to realize that I really am= learning quite a bit. Its easy to be lulled into a false sense of se= curity by fun tricks on the eye and other visual examples we have been expo= sed to during lecture thus far, but once it came time for me to truly buckl= e down and dig into the material, I was a little overwhelmed at the vo= lume of terms and concepts I had to know for the test. Here's hoping Dr. Strayer doesnt' decide that perhaps he went too= easy on us for test one (I certainly wouldn't consider test one easy), and= so slam us for test two. Here's also hoping that we can continu= e to have the cool demos/visual tricks that help make the lectures fun and = interesting. Kendrick ------=_Part_8445_4963627.1128915719358-- --__--__-- Message: 6 From: "nicole funk" To: psych3120@lists.csbs.utah.edu Date: Sun, 09 Oct 2005 23:21:25 -0600 Subject: [Psych3120] (no subject) Reply-To: psych3120@lists.csbs.utah.edu I didn't really know what to post for this week either since it was our exam week but I read all of the articles on the class page and I was astonished. The article about the man recovering from cancer who was hit several times with a lethally high beam of radiation from a machine malfunction was so upsetting. I was actually very impressed by his attitude about the whole ordeal, particularly because he had almost conquered cancer and then the over exposure to radiation from the machine malfunction ended up killing him. All of the articles were very interesting and I would suggest to everyone who has not yet read them to do so. -Nicole Funk --__--__-- _______________________________________________ Psych3120 mailing list Psych3120@lists.csbs.utah.edu http://lists.csbs.utah.edu/listinfo.cgi/psych3120 End of Psych3120 Digest --------------------------------- Yahoo! Music Unlimited - Access over 1 million songs. Try it free. --0-1047675354-1129009364=:95864 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
In kind of a down week I wanted to comment on subject matter from earlier in the class that I had admittedly not read until preparation for the test. The Case of the Colorblind Painter was such an interesting story of one man's struggle, in the eve of his life, to live without color. This would be difficult for any of us who have had the gift of trichromatic vision but for a painter who lives and pays bills by his understanding of color and how he places it on a canvas it must have been devastating. It was interesting to read of his struggle where food had not interest to him and going to his studio was just too painful to discovering that wearing green glasses gives added definition to colored items and painting in black and white can be quite alluring and fulfilling. I am interested, in the next section of this course, to learn about the V4 of the visual pathway. I am curious what in that area could be pinned down with being the cause of his permanent colorblindness. Mr. Saks went through it to a degree in his story but I know it will help to have Dr. Strayer guide us through it.
As a side note I find the notion of the Pandemonium Model hilarious. The fact that some engineer came up with this idea that these demons in their various levels have specific callings and duties. It really is ingenious when you think how closely it ties to the brains ability to match up spots of light, then lines, then edges and so on the create our perception, our reality. I look forward to getting our tests back and I wish everybody good luck.
 
A. Eve Miller

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Today's Topics:

1. Weekly Post-Human Factor Engineering (Doug Christopherson)
2. Disappearing illusions (Brett Powell)
3. post#5 (Christine S)
4. (no subject) (Ciege Schlesinger)
5. Late Sunday night....time to post. (Kendrick)
6. (no subject) (nicole funk)

--__--__--

Message: 1
From: "Doug Christopherson"
To: psych3120@lists.csbs.utah.edu
Date: Sun, 09 Oct 2005 14:43:55 -0600
Subject: [Psych3120] Weekly Post-Human Factor Engineering
Reply-To: psych3120@lists.csbs.utah.edu

When I think of people who are creative I generally think of painters
or musicians or sculptors, etc. What I don't think of are engineers. As we
have been talking about the field of human factoring it has struck me just
how creative these engineers have to be. Often times I find myself needing
a creative outlet or possibly even a creative career. I tend to talk myself
out of these so-called creative fields like painting or music, telling
myself that I can't do them. It's nice to know that creativity does not
have to be limited to these very few disciplines.
I would imagine that a significant amount of testing has to be done by
a human factors firm before a product is manufactured. However, the
engineer has to come up with the idea on his/her own. Where should the play
button on the mp3 player go? Where should the monitor in the apache
helicopter go? These questions require one to think "outside the box". The
best part about this field is that there is money to be made. No longer a
starving artist.

Doug Christopherson

_________________________________________________________________
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--__--__--

Message: 2
Date: Sun, 9 Oct 2005 15:37:24 -0700 (PDT)
From: Brett Powell
To: Message Board Cognitive
Subject: [Psych3120] Disappearing illusions
Reply-To: psych3120@lists.csbs.utah.edu

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In my Sensation and Perception class with Dr. Creem-Regher, the class we recently shown demonstrations where there is a change that takes place in a picture being viewed and you are supposed to recognize the change. Some of these demonstrations were the same as those shown by Dr. Strayer earlier on this semester where an object, such as a building or row in a corn field, will appear or disappear in the picture over a duration of time. For some it is very hard to recognize this change without any knowledge of what to look for. Some different demos that we were shown in the sensation class, the demos I want to focus on today, have to do with flashing objects. You are instructed to try to find a visual change in the picture that is being presented within a short period of time (lets say 20 seconds). At first you have no clue as to what you are looking for. The picture is shown and before you know it 20 seconds has gone by and you didn't recognize any change. Then you are
instructed to look for an object that flashes in and out of view somewhere in the picture. You are still not aware as to what the object is, the size of the object, or where it will be flashing in the picture. Now that you know a little more about what you are doing than before (looking for a flashing object as opposed to looking for a change) it is a little bit easier to recognize the change. Within a few 20 second presentations of the picture you should be able to find the flashing object. Once you notice the flashing object it becomes so much easier to see it from there on out when being presented the same picture and flashing object. What I am really curious about are the cognitive aspects behind this demonstration. I would be very interested in understanding the effect that the actual instructions behind this presentation would have on the time it takes and the ability to find the change in the visual stimulus. As I have thought about it and tried to create my own
hypothesis on this I have come up with some different ideas. First, I believe that the instructions that would inhibit a person’s ability to locate a changing stimulus within a given picture, in a specified period of time, would be: Find the changing stimulus within the picture presented given a 20 second period of time. I think this would carry the most cognitive inhibitions because it does not tell the participants what to look for, where to look, what the change will be, etc. I believe that the participants would become more excited with the presentation of this picture knowing that there was a purpose to their viewing it as opposed to them just viewing the picture for the simple reason of observing it. I think that the simple knowledge of the purpose of viewing the picture (to find a changing stimulus) is enough to hinder the participants ability to notice a change in the picture. I think that a person just viewing the picture without any particular reason would atte!
nd to
the picture as a whole without focusing the majority of their attention on bits and pieces of the picture. If the person were to attend to the picture as a whole, I think it would be much easier for them to notice a change in the picture if the change was a flashing object. The participants knowledge that they are to find this flashing object will hinder their ability to find this object because it will give them more reason to attend to the picture in bits and pieces with the majority, if not all, of their attention falling on these particular spots as opposed to the whole picture. I think that when the focus is centered on parts of a whole it is hard to recognize a change in the whole and would be nearly impossible to recognize any change in the whole if the change didn’t reside within the confines of the small piece with which the participant would be focusing on. In summary, what I would like to know is if instruction such as these would have the ability to hinder or !
help a
person complete a specific task by being able to direct their attention in a certain way. My answer is yes, but I would like to hear more input form anyone else.


__________________________________________________
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In my Sensation and Perception class with Dr. Creem-Regher, the class we recently shown demonstrations where there is a change that takes place in a picture being viewed and you are supposed to recognize the change.  Some of these demonstrations were the same as those shown by Dr. Strayer earlier on this semester where an object, such as a building or row in a corn field, will appear or disappear in the picture over a duration of time.  For some it is very hard to recognize this change without any knowledge of what to look for.  Some different demos that we were shown in the sensation class, the demos I want to focus on today, have to do with flashing objects.  You are instructed to try to find a visual change in the picture that is being presented within a short period of time (lets say 20 seconds).  At first you have no clue as to what you are lookin!
g
for.  The picture is shown and before you know it 20 seconds has gone by and you didn't recognize any change.  Then you are instructed to look for an object that flashes in and out of view somewhere in the picture.  You are still not aware as to what the object is, the size of the object, or where it will be flashing in the picture.  Now that you know a little more about what you are doing than before (looking for a flashing object as opposed to looking for a change) it is a little bit easier to recognize the change.  Within a few 20 second presentations of the picture you should be able to find the flashing object.  Once you notice the flashing object it becomes so much easier to see it from there on out when being presented the same picture and flashing object.  What I am really curious about are the cognitive aspects behind this demonstration.  I would be very interested in understanding the effect that the actual
instructions behind this presentation would have on the time it takes and the ability to find the change in the visual stimulus.  As I have thought about it and tried to create my own hypothesis on this I have come up with some different ideas.  First, I believe that the instructions that would inhibit a person’s ability to locate a changing stimulus within a given picture, in a specified period of time, would be: Find the changing stimulus within the picture presented given a 20 second period of time.  I think this would carry the most cognitive inhibitions because it does not tell the participants what to look for, where to look, what the change will be, etc.  I believe that the participants would become more excited with the presentation of this picture knowing that there was a purpose to their viewing it as opposed to them just
viewing the picture for the simple reason of observing it.  I think that the simple knowledge of the purpose of viewing the picture (to find a changing stimulus) is enough to hinder the participants ability to notice a change in the picture.  I think that a person just viewing the picture without any particular reason would attend to the picture as a whole without focusing the majority of their attention on bits and pieces of the picture.  If the person were to attend to the picture as a whole, I think it would be much easier for them to notice a change in the picture if the change was a flashing object.  The participants knowledge that they are to find this flashing object will hinder their ability to find this object because it will give them more reason to attend to the picture in bits and pieces wit!
h the
majority, if not all, of their attention falling on these particular spots as opposed to the whole picture.  I think that when the focus is centered on parts of a whole it is hard to recognize a change in the whole and would be nearly impossible to recognize any change in the whole if the change didn’t reside within the confines of the small piece with which the participant would be focusing on.  In summary, what I would like to know is if instruction such as these would have the ability to hinder or help a person complete a specific task by being able to direct their attention in a certain way.  My answer is yes, but I would like to hear more input form anyone else. 

__________________________________________________
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Tired of spam? Yahoo! Mail has the best spam protection around
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--__--__--

Message: 3
From: "Christine S"
To: psych3120@lists.csbs.utah.edu
Date: Sun, 09 Oct 2005 17:56:34 -0600
Subject: [Psych3120] post#5
Reply-To: psych3120@lists.csbs.utah.edu

I was doing my homework for my other class the other day using library homepage and I found very useful site for this class. I don't know if anyone heard this site,  It's called Cognet. It has different kinds of journals , book and ect.. that you could click and see



--__--__--

Message: 4
From: "Ciege Schlesinger"
To: psych3120@lists.csbs.utah.edu
Date: Sun, 09 Oct 2005 19:12:27 -0600
Subject: [Psych3120] (no subject)
Reply-To: psych3120@lists.csbs.utah.edu

In preparing for the test I did all of the extra, outside readings (which I
was kind of disappointed wasn’t on the exam), but I thought the ones about
humor error were very interesting, and kind of disturbing in a way. It’s
amazing how much we rely on technology, like the reading with the radiology
machine and the technician had no idea that there was anything wrong. Also,
the way we rely on what we all ready know, like the guy when he had to fly
the plane he wasn’t use to. There are so many things that we take for
granted in our everyday life, just like these two, and I am thankful that
there are people working in these fields to perfect everything.

I hope everyone did well on the exam and enjoyed their break!



--__--__--

Message: 5
Date: Sun, 9 Oct 2005 21:41:59 -0600
From: Kendrick
To: psych3120@lists.csbs.utah.edu
Subject: [Psych3120] Late Sunday night....time to post.
Reply-To: psych3120@lists.csbs.utah.edu

------=_Part_8445_4963627.1128915719358
Content-Type: text/plain; charset=ISO-8859-1
Content-Transfer-Encoding: quoted-printable
Content-Disposition: inline

Well, not much to go into this week. I allowed myself to take it easy over
the break. I have to admit, I'm a little surprized that everyone was so
forthcoming on the fairness of the test. Some of my professors would see
these comments and decide they needed to make the next one very harsh to
compensate. I'll just say that I was grateful that there weren't any (maybe
one) questions that were super obscure and frivalous.
It seemed to me that if you really were thorough on those study guide
questions, then you would do fine even on the multiple choice. Hammering
through those study guide essay questions really helped pull the material
all together for me and allowed me to realize that I really am learning
quite a bit. Its easy to be lulled into a false sense of security by fun
tricks on the eye and other visual examples we have been exposed to during
lecture thus far, but once it came time for me to truly buckle down and dig
into the material, I was a little overwhelmed at the volume of terms and
concepts I had to know for the test.
Here's hoping Dr. Strayer doesnt' decide that perhaps he went too easy on
us for test one (I certainly wouldn't consider test one easy), and so slam
us for test two. Here's also hoping that we can continue to have the cool
demos/visual tricks that help make the lectures fun and interesting.
Kendrick

------=_Part_8445_4963627.1128915719358
Content-Type: text/html; charset=ISO-8859-1
Content-Transfer-Encoding: quoted-printable
Content-Disposition: inline

Well, not much to go into this week.  I allowed myself to take it=
easy over the break.  I have to admit, I'm a little surprized th=
at everyone was so forthcoming on the fairness of the test.  Some of m=
y professors would see these comments and decide they needed to make the ne=
xt one very harsh to compensate.  I'll just say that I was grateful th=
at there weren't any (maybe one) questions that were super obscure and friv=
alous. =20

 

It seemed to me that if you really were thorough on those study guide =
questions, then you would do fine even on the multiple choice.&nb=
sp; Hammering through those study guide essay questions really helped pull =
the material all together for me and allowed me to realize that I really am=
learning quite a bit.  Its easy to be lulled into a false sense of se=
curity by fun tricks on the eye and other visual examples we have been expo=
sed to during lecture thus far, but once it came time for me to truly buckl=
e down and dig into the material, I was a little overwhelmed at the vo=
lume of terms and concepts I had to know for the test.

 

Here's hoping Dr. Strayer doesnt' decide that perhaps he went too=
easy on us for test one (I certainly wouldn't consider test one easy), and=
so slam us for test two.  Here's also hoping that we can continu=
e to have the cool demos/visual tricks that help make the lectures fun and =
interesting. 

 

Kendrick 


------=_Part_8445_4963627.1128915719358--

--__--__--

Message: 6
From: "nicole funk"
To: psych3120@lists.csbs.utah.edu
Date: Sun, 09 Oct 2005 23:21:25 -0600
Subject: [Psych3120] (no subject)
Reply-To: psych3120@lists.csbs.utah.edu


I didn't really know what to post for this week either since it was our exam week but I read all of the articles on the class page and I was astonished.  The article about the man recovering from cancer who was hit several times with a lethally high beam of radiation from a machine malfunction was so upsetting.  I was actually very impressed by his attitude about the whole ordeal, particularly because he had almost conquered cancer and then the over exposure to radiation from the machine malfunction ended up killing him.  All of the articles were very interesting and I would suggest to everyone who has not yet read them to do so. 

 

-Nicole Funk




--__--__--

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End of Psych3120 Digest

Yahoo! Music Unlimited - Access over 1 million songs. Try it free. --0-1047675354-1129009364=:95864-- From psych3120@lists.csbs.utah.edu Tue Oct 11 19:21:59 2005 From: psych3120@lists.csbs.utah.edu (kamicia Miller) Date: Tue, 11 Oct 2005 12:21:59 -0600 Subject: [Psych3120] Memory Message-ID: I'm excited to learn about memory in the coming weeks during class. It amazes me that eye witness testimonies are not that correct. I would like to know of instances where an eye witness testimony convicted the person, but it was false and the person was later released. I also wonder, from the convicted person's point of view, if they begin think that they actually did do the crime. I'll remember this class though if I am ever on jury duty and eye witness is a strong part of the case. From psych3120@lists.csbs.utah.edu Tue Oct 11 21:47:47 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Tue, 11 Oct 2005 16:47:47 EDT Subject: [Psych3120] Memory Message-ID: -------------------------------1129063667 Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit I was glad to hear Strayer talking about how eye witness accounts are not reliable. I work for a criminal defense attorney and we have several cases in which the prosecution builds their case around an eye witness account. I remember a trial about two years ago in which the jury acquitted our client. I was glad at the outcome because the prosecution was relying on eye witness testimony from an elderly woman who saw the client walk out of a house. It was discovered that the woman is legally blind and she later stated that she thought the man and our client were the same because they each had a ponytail. As for jurors... it seems like our judicial system should be updated and integrate professional jurors who are more able to understand and weigh evidence. -------------------------------1129063667 Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: quoted-printable
I was glad to hear Strayer talking about how eye witness accounts are n= ot=20 reliable.  I work for a criminal defense attorney and we have several c= ases=20 in which the prosecution builds their case around an eye witness account.&nb= sp;=20 I remember a trial about two years ago in which the jury acquitted our=20 client.  I was glad at the outcome because the prosecution was relying=20= on=20 eye witness testimony from an elderly woman who saw the client walk out of a= =20 house.  It was discovered that the woman is legally blind and she later= =20 stated that she thought the man and our client were the same because they ea= ch=20 had a ponytail.  
As for jurors... it seems like our judicial system should be updated an= d=20 integrate professional jurors who are more able to understand and weigh=20 evidence. 
-------------------------------1129063667-- From psych3120@lists.csbs.utah.edu Tue Oct 11 23:40:49 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Tue, 11 Oct 2005 18:40:49 -0400 Subject: [Psych3120] memory Message-ID: <8C79CCBF660DC03-6C8-1C471@mblkn-m03.sysops.aol.com> ----------MailBlocks_8C79CCBF641DD8B_6C8_11796_mblkn-m03.sysops.aol.com Content-Type: text/plain; charset="us-ascii" As we discussed in class today, eyewitness testimony does not work. Sual Kassin, a psychologist has studied the topic of false confessions, and studied the types of people who confess. Research has shown that some people can be easily induced to accept the responsibitiy for things they did not do, especially when the three conditions are present: the kind of evidence that seems to fit the details of that person's story in some way, the confessor has pre-exisiting tendency to internalize guilt, and lastly the confessor is confronted by a strong authority who uses reinforcement. Usually this authority is a person of law. Other work done by Leo & Ofshe ( 1998) explains that the work of a false confession is a phenomenon about police-induced false confession. 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_8C79CCBF641DD8B_6C8_11796_mblkn-m03.sysops.aol.com Content-Type: text/html; charset="us-ascii"
As we discussed in class today, eyewitness testimony does not work. Sual Kassin, a psychologist has studied the topic of false confessions, and studied the types of people who confess. Research has shown that some people can be easily induced to accept the responsibitiy for things they did not do, especially when the three conditions are present: the kind of evidence that seems to fit the details of that person's story in some way, the confessor has pre-exisiting tendency to internalize guilt, and lastly the confessor is confronted by a strong authority who uses reinforcement. Usually this authority is a person of law. Other work done by Leo & Ofshe ( 1998) explains that the work of a false confession is a phenomenon about police-induced false confession. 
 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_8C79CCBF641DD8B_6C8_11796_mblkn-m03.sysops.aol.com-- From psych3120@lists.csbs.utah.edu Tue Oct 11 23:50:11 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Tue, 11 Oct 2005 16:50:11 -0600 Subject: [Psych3120] That aspect of memory as containing qualia vs computational/reflexive content Message-ID: <1129071011.434c41a3c9de9@webmail.utah.edu> So today in class we learned that short-term/working memory is where the conscious aspect of ourselves lie. So to speak, whatever we are currently conscious of is a dish on our working memory table. What I thought was interesting about memory is the distinction between directive and procedural components. It seems procedural memory need not have any qualia (sensations presented to consciousness), while directive and episodic memory is defined by the very presence and recollection of quale experienced. It seems the difference is extreme; motor memory versus conscious memory. What I propose to question, and hope is answered later in class, is whether or not experiential (qualia oriented) memories activate a certain part of the brain consistently, while procedural memories do not. Although any experiential memory is noted in terms of sensation departed by the sensory system, which is again activated in the brain during recollection (rememberence) of the experience, I wonder if there isn't a part ubiquitously activated in all quale recollections that remains consistent through different domains of qualia (sight vs smell vs audition, etc). If we can perhaps locat such an area, maybe we can identify a part of the brain that seems to be ever-activated in the domain of sensation (qualia), thus inferring, or at least giving direction, to where or how consciousness operates as a receptor to sensation, whether current or in memory. From psych3120@lists.csbs.utah.edu Wed Oct 12 03:30:44 2005 From: psych3120@lists.csbs.utah.edu (Rebecca Mc) Date: Tue, 11 Oct 2005 19:30:44 -0700 (PDT) Subject: [Psych3120] re: Weekly Post-Human Factor Engineering Message-ID: <20051012023044.34687.qmail@web36112.mail.mud.yahoo.com> --0-478960940-1129084244=:33892 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit Interesting post, Doug. I tend to agree with you, or at least I used to agree with you. That was until I started working with engineers. I work in a hospital and several of my co-workers are bio-engineering students. I would have never thought of engineering as a creative field until I starting working where I work and interacted with my co-workers. I listen to them and think how intelligent they are. I listen to their solutions to medical problems and think how creative they are. They work hand-in-hand with our nurse practitioners and do a great job helping our patients. When Dr. Strayer asked how many of us were taking engineering classes I laughed because of my situation at work. I know some of them are taking medical courses (some are pre-med) but none of them take psychology. I did consider taking a engineering class but changed my mind. I just want to finish school at this point and have no interest in taking a more complicated class being so close to graduation. The human factors sounds very interesting. I wish I had known about it sooner. I would have been tempted to take it. Rebecca McCown --------------------------------- Yahoo! Music Unlimited - Access over 1 million songs. Try it free. --0-478960940-1129084244=:33892 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
Interesting post, Doug.
 
I tend to agree with you, or at least I used to agree with you. That was until I started working with engineers. I work in a hospital and several of my co-workers are bio-engineering students. I would have never thought of engineering as a creative field until I starting working where I work and interacted with my co-workers. I listen to them and think how intelligent they are. I listen to their solutions to medical problems and think how creative they are. They work hand-in-hand with our nurse practitioners and do a great job helping our patients.
 
When Dr. Strayer asked how many of us were taking engineering classes I laughed because of my situation at work. I know some of them are taking medical courses (some are pre-med) but none of them take psychology. I did consider taking a engineering class but changed my mind. I just want to finish school at this point and have no interest in taking a more complicated class being so close to graduation.
 
The human factors sounds very interesting. I wish I had known about it sooner. I would have been tempted to take it.
 
Rebecca McCown

Yahoo! Music Unlimited - Access over 1 million songs. Try it free. --0-478960940-1129084244=:33892-- From psych3120@lists.csbs.utah.edu Wed Oct 12 17:35:27 2005 From: psych3120@lists.csbs.utah.edu (Shawn Bassett) Date: Wed, 12 Oct 2005 10:35:27 -0600 Subject: [Psych3120] psych3120 Message-ID: I wish that the class was swithced up and and memory was done first. I just don't think that it's right that he is going to teach about it and teach us some memorization techniques after the first test. This is something that I am really excited about because it is something that I am always wanting to increase. Also to comment on a statement that I read in an earlier posting, I don't necessarely agree that it's sad that we rely on technology because without it there is no chance such as the radiation treament story with the guy being burned in the shoulder. Yes it is true that it's sad that he died because of a technological mistake but with out that technology he would have died long ago because of the cancer along with many others. Enough of that I don't mean to demean a personal feeling I justed wanted to throw out another view. I Argee though that it is nice to know that there is a field out there that is working hard to correct these problems so that they wont happen in the future. Shawn _________________________________________________________________ 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 Oct 12 18:11:04 2005 From: psych3120@lists.csbs.utah.edu (Drew Bennion) Date: Wed, 12 Oct 2005 11:11:04 -0600 Subject: [Psych3120] post for Drew Bennion Message-ID: In between readings, I would like to talk about something related to class. I work on a computer doing drafting with autoCAD. If anyone else out there has worked with autoCAD, you know that you can completely customize almost everything from the menus to the commands. This leaves a lot of open space for everyone to have a completely original setup. Everyone always argues whos setup is better and more efficiant. Efficiancy for me is my number one goal so mistakes will be minimal while I can draft the fastest possible. Keeping in mind all we have learned about attention and mostly workload, I've been messing around with a couple different setups. As I read the screen, I know I can only process what I am reading right in front of me, this makes it impossible to scan the entire drawing at once. So a larger viewing window is not neccesarily better. Ive also created some buttons to simplify some of the key commands so it makes typing errors less common. Its good to know more of the real world applications for this class. _________________________________________________________________ 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 Wed Oct 12 18:58:05 2005 From: psych3120@lists.csbs.utah.edu (Trinity Allred) Date: Wed, 12 Oct 2005 11:58:05 -0600 Subject: [Psych3120] Storage of Memories Message-ID: I thought yesterday's class about how we store memories is really interesting. Especially when I came home and found an article about it in a magazine that my husband subscribes to. In the article it explained how they would single out one neuron and would monitor it for firing rates. They would give their subject various pictures of famous people, common objects, ect. and would see if the cell would fire. They found that this one cell would fire when it was shown several different pictures of Jennifer Aniston, but it would not fire if it were shown pictures of other people. They had concluded that there is one neuron that is in charge of a single memory. I am not quite sure of the validity of this article. But if anyone wants to take a look at it, it is in this month's issue of Scientific American. 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 Oct 12 19:32:10 2005 From: psych3120@lists.csbs.utah.edu (Danielle Cotterell) Date: Wed, 12 Oct 2005 12:32:10 -0600 Subject: [Psych3120] Danielle Cotterell #7 In-Reply-To: <200510121801.MAA24048@topo.csbs.utah.edu> Message-ID:

I really enjoyed the perception part of this class.  It was really interesting and I would be excited to talk to everyone that I could and tell them about what we had learned each day in class.  I'm looking forward to the memory section now.  I loved all of the examples we were shown during the perception section...I hope that there are just as many examples during the memory part.  Also, when are the extra credit research opportunities available, and what was it that the paper needs to be written on??  Any information would help!!

 

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 #805 - 9 msgs
Date:  Wed, 12 Oct 2005 12:01:02 -0600 (MDT)
>Send Psych3120 mailing list submissions to
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>Today's Topics:
>
>    1. Memory (kamicia Miller)
>    2. Re: Memory (Hbogus1@aol.com)
>    3. memory (katiesosassie10@netscape.net)
>    4. That aspect of memory as containing qualia vs computational/reflexive
>        content (jesse.edelson@utah.edu)
>    5. re: Weekly Post-Human Factor Engineering (Rebecca Mc)
>    6. psych3120 (Shawn Bassett)
>    7. post for Drew Bennion (Drew Bennion)
>    8. Storage of Memories (Trinity Allred)
>
>--__--__--
>
>Message: 1
>From: "kamicia Miller" <kamicia@hotmail.com>
>To: psych3120@lists.csbs.utah.edu
>Date: Tue, 11 Oct 2005 12:21:59 -0600
>Subject: [Psych3120] Memory
>Reply-To: psych3120@lists.csbs.utah.edu
>
>I'm excited to learn about memory in the coming weeks during class.  It
>amazes me that eye witness testimonies are not that correct.  I would like
>to know of instances where an eye witness testimony convicted the person,
>but it was false and the person was later released.  I also wonder, from the
>convicted person's point of view, if they begin think that they actually did
>do the crime.  I'll remember this class though if I am ever on jury duty and
>eye witness is a strong part of the case.
>
>
>
>--__--__--
>
>Message: 2
>From: Hbogus1@aol.com
>Date: Tue, 11 Oct 2005 16:47:47 EDT
>Subject: Re: [Psych3120] Memory
>To: psych3120@lists.csbs.utah.edu
>Reply-To: psych3120@lists.csbs.utah.edu
>
>
>-------------------------------1129063667
>Content-Type: text/plain; charset="US-ASCII"
>Content-Transfer-Encoding: 7bit
>
>I was glad to hear Strayer talking about how eye witness accounts are not
>reliable.  I work for a criminal defense attorney and we have several cases  in
>which the prosecution builds their case around an eye witness account.   I
>remember a trial about two years ago in which the jury acquitted our  client.  I
>was glad at the outcome because the prosecution was relying on  eye witness
>testimony from an elderly woman who saw the client walk out of a  house.  It was
>discovered that the woman is legally blind and she later  stated that she
>thought the man and our client were the same because they each  had a ponytail.
>As for jurors... it seems like our judicial system should be updated and
>integrate professional jurors who are more able to understand and weigh
>evidence.
>
>-------------------------------1129063667
>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 6.00.2900.2722" 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 was glad to hear Strayer talking about how eye witness accounts are n=
>ot=20
>reliable.&nbsp; I work for a criminal defense attorney and we have several c=
>ases=20
>in which the prosecution builds their case around an eye witness account.&nb=
>sp;=20
>I remember a trial about two years ago in which the jury acquitted our=20
>client.&nbsp; I was glad at the outcome because the prosecution was relying=20=
>on=20
>eye witness testimony from an elderly woman who saw the client walk out of a=
>=20
>house.&nbsp; It was discovered that the woman is legally blind and she later=
>=20
>stated that she thought the man and our client were the same because they ea=
>ch=20
>had a ponytail.&nbsp;&nbsp;</DIV>
><DIV>As for jurors... it seems like our judicial system should be updated an=
>d=20
>integrate professional jurors who are more able to understand and weigh=20
>evidence.&nbsp; </DIV></FONT></BODY></HTML>
>
>-------------------------------1129063667--
>
>--__--__--
>
>Message: 3
>From: katiesosassie10@netscape.net
>Date: Tue, 11 Oct 2005 18:40:49 -0400
>To: psych3120@lists.csbs.utah.edu
>Subject: [Psych3120] memory
>Reply-To: psych3120@lists.csbs.utah.edu
>
>
>----------MailBlocks_8C79CCBF641DD8B_6C8_11796_mblkn-m03.sysops.aol.com
>Content-Type: text/plain; charset="us-ascii"
>
>As we discussed in class today, eyewitness testimony does not work. Sual Kassin, a psychologist has studied the topic of false confessions, and studied the types of people who confess. Research has shown that some people can be easily induced to accept the responsibitiy for things they did not do, especially when the three conditions are present: the kind of evidence that seems to fit the details of that person's story in some way, the confessor has pre-exisiting tendency to internalize guilt, and lastly the confessor is confronted by a strong authority who uses reinforcement. Usually this authority is a person of law. Other work done by Leo & Ofshe ( 1998) explains that the work of a false confession is a phenomenon about police-induced false confession.
>  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_8C79CCBF641DD8B_6C8_11796_mblkn-m03.sysops.aol.com
>Content-Type: text/html; charset="us-ascii"
>
><HTML><BODY><DIV style='font-family: "Verdana"; font-size: 10pt;'><DIV>As we discussed in class today, eyewitness testimony does not work. Sual Kassin, a psychologist has studied the topic of false confessions, and studied the types of people who confess. Research has shown that some people can be easily induced to accept the responsibitiy for things they did not do, especially when the three conditions are present: the kind of evidence that seems to fit the details of that person's story in some way, the confessor has pre-exisiting tendency to internalize guilt, and lastly the confessor is confronted by a strong authority who uses reinforcement. Usually this authority is a person of law. Other work done by Leo &amp; Ofshe ( 1998) explains that the work of a false confession is a phenomenon about police-induced false confession.&nbsp; </DIV>
><DIV>&nbsp;Katie Homan</DIV></DIV>
>
><hr style="margin-top:10px;" />
><b>Look What The New Netscape.com Can Do!</b><br />
>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. <a href=" http://netcenter.netscape.com/netcenter/" target="_blank">Click to test drive</a>.
>
></BODY></HTML>
>
>----------MailBlocks_8C79CCBF641DD8B_6C8_11796_mblkn-m03.sysops.aol.com--
>
>--__--__--
>
>Message: 4
>From: jesse.edelson@utah.edu
>Date: Tue, 11 Oct 2005 16:50:11 -0600
>To: psych3120@lists.csbs.utah.edu
>Subject: [Psych3120] That aspect of memory as containing qualia vs computational/reflexive
>  content
>Reply-To: psych3120@lists.csbs.utah.edu
>
>So today in class we learned that short-term/working memory is where the
>conscious aspect of ourselves lie.  So to speak, whatever we are currently
>conscious of is a dish on our working memory table.  What I thought was
>interesting about memory is the distinction between directive and procedural
>components.  It seems procedural memory need not have any qualia (sensations
>presented to consciousness), while directive and episodic memory is defined by
>the very presence and recollection of quale experienced.  It seems the
>difference is extreme; motor memory versus conscious memory.  What I propose to
>question, and hope is answered later in class, is whether or not experiential
>(qualia oriented) memories activate a certain part of the brain consistently,
>while procedural memories do not.  Although any experiential memory is noted in
>terms of sensation departed by the sensory system, which is again activated in
>the brain during recollection (rememberence) of the experience, I wonder if
>there isn't a part ubiquitously activated in all quale recollections that
>remains consistent through different domains of qualia (sight vs smell vs
>audition, etc).  If we can perhaps locat such an area, maybe we can identify a
>part of the brain that seems to be ever-activated in the domain of sensation
>(qualia), thus inferring, or at least giving direction, to where or how
>consciousness operates as a receptor to sensation, whether current or in
>memory.
>
>
>--__--__--
>
>Message: 5
>Date: Tue, 11 Oct 2005 19:30:44 -0700 (PDT)
>From: Rebecca Mc <go_sooners_n_utes@yahoo.com>
>To: psych 3120 <psych3120@lists.csbs.utah.edu>
>Subject: [Psych3120] re: Weekly Post-Human Factor Engineering
>Reply-To: psych3120@lists.csbs.utah.edu
>
>--0-478960940-1129084244=:33892
>Content-Type: text/plain; charset=iso-8859-1
>Content-Transfer-Encoding: 8bit
>
>Interesting post, Doug.
>
>I tend to agree with you, or at least I used to agree with you. That was until I started working with engineers. I work in a hospital and several of my co-workers are bio-engineering students. I would have never thought of engineering as a creative field until I starting working where I work and interacted with my co-workers. I listen to them and think how intelligent they are. I listen to their solutions to medical problems and think how creative they are. They work hand-in-hand with our nurse practitioners and do a great job helping our patients.
>
>When Dr. Strayer asked how many of us were taking engineering classes I laughed because of my situation at work. I know some of them are taking medical courses (some are pre-med) but none of them take psychology. I did consider taking a engineering class but changed my mind. I just want to finish school at this point and have no interest in taking a more complicated class being so close to graduation.
>
>The human factors sounds very interesting. I wish I had known about it sooner. I would have been tempted to take it.
>
>Rebecca McCown
>
>
>
>---------------------------------
>  Yahoo! Music Unlimited - Access over 1 million songs. Try it free.
>--0-478960940-1129084244=:33892
>Content-Type: text/html; charset=iso-8859-1
>Content-Transfer-Encoding: 8bit
>
><DIV>
><DIV>Interesting post, Doug. </DIV>
><DIV>&nbsp;</DIV>
><DIV>I tend to agree with you, or at least I used to agree with you. That was until I started working with engineers. I work in a hospital and several of my co-workers are bio-engineering students. I would have never thought of engineering as a creative field until I starting working where I work and interacted with my co-workers. I listen to them and think how intelligent they are. I listen to their solutions to medical problems and think how creative they are. They work hand-in-hand with our nurse practitioners and do a great job helping our patients. </DIV>
><DIV>&nbsp;</DIV>
><DIV>When Dr. Strayer asked how many of us were taking engineering classes I laughed because of my situation at work. I know some of them are taking medical courses (some are pre-med) but none of them take psychology. I did consider taking a engineering class but changed my mind. I just want to finish school at this point and have no interest in taking a more complicated class being so close to graduation.</DIV>
><DIV>&nbsp;</DIV>
><DIV>The human factors sounds very interesting. I wish I had known about it sooner. I would have been tempted to take it.</DIV>
><DIV>&nbsp;</DIV>
><DIV>Rebecca McCown</DIV></DIV><p>
> <hr size=1> <a href="http://pa.yahoo.com/*http://us.rd.yahoo.com/evt=36035/*http://music.yahoo.com/unlimited/">Yahoo! Music Unlimited - Access over 1 million songs. Try it free.</a>
>--0-478960940-1129084244=:33892--
>
>--__--__--
>
>Message: 6
>From: "Shawn Bassett" <bhound61@hotmail.com>
>To: psych3120@lists.csbs.utah.edu
>Date: Wed, 12 Oct 2005 10:35:27 -0600
>Subject: [Psych3120] psych3120
>Reply-To: psych3120@lists.csbs.utah.edu
>
>I wish that the class was swithced up and and memory was done first.  I just
>don't think that it's right that he is going to teach about it and teach us
>some memorization techniques after the first test. This is something that I
>am really excited about because it is something that I am always wanting to
>increase.  Also to comment on a statement that I read in an earlier posting,
>I don't necessarely agree that it's sad that we rely on technology because
>without it there is no chance such as the radiation treament story with the
>guy being burned in the shoulder.  Yes it is true that it's sad that he died
>because of a technological mistake but with out that technology he would
>have died long ago because of the cancer along with many others.  Enough of
>that I don't mean to demean a personal feeling I justed wanted to throw out
>another view.  I Argee though that it is nice to know that there is a field
>out there that is working hard to correct these problems so that they wont
>happen in the future.  Shawn
>
>_________________________________________________________________
>FREE pop-up blocking with the new MSN Toolbar – get it now!
>http://toolbar.msn.click-url.com/go/onm00200415ave/direct/01/
>
>
>--__--__--
>
>Message: 7
>From: "Drew Bennion" <drewbennion@hotmail.com>
>To: psych3120@lists.csbs.utah.edu
>Date: Wed, 12 Oct 2005 11:11:04 -0600
>Subject: [Psych3120] post for Drew Bennion
>Reply-To: psych3120@lists.csbs.utah.edu
>
>    In between readings, I would like to talk about something related to
>class. I work on a computer doing drafting with autoCAD. If anyone else out
>there has worked with autoCAD, you know that you can completely customize
>almost everything from the menus to the commands. This leaves a lot of open
>space for everyone to have a completely original setup. Everyone always
>argues whos setup is better and more efficiant. Efficiancy for me is my
>number one goal so mistakes will be minimal while I can draft the fastest
>possible. Keeping in mind all we have learned about attention and mostly
>workload, I've been messing around with a couple different setups. As I read
>the screen, I know I can only process what I am reading right in front of
>me, this makes it impossible to scan the entire drawing at once. So a larger
>viewing window is not neccesarily better.
>    Ive also created some buttons to simplify some of the key commands so it
>makes typing errors less common. Its good to know more of the real world
>applications for this class.
>
>_________________________________________________________________
>Is your PC infected? Get a FREE online computer virus scan from McAfee®
>Security. http://clinic.mcafee.com/clinic/ibuy/campaign.asp?cid=3963
>
>
>--__--__--
>
>Message: 8
>From: "Trinity Allred" <spammersuck@hotmail.com>
>To: psych3120@lists.csbs.utah.edu
>Date: Wed, 12 Oct 2005 11:58:05 -0600
>Subject: [Psych3120] Storage of Memories
>Reply-To: psych3120@lists.csbs.utah.edu
>
>I thought yesterday's class about how we store memories is really
>interesting.  Especially when I came home and found an article about it in a
>magazine that my husband subscribes to.  In the article it explained how
>they would single out one neuron and would monitor it for firing rates.
>They would give their subject various pictures of famous people, common
>objects, ect. and would see if the cell would fire.  They found that this
>one cell would fire when it was shown several different pictures of Jennifer
>Aniston, but it would not fire if it were shown pictures of other people.
>They had concluded that there is one neuron that is in charge of a single
>memory.  I am not quite sure of the validity of this article.  But if anyone
>wants to take a look at it, it is in this month's issue of Scientific
>American.
>
>Trinity A. Allred
>
>_________________________________________________________________
>Express yourself instantly with MSN Messenger! Download today - it's FREE!
>http://messenger.msn.click-url.com/go/onm00200471ave/direct/01/
>
>
>
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>
>End of Psych3120 Digest
From psych3120@lists.csbs.utah.edu Thu Oct 13 02:09:55 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Wed, 12 Oct 2005 21:09:55 EDT Subject: [Psych3120] post #7 Message-ID: <1e3.46338cde.307f0de3@aol.com> -------------------------------1129165795 Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit In class on Tuesday, we started our new section on memory. So, far what we have gone over is common knowledge of short-term and long-term memory. But, sensory memory isn't as well known, though. It is interesting how people could even figure out there was a sensory memory sense things so quickly go to the short-term memory. It does make sense that things only get to the short-term memory by attention. It would be interesting to understand how the theorists came up with these memory models and if they conducted studies to prove their theories. I know there is studies done currently on memory but it would seem something that is hard to study because everyone's memory is different and people triggers to remember things r different and unknown on most cases. One thing I would like to learn more in class would be the areas of the brain that work on memory. We went over it quickly but it would be interesting to start at one area and see where the thought is taken too and how things are stored in the brain. Also, the retrieval process of the brain would be interesting to know. We did slightly go over how if u have damage in the hippocampus then information doesn't go into the long-term memory so it's like people are waking up for the first time. I can't even imagine how that would be to feel awake for the first time all the time. I would wonder if those people are happy or if they even understand their condition. So, what kind of knowledge do those people have. There is plenty of questions that could be asked in that kind of situation. Also, it is so interesting to see how memory is such a big part of everyone's lives. Most of us especially being young don't really think of memory. We sometimes realize that we don't remember things, but it's not troubling. Then, there is real conditions like Alzheimers that brings pain of memory lose to life for everyone involved. So, overall memory is a complex subject and it's not something we should take for granted. -------------------------------1129165795 Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: quoted-printable
In class on Tuesday, we started our new section on memory.  So, fa= r=20 what we have gone over is common knowledge of short-term and long-term=20 memory.  But, sensory memory isn't as well known, though.  It is=20 interesting how people could even figure out there was a sensory memory sens= e=20 things so quickly go to the short-term memory.  It does make sense that= =20 things only get to the short-term memory by attention.  It would be=20 interesting to understand how the theorists came up with these memory models= and=20 if they conducted studies to prove their theories.  I know there is stu= dies=20 done currently on memory but it would seem something that is hard to study=20 because everyone's memory is different and people triggers to remember thing= s r=20 different and unknown on most cases.  One thing I would like to learn m= ore=20 in class would be the areas of the brain that work on memory.  We went=20= over=20 it quickly but it would be interesting to start at one area and see where th= e=20 thought is taken too and how things are stored in the brain.  Also, the= =20 retrieval process of the brain would be interesting to know.  We did=20 slightly go over how if u have damage in the hippocampus then information=20 doesn't go into the long-term memory so it's like people are waking up for t= he=20 first time.  I can't even imagine how that would be to feel awake for t= he=20 first time all the time.  I would wonder if those people are happy or i= f=20 they even understand their condition.  So, what kind of knowledge do th= ose=20 people have.  There is plenty of questions that could be aske= d in=20 that kind of situation.  Also, it is so interesting to see how memory i= s=20 such a big part of everyone's lives.  Most of us especially being young= =20 don't really think of memory.  We sometimes realize that we don't remem= ber=20 things, but it's not troubling.  Then, there is real conditions like=20 Alzheimers that brings pain of memory lose to life for everyone involved.&nb= sp;=20 So, overall memory is a complex subject and it's not something we should tak= e=20 for granted.
 -------------------------------1129165795-- From psych3120@lists.csbs.utah.edu Thu Oct 13 19:23:53 2005 From: psych3120@lists.csbs.utah.edu (James Cunningham) Date: Thu, 13 Oct 2005 12:23:53 -0600 Subject: [Psych3120] QUALIA! (Related to consciousness) Message-ID: ------=_Part_9132_31654368.1129227833274 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Content-Disposition: inline Hey qualia, you single quale you! What's up? You doing anything tonight? Oh you are? Well, what are you doing? WHAT!? Playing with my conscious perception!? How dare you! *slap across the face* The following is a more philisophical look at defining some aspects of stud= y within perception. If you just can't stand philosophy, just don't worry about this link, but on the other hand, if you like theory, then check this entry about qualia! Not only is it a great word, but it's a neat-o concept! Qualia! Read me: http://plato.stanford.edu/entries/qualia/ "But hey dude! What does this have to do with Psychology?" Well guess what? By trying to understand different theories on perception, one might be able to design a psychology experiment to define exactly what certain perceptual experinces are. Like Ghosts and spooky things! What if, theorhetically, ghosts are merely crazy collections of sensory perceptions that we, as budding homo-sapiens, have yet to really define; instead of being some thin= g that's invisible and floaty? The term Qualia is trying to define philosophically personal experiences. Some people in "real haunted houses" never "feel" any ghosts, but others KNOW they're there! Ooooooh! So why? Thus the philosopher says, "Who, what, when, where, why, and how ar= e qualia?", and talks on trying to explain the relative percpective of things= . Again, why? Perhaps so somebody, maybe a psychologist, can someday make scientific sense of it all and show another aspect of consciousness and perception. Perhaps. -- james cunningham ------=_Part_9132_31654368.1129227833274 Content-Type: text/html; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Content-Disposition: inline Hey qualia, you single quale you! What's up? You doing anything tonight? Oh you are? Well, what are you doing? WHAT!? Playing with my conscious perception!? How dare you!  *slap across the face*

The following is a more philisophical look at defining some aspects of study within perception. If you just can't stand philosophy, just don't worry about this link, but on the other hand, if you like theory, then check this entry about qualia! Not only is it a great word, but it's a neat-o concept! Qualia!

Read me: http://plato= .stanford.edu/entries/qualia/

"But hey dude! What does this have to do with Psychology?" Well g= uess what? By trying to understand different theories on perception, one might be able to design a psychology experiment to define exactly what certain perceptual experinces are. Like Ghosts and spooky things! What if, theorhetically, ghosts are merely crazy collections of sensory perceptions that we, as budding homo-sapiens, have yet to really define; instead of being some thing that's invisible and floaty? The term Qualia is trying to define philosophically personal experiences. Some people in "real haunted houses" never "feel" any g= hosts, but others KNOW they're there! Ooooooh!

So why? Thus the philosopher says, "Who, what, when, where, why, and how are qualia?", and talks on trying to explain the relative percpective of things. Again, why? Perhaps so somebody, maybe a psychologist, can someday make scientific sense of it all and show another aspect of consciousness and perception. Perhaps.

--
james cunningham ------=_Part_9132_31654368.1129227833274-- From psych3120@lists.csbs.utah.edu Thu Oct 13 19:33:58 2005 From: psych3120@lists.csbs.utah.edu (James Cunningham) Date: Thu, 13 Oct 2005 12:33:58 -0600 Subject: [Psych3120] My ring experience Message-ID: ------=_Part_9304_4149867.1129228438872 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Content-Disposition: inline So this link, http://www-psy.ucsd.edu/~sanstis/Ring.html , was amazing. I can't follow the intersections! I feel my eyes shifting all bug-a-boo when = I try to. But the other? I'm able to track it like a hawk to mice! I dno't feel any shifting. I'm excited to see this coming week what concepts of movement might explain this intense feeling of losing track of things. Well= , under certain conditions I suppose. -- james cunningham ------=_Part_9304_4149867.1129228438872 Content-Type: text/html; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Content-Disposition: inline So this link, http:/= /www-psy.ucsd.edu/~sanstis/Ring.html , was amazing. I can't follow the intersections! I feel my eyes shifting all bug-a-boo when I try to. But the other? I'm able to track it like a hawk to mice! I dno't feel any shifting. I'm excited to see this coming week what concepts of movement might explain this intense feeling of losing track of things. Well, under certain conditions I suppose.

-= -
james cunningham ------=_Part_9304_4149867.1129228438872-- From psych3120@lists.csbs.utah.edu Thu Oct 13 20:23:41 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Thu, 13 Oct 2005 15:23:41 -0400 Subject: [Psych3120] memory Message-ID: <8C79E42C1249684-674-2EE24@mblk-d33.sysops.aol.com> ----------MailBlocks_8C79E42C10F215A_674_2E1D3_mblk-d33.sysops.aol.com Content-Type: text/plain; charset="us-ascii" I just had a few questions about what was discussed today in lecture. I read the chapter on memory over the weekend and had a bit of trouble absorbing all of it, so the clarifications in class have been very helpful. But I was just not understanding the working memory model today. I understand that the 'central executive' is considered our conscious and that this is where decisions are made, but I was unsure as to how or why information went into the phonological loop and visuospatial sketchpad. Also, what happens once information is in these two parts? I'm sure this is an easy enough concept to understand, but for some reason it just wasn't clicking. So if anyone can offer a brief explanation that would be helpful. Another thing I had trouble with (apparently today just wasn't my day), was the serial position curve. I am going to look up some information about it online today, but I guess my main question is why is the primacy effect determined by transfer to long term memory and why is the recency effect determined by readout from the short term memory? I am not sure how all of this ties into the transfer of information to the long term memory. Clearly, I was struggling today...so if anyone could throw out a quick post summarizing this, I would greatly appreciate. In the meantime, I suppose I will be skimming the chapter again and looking up some stuff. Thanks! -Danielle Stocking ----------MailBlocks_8C79E42C10F215A_674_2E1D3_mblk-d33.sysops.aol.com Content-Type: text/html; charset="us-ascii"
I just had a few questions about what was discussed today in lecture.  I read the chapter on memory over the weekend and had a bit of trouble absorbing all of it, so the clarifications in class have been very helpful.  But I was just not understanding the working memory model today.  I understand that the 'central executive' is considered our conscious and that this is where decisions are made, but I was unsure as to how or why information went into the phonological loop and visuospatial sketchpad.  Also, what happens once information is in these two parts?  I'm sure this is an easy enough concept to understand, but for some reason it just wasn't clicking.  So if anyone can offer a brief explanation that would be helpful.  Another thing I had trouble with (apparently today just wasn't my day), was the serial position curve.  I am going to look up some information about it online today, but I guess my main question is why is the primacy effect determined by transfer to long term memory and why is the recency effect determined by readout from the short term memory?  I am not sure how all of this ties into the transfer of information to the long term memory.  Clearly, I was struggling today...so if anyone could throw out a quick post summarizing this, I would greatly appreciate.  In the meantime, I suppose I will be skimming the chapter again and looking up some stuff. Thanks!
-Danielle Stocking
----------MailBlocks_8C79E42C10F215A_674_2E1D3_mblk-d33.sysops.aol.com-- From psych3120@lists.csbs.utah.edu Thu Oct 13 21:41:25 2005 From: psych3120@lists.csbs.utah.edu (Dave Jones) Date: Thu, 13 Oct 2005 14:41:25 -0600 Subject: [Psych3120] David Jones Message-ID: It was interesting to learn a little bit more about aronyms. Throughout all of my education I have always found it to be the best way for me to memorize things. Typically I find that I am terrible at memorizing things. I really have to go over and over things multiple times just by themselves to learn them. I recentlly took the class "brain and behavior" and it was a nightmare for me. I tried over and over again to learn the different areas of the brain with no avail. One night I was sitting at a coffee shop with a friend trying to memorize and she broke out tne acronyms game. Within the hour I had finally gotten down the seven different types of drugs, etc. I found that for me personally this was a very effective way of memorizing. It was interesting for me in this class to learn that acronyms serve to provide a basis for the remembering of things. THe things I was always trying to memorize always seemed to be floating about in the air with me trying to catch at them. Acronyms provided a basis to pull from. David JOnes From psych3120@lists.csbs.utah.edu Thu Oct 13 22:42:02 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Thu, 13 Oct 2005 17:42:02 EDT Subject: [Psych3120] Re: [Psych3120] Message-ID: -------------------------------1129239722 Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit I'm actually really excited to learn about memory because I'm sure the techniques we learn about will help me study for this class and others. I wish I had learned this earlier in my college career though. I too had a hard time understanding some of the concepts on the slides from today's class. I am sure we will go over it again and that there is more information in our readings. I think it's interesting that our phonological loop lasts only 2 seconds. Lately I feel like I have so much going on in my life that I'm forgetting things a lot more. Hopefully this section will give me some insight as to what the problem is. Heidi Bogus -------------------------------1129239722 Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: quoted-printable
I'm actually really excited to learn about memory because I'm sure the=20 techniques we learn about will help me study for this class and others. = ; I=20 wish I had learned this earlier in my college career though. 
I too had a hard time understanding some of the concepts on the slides=20= from=20 today's class.  I am sure we will go over it again and that there is mo= re=20 information in our readings. 
I think it's interesting that our phonological loop lasts only 2=20 seconds. 
Lately I feel like I have so much going on in my life that I'm forgetti= ng=20 things a lot more.  Hopefully this section will give me some insight as= to=20 what the problem is.
Heidi Bogus
 -------------------------------1129239722-- From psych3120@lists.csbs.utah.edu Fri Oct 14 17:33:34 2005 From: psych3120@lists.csbs.utah.edu (Spencer Banks) Date: Fri, 14 Oct 2005 10:33:34 -0600 Subject: [Psych3120] post #7, or is it 8? Message-ID:


in talking about memory in class this week, it was mentioned that it is believed that our long term memory has infinite capactiy, or that, at least, one would not be able to fill it up. so i decided to do a little more research into this, and i found an article that brings up four points to prove this. it says:

It is generally believed that we do not forget. We cannot recall the memory. The information is there but we cannot get at it. Psychologists and others believe that we remember everything (or a massive amount of ) our experience because:

  1. Hypnotised subjects can recall information that is not normally available to them, such as a witness seeing a car number plate in trance. The subjects did have the memory, but they could not recall it.
  2. Traumatic memories - memories of accidents, etc - may not be normally available, but become available in therapy. These memories were always present, but they were blocked by emotion.
  3. Our common experience tells us that we sometimes cannot remember something, say a name, but later it comes back to us. We knew it after all. We couldn't recall it at the time
  4. In countless experiments, different groups of subjects differ in what they can recall depending on the way they are asked to recall the information. They all have the same memory, but some are induced to recall memories in a different way.

These points tell us that we can have a 'super memory' if we can learn to recall better. And point 4 tells us that there are ways to improve recall.

This is just the very begining of it, and it goes into much more detail about each point. it was very interesting, so ill leave the link:

http://www.trans4mind.com/personal_development/creative-memory/psychology.htm

From psych3120@lists.csbs.utah.edu Fri Oct 14 22:06:02 2005 From: psych3120@lists.csbs.utah.edu (Jessica Berry) Date: Fri, 14 Oct 2005 14:06:02 -0700 Subject: [Psych3120] Qualia In-Reply-To: <200510141801.MAA22580@topo.csbs.utah.edu> Message-ID: >From our readings thus far, I would suggest that psychologists would reduce this idea of "having qualia" to physical reactions that the body has with stimuli. For example, seeing a "ghost" or a white floaty thing, would merely be that the image on the individual's retina was correct, but the visual system wasn't deciphering the information correctly. The person would think they were seeing some supernatural phenomenon (probably perceived as this only because of a person's life experiences, which influence what a person perceives) when all they are really experiencing is a visual system error. Furthermore, the "subjective character" that experiences the qualia is merely the physical body perceiving the stimuli it is presented with. The bodily reactions are then interpreted by the brain and analyzed by conscious thought processes. If the point is to create a separation between emotional and sensory states and consciousness (or the body and mind), why not perceive these experiences as bodily reactions to stimuli? _________________________________________________________________ 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 Sat Oct 15 18:24:18 2005 From: psych3120@lists.csbs.utah.edu (Ashley Sproul) Date: Sat, 15 Oct 2005 11:24:18 -0600 Subject: [Psych3120] memory Message-ID: I found the model of working memory very interesting-- I hadn't realized how much of our sensory memory goes into supporting the short term/working memory. In a psychology class that I took in highschool, the teacher told us to think of short term memory as the information on a computer screen, which can only be recalled if you 'save' the information, or store it in the long term memory. I also thought that the Brown-Peterson task and the Partial Report Task that we did in class were interesting. Like most people, I couldn't remember hardly any of the letters when we were asked to pay attention to the entire set of numbers. But when we just had to remember the letters in a certain row, I could usually remember all of the letters in that row. In the Brown-Peterson task, the longer I had been counting backwards, the harder it was for me to remember the trigram. I also found that if I concentrated on remembering the trigram, I had trouble counting backwards. Ashley _________________________________________________________________ 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 Oct 16 21:25:00 2005 From: psych3120@lists.csbs.utah.edu (David W. Maasberg) Date: Sun, 16 Oct 2005 13:25:00 -0700 Subject: [Psych3120] David W. Maasberg Post #7 Message-ID: <4352B71C.4020301@aol.com> Dear Psych Message Board- Well, It was good to hear that the majority of the class got A's and B's.....I think that I personally am going to enjoy the second module of this class more than the first. I really like the idea of the working memory model, however, it does make some sense that our sensory memory act as such a major filter....Can you imagine how chaotic attention and memory would be if we consciously attended to every single stimuli that we took in. In some ways our sensory memory is kind of like the selective attention of the first module. How do we go about signing up for experiments in the psych department? Until Next Week..... David W. Maasberg From psych3120@lists.csbs.utah.edu Sun Oct 16 21:27:43 2005 From: psych3120@lists.csbs.utah.edu (David W. Maasberg) Date: Sun, 16 Oct 2005 13:27:43 -0700 Subject: [Psych3120] David W. Maasberg Post #7 Message-ID: <4352B7BF.5060504@aol.com> Dear Psych Message Board- Well, It was good to hear that the majority of the class got A's and B's.....I think that I personally am going to enjoy the second module of this class more than the first. I really like the idea of the working memory model, however, it does make some sense that our sensory memory act as such a major filter....Can you imagine how chaotic attention and memory would be if we consciously attended to every single stimuli that we took in. In some ways our sensory memory is kind of like the selective attention of the first module. How do we go about signing up for experiments in the psych department? Until Next Week..... David W. Maasberg From psych3120@lists.csbs.utah.edu Sat Oct 15 21:44:26 2005 From: psych3120@lists.csbs.utah.edu (Ciege Schlesinger) Date: Sat, 15 Oct 2005 14:44:26 -0600 Subject: [Psych3120] (no subject) Message-ID: I found the lecture from Thursday, on short term memory to be very interesting. I remember learning very little about the memory from AP Psychology and have no really learned about it any other time so everything was pretty new to me. (And it was good to know that reading something over and over isn't an efficient way to study for a test.. I didn't think this worked but its good to reconfirm it.) I was looking up some memory tests that I found through a Google search and they didn’t seem to be as difficult as the ones we did in class were. Also, the different things such as the action plan, contention scheduling, and supervisory attentional system (SAS) are things that I know I do daily but am unaware of what they were called or what is exactly going on in regards to with the memory. The Brown-Peterson tasks and counting backwards and remember letters were all fascinating and I thought I would do better than I actually did Thanks for a great lecture Joel!! From psych3120@lists.csbs.utah.edu Sat Oct 15 23:38:48 2005 From: psych3120@lists.csbs.utah.edu (Dave Callister) Date: Sat, 15 Oct 2005 15:38:48 -0700 (PDT) Subject: [Psych3120] Death Row and eye witnesse Message-ID: <20051015223848.51783.qmail@web32902.mail.mud.yahoo.com> --0-1641120637-1129415928=:51588 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit I read the article on the class website entitled "For 110 inmates freed by DNA tests, freedom remains elusive". There are several themes from this article that I wish to comment on: Their accumulative time spent in prison summed up to over 1,000 years. The average time spent in prison was 10 years, and some even were days from execution. All of these people were men, and more than 2/3 were black or hispanic. All were wrongly convicted. From another source that I've read, it stated that it costs more money to have three people in prison for ten years than it does for one person to receive an education at Harvard University. 110 wrongly convicted for an average of ten years! That is a lot of money wasted on the mistakes of eyewitness testimony. I believe that about 2/3 were in prison based on eyewitness testimony. Others were there because they were mentally retarded, and admitted to the charges because they didn't understand them or were manipulated by authorities. The saddest part of this story, is that this is forced to stay on their record now forever. These men had hard times getting jobs after this. Only a select few were able to find success. A few men became laywers and started organizations to help people in similar situations. I think that it is unfair that this has to stay on their record, because it handicapps their potential. To be fair, another interesting point is that many of these men upon release were convicted of crimes they really did commit after they had been back in the world for some time. Of course it was their choice to commit these crimes, but I can't help but wonder if the trauma of going to prison innocently affected this choice. In fact, several of them men where traumatized while in prison, including one man who suffered severe brain damage after having his head smashed into the wall by his inmate, and now lives a life of waking up, watching t.v., walking to the park, and going to bed. One final point, is that I can't help but wonder how many more people are in prison, and on death row right now who really are innocent. They released 110, but there have to be more than this. I think that it is sad that eyewitness testimony is so inaccurate, and yet it receives so much credibility in the court room. Dave Callister --------------------------------- Yahoo! Music Unlimited - Access over 1 million songs. Try it free. --0-1641120637-1129415928=:51588 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
I read the article on the class website entitled "For 110 inmates freed by DNA tests, freedom remains elusive".  There are several themes from this article that I wish to comment on:  Their accumulative time spent in prison summed up to over 1,000 years.  The average time spent in prison was 10 years, and some even were days from execution.  All of these people were men, and more than 2/3 were black or hispanic.  All were wrongly convicted.  From another source that I've read, it stated that it costs more money to have three people in prison for ten years than it does for one person to receive an education at Harvard University.  110 wrongly convicted for an average of ten years!  That is a lot of money wasted on the mistakes of eyewitness testimony.  I believe that about 2/3 were in prison based on eyewitness testimony.  Others were there because they were mentally retarded, and admitted to the charges because they didn't understand them or were manipulated by authorities.  The saddest part of this story, is that this is forced to stay on their record now forever.  These men had hard times getting jobs after this.  Only a select few were able to find success.  A few men became laywers and started organizations to help people in similar situations.  I think that it is unfair that this has to stay on their record, because it handicapps their potential.  To be fair, another interesting point is that many of these men upon release were convicted of crimes they really did commit after they had been back in the world for some time.  Of course it was their choice to commit these crimes, but I can't help but wonder if the trauma of going to prison innocently affected this choice.  In fact, several of them men where traumatized while in prison, including one man who suffered severe brain damage after having his head smashed into the wall by his inmate, and now lives a life of waking up, watching t.v., walking to the park, and going to bed.  One final point, is that I can't help but wonder how many more people are in prison, and on death row right now who really are innocent.  They released 110, but there have to be more than this.  I think that it is sad that eyewitness testimony is so inaccurate, and yet it receives so much credibility in the court room.
 
Dave Callister 

Yahoo! Music Unlimited - Access over 1 million songs. Try it free. --0-1641120637-1129415928=:51588-- From psych3120@lists.csbs.utah.edu Sun Oct 16 00:02:00 2005 From: psych3120@lists.csbs.utah.edu (kevin davis) Date: Sat, 15 Oct 2005 17:02:00 -0600 Subject: [Psych3120] Why can't we improve our memory? Message-ID: I'm very interested in the subject of memory. Mostly because my memory doesn't exactly do me proud. In class we touched on the subject that our working memory can not really be improved (or at least that's how I understood it). I'm confused about why this is. I work as a freelance musician around town and one thing I've always struggled on was keeping track of all the different tunes I get asked to play. I've starting using different techinques in order keep things straight (I won't go into detail) and the shows are getting easier. Up untill recently I thought that I was actually improving my memory but now I'm going with the theory that I've just learned how to use my limited capacity a little more efficientlly (or maybe I still don't understand this stuff). -Kevin Dee Davis From psych3120@lists.csbs.utah.edu Sun Oct 16 05:41:50 2005 From: psych3120@lists.csbs.utah.edu (cortney tanner) Date: Sat, 15 Oct 2005 22:41:50 -0600 Subject: [Psych3120] Psych 3120 Post Message-ID:

I love to swim.  I try to be in the pool at least three times per week.  Serious swimmers tend to think of strictly pool swimmers as “sissies.”  William Stanley Jevons was no sissy swimmer--he swam in the ocean.  And by no means was Stanley Jevons, as he preferred to be called, an intellectual sissy.  For those of you who have not yet read chapter four, you may be asking yourself “Stanley who?”  Stanley Jevons initially caught my attention as I read page 14 from our text (i.e., early span of attention studies).  Jevons was the scientist who tossed the black beans onto the black tray with the small white box on it (think of the experiments Joel showed us in class on Thursday).  His work (1871) was later critical in helping other scientist uncover how much information could get into consciousness at once (span of attention).  As I read this section of the text I kept thinking to myself “Who is this Stanley Jevons?”  I did a little research and was amazed at what I found out about this man.  There have been volumes of books published on this man’s work.  He himself wrote extensively and was quite the competitive scientist.  Surprisingly, he was an economist and a logician--not a psychological researcher.  Much of his work is still applied in other disciplines as well (i.e., political science and computer science).  While I won’t bore you with the details of his work, and quite frankly it all seems rather complex to me, I do want to point out a couple of highlights from his life I found to be rather interesting, if not down right quirky.  First, in 1870 young Jevons invented “a primitive, three-foot computer which solved logical calculations at superhuman speed via keys, pulleys and switches!”  Second, when he died he “left behind a library of several thousand volumes and (anticipating a future world-wide shortage), an enormous stock of blank writing paper.”  Just a little odd, but I guess that comes with the brains.  Or maybe lack of them.  It seems an ill Jevons, against the strong advice of his doctor, decided to continue his love of swimming.  Bad idea: In 1882, he drowned at sea off Devon.  Here is a good link is you find yourself so inclined to read more:  http://cepa.newschool.edu/het/profiles/jevons.htm                    

From psych3120@lists.csbs.utah.edu Sun Oct 16 05:41:57 2005 From: psych3120@lists.csbs.utah.edu (cortney tanner) Date: Sat, 15 Oct 2005 22:41:57 -0600 Subject: [Psych3120] Psych 3120 Post Message-ID:

I love to swim.  I try to be in the pool at least three times per week.  Serious swimmers tend to think of strictly pool swimmers as “sissies.”  William Stanley Jevons was no sissy swimmer--he swam in the ocean.  And by no means was Stanley Jevons, as he preferred to be called, an intellectual sissy.  For those of you who have not yet read chapter four, you may be asking yourself “Stanley who?”  Stanley Jevons initially caught my attention as I read page 14 from our text (i.e., early span of attention studies).  Jevons was the scientist who tossed the black beans onto the black tray with the small white box on it (think of the experiments Joel showed us in class on Thursday).  His work (1871) was later critical in helping other scientist uncover how much information could get into consciousness at once (span of attention).  As I read this section of the text I kept thinking to myself “Who is this Stanley Jevons?”  I did a little research and was amazed at what I found out about this man.  There have been volumes of books published on this man’s work.  He himself wrote extensively and was quite the competitive scientist.  Surprisingly, he was an economist and a logician--not a psychological researcher.  Much of his work is still applied in other disciplines as well (i.e., political science and computer science).  While I won’t bore you with the details of his work, and quite frankly it all seems rather complex to me, I do want to point out a couple of highlights from his life I found to be rather interesting, if not down right quirky.  First, in 1870 young Jevons invented “a primitive, three-foot computer which solved logical calculations at superhuman speed via keys, pulleys and switches!”  Second, when he died he “left behind a library of several thousand volumes and (anticipating a future world-wide shortage), an enormous stock of blank writing paper.”  Just a little odd, but I guess that comes with the brains.  Or maybe lack of them.  It seems an ill Jevons, against the strong advice of his doctor, decided to continue his love of swimming.  Bad idea: In 1882, he drowned at sea off Devon.  Here is a good link is you find yourself so inclined to read more:  http://cepa.newschool.edu/het/profiles/jevons.htm                    



 
From psych3120@lists.csbs.utah.edu Sun Oct 16 05:43:06 2005 From: psych3120@lists.csbs.utah.edu (Abby Wright) Date: Sat, 15 Oct 2005 22:43:06 -0600 Subject: [Psych3120] Posting #6 Message-ID: I am really excited to start the memory module. It’s amazing how complex memory really is. What is also fascinating is how damage to certain areas of the brain (like the hippocampus) can cause memory deficits. I remember in a previous psychology class watching a video about patient H.M., who was suffering from epilepsy and had his right and left hippocampus removed. He had completely lost the ability to store new memories. It was interesting because he remembered his wife but every time he saw her it was like he was seeing her for the first time that day. Many tests had been done on him, including one where 8-10 words were presented and he was asked to recall the words. For a normal person, they would show a primacy and a recency effect, however, for H.M., he showed no primacy effect, while his recency effect was in tact. This showed that H.M. lacked the capacity to transfer information from short-term memory to long-term memory, a process called consolidation. Another interesting experiment they performed on him was every day he would come in and learn a mirror-tracing task. After a few days, he had perfected it, but when asked if he’d done it before, he said he hadn’t remembered doing it before. It’s very interesting about what you can learn from someone like patient H.M. He really is a rare type, because now instead of removing both sides of the hippocampus, doctors now usually only remove one side to prevent this sort of memory loss. --Abby From psych3120@lists.csbs.utah.edu Sun Oct 16 19:32:15 2005 From: psych3120@lists.csbs.utah.edu (cortney tanner) Date: Sun, 16 Oct 2005 12:32:15 -0600 Subject: [Psych3120] Psych Posting Message-ID:

I love to swim.  I try to be in the pool at least three times per week.  Serious swimmers tend to think of strictly pool swimmers as “sissies.”  William Stanley Jevons was no sissy swimmer--he swam in the ocean.  And by no means was Stanley Jevons, as he preferred to be called, an intellectual sissy.  For those of you who have not yet read chapter four, you may be asking yourself “Stanley who?”  Stanley Jevons initially caught my attention as I read page 14 from our text (i.e., early span of attention studies).  Jevons was the scientist who tossed the black beans onto the black tray with the small white box on it (think of the experiments Joel showed us in class on Thursday).  His work (1871) was later critical in helping other scientist uncover how much information could get into consciousness at once (span of attention).  As I read this section of the text I kept thinking to myself “Who is this Stanley Jevons?”  I did a little research and was amazed at what I found out about this man.  There have been volumes of books published on this man’s work.  He himself wrote extensively and was quite the competitive scientist.  Surprisingly, he was an economist and a logician--not a psychological researcher.  Much of his work is still applied in other disciplines as well (i.e., political science and computer science).  While I won’t bore you with the details of his work, and quite frankly it all seems rather complex to me, I do want to point out a couple of highlights from his life I found to be rather interesting, if not down right quirky.  First, in 1870 young Jevons invented “a primitive, three-foot computer which solved logical calculations at superhuman speed via keys, pulleys and switches!”  Second, when he died he “left behind a library of several thousand volumes and (anticipating a future world-wide shortage), an enormous stock of blank writing paper.”  Just a little odd, but I guess that comes with the brains.  Or maybe lack of them.  It seems an ill Jevons, against the strong advice of his doctor, decided to continue his love of swimming.  Bad idea: In 1882, he drowned at sea off Devon.  Here is a good link is you find yourself so inclined to read more:  http://cepa.newschool.edu/het/profiles/jevons.htm                    

From psych3120@lists.csbs.utah.edu Sun Oct 16 21:18:25 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Sun, 16 Oct 2005 14:18:25 -0600 Subject: [Psych3120] week 7 post (Eric Ashton) Message-ID: <1129493905.4352b591075b2@webmail.utah.edu> In class Professor Strayer mentioned how people can form vivid memories of events that have never actually occurred. I saw a disturbing account of such an occurrence in a show about memory. In this show there was a young lady, around 20, if i remember correctly. This lady had started to fall into a slight depression so she visited a psychoanalyst. After a few sessions with the psychoanalyst the young lady began to feel better but in what was supposed to be her last session the young lady briefly mentioned a dream she had had. The psychoanalyst read into this dream an asked the young lady to continue coming to therapy sessions. The psychoanalyst continued to probe and question the young lady and to fuse ideas into the young ladies mind. Eventually the young lady had become convinced that her dad had molested her when she was a child. The young lady even had vivid memories of her mother holding her down while her father raped her. This accusation obviously caused a quite a stir. The father lost his religious position in his church and fell out of favor in the community. He may have lost his job, I don't remember for sure. The young lady eventually went to the doctor who, medically, could tell the young lady was a virgin and that the accusations were completely false. Its pretty shocking what people can be made to remember. Eric Ashton From psych3120@lists.csbs.utah.edu Sun Oct 16 21:59:47 2005 From: psych3120@lists.csbs.utah.edu (Brett Powell) Date: Sun, 16 Oct 2005 13:59:47 -0700 (PDT) Subject: [Psych3120] Memory Message-ID: <20051016205947.12195.qmail@web36213.mail.mud.yahoo.com> --0-658392929-1129496387=:11420 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit I am curious what gives some people the capability of storing more items in both short and long term memory. Think of the demonstrations we did in class where we were shown three rows of four letters and were asked to report what the letters were in the specified row according to the specific tone played. It was amazing to me to see that some people were able to view report three and even four correct letters while I was left struggling to report two. I’m not sure if I was too distracted as I tried to pick and concentrate on a single row of letter when I should have been trying to attend to all 12 letters. I would think that if I were neglecting two rows while attending to just one then there should have been many others in the class doing the same thing. Is it just that some people have a better short term storage while I got the short end of the stick and the life of my short term storage is just too short for me to use? On the other side of the spectrum, I have a relatively good long term memory and have good recollection capabilities. I find that I am fairly skilled at recalling memories that I gave at least a decent amount of my attention. If I am attentive in my lectures and then am asked to recall information for whatever reason, I have very little difficulty at all. Why is it possible for someone to have lower-than-average short term memory while at the same time have a strong long term memory without making much of an effort to reinforce those long term memories? Are there any techniques that can help strengthen a person’s ability to give more short term attention to any given stimulus and actually have the ability to have an increase in recall with an increase of skill? There is only one explanation I can come up with as to why I personally, as well as many others I’m sure, have the capability to store things into long term storage with relative ease while having the hardest time with short term memory. I would assume that there is a significance as to how vital, interesting, and/or important the information you are attending to is. I think that since I have such a strong desire to do well in school and then to retain the information I learn so I can do well at applying my knowledge to my future endeavors is an important aspect of my good long term storage. I think that since the information is so important to me that I can attend to it more and have a better recall. That rule also applies to why I have trouble with short term memory; these short term memory tasks that help measure short term memory are of relatively low interest to me and I would rather be making better use of my time which in turn hinders my capability. If there were another incentive, such as money, I think that a persons memory capabilities, both short and long term, would increase. These are just some ideas I have. I would love to hear any other input. --------------------------------- Yahoo! Music Unlimited - Access over 1 million songs. Try it free. --0-658392929-1129496387=:11420 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit

I am curious what gives some people the capability of storing more items in both short and long term memory.  Think of the demonstrations we did in class where we were shown three rows of four letters and were asked to report what the letters were in the specified row according to the specific tone played.  It was amazing to me to see that some people were able to view report three and even four correct letters while I was left struggling to report two.  I’m not sure if I was too distracted as I tried to pick and concentrate on a single row of letter when I should have been trying to attend to all 12 letters.  I would think that if I were neglecting two rows while attending to just one then there should have been many others in the class doing the same thing.  Is it just that some people have a better short term storage while I got the short end of the stick and the life of my short term storage is just too short for me to use?  On the other side of the spectrum, I have a relatively good long term memory and have good recollection capabilities.  I find that I am fairly skilled at recalling memories that I gave at least a decent amount of my attention.  If I am attentive in my lectures and then am asked to recall information for whatever reason, I have very little difficulty at all.  Why is it possible for someone to have lower-than-average short term memory while at the same time have a strong long term memory without making much of an effort to reinforce those long term memories?  Are there any techniques that can help strengthen a person’s ability to give more short term attention to any given stimulus and actually have the ability to have an increase in recall with an increase of skill?  There is only one explanation I can come up with as to why I personally, as well as many others I’m sure, have the capability to store things into long term storage with relative ease while having the hardest time with short term memory.  I would assume that there is a significance as to how vital, interesting, and/or important the information you are attending to is.  I think that since I have such a strong desire to do well in school and then to retain the information I learn so I can do well at applying my knowledge to my future endeavors is an important aspect of my good long term storage.  I think that since the information is so important to me that I can attend to it more and have a better recall.  That rule also applies to why I have trouble with short term memory; these short term memory tasks that help measure short term memory are of relatively low interest to me and I would rather be making better use of my time which in turn hinders my capability.  If there were another incentive, such as money, I think that a persons memory capabilities, both short and long term, would increase.  These are just some ideas I have.  I would love to hear any other input.

Yahoo! Music Unlimited - Access over 1 million songs. Try it free. --0-658392929-1129496387=:11420-- From psych3120@lists.csbs.utah.edu Sun Oct 16 23:42:59 2005 From: psych3120@lists.csbs.utah.edu (Jonathan Gallimore) Date: Sun, 16 Oct 2005 15:42:59 -0700 (PDT) Subject: [Psych3120] RE: Uh I forgot! Message-ID: <20051016224259.85340.qmail@web40527.mail.yahoo.com> I was reading David Jones post about trying to memorize information for Brain and Behavior, and thought that I might try to help by sharing the strategies that I use to memorize things. One way to learn things is by associating it to information that you already know. Perhaps this is why psychology sticks for me because I had been exposed to psychology since I was young. But if I am trying to memorize a list of drugs for example I'll try to relate the new drug to something that I already know. For example, I might remember methylphenidate (Ritalin) by associating the first part meth with methamphetamines which are well known through the media and other sources. and it just so happens that methampethamines and methylphenidate have similar effects in that they are both stimulants. So when I hear meth- anything I think of a stimulant. Another memory trick is to teach someone what you are trying to learn. It seems weird to try and teach what you do not really know but it works. It kind of helps you identify where you need to look at a book and what you have encoded. Besides the person that you are teaching will help ask you questions and help you think about what you are learning in new ways. This is why I like study groups. Because we all teach and learn form each other. Memory just seems to be such a weird beast and so personal. We all remember things a little differently. And it is hard for me to picture how our minds can store an unlimited amount in such a small space. Memory seems to depend upon what we find as important in a situation and seems to be constantly changing. __________________________________ Yahoo! Music Unlimited Access over 1 million songs. Try it free. http://music.yahoo.com/unlimited/ From psych3120@lists.csbs.utah.edu Mon Oct 17 02:37:27 2005 From: psych3120@lists.csbs.utah.edu (nicole funk) Date: Sun, 16 Oct 2005 19:37:27 -0600 Subject: [Psych3120] (no subject) Message-ID:
How memory works is really interesting to me.  I never knew that recency is a function of short-term memory or working memory while primacy is a function of long-term memory.  Damage to the brain often times disrupts memory.  Whether it is memories that have already been stored in brain or destruction to the areas that facilitate storage or retrieval of memories.  In psych. 1010 the instructor showed my class a video about a musician whos hippocampus was destroyed due to a high fever.  He was no longer able to transfer memories from short-term to long-term memory, so he only remembered thirty seconds of his life at a time.  His wife said that everytime she walked into the room it was like he was seeing her for the first time in thirty years (when the fever happened).  It was really interesting because he couldn't learn anything new but he was able to play the piano and learn new songs surprisingly, although the stimulation of playing sometimes was too much and caused seizures. 
 
-Nicole Funk
From psych3120@lists.csbs.utah.edu Mon Oct 17 02:44:46 2005 From: psych3120@lists.csbs.utah.edu (K B) Date: Sun, 16 Oct 2005 19:44:46 -0600 Subject: [Psych3120] modes- mnemonics Message-ID: I took a college success class a year ago and learned these mnemonic strategies, they are awesome! I have been using them ever since to study for tests or to just remember important information and it has done wonders for me! Index cards are also my secret weapon. I try to get people to quiz me with my cards so i have to teach them about it and i think this is the most efficient way. I am taking sensation and perception concurrently with this class and i have found that alot of the same material is covered in both classes. Sometimes i wonder if maybe they should be combined into one class? Is anyone else in sensation and perception? Dont get me wrong, im not complaining. It works to my advantage, it's two reveiws! From psych3120@lists.csbs.utah.edu Mon Oct 17 05:32:15 2005 From: psych3120@lists.csbs.utah.edu (Kendrick) Date: Sun, 16 Oct 2005 22:32:15 -0600 Subject: [Psych3120] Sunday posting Message-ID: <33375ed40510162132j66b08ffcr2a1c85d23c279e6d@mail.gmail.com> ------=_Part_13325_5529194.1129523535210 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Content-Disposition: inline We all did pretty well on that exam. I enjoyed that module better than I think I'll like this one. Memory always bores me. I realize in understandin= g cognitive processes, memory is a big player, but its just so ambiguous. Lik= e so many parts of psychology study, its like you have to test something else to see what results come out, and suggest reasons for why things correlate. Even when studies can be replicated, I'm still a little suspicious of reporting that claims to prove hypothesis' when really its a lot of guess work. I just read David Maasberg's posting and wanted to tell him how to sign up for research hours. I'm not the authority on the subject, but I have done i= t a few times so .... you start by going to this website: http://learn.psych.utah.edu:8080/subjectpool/ this can also be reached by going to www.psych.utah.edu, and then clicking on the research link, then the sign-up for experiment participation link. next choose the students section. Even though you have a student id and password, you'll need to enroll here as well. at the bottom of this page is a "*click here* if you need to enroll" link. follow the steps to enroll, then use your student id and password for this program (it doesn't have to be your usual UNID password). Once logged in, you will find a link towards the bottom that allows you to see the experiments available, available times, credit hours offered (and you can count on the fact that if it says its a 1 hour credit, it will take 1 hour). There is a link that says "*want to see record details*". this lin= k will tell you what the experiment is all about. Just be sure that if you sign up for an experiment, that you go, or it wil= l put you in the negative for participation time. What I mean is, if your class requires 4 hours of experiment participation and you have 3, but then miss a 1 credit hour scheduled appointment, you will have 1 hour deducted from your total hours. There are probably instructions explaining all this better somewhere on the site. well, hope this helps. Kendrick ------=_Part_13325_5529194.1129523535210 Content-Type: text/html; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Content-Disposition: inline
We all did pretty well on that exam.  I enjoyed that module bette= r than I think I'll like this one.  Memory always bores me. I realize = in understanding cognitive processes, memory is a big player, but its just = so ambiguous.  Like so many parts of psychology study, its like y= ou have to test something else to see what results come out, and suggest re= asons for why things correlate.   Even when studies can be replic= ated, I'm still a little suspicious of reporting that claims to prove = hypothesis' when really its a lot of guess work. 
 
I just read David Maasberg's posting and wanted to tell him how to sig= n up for research hours.  I'm not the authority on the subject, but I = have done it a few times so ....
 
you start by going to this website:
this can also be reached by going to www.psych.utah.edu, and then clicking on the research link, then t= he sign-up for experiment participation link.
 
next choose the students section.  Even though you have a student= id and password, you'll need to enroll here as well.  at the bottom o= f this page is a "click here if you need to enroll" link.&= nbsp; follow the steps to enroll, then use your student id and password for= this program (it doesn't have to be your usual UNID password). =20
 
Once logged in, you will find a link towards the bottom that allows yo= u to see the experiments available, available times, credit hours offered (= and you can count on the fact that if it says its a 1 hour credit, it will = take 1 hour).  There is a link that says " want to see record details". this link will tell you what the e= xperiment is all about. 
 
Just be sure that if you sign up for an experiment, that you go, or it= will put you in the negative for participation time.  What I mean is,= if your class requires 4 hours of experiment participation and you have 3,= but then miss a 1 credit hour scheduled appointment, you will have 1 hour = deducted from your total hours.  There are probably instructions expla= ining all this better somewhere on the site.
 
well, hope this helps. 
 
Kendrick
------=_Part_13325_5529194.1129523535210-- From psych3120@lists.csbs.utah.edu Mon Oct 17 06:22:17 2005 From: psych3120@lists.csbs.utah.edu (C S) Date: Sun, 16 Oct 2005 23:22:17 -0600 Subject: [Psych3120] post #6 Message-ID:
i really like the topic about memory. I knew that there are two types of memory such as short- tem and long term but I didn't k now that sometimes short- term memory is called as working memroy. also the fact that certain cues will bring the certain memories that stored in long term memory is amazing.  I always am having difficulites finding memories of childhood. I heard most people have good early childhood memorie after age of 4 .but maybe it is possible for someone to have really few memories.
From psych3120@lists.csbs.utah.edu Mon Oct 17 15:44:56 2005 From: psych3120@lists.csbs.utah.edu (stevebeardshall@juno.com) Date: Mon, 17 Oct 2005 14:44:56 GMT Subject: [Psych3120] Post #6 Message-ID: <20051017.074528.10230.230107@webmail06.lax.untd.com> I've been very intrigued by the discussions on memory so far in the class. Its has been interesting to learn and understand how our brians work. I am amazed at the capacity that our minds have to work. How much our brains take in at one time. How something can be shown for such a little amount a time and even if only for a couple of seconds our brians taken in most of what is shown. I am also amazed at how proficient our brains are. How they are made to function so well to really process the important stuff and gettng rid of the stuff we don't really need. All in all, I'm looking forward to this weeks class for further clearification on how memory really works. From psych3120@lists.csbs.utah.edu Mon Oct 17 18:57:38 2005 From: psych3120@lists.csbs.utah.edu (Ashley williams) Date: Mon, 17 Oct 2005 11:57:38 -0600 Subject: [Psych3120] Posting #6-Ashley Williams In-Reply-To: <200510170524.XAA25117@topo.csbs.utah.edu> Message-ID:

The way the memory works is really interesting to me. The fact that eyewitness testimony is continuosly proven incorrect surprises me. What surprises me more is that they still continue to allow it in court. It is not uncommon for people to be released from prison and even deathrow because new DNA techniques are coming that are proving the people locked up didn't commit the crime they are convicted of. Often times, they were convicted on eyewitness testimony alone. It seems that details would be so hard to recall when you've witnessed a tramatic event. In a study I read in my general psychology book, when people saw a film of a car accident, and then were asked to recall leading questions, they reported seeing a more tramatic accident than it actually was (Loftus, 1979).

In an article I read about the Groene family case, I was surprised at first to see that they were questioning some of the eyewitness accounts that Shasta Groene saw. It seemed to me that nobody would know more about what happened that night and the following weeks but her, being the sole survior. As I read more of the article, it started to address how child eyewitness testimony is not very credible because they alter things in thier minds that are so horrible. Obviously she saw alot of horrible and tramatic things and had alot of horrible and tramatic things happen to her. I think these are good examples eyewitness testimony and how it can change depending on age and the event.

From psych3120@lists.csbs.utah.edu Mon Oct 17 21:04:24 2005 From: psych3120@lists.csbs.utah.edu (Keith Parke) Date: Mon, 17 Oct 2005 14:04:24 -0600 Subject: [Psych3120] memory Message-ID: I a exited to learn more about memory, memory storage, and improving memory capacity. It seems like this one of the many areas that my brain needs impovement in. What I find interesting is what I seem to remember about a given situation or event that I have stored away, and how others that shared that same experience remember different details about it. Also I sometimes wonder how reliable our memories really are, the example was given by someone that wrote in about a psychoanalyst that probed this young girls mind and suggested and fused ideas into her mind that eventually she recalled as memories that never happened. This same idea happenes in my family occasionally where when a few of us are together sharing old stories, and my little brother will tell a story that sounds to strangely familiar to the effect that he has heard the story so many times he confuses himself as the character of the story, who in reality was not involved in the story at all. I guess he had heard the tale so many times, he has fused it into his memory as his own...strange! Keith Parke _________________________________________________________________ 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 Oct 18 03:36:40 2005 From: psych3120@lists.csbs.utah.edu (Shawn Bassett) Date: Mon, 17 Oct 2005 20:36:40 -0600 Subject: [Psych3120] psych3120 Message-ID: I want to know how it is people have or are able to develop a photographic memory. Why wouldn't it be something that anyone couold have. From the discussions in class it would seem that it wouldn't be a matter of memory but rather a matter of being able to recal the information. In one of my other classes it was discussed that one of the purposes of sleep could be to organize and make sense of thoughts in the head. I wonder if it simply has to do with the quality of sleep someone gets. I know that it is hard for me to remember a lot of things and I have a really hard time sleeping it has been years since I have gotten a full night sleep without sleep medications. I would think that being able to recal would have to do with how it is processed in the first place. Like in class, the study that just had you see things in llines rather than a whole. I know I am just ramblling off but it would be cool to get any other insights form any of you on this topic. Shawn Bassett _________________________________________________________________ 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 Oct 18 03:47:30 2005 From: psych3120@lists.csbs.utah.edu (Eve Patterson) Date: Mon, 17 Oct 2005 19:47:30 -0700 (PDT) Subject: [Psych3120] Modes #6 In-Reply-To: <200510171801.MAA02060@topo.csbs.utah.edu> Message-ID: <20051018024730.96522.qmail@web33305.mail.mud.yahoo.com> So I've been paying closer attention to how I bring up a memory. Like this Saturday I was with an old friend from junior high and she would mention someone we knew and I would not recognize them by their name but if she told a story of what we did one time I would remember. I figure that is because I rehearsed that memory in my head but not necessarily that person specific to that memory. Another time I was paying attention was when my boss asked me, because she lost the word, the type of disease you can get from mosquito bites. From nowhere I pulled out malaria. She said no, that's not it but I was thinking, where in the heck did I pull malaria from, I think that's right but until I was triggered with that queston I did not have the stimulus to pull it out of long term memory. Last thing; my friend, I mentioned earlier, got together with some other friends and she recounted a funny story that had occurred earlier that day to us. It was funny to see how in just a few hours the details had changed. I am suprised how quickly our memory decays, just a few seconds without rehearsal. __________________________________ Yahoo! Music Unlimited Access over 1 million songs. Try it free. http://music.yahoo.com/unlimited/ From psych3120@lists.csbs.utah.edu Tue Oct 18 22:10:34 2005 From: psych3120@lists.csbs.utah.edu (Trinity Allred) Date: Tue, 18 Oct 2005 15:10:34 -0600 Subject: [Psych3120] (no subject) Message-ID: I think that the whole aspect of mnemonic devices for memory retention is amazing. They have never really worked for me. But however, I think that some of the little phrases and poems that people come up with to remember things are quite interesting. I really like using interesting way to remember stuff. Probably the best instance in my life using learning "tricks" was my astronomy class. My study group and I came up with bizzare jokes and instances to remember the names of the moons for the different planets and other random facts. I don't remember most of them now, but they served their purpose. I remembered everything that I needed to know for the tests. Trinity A. Allred _________________________________________________________________ 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 Oct 19 00:05:30 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Tue, 18 Oct 2005 17:05:30 -0600 Subject: [Psych3120] The role of suggestion and rehearsal in forming false memories Message-ID: <1129676730.43557fba1f422@webmail.utah.edu> After today's class, it seems pretty scary that so much of our legal system champions eye-witness testimony. Lawyers familiarity with the human tendency to build recollection of a memory around key words or phrases seems to be misused and immoral; at least trying to build or manipulate someone's testimony by asking questions in certain ways or using particular words. It seems that the validity of eye-witness testimony in itself will be a powerful arguement that will continue to present itself as our legal system evolves. Creating false memories seems to not only undermine the soundness of conviction based on testimony, but they also severely change our personal experience. Just as the woman who remembered the weather man's face as her perpetrotor could no longer stand to be around him and felt towards him as if she would to her attacker. The experienced effects of such false memories operates as if they were real. This should seet an extra cautionary boundary in not only psychology (as with the epidemic of repressed memories in the 80's), but also in the legal and personal realms. Hopefully certain practices as these done by lawyers will seen to be extremely harmful and in contradiction to really establishing the truth of innocence. From psych3120@lists.csbs.utah.edu Wed Oct 19 00:53:07 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Tue, 18 Oct 2005 19:53:07 EDT Subject: [Psych3120] post #8 Message-ID: <1aa.41124573.3086e4e3@aol.com> -------------------------------1129679587 Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit So today and last Thursday we have been focusing on memory. Memory is are far out concept. I sort of think of it as how many stars can one see in the sky. If you really start to ponder it you can go crossed eyed, and that's how I feel about memory. It is a very complicated process but in ways humans have figured out some ways of explaining the memory phenomena. Like just breaking down memory into three areas; sensory memory, short-term memory, and long-term memory. That was just the basic model, now people have found out that short-term memory is actually a working memory with processes. I also think that it's good that people have come up with methods to help people encode things in a way that it is easier to retrieve items. For example chunking, method of loci, and peg word mnemonics. Some of these methods seem sorta hard and take a lot of effort. Chunking seems pretty easy. But the method of loci seems weird almost to visualize items in areas they wouldn't normally be. I haven't tried it yet so I guess I can't knock it then. But, acronyms totally work. Like everyone remembers this one from high school 'PEMDAS' which is Please Excuse My Dear Aunt Sally...and it's for helping remember the order of operations for math. There is some things though that I don't think anyone will ever figure out. Like how to cure "Tip of the Tongue" or being able to reduce error completely to zero overall. Memory is just to complicated for humans to fully understand. It is important for us to study memory though and learn what we can. I just feel it will be one of those concepts never fully understood because it's not tangible and not perfectly testable. -------------------------------1129679587 Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: quoted-printable
So today and last Thursday we have been focusing on memory.  Memor= y is=20 are far out concept.  I sort of think of it as how many stars can one s= ee=20 in the sky.  If you really start to ponder it you can go crossed eyed,=20= and=20 that's how I feel about memory.  It is a very complicated process but i= n=20 ways humans have figured out some ways of explaining the memory=20 phenomena.  Like just breaking down memory into three areas; sensory=20 memory, short-term memory, and long-term memory.  That was just the bas= ic=20 model, now people have found out that short-term memory is actually a workin= g=20 memory with processes.  I also think that it's good that people have co= me=20 up with methods to help people encode things in a way that it is easier= to=20 retrieve items.  For example chunking, method of loci, and peg word=20 mnemonics.  Some of these methods seem sorta hard and take a lot of=20 effort.  Chunking seems pretty easy.  But the method of loci seems= =20 weird almost to visualize items in areas they wouldn't normally be.  I=20 haven't tried it yet so I guess I can't knock it then.  But, acronyms=20 totally work.  Like everyone remembers this one from high school 'PEMDA= S'=20 which is Please Excuse My Dear Aunt Sally...and it's for helping remember th= e=20 order of operations for math.  There is some things though that I don't= =20 think anyone will ever figure out.  Like how to cure "Tip of the Tongue= " or=20 being able to reduce error completely to zero overall.  Memory is just=20= to=20 complicated for humans to fully understand.  It is important for us to=20 study memory though and learn what we can.  I just feel it will be one=20= of=20 those concepts never fully understood because it's not tangible and not=20 perfectly testable.
 -------------------------------1129679587-- From psych3120@lists.csbs.utah.edu Wed Oct 19 03:37:00 2005 From: psych3120@lists.csbs.utah.edu (Emily Liljenquist) Date: Tue, 18 Oct 2005 20:37:00 -0600 Subject: [Psych3120] (no subject) Message-ID: Memory has already proved to be an extremely interesting topic. I have never taken a psychology class that goes into so much depth about memory- functions, types, and processes. I am very excited to learn more. Mnemonics was a word that was casually thrown around in my daily life. I knew examples of mnemonics, but the word was never actually defined. On dictionary.com, it defines mnemonics as "assisting or intended to assist memory." Types of mnemonics include chunking, method of loci, peg word mnemonic, and acronyms. When I really thought about it, I use mnemonics on a daily basis. Acronyms is a strategy that I tend to use most regularly. For example, when studying a list of words for a test, I find it most effective to memorize the first letter of each word and, perhaps, create my own word from this. I am better able to retrieve the list by using this method. Plus, it usually gives me a good laugh. From psych3120@lists.csbs.utah.edu Wed Oct 19 15:59:57 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Wed, 19 Oct 2005 10:59:57 EDT Subject: [Psych3120] Re: [Psych3120] Message-ID: <1f5.14987a70.3087b96d@aol.com> -------------------------------1129733997 Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit Lately I have been the type of student who crams the day before the test. I know it's bad to do and that the information doesn't stick with you, but that's the way I've been doing things in some of my classes. I recently decided that I will start trying to do stints of studying before the test and after yesterday's lecture I think it's a good idea. I also like the idea that there are several different techniques that I can choose from to help me remember information. I don't think the Method of Loci would be very helpful for me as I don't think I am very visual. I do think that the Peg Word method might work and is something I'm going to try. I have known students who have used some of these methods. I remember how one girl always had these quirky little tips she'd tell me about to help her remember. Now I can see that the quirkiness of it was important so as to set the information apart from anything else she might have going on. The quirkiness allowed her to recall the information easier than if she had not used something bizarre. She'd also make up rhymes and little stories. I can see that she was using several of the methods together. I'm not sure if she was taught how to do this or if she just figured out something that worked for her. I remember she got very good grades though so I guess I should learn from her example. -------------------------------1129733997 Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: quoted-printable
Lately I have been the type of student who crams the day before the=20 test.  I know it's bad to do and that the information doesn't stick wit= h=20 you, but that's the way I've been doing things in some of my classes. =20= I=20 recently decided that I will start trying to do stints of studying before th= e=20 test and after yesterday's lecture I think it's a good idea. 
I also like the idea that there are several different techniques that I= can=20 choose from to help me remember information.  I don't think the Method=20= of=20 Loci would be very helpful for me as I don't think I am very visual.  I= do=20 think that the Peg Word method might work and is something I'm going to=20 try.  I have known students who have used some of these methods. =20= I=20 remember how one girl always had these quirky little tips she'd tell me abou= t to=20 help her remember.  Now I can see that the quirkiness of it was importa= nt=20 so as to set the information apart from anything else she might have going=20 on.  The quirkiness allowed her to recall the information easier than i= f=20 she had not used something bizarre.  She'd also make up rhymes and litt= le=20 stories.  I can see that she was using several of the methods=20 together.  I'm not sure if she was taught how to do this or if she just= =20 figured out something that worked for her.  I remember she got very goo= d=20 grades though so I guess I should learn from her=20 example.
 -------------------------------1129733997-- From psych3120@lists.csbs.utah.edu Wed Oct 19 16:00:32 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Wed, 19 Oct 2005 11:00:32 EDT Subject: [Psych3120] POST Message-ID: <24.7b41b522.3087b990@aol.com> -------------------------------1129734032 Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit Lately I have been the type of student who crams the day before the test. I know it's bad to do and that the information doesn't stick with you, but that's the way I've been doing things in some of my classes. I recently decided that I will start trying to do stints of studying before the test and after yesterday's lecture I think it's a good idea. I also like the idea that there are several different techniques that I can choose from to help me remember information. I don't think the Method of Loci would be very helpful for me as I don't think I am very visual. I do think that the Peg Word method might work and is something I'm going to try. I have known students who have used some of these methods. I remember how one girl always had these quirky little tips she'd tell me about to help her remember. Now I can see that the quirkiness of it was important so as to set the information apart from anything else she might have going on. The quirkiness allowed her to recall the information easier than if she had not used something bizarre. She'd also make up rhymes and little stories. I can see that she was using several of the methods together. I'm not sure if she was taught how to do this or if she just figured out something that worked for her. I remember she got very good grades though so I guess I should learn from her example. Heidi Bogus -------------------------------1129734032 Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: quoted-printable
 =20
Lately I have been the type of student who crams the day before the=20 test.  I know it's bad to do and that the information doesn't stick wit= h=20 you, but that's the way I've been doing things in some of my classes. =20= I=20 recently decided that I will start trying to do stints of studying before th= e=20 test and after yesterday's lecture I think it's a good idea. 
I also like the idea that there are several different techniques that I= can=20 choose from to help me remember information.  I don't think the Method=20= of=20 Loci would be very helpful for me as I don't think I am very visual.  I= do=20 think that the Peg Word method might work and is something I'm going to=20 try.  I have known students who have used some of these methods. =20= I=20 remember how one girl always had these quirky little tips she'd tell me abou= t to=20 help her remember.  Now I can see that the quirkiness of it was importa= nt=20 so as to set the information apart from anything else she might have going=20 on.  The quirkiness allowed her to recall the information easier than i= f=20 she had not used something bizarre.  She'd also make up rhymes and litt= le=20 stories.  I can see that she was using several of the methods=20 together.  I'm not sure if she was taught how to do this or if she just= =20 figured out something that worked for her.  I remember she got very goo= d=20 grades though so I guess I should learn from her example.
Heidi Bogus
 -------------------------------1129734032-- From psych3120@lists.csbs.utah.edu Thu Oct 20 17:18:26 2005 From: psych3120@lists.csbs.utah.edu (Ashley williams) Date: Thu, 20 Oct 2005 10:18:26 -0600 Subject: [Psych3120] posting #7 Ashley Williams Message-ID:



The longterm memory techniques we discussed were really helpful. During the lecture I was thinking I use that, not that, that... as we discussed different ways to remember lots of items. While studying for exams I frequently use either the first letter of the words and make up sentences and lymericks to help me memorize large amounts of information for my exams.

It seems strange that sometimes information is right on the tip of your tongue and no matter how hard you try to remeber, your not going to right then. And then later on while your not even thinking about it and your usually not even with the same people, you remember what you were thinking of. And usually you knew the first letter of what you were thinking of. When this happens to me, and it does alot, I always call the people I was with and tell them I finally remebered. I was wondering if this had anything to do with having  "bad memory" if it happens alot? Or why somethings are so easy to recall while others are so hard, Is this just part of the storing process?

From psych3120@lists.csbs.utah.edu Thu Oct 20 21:12:49 2005 From: psych3120@lists.csbs.utah.edu (Ciege Schlesinger) Date: Thu, 20 Oct 2005 14:12:49 -0600 Subject: [Psych3120] (no subject) Message-ID: I found today's lecture about the 7 sins of memory to be very interesting, especially eye witness testimony. I never knew how unreliable people's memories can be, as well as my own, and how easy it is to recreate a memory... How it is different every time we remember it. Whenever I am sitting at the dinner table with my parents my dad will always tell a story, or two, and when he tells them each time it is a little different, and before today I thought he was just trying to make it sounds better, or whatever the case may be but now I realize that he isn't necessiarly soing this on purpose. Also, the things people remember and the bias, and how we can't aviod this. In this class there are lots of things I seem to do on a daily basis and each class I am learning the right words and why these things happen, and its really neat. I think the TABMSBP will really help me remember that for the test. Thanks Joel!! From psych3120@lists.csbs.utah.edu Thu Oct 20 21:14:39 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Thu, 20 Oct 2005 16:14:39 -0400 Subject: [Psych3120] seven sins of memory Message-ID: <8C7A3CA08E8C92E-15BC-11C8@mblk-d47.sysops.aol.com> ----------MailBlocks_8C7A3CA08B91A3A_15BC_11D5_mblk-d47.sysops.aol.com Content-Type: text/plain; charset="us-ascii" I really enjoyed the topics discussed in this week's lectures. Memory is such an interesting process. Many of the posts from this week have discussed the tip of the tongue phenomenon. The same day that this was discussed in class, my co-worker had an experience with tip of the tongue. I work in a surgeon's office, so I found it quite hilarious when my co-worker could not think of the word 'anesthesia', seeing as to how it is term we use daily in our office. It just goes to show how our memory does not always work properly. Other examples of this were discussed today in Joel's lecture when he taught about the seven sins of memory. As he went through each of the seven sins, I could easily identify with a time that I had experienced the sins of memory. Like most others in the class, I found the topic of eyewitness reports to be very interesting. I consider it unethical for police officers, attourneys, or therapists of any sort to use leading questions that may suggest to a person how they should feel or what they experienced. I know this may be difficult when the legal system is trying to solve a problem in a timely manner, but I believe it's crucial to not convict anyone or accuse anyone of something solely based on reports that have been influenced by suggestive questioning. Overall, I really enjoyed learning about memory this week because we discussed topics that I could easily relate to instead of just going over a bunch of models (I know, I know...that is just as important). Have a great weekend. -Danielle Stocking ----------MailBlocks_8C7A3CA08B91A3A_15BC_11D5_mblk-d47.sysops.aol.com Content-Type: text/html; charset="us-ascii"
I really enjoyed the topics discussed in this week's lectures.  Memory is such an interesting process.  Many of the posts from this week have discussed the tip of the tongue phenomenon.  The same day that this was discussed in class, my co-worker had an experience with tip of the tongue.  I work in a surgeon's office, so I found it quite hilarious when my co-worker could not think of the word 'anesthesia', seeing as to how it is term we use daily in our office.  It just goes to show how our memory does not always work properly.  Other examples of this were discussed today in Joel's lecture when he taught about the seven sins of memory.  As he went through each of the seven sins, I could easily identify with a time that I had experienced the sins of memory.  Like most others in the class, I found the topic of eyewitness reports to be very interesting.  I consider it unethical for police officers, attourneys, or therapists of any sort to use leading questions that may suggest to a person how they should feel or what they experienced.  I know this may be difficult when the legal system is trying to solve a problem in a timely manner, but I believe it's crucial to not convict anyone or accuse anyone of something solely based on reports that have been influenced by suggestive questioning.  Overall, I really enjoyed learning about memory this week because we discussed topics that I could easily relate to instead of just going over a bunch of models (I know, I know...that is just as important).  Have a great weekend.
-Danielle Stocking
----------MailBlocks_8C7A3CA08B91A3A_15BC_11D5_mblk-d47.sysops.aol.com-- From psych3120@lists.csbs.utah.edu Fri Oct 21 01:02:56 2005 From: psych3120@lists.csbs.utah.edu (kamicia Miller) Date: Thu, 20 Oct 2005 18:02:56 -0600 Subject: [Psych3120] seven sins Message-ID:



I really liked todays class and learning about the Seven sins of memory.  Maybe this will help me to remember better... or at least know why I am forgetting.  The "Tip of the Tongue" phenomenon has always interested me.  I'm actually doing a paper on it for another psych class, Brain and Behavior.  I've looked a little into the neurobiological mechanisms that seam to be involoved and it is fasinating!!!!  One reference is Schwartz, in Psychnomic Bulletin & Review 1999 if anyone is interested in learning more.

 

From psych3120@lists.csbs.utah.edu Fri Oct 21 01:58:14 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Thu, 20 Oct 2005 20:58:14 -0400 Subject: [Psych3120] David W. Maasberg Post #8 Message-ID: <8C7A3F1A691D16F-1080-EE49@MBLK-M38.sysops.aol.com> ----------MailBlocks_8C7A3F1A68F6F14_1080_ED09_MBLK-M38.sysops.aol.com Content-Type: text/plain; charset="us-ascii" Dear Psych Message Board- I really enjoy talking about memory, especially todays lecture about the seven sins of memory. For the freshman writing 2010 class I wrote my reasearch paper on the validity of child testimony in the courtroom. A lot of what I research had to do with Bias as well as leading questioning by the investigators. As for the comment today in class about who is the most succeptable to memory alteration, I would have to say that children are much more succeptable than adults simply because they are so much more nervous at the time of the interview. But, some of the research on this topic of eyewitness testimony, especially that which is focused on children, is absolutly stagering. I thouroughly believe that a trained/skilled psychologist could make anybody believe anything that they wanted them to. Just think of the power.....of being able to actually change people thoughts and have the ability to plant real memorys into people. But that is one thing that psychologists these days have to be very careful about.......Not planting new memories into the minds of there patients...... Its all very interesting.... Until Next Time -David W. Maasberg ----------MailBlocks_8C7A3F1A68F6F14_1080_ED09_MBLK-M38.sysops.aol.com Content-Type: text/html; charset="us-ascii"
Dear Psych Message Board-
I really enjoy talking about memory, especially todays lecture about the seven sins of memory.  For the freshman writing 2010 class I wrote my reasearch paper on the validity of child testimony in the courtroom.  A lot of what I research had to do with Bias as well as leading questioning by the investigators.  As for the comment today in class about who is the most succeptable to memory alteration, I would have to say that children are much more succeptable than adults simply because they are so much more nervous at the time of the interview.
             But, some of the research on this topic of eyewitness testimony, especially that which is focused on children, is absolutly stagering.  I thouroughly believe that a trained/skilled psychologist could make anybody believe anything that they wanted them to.  Just think of the power.....of being able to actually change people thoughts and have the ability to plant real memorys into people.   But that is one thing that psychologists these days have to be very careful about.......Not planting new memories into the minds of there patients......
Its all very interesting....
Until Next Time
-David W. Maasberg
----------MailBlocks_8C7A3F1A68F6F14_1080_ED09_MBLK-M38.sysops.aol.com-- From psych3120@lists.csbs.utah.edu Fri Oct 21 02:29:47 2005 From: psych3120@lists.csbs.utah.edu (Kimberly McGrath) Date: Thu, 20 Oct 2005 19:29:47 -0600 Subject: [Psych3120] class last week Message-ID: <006101c5d5de$ed72b1e0$0300a8c0@starwest> This is a multi-part message in MIME format. ------=_NextPart_000_005B_01C5D5AC.A1ACE140 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable I enjoyed the witch game that we played last week. It was interesting = to me to see how you really are only capable of storing & items plus or = minus two. It was a creative way to teach us what our memory is capable = of. Kim McGrath ------=_NextPart_000_005B_01C5D5AC.A1ACE140 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable
I enjoyed the witch game that we played = last=20 week.  It was interesting to me to see how you really are only = capable of=20 storing & items plus or minus two.  It was a creative way to = teach us=20 what our memory is capable of.
 
Kim McGrath
------=_NextPart_000_005B_01C5D5AC.A1ACE140-- From psych3120@lists.csbs.utah.edu Fri Oct 21 02:33:02 2005 From: psych3120@lists.csbs.utah.edu (Kimberly McGrath) Date: Thu, 20 Oct 2005 19:33:02 -0600 Subject: [Psych3120] todays class Message-ID: <006501c5d5df$62c1f9b0$0300a8c0@starwest> This is a multi-part message in MIME format. ------=_NextPart_000_0062_01C5D5AD.162DDC90 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable I really enjoyed todays class. I also enjoyed Tuesdays class. I like = to learn the different tricks that we can use to remember things and = also the seven sins of our memory. The information is so interesting to = me. When you add in games and activities for us to participate in it = really helps to understand more fully what you are trying to teach us = and it also helps to keep our attention. This class has been very = enjoyable for me so far this semester and I hope to keep learning good = information. Kim McGrath ------=_NextPart_000_0062_01C5D5AD.162DDC90 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable
I really enjoyed todays class.  I = also enjoyed=20 Tuesdays class.  I like to learn the different tricks that we can = use to=20 remember things and also the seven sins of our memory.  The = information is=20 so interesting to me.  When you add in games and activities for us = to=20 participate in it really helps to understand more fully what you are = trying to=20 teach us and it also helps to keep our attention.  This class has = been very=20 enjoyable for me so far this semester and I hope to keep learning good=20 information.
 
Kim McGrath
------=_NextPart_000_0062_01C5D5AD.162DDC90-- From psych3120@lists.csbs.utah.edu Fri Oct 21 04:05:26 2005 From: psych3120@lists.csbs.utah.edu (cortney tanner) Date: Thu, 20 Oct 2005 21:05:26 -0600 Subject: [Psych3120] Psych 3210 Post Message-ID:

 

 

I have really enjoyed the memory topic lectures.  It’s surprising how many mnemonics I have used throughout my life.  I have never been a visual type of guy so have never tried the loci method.  I’m more of a first letter mnemonics kind of guy.  For those of you who have an interest in criminal justice, let me share a mnemonic with you may not be aware of.  It comes in handy anytime you want to solve a crime (even TV crimes!).  While doing the investigation you should always think of your mother.  Yup, good old MOM.  What are the MEANS the criminal used (gun, baseball bat, nuclear bomb)?  What OPPORTUNITY did the criminal have (was he in town, was he at the victims house, does he have an alibi)?  What was his MOTIVE (bizarre love triangle, money, oxycontin fix)?  Means, Opportunity, Motive--MOM loves crime (and I’m hooked on mnemonics).    

 

 

From psych3120@lists.csbs.utah.edu Fri Oct 21 15:30:05 2005 From: psych3120@lists.csbs.utah.edu (Drew Bennion) Date: Fri, 21 Oct 2005 08:30:05 -0600 Subject: [Psych3120] post for Drew Bennion Message-ID: Yesterday's class with Joel really made me realize how there can be a difference between good lawyers and bad ones. I'm sure the law school has some idea how malleable our minds are when it comes to recoding episodic memories. I also wonder If the people that claimed they could remember their childhood paticularly the specifac memories in the crib. If they really fell subject to suggestion, that makes me wonder if the existing regression techniqes don't somehow plant a memory as well. Also, I thought the tip of the tongue words proved another good point we learned earlier. We learned that episodic memories form who we are and make us individuals. I noticed a couple different words came up with each description showing that some people interpreted the phrase differently. _________________________________________________________________ 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 Fri Oct 21 16:37:12 2005 From: psych3120@lists.csbs.utah.edu (Jennifer Burrup) Date: Fri, 21 Oct 2005 09:37:12 -0600 Subject: [Psych3120] POST #6 In-Reply-To: Message-ID:

Hi, I wanted to make my post this week about memory, which is what we have been discussing class, as most of you already know.  I was fascinated by the seven sins of memory.  Blocking is my biggest problem. When I forget something, I have a tendency to keep thinking about it until I end up forgetting why I was even trying to remember anything in the first place.  Also, I have a slight problem with transience. I almost wish it would work faster and more effective on me, sometimes.  There have been so many times whereI have wished that my memory would fade involving details of smells, places or any small cue that could remind me of some past relationship.  It would help me focus more in school and work.  HAve a good weekend!

From psych3120@lists.csbs.utah.edu Fri Oct 21 16:43:26 2005 From: psych3120@lists.csbs.utah.edu (Spencer Banks) Date: Fri, 21 Oct 2005 09:43:26 -0600 Subject: [Psych3120] post #10 or so Message-ID:

All of the talk in class about eyewitness testimony really sparked my interest in how is it perceived among the public and in the courtroom, and not amongst people with a psychological background, and in looking through all of the articles I read, I was somewhat surprised at what I found. I expected most people to think that eyewitness testimony is pretty reliable, as I did prior to this class. The way I used to look at it was I was there so of course I know what I saw. But to most people, according to what I read, eyewitness testimony is held as the most reliable proof. And to many people, it's even more so than DNA evidence which I couldn't believe. I guess they think they way I did. So-and-so was there, in person, seeing everything with their own two eyes, so of course they know what happened, and DNA evidence can be contaminated easily. I guess that's how they think about it, because that's the only way I can think of that could expalin that. Anyways, I just found these articles very interesting.

From psych3120@lists.csbs.utah.edu Fri Oct 21 17:38:01 2005 From: psych3120@lists.csbs.utah.edu (kevin davis) Date: Fri, 21 Oct 2005 10:38:01 -0600 Subject: [Psych3120] Mnemonics! Message-ID: Yesterday's class was very interesting. I think Joel did a very good job. Mnemonic devices are my secret weapon when preparing for any test. I've noticed that the more funny or weird the sentences I come up with are, the easier it is to remember. I've also been thinking alot about the power of sugestion when it comes to memory. Last night I decided to mess with some of my friends when we were having one of those "remember when...." conversations. I started bringing up embarassing moments from my past and pretending to not recall who they involved. By the time it was over I had two of my buddies thinking they had done all this stupid crazy stuff. It was alot of fun but at the same time it brought to light just how fragile and easy to maniputed our memory is. I'm not surprised the legal system is having so many issues with this. From psych3120@lists.csbs.utah.edu Fri Oct 21 21:08:59 2005 From: psych3120@lists.csbs.utah.edu (Danielle Cotterell) Date: Fri, 21 Oct 2005 14:08:59 -0600 Subject: [Psych3120] Danielle Cotterell #8 In-Reply-To: <200510211801.MAA27435@topo.csbs.utah.edu> Message-ID:

Memory is so interesting.  I transfered from Albertson College of Idaho last year, and for my general Psych. class there I had to read The Seven Sins of Memory.  It's interesting to get some different perspectives on this book.  I have always found it to be so interesting that my older sister can remember way back to when she was just tiny...and I can't even remember what I did last night!!  It's fun to talk about, and learn a little more about memory...maybe I can find ways to better retain certain things after this class!!

~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 #815 - 11 msgs
Date:  Fri, 21 Oct 2005 12:01:02 -0600 (MDT)
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>Today's Topics:
>
>    1. (no subject) (Ciege Schlesinger)
>    2. seven sins of memory (shweetheart13@aol.com)
>    3. seven sins (kamicia Miller)
>    4. David W. Maasberg Post #8 (dwmaasberg@aol.com)
>    5. class last week (Kimberly McGrath)
>    6. todays class (Kimberly McGrath)
>    7. Psych 3210 Post (cortney tanner)
>    8. post for Drew Bennion (Drew Bennion)
>    9. POST #6 (Jennifer Burrup)
>   10. post #10 or so (Spencer Banks)
>   11. Mnemonics! (kevin davis)
>
>--__--__--
>
>Message: 1
>From: "Ciege Schlesinger" <cms0301@hotmail.com>
>To: psych3120@lists.csbs.utah.edu
>Date: Thu, 20 Oct 2005 14:12:49 -0600
>Subject: [Psych3120] (no subject)
>Reply-To: psych3120@lists.csbs.utah.edu
>
>I found today's lecture about the 7 sins of memory to be very interesting,
>especially eye witness testimony.  I never knew how unreliable people's
>memories can be, as well as my own, and how easy it is to recreate a
>memory... How it is different every time we remember it.  Whenever I am
>sitting at the dinner table with my parents my dad will always tell a story,
>or two, and when he tells them each time it is a little different, and
>before today I thought he was just trying to make it sounds better, or
>whatever the case may be but now I realize that he isn't necessiarly soing
>this on purpose.  Also, the things people remember and the bias, and how we
>can't aviod this. In this class there are lots of things I seem to do on a
>daily basis and each class I am learning the right words and why these
>things happen, and its really neat.  I think the TABMSBP will really help me
>remember that for the test.  Thanks Joel!!
>
>
>
>--__--__--
>
>Message: 2
>Date: Thu, 20 Oct 2005 16:14:39 -0400
>From: shweetheart13@aol.com
>To: psych3120@lists.csbs.utah.edu
>Subject: [Psych3120] seven sins of memory
>Reply-To: psych3120@lists.csbs.utah.edu
>
>
>----------MailBlocks_8C7A3CA08B91A3A_15BC_11D5_mblk-d47.sysops.aol.com
>Content-Type: text/plain; charset="us-ascii"
>
>I really enjoyed the topics discussed in this week's lectures.  Memory is such an interesting process.  Many of the posts from this week have discussed the tip of the tongue phenomenon.  The same day that this was discussed in class, my co-worker had an experience with tip of the tongue.  I work in a surgeon's office, so I found it quite hilarious when my co-worker could not think of the word 'anesthesia', seeing as to how it is term we use daily in our office.  It just goes to show how our memory does not always work properly.  Other examples of this were discussed today in Joel's lecture when he taught about the seven sins of memory.  As he went through each of the seven sins, I could easily identify with a time that I had experienced the sins of memory.  Like most others in the class, I found the topic of eyewitness reports to be very interesting.  I consider it unethical for police officers, attourneys, or therapists of any sort to use leading questions that may suggest to!
>  a person how they should feel or what they experienced.  I know this may be difficult when the legal system is trying to solve a problem in a timely manner, but I believe it's crucial to not convict anyone or accuse anyone of something solely based on reports that have been influenced by suggestive questioning.  Overall, I really enjoyed learning about memory this week because we discussed topics that I could easily relate to instead of just going over a bunch of models (I know, I know...that is just as important).  Have a great weekend.
>-Danielle Stocking
>
>----------MailBlocks_8C7A3CA08B91A3A_15BC_11D5_mblk-d47.sysops.aol.com
>Content-Type: text/html; charset="us-ascii"
>
><HTML><BODY><DIV style='font-family: "Verdana"; font-size: 10pt;'><DIV>I really enjoyed the topics discussed in this week's lectures.&nbsp; Memory is such an interesting process.&nbsp; Many of the posts from this week have discussed the tip of the tongue phenomenon.&nbsp; The same day that this was discussed in class, my co-worker had an experience with tip of the tongue.&nbsp; I work in a surgeon's office, so I found it quite hilarious when my co-worker could not think of the word 'anesthesia', seeing as to how it is term we use daily in our office.&nbsp; It just goes to show how our memory does not always work properly.&nbsp; Other examples of this were discussed today in Joel's lecture when he taught about the seven sins of memory.&nbsp; As he went through each of the seven sins, I could easily identify with a time that I had experienced the sins of memory.&nbsp; Like most others in the class, I found the topic of eyewitness reports to be very interesting.&nbsp; I&nbsp;cons!
>ider it unethical for police officers, attourneys, or therapists of any sort to use leading questions that may suggest to a person how they should feel or what they experienced.&nbsp; I know this may be difficult when the legal system is trying to solve a problem in a timely manner, but I believe it's crucial to not convict anyone or accuse anyone of something solely based on reports that have been influenced by suggestive questioning.&nbsp; Overall, I really enjoyed learning about memory this week because we discussed topics that I could easily relate to instead of just going over a bunch of models (I know, I know...that is just as important).&nbsp; Have a great weekend.</DIV>
><DIV>-Danielle Stocking</DIV></DIV></BODY></HTML>
>
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>
>--__--__--
>
>Message: 3
>From: "kamicia Miller" <kamicia@hotmail.com>
>To: psych3120@lists.csbs.utah.edu
>Date: Thu, 20 Oct 2005 18:02:56 -0600
>Subject: [Psych3120] seven sins
>Reply-To: psych3120@lists.csbs.utah.edu
>
><html><div style='background-color:'><DIV class=RTE>
><P><BR><BR>I really liked todays class and learning about the Seven sins of memory.&nbsp; Maybe this will help me to remember better... or at least know why I am forgetting.&nbsp; The "Tip of the Tongue" phenomenon has always interested me.&nbsp; I'm actually doing a paper on it for another psych class, Brain and Behavior.&nbsp; I've looked a little into the neurobiological mechanisms that seam to be involoved and it is fasinating!!!!&nbsp; One reference is Schwartz, in Psychnomic Bulletin &amp; Review 1999 if anyone is interested in learning more.</P>
><P>&nbsp;</P></DIV></div></html>
>
>
>--__--__--
>
>Message: 4
>Date: Thu, 20 Oct 2005 20:58:14 -0400
>From: dwmaasberg@aol.com
>To: psych3120@lists.csbs.utah.edu
>Subject: [Psych3120] David W. Maasberg Post #8
>Reply-To: psych3120@lists.csbs.utah.edu
>
>
>----------MailBlocks_8C7A3F1A68F6F14_1080_ED09_MBLK-M38.sysops.aol.com
>Content-Type: text/plain; charset="us-ascii"
>
>Dear Psych Message Board-
>I really enjoy talking about memory, especially todays lecture about the seven sins of memory.  For the freshman writing 2010 class I wrote my reasearch paper on the validity of child testimony in the courtroom.  A lot of what I research had to do with Bias as well as leading questioning by the investigators.  As for the comment today in class about who is the most succeptable to memory alteration, I would have to say that children are much more succeptable than adults simply because they are so much more nervous at the time of the interview.
>              But, some of the research on this topic of eyewitness testimony, especially that which is focused on children, is absolutly stagering.  I thouroughly believe that a trained/skilled psychologist could make anybody believe anything that they wanted them to.  Just think of the power.....of being able to actually change people thoughts and have the ability to plant real memorys into people.   But that is one thing that psychologists these days have to be very careful about.......Not planting new memories into the minds of there patients......
>Its all very interesting....
>Until Next Time
>-David W. Maasberg
>
>----------MailBlocks_8C7A3F1A68F6F14_1080_ED09_MBLK-M38.sysops.aol.com
>Content-Type: text/html; charset="us-ascii"
>
><HTML><BODY><DIV style='font-family: "Verdana"; font-size: 10pt;'><DIV><FONT face="arial, helvetica, sans-serif" size=3>Dear Psych Message Board-</FONT></DIV>
><DIV><FONT face=Arial size=3>I really enjoy talking about memory, especially todays lecture about the seven sins of memory.&nbsp; For the freshman writing 2010 class I wrote my reasearch paper on the validity of child testimony in the courtroom.&nbsp; A lot of what I research had to do with Bias as well as leading questioning by the investigators.&nbsp; As for the comment today in class about who is the most succeptable to memory alteration, I would have to say that children are much more succeptable than adults simply because they are so much more nervous at the time of the interview.</FONT></DIV>
><DIV><FONT face=Arial size=3>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; But, some of the research on this topic of eyewitness testimony, especially that which is&nbsp;focused on children, is absolutly stagering.&nbsp; I thouroughly believe that a trained/skilled psychologist could make anybody believe anything that they wanted them to.&nbsp; Just think of the power.....of being able to actually change people thoughts and have the ability to plant real memorys into people.&nbsp;&nbsp; But that is one thing that psychologists these days have to be very careful about.......Not planting new memories into the minds of there patients......</FONT></DIV>
><DIV><FONT face=Arial size=3>Its all very interesting....</FONT></DIV>
><DIV><FONT face=Arial size=3>Until Next Time</FONT></DIV>
><DIV><FONT face=Arial size=3>-David W. Maasberg</FONT></DIV></DIV></BODY></HTML>
>
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>
>--__--__--
>
>Message: 5
>From: "Kimberly McGrath" <kimmcgrath@gmail.com>
>To: <psych3120@lists.csbs.utah.edu>
>Date: Thu, 20 Oct 2005 19:29:47 -0600
>Subject: [Psych3120] class last week
>Reply-To: psych3120@lists.csbs.utah.edu
>
>This is a multi-part message in MIME format.
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>I enjoyed the witch game that we played last week.  It was interesting =
>to me to see how you really are only capable of storing & items plus or =
>minus two.  It was a creative way to teach us what our memory is capable =
>of.
>
>Kim McGrath
>------=_NextPart_000_005B_01C5D5AC.A1ACE140
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><BODY bgColor=3D#ffffff>
><DIV><FONT face=3DArial size=3D2>I enjoyed the witch game that we played =
>last=20
>week.&nbsp; It was interesting to me to see how you really are only =
>capable of=20
>storing &amp; items plus or minus two.&nbsp; It was a creative way to =
>teach us=20
>what our memory is capable of.</FONT></DIV>
><DIV><FONT face=3DArial size=3D2></FONT>&nbsp;</DIV>
><DIV><FONT face=3DArial size=3D2>Kim McGrath</FONT></DIV></BODY></HTML>
>
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>--__--__--
>
>Message: 6
>From: "Kimberly McGrath" <kimmcgrath@gmail.com>
>To: <psych3120@lists.csbs.utah.edu>
>Date: Thu, 20 Oct 2005 19:33:02 -0600
>Subject: [Psych3120] todays class
>Reply-To: psych3120@lists.csbs.utah.edu
>
>This is a multi-part message in MIME format.
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>I really enjoyed todays class.  I also enjoyed Tuesdays class.  I like =
>to learn the different tricks that we can use to remember things and =
>also the seven sins of our memory.  The information is so interesting to =
>me.  When you add in games and activities for us to participate in it =
>really helps to understand more fully what you are trying to teach us =
>and it also helps to keep our attention.  This class has been very =
>enjoyable for me so far this semester and I hope to keep learning good =
>information.
>
>Kim McGrath
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><STYLE></STYLE>
></HEAD>
><BODY bgColor=3D#ffffff>
><DIV><FONT face=3DArial size=3D2>I really enjoyed todays class.&nbsp; I =
>also enjoyed=20
>Tuesdays class.&nbsp; I like to learn the different tricks that we can =
>use to=20
>remember things and also the seven sins of our memory.&nbsp; The =
>information is=20
>so interesting to me.&nbsp; When you add in games and activities for us =
>to=20
>participate in it really helps to understand more fully what you are =
>trying to=20
>teach us and it also helps to keep our attention.&nbsp; This class has =
>been very=20
>enjoyable for me so far this semester and I hope to keep learning good=20
>information.</FONT></DIV>
><DIV><FONT face=3DArial size=3D2></FONT>&nbsp;</DIV>
><DIV><FONT face=3DArial size=3D2>Kim McGrath</FONT></DIV></BODY></HTML>
>
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>--__--__--
>
>Message: 7
>From: "cortney tanner" <cortneytanner@hotmail.com>
>To: psych3120@lists.csbs.utah.edu
>Date: Thu, 20 Oct 2005 21:05:26 -0600
>Subject: [Psych3120] Psych 3210 Post
>Reply-To: psych3120@lists.csbs.utah.edu
>
><html><div style='background-color:'><DIV><SPAN style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; FONT-VARIANT: small-caps; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA">
><P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT size=3><FONT face="Times New Roman"></FONT></FONT>&nbsp;</P>
><P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT face="Times New Roman" size=3></FONT>&nbsp;</P>
><P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT size=3><FONT face="Times New Roman">I have really enjoyed the memory topic lectures.<SPAN style="mso-spacerun: yes">&nbsp; </SPAN>It’s surprising how many mnemonics I have used throughout my life.<SPAN style="mso-spacerun: yes">&nbsp; </SPAN>I have never been a visual type of guy so have never tried the loci method.<SPAN style="mso-spacerun: yes">&nbsp; </SPAN>I’m more of a first letter mnemonics kind of guy.<SPAN style="mso-spacerun: yes">&nbsp; </SPAN>For those of you who have an interest in criminal justice, let me share a mnemonic with you may not be aware of.<SPAN style="mso-spacerun: yes">&nbsp; </SPAN>It comes in handy anytime you want to solve a crime (even TV crimes!).<SPAN style="mso-spacerun: yes">&nbsp; </SPAN>While doing the investigation you should always think of your mother.<SPAN style="mso-spacerun: yes">&nbsp;
></SPAN>Yup, good old MOM.<SPAN style="mso-spacerun: yes">&nbsp; </SPAN>What are the MEANS the criminal used (gun, baseball bat, nuclear bomb)?<SPAN style="mso-spacerun: yes">&nbsp; </SPAN>What <?xml:namespace prefix = st1 ns = "urn:schemas-microsoft-com:office:smarttags" /><st1:place>OPPORTUNITY</st1:place> did the criminal have (was he in town, was he at the victims house, does he have an alibi)?<SPAN style="mso-spacerun: yes">&nbsp; </SPAN>What was his MOTIVE (bizarre love triangle, money, oxycontin fix)?<SPAN style="mso-spacerun: yes">&nbsp; </SPAN>Means, <st1:place>Opportunity</st1:place>, Motive--MOM loves crime (and I’m hooked on mnemonics).<SPAN style="mso-spacerun: yes">&nbsp;&nbsp;&nbsp;&nbsp;</SPAN></FONT></FONT></P>
><P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT size=3><FONT face="Times New Roman"><SPAN style="mso-spacerun: yes"></SPAN></FONT></FONT>&nbsp;</P>
><P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT size=3><FONT face="Times New Roman"><SPAN style="mso-spacerun: yes"></SPAN></FONT></FONT>&nbsp;</P></SPAN></DIV></div></html>
>
>
>--__--__--
>
>Message: 8
>From: "Drew Bennion" <drewbennion@hotmail.com>
>To: psych3120@lists.csbs.utah.edu
>Date: Fri, 21 Oct 2005 08:30:05 -0600
>Subject: [Psych3120] post for Drew Bennion
>Reply-To: psych3120@lists.csbs.utah.edu
>
>Yesterday's class with Joel really made me realize how there can be a
>difference between good lawyers and bad ones. I'm sure the law school has
>some idea how malleable our minds are when it comes to recoding episodic
>memories. I also wonder If the people that claimed they could remember their
>childhood paticularly the specifac memories in the crib. If they really fell
>subject to suggestion, that makes me wonder if the existing regression
>techniqes don't somehow plant a memory as well.
>Also, I thought the tip of the tongue words proved another good point we
>learned earlier. We learned that episodic memories form who we are and make
>us individuals. I noticed a couple different words came up with each
>description showing that some people interpreted the phrase differently.
>
>_________________________________________________________________
>Don’t just search. Find. Check out the new MSN Search!
>http://search.msn.click-url.com/go/onm00200636ave/direct/01/
>
>
>--__--__--
>
>Message: 9
>From: "Jennifer Burrup" <jenburrup@hotmail.com>
>To: psych3120@lists.csbs.utah.edu
>Date: Fri, 21 Oct 2005 09:37:12 -0600
>Subject: [Psych3120] POST #6
>Reply-To: psych3120@lists.csbs.utah.edu
>
><html><div style='background-color:'><P>Hi, I wanted to make my post this week about memory, which is what we have been discussing class, as most of you already know.&nbsp; I was fascinated by the seven sins of memory.&nbsp; Blocking is my biggest problem. When I forget something, I have a tendency to keep thinking about it until I end up forgetting why I was even trying to remember anything in the first place.&nbsp; Also, I have a slight problem with transience. I almost wish it would work faster and more effective on me, sometimes.&nbsp; There have been so many times whereI have wished that my memory would fade involving details of smells, places or any small cue that could remind me of some past relationship.&nbsp; It would help me focus more in school and work.&nbsp; HAve a good weekend!</P></div></html>
>
>
>--__--__--
>
>Message: 10
>From: "Spencer Banks" <ji_mestone@hotmail.com>
>To: psych3120@lists.csbs.utah.edu
>Date: Fri, 21 Oct 2005 09:43:26 -0600
>Subject: [Psych3120] post #10 or so
>Reply-To: psych3120@lists.csbs.utah.edu
>
><html><div style='background-color:'><DIV class=RTE>
><P>All of the talk in class about eyewitness testimony really sparked my interest in how is it perceived among the public and in the courtroom, and not amongst people with a&nbsp;psychological background, and in looking through all of the articles I read, I was somewhat surprised at what I found. I expected most people to think that eyewitness testimony is pretty reliable, as I did prior to this class. The way I used to look at it was I was there so of course I know what I saw. But to most people, according to what I read, eyewitness testimony is held as the most reliable proof. And to many people, it's even more so than DNA evidence which I couldn't believe. I guess they think they way I did. So-and-so was there, in person, seeing everything with their own two eyes, so of course they know what happened, and DNA evidence can be contaminated easily. I guess that's how they think about it,
>because that's the only way I can think of that could expalin that. Anyways, I just found these articles very interesting.<BR></P></DIV></div></html>
>
>
>--__--__--
>
>Message: 11
>From: "kevin davis" <kevindeedavis@hotmail.com>
>To: psych3120@lists.csbs.utah.edu
>Date: Fri, 21 Oct 2005 10:38:01 -0600
>Subject: [Psych3120] Mnemonics!
>Reply-To: psych3120@lists.csbs.utah.edu
>
>Yesterday's class was very interesting. I think Joel did a very good job.
>Mnemonic devices are my secret weapon when preparing for any test. I've
>noticed that the more funny or weird the sentences I come up with are, the
>easier it is to remember. I've also been thinking alot about the power of
>sugestion when it comes to memory. Last night I decided to mess with some of
>my friends when we were having one of those "remember when...."
>conversations. I started bringing up embarassing moments from my past and
>pretending to not recall who they involved. By the time it was over I had
>two of my buddies thinking they had done all this stupid crazy stuff. It was
>alot of fun but at the same time it brought to light just how fragile and
>easy to maniputed our memory is. I'm not surprised the legal system is
>having so many issues with this.
>
>
>
>
>--__--__--
>
>_______________________________________________
>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 Sat Oct 22 05:41:37 2005 From: psych3120@lists.csbs.utah.edu (Rachel B) Date: Sat, 22 Oct 2005 04:41:37 +0000 Subject: [Psych3120] (no subject) Message-ID: I thought the discussion on eye witness testimony was very interesting. I had known from previous experience that everyone's perception is slightly different, but I didn't realize how off our memories can be. I also thought the study regarding the car "crash", "hit", or "tap" experiment was very interesting. The definitions of words can really change the way people remember historical events. It is scary to think someone can ask you something in a certain way that iwill actually change your memory of the event. I think it is horrible how all of those kids where convinced they were abused by their parents. I have some memories of when I was a kid, such as when I touched a hot stove. When I ask my mom how some things happened, my memory is a lot different than my mom remembers. It is very interesting that one event can be remember in so many different ways, which goes back to the reason eye witness testimony is inaccurate. -Rachel Braun Johnson From psych3120@lists.csbs.utah.edu Sat Oct 22 07:08:36 2005 From: psych3120@lists.csbs.utah.edu (Jessica Berry) Date: Fri, 21 Oct 2005 23:08:36 -0700 Subject: [Psych3120] Eyewitness Testimony In-Reply-To: <200510211801.MAA27435@topo.csbs.utah.edu> Message-ID: I am completely horrified that the judicial system doesn't inform the jury that the eyewitness testimony is probably incorrect. So many cases use eyewitness testimony to manipulate the jury --- to prove the event happened, or to instill a reasonable doubt. If the jury was informed about eyewitness testimony, and the techniques lawyers use to manipulate the witness, the jury would make a more informed decision. _________________________________________________________________ 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 Sun Oct 23 04:05:07 2005 From: psych3120@lists.csbs.utah.edu (alexis cononelos) Date: Sat, 22 Oct 2005 20:05:07 -0700 (PDT) Subject: [Psych3120] #5 Message-ID: <20051023030507.8978.qmail@web52410.mail.yahoo.com> --0-2063324219-1130036707=:5779 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit While listening to our class lecture on the seven sins of memory I thought…."do I know these or what". There are a few memories from my childhood that I realize have changed over the years. Also I have certain memories that I don’t believe were my memories to begin with at all but bits and pieces of information from photographs and my family that my brain mosaics together into a whole. It makes you realize that much of our remembered lives are not derived from direct reproductive memory but a combination of the original information and existing schemata (or reconstructive memory) based on our biases, environment and perception of things. And I am not absolutely certain if I have done this (although I’m sure I have) but others have passed my memories off as their own. In addition I am absent-minded, I devotedly block most acquaintances names and I often confuse my dreams with real memories (type of misattribution?). Now I realize why these things have happened. The lecture on eyewitness testimony made me remember when I was elementary school and as part of our D.A.R.E. training a man ran into the classroom during a lecture and stole our teacher’s purse. Soon after a D.A.R.E. officer came into the classroom and asked if we could help him out and describe what the man looked like. Of course, everyone shouted out different colored clothing and hair and I remember being very frustrated with the fact that I could not remember anything about the flash of a man. This was to be our lesson in learning to be more aware of our surroundings and to be more observant. --------------------------------- Yahoo! FareChase - Search multiple travel sites in one click. --0-2063324219-1130036707=:5779 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit

While listening to our class lecture on the seven sins of memory I thought…."do I know these or what". There are a few memories from my childhood that I realize have changed over the years.  Also I have certain memories that I don’t believe were my memories to begin with at all but bits and pieces of information from photographs and my family that my brain mosaics together into a whole. It makes you realize that much of our remembered lives are not derived from direct reproductive memory but a combination of the original information and existing schemata (or reconstructive memory) based on our biases, environment and perception of things. And I am not absolutely certain if I have done this (although I’m sure I have) but others have passed my memories off as their own.  In addition I am absent-minded, I devotedly block most acquaintances names and I often confuse my dreams with real memories (type of misattribution?). Now I realize why these things have happened.

 

The lecture on eyewitness testimony made me remember when I was elementary school and as part of our D.A.R.E. training a man ran into the classroom during a lecture and stole our teacher’s purse.  Soon after a D.A.R.E. officer came into the classroom and asked if we could help him out and describe what the man looked like.  Of course, everyone shouted out different colored clothing and hair and I remember being very frustrated with the fact that I could not remember anything about the flash of a man.  This was to be our lesson in learning to be more aware of our surroundings and to be more observant.   

Yahoo! FareChase - Search multiple travel sites in one click. --0-2063324219-1130036707=:5779-- From psych3120@lists.csbs.utah.edu Sun Oct 23 05:16:40 2005 From: psych3120@lists.csbs.utah.edu (Doug Christopherson) Date: Sat, 22 Oct 2005 22:16:40 -0600 Subject: [Psych3120] Weekly Posting - Doug Christopherson Message-ID: Our recent discussion(s) about memory have raised some interesting questions for me. The first being whether or not people vary (significantly) with their short-term memory. The runners who were being tested on series of numbers were able to remember an incredible amount (something like 82) but only when the series' related to running times. When the numbers were tweaked to a more random pattern, these runners could only remember 7 items like the rest of us. What I would like to know is if your ability to recall items like this can be improved in a general sense (i.e. not just using a mnemonic device to recall items for a specific test)? And, are there people who can recall items at a significantly greater rate than the 7-10 items that are normal for most? One of the reasons I'm curious about memory in general is because mine seems to be poor. I can see a movie and not remember anything about it two days later. I wonder if this kind of thing is something that can be improved. Tonight, in fact, I told my friend all about this movie I had seen and after letting me ramble for a while he explained to me that I had seen the movie at his house just a few days prior. Is there a long-term solution to poor short-term memory? _________________________________________________________________ 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 Sun Oct 23 06:16:21 2005 From: psych3120@lists.csbs.utah.edu (Abby Wright) Date: Sat, 22 Oct 2005 23:16:21 -0600 Subject: [Psych3120] Posting #7 Message-ID: All of this talk on eyewitness testimony and implanting false memories has made me remember about two different episodes of Dateline that I’ve seen over the years. The first one was about eyewitness testimony. What they did was go to a university classroom and, while the professor was lecturing, a “criminal” burst into the classroom and took her purse. Then what they did was interview all the students in the classroom about what the suspect looked like. It was amazing to see such discrepancies in peoples’ accounts of what the guy looked like and how positive they were that that’s what they saw! When asked to pick the guy out of a photo line-up, everyone picked the wrong guy! It’s very interesting to see that what we think is absolutely what we’ve seen can be so far from the truth. Another episode of Dateline reported on the alleged child sex abuse that was occurring in preschools in the late 80s. In particular, they profiled one particular family, a mom and her daughter and son who ran a preschool. I don’t remember how it all started but I do remember that many allegations were made against these people based solely on the testimony of the little kids. What was even more disturbing was they showed how these kids were being interviewed. It was clear that the psychologists were asking leading questions and from there on, the kids’ stories got so bizarre and far-fetched that one would think the psychologists would see what they were doing. However, these three individuals were tried and convicted on many counts of child sex abuse and spent many years in prison for their supposed crimes until people finally went back and saw how these kids were having false memories implanted into their heads. The good news is that after this investigation, these individuals were released from prison. The bad news is that some of the kids who were questioned about being abused came to believe that it had happened. This was just as psychologically damaging to them as if they really had been abused. I’m so glad that new methods have been developed in the questioning of kids in matters like this, not only to save innocent adults from punishment of these crimes, but also to save the children from thinking they have been abused when they really haven’t. From psych3120@lists.csbs.utah.edu Sun Oct 23 06:40:25 2005 From: psych3120@lists.csbs.utah.edu (Keith Parke) Date: Sat, 22 Oct 2005 23:40:25 -0600 Subject: [Psych3120] memory Message-ID: Last week of class has been very interesting and helpful. The idea of state dependent learning has something that I have found to be true, as I have a hard time studying at home, sure t.v. and all the other distractions dont help, but when I am at school the very environment makes it easier, and also adding in the the idea of state dependent learning of being able to recall info by just being in the same environment in which I learned it. Also taking about the 7 sins of memory was fun to learn about, not only learning about the cons of memory deficiancy, but also the pros as well. With memories being so irreliable I wonder how close the writers of history actually got it. 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 Sun Oct 23 18:28:43 2005 From: psych3120@lists.csbs.utah.edu (Rebecca Mc) Date: Sun, 23 Oct 2005 10:28:43 -0700 (PDT) Subject: [Psych3120] Memory Message-ID: <20051023172843.27339.qmail@web36104.mail.mud.yahoo.com> --0-287132956-1130088523=:26472 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit I was meeting with a friend of mine on Tuesday. We were comparing books that we’ve been reading by the same author. My friend was trying to remember a new book by the author and couldn’t recall the name of the book. I threw out a title that I thought it was and she said no. She started going through a list of titles in the back of a book to see if it was listed. I told her we were studying memory at school. I told her it seems that the harder you try to recall something that more likely you won’t recall it. She seemed surprised. She said that at times it did appear that if she stepped away for a few minutes she was able to recall something. I told her that seemed to be the easier way, most of the time. I saw her the next day and asked her if she had come up with the name of the book. She said no. I told her there was a new book out by the author that I wanted to read and I threw out a word. That seemed to trigger her memory. She started to remember the name of the book though it wasn’t the book I wanted to read. She got on to Amazon.com and immediately was able to pick out the name of the book. It was interesting going through this with my friend. It was interesting seeing what we’re learning applied to every day situations. It is also interesting how I can recall things with my friend but come test time I get a block. I have always been that way. I have talked to a couple of people about test anxiety. I don't know if that is what it is or not but it appears I know the information when I'm not being tested but put that test in from of me and all the information is blocked. Rebecca McCown __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com --0-287132956-1130088523=:26472 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit

I was meeting with a friend of mine on Tuesday. We were comparing books that we’ve been reading by the same author. My friend was trying to remember a new book by the author and couldn’t recall the name of the book. I threw out a title that I thought it was and she said no. She started going through a list of titles in the back of a book to see if it was listed. I told her we were studying memory at school. I told her it seems that the harder you try to recall something that more likely you won’t recall it. She seemed surprised. She said that at times it did appear that if she stepped away for a few minutes she was able to recall something. I told her that seemed to be the easier way, most of the time.

 

I saw her the next day and asked her if she had come up with the name of the book. She said no. I told her there was a new book out by the author that I wanted to read and I threw out a word. That seemed to trigger her memory. She started to remember the name of the book though it wasn’t the book I wanted to read. She got on to Amazon.com and immediately was able to pick out the name of the book.

 

It was interesting going through this with my friend. It was interesting seeing what we’re learning applied to every day situations.
 
It is also interesting how I can recall things with my friend but come test time I get a block. I have always been that way. I have talked to a couple of people about test anxiety. I don't know if that is what it is or not but it appears I know the information when I'm not being tested but put that test in from of me and all the information is blocked.
 
 
Rebecca McCown

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http://mail.yahoo.com --0-287132956-1130088523=:26472-- From psych3120@lists.csbs.utah.edu Sun Oct 23 22:07:33 2005 From: psych3120@lists.csbs.utah.edu (Rebecca Mc) Date: Sun, 23 Oct 2005 14:07:33 -0700 (PDT) Subject: [Psych3120] Eye Witness Testimony Message-ID: <20051023210733.98603.qmail@web36112.mail.mud.yahoo.com> --0-1918945738-1130101653=:97593 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit I’ve never believed a person should be convicted on eye witness testimony. I never believed in the accuracy of eye witness testimony. This class has confirmed my beliefs. However, I don’t believe someone should be released from prison because someone else says, “I did the crime.” I think there should be some kind of evidence to substantiate it. And if eye witness testimony is all they have then they should not be released from prison. I was glad when DNA testing came along. However, it is not 100% accurate either. But, it is better than eye witnesses. I have also had a problem with hypnosis. I am real skeptical about psychologists using it. I do not believe it should ever be used in court cases. I don’t believe in its reliability. I’m not sure I believe in it being used to get at repressed memories. I don’t think it should be used on children, and it should be only be used on adults that are willing and able to make an informed decision. Rebecca McCown __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com --0-1918945738-1130101653=:97593 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit

I’ve never believed a person should be convicted on eye witness testimony. I never believed in the accuracy of eye witness testimony. This class has confirmed my beliefs. However, I don’t believe someone should be released from prison because someone else says, “I did the crime.” I think there should be some kind of evidence to substantiate it. And if eye witness testimony is all they have then they should not be released from prison. I was glad when DNA testing came along. However, it is not 100% accurate either. But, it is better than eye witnesses.

 

I have also had a problem with hypnosis. I am real skeptical about psychologists using it. I do not believe it should ever be used in court cases. I don’t believe in its reliability. I’m not sure I believe in it being used to get at repressed memories. I don’t think it should be used on children, and it should be only be used on adults that are willing and able to make an informed decision.

 

Rebecca McCown

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http://mail.yahoo.com --0-1918945738-1130101653=:97593-- From psych3120@lists.csbs.utah.edu Sun Oct 23 22:49:47 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Sun, 23 Oct 2005 15:49:47 -0600 Subject: [Psych3120] Memory (Eric Ashton) Message-ID: <1130104187.435c057b71298@webmail.utah.edu> Hello everyone, On thursday Joel lectured on the seven sins of memory. He did an excellent job and i found the topic to be interesting. One perspective that was just briefly mentioned in the lecture on Thursday was the possibility of the seven sins of memory having positive aspects to them. I think this is an interesting idea to explore. For instance, the idea of transcience which describes the tendancy to lose access to memories/info over time provides some difinite positive aspects. So with transcience a memory essentialy becomes less specific and we remember generalities or the gist of the memory. I will use a general example which everyone could relate to which is the sept. 11 terrorist attacks. When I try to reconstruct memories of this event I can remember i was in my senior year of high school sitting in an independent study class when i first heard about the attacks. I can recall the shock and feelings of sickness that i experienced. The memory still feels quite vivid and i can recall some details such as my frustration with the teacher because he wanted to continue a lecture preparing the students for a calculus test the next day;however, the memories are less powerful then the actual feelings experiecned when the tragedy occured. I think the most powerful coping tool for tragedies is Transcience as the momories and emotions tend to fade over time allowing people to continue on with their lifes. Eric Ashton From psych3120@lists.csbs.utah.edu Sun Oct 23 23:48:45 2005 From: psych3120@lists.csbs.utah.edu (C S) Date: Sun, 23 Oct 2005 16:48:45 -0600 Subject: [Psych3120] posting #7 memory Message-ID:

I was watching some kind of show ( Asian Show) and there were two little boys who are competing each other on mental arithematic problems. There are about 6 and 9 years old but their abilities to solve the mathematic problems through their heads in 10 seconds are just incredible.  plus problems by itself were very complex (addition and subtraction of huge numbers)
I don't know if they have high IQ's or high concentation & good memory?,,, but it was awesome!!
From psych3120@lists.csbs.utah.edu Mon Oct 24 04:28:12 2005 From: psych3120@lists.csbs.utah.edu (Kendrick) Date: Sun, 23 Oct 2005 21:28:12 -0600 Subject: [Psych3120] thurs. lecture Message-ID: <33375ed40510232028k6c06001aud1a93eea39a21cb0@mail.gmail.com> ------=_Part_2732_17180971.1130124492378 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Content-Disposition: inline Well, Joel began his lecture on thursday about what it takes to perform a perfect robbery.....have a really big and impressive gun! I can personally attest to that. I was held up at gun point about 6 or 7 years ago, and all = I could do is stare at the gun when it was pointed at me. Everything else I could remember didn't seem to make a difference in identifying the perp. as he looked like any other 20ish year old utahn. But I could sure describe th= e gun. Another thing we talked about I can attest the police tried hard to limit was suggestibility (the 5 sin of memory). When they arrived on the scene, they separated all of the employees and asked us to not talk at all to one another until they had the time to get our statements and all the facts the= y could about the case. It was remarkable how many of my employees didn't eve= n know we'd been robbed, or that I had a stranger come into my office with me (where the safe was kept). Suggestibility is a well known sin of memory, that some strive to combat, and as many classmates have previously mentione= d in posts this week, some strive to exploit! Kendrick ------=_Part_2732_17180971.1130124492378 Content-Type: text/html; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Content-Disposition: inline
Well, Joel began his lecture on thursday about what it takes= to perform a perfect robbery.....have a really big and impressive gun!&nbs= p; I can personally attest to that.  I was held up at gun point about = 6 or 7 years ago, and all I could do is stare at the gun when it was pointe= d at me.  Everything else I could remember didn't seem to make a diffe= rence in identifying the perp. as he looked like any other 20ish year old u= tahn.  But I could sure describe the gun.=20
 
<totally unrealted aside -- I had a friend who used to be a cop, an= d he told me how they were able to catch a perp from the description o= f his shoes.  The witness while being robbed, only felt safe when look= ing down at the ground, so when questioned, all he could describe was = the unique style of sneakers worn by the robber.  It was that sneaker = description that led to the arrest!>
 
Another thing we talked about I can attest the police tried hard to li= mit was suggestibility (the 5 sin of memory).  When they arrived on th= e scene, they separated all of the employees and asked us to not talk = at all to one another until they had the time to get our statements and all= the facts they could about the case.  It was remarkable how many of m= y employees didn't even know we'd been robbed, or that I had a stranger com= e into my office with me (where the safe was kept).  Suggestibility&nb= sp;is a well known sin of memory, that some strive to combat, and as many c= lassmates have previously mentioned in posts this week, some strive to expl= oit!
 
Kendrick 
------=_Part_2732_17180971.1130124492378-- From psych3120@lists.csbs.utah.edu Mon Oct 24 05:47:25 2005 From: psych3120@lists.csbs.utah.edu (Brett Powell) Date: Sun, 23 Oct 2005 21:47:25 -0700 (PDT) Subject: [Psych3120] Seven Sins of Memory Message-ID: <20051024044725.63993.qmail@web36202.mail.mud.yahoo.com> --0-1786419708-1130129245=:59933 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit I've been thinking a lot about how our memory can fail us through these "sins". I was talking with a friend of mine today and found myself asking leading questions. I'm not sure if the way I posed the questions effected her at all, but I was very taken back by what I was doing. More than anything I was taken back by what I didn't realize I was doing until I had already asked the questions. I can very much see how potentially harmful it could be for interrogators to interrogate in a way that could alter the actual memory. It would be harmful to the individual with the memory and could hurt the integrity of the information from the memory and make it useless. Now that I think about it, I was a victim to this just the other day. I was telling a scary story to some of my friends. I could see the "screen play" of the story rolling through my mind's eye as I thought of the story. My friends asked me a few questions after I finished the story. One of the questions in particular was the facial features of the creature I was describing, in particular, the eyes. Thinking back to the images of the creature in my mind before I was asked the questions and those post questions, I realize there is a distinct difference. Now I can barely make out an image of this creature without the altered image coming to mind. The altered image came only due to these leading questions that were asked by my friends. This was just a pointless, entertaining story. Think of the terrible consequences that could follow leading questions in regards to the memories of an eye witness of a murder or robbery. I know we were told of the organization that goes back and frees people that have been imprisoned due to eyewitness testimony. I wonder how many people there are still out there and how many have actually died due to misleading information, especially the unintentionally altered information as a consequence of leading questions. This makes me think even more about the sins of memory reconstruction. How much of the history that each generation is taught is actually quite factual and how much is unreliable and different from what actually happened? How much of my memory in particular isn’t serving me correctly. From a philosophical point of view, and I’m glad I’m not a philosopher, one could take the position that what we take for granted as reality really isn’t reality at all but just infinite biased memories and recollections put together to create this false reality. Granted, some things are completely factual such as different statistics, but aside from that it would be hard to say what is completely true and what is false. Troubles with memory such as misattribution and suggestibility could be devastating. I think that this points was made especially with a story told in class. If my memory reconstruction is accurate right now I would relay the story as follows. There was a woman who was raped. As she was being questions and asked to give a description of the rapist she described the local news anchor. There was no possible way it could have been the anchor described because he was on live TV during the time she was raped. How could this be that she described many details of this man yet it couldn’t at all have been him. It turned that, and I’m not quite sure of this detail, that either while she was being raped or during the questioning the news anchor was on the TV reporting news. This stimuli mixed with her memory. When she was recollecting this memory and reconstructing it she placed this anchor in as the perpetrator. To her this was reality, but, to the rest of the world, this reality was impossible. --------------------------------- Yahoo! FareChase - Search multiple travel sites in one click. --0-1786419708-1130129245=:59933 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit

I've been thinking a lot about how our memory can fail us through these "sins".  I was talking with a friend of mine today and found myself asking leading questions.  I'm not sure if the way I posed the questions effected her at all, but I was very taken back by what I was doing.  More than anything I was taken back by what I didn't realize I was doing until I had already asked the questions.  I can very much see how potentially harmful it could be for interrogators to interrogate in a way that could alter the actual memory.  It would be harmful to the individual with the memory and could hurt the integrity of the information from the memory and make it useless.  Now that I think about it, I was a victim to this just the other day.  I was telling a scary story to some of my friends.  I could see the "screen play" of the story rolling through my mind's eye as I thought of the story.  My friends asked me a few questions after I finished the story.  One of the questions in particular was the facial features of the creature I was describing, in particular, the eyes.  Thinking back to the images of the creature in my mind before I was asked the questions and those post questions, I realize there is a distinct difference.  Now I can barely make out an image of this creature without the altered image coming to mind.  The altered image came only due to these leading questions that were asked by my friends.  This was just a pointless, entertaining story.  Think of the terrible consequences that could follow leading questions in regards to the memories of an eye witness of a murder or robbery.  I know we were told of the organization that goes back and frees people that have been imprisoned due to eyewitness testimony.  I wonder how many people there are still out there and how many have actually died due to misleading information, especially the unintentionally altered information as a consequence of leading questions.  This makes me think even more about the sins of memory reconstruction.  How much of the history that each generation is taught is actually quite factual and how much is unreliable and different from what actually happened?  How much of my memory in particular isn’t serving me correctly.  From a philosophical point of view, and I’m glad I’m not a philosopher, one could take the position that what we take for granted as reality really isn’t reality at all but just infinite biased memories and recollections put together to create this false reality.  Granted, some things are completely factual such as different statistics, but aside from that it would be hard to say what is completely true and what is false.  Troubles with memory such as misattribution and suggestibility could be devastating.  I think that this points was made especially with a story told in class.  If my memory reconstruction is accurate right now I would relay the story as follows.  There was a woman who was raped.  As she was being questions and asked to give a description of the rapist she described the local news anchor.  There was no possible way it could have been the anchor described because he was on live TV during the time she was raped.  How could this be that she described many details of this man yet it couldn’t at all have been him.  It turned that, and I’m not quite sure of this detail, that either while she was being raped or during the questioning the news anchor was on the TV reporting news.  This stimuli mixed with her memory.  When she was recollecting this memory and reconstructing it she placed this anchor in as the perpetrator.  To her this was reality, but, to the rest of the world, this reality was impossible.

Yahoo! FareChase - Search multiple travel sites in one click. --0-1786419708-1130129245=:59933-- From psych3120@lists.csbs.utah.edu Mon Oct 24 07:00:16 2005 From: psych3120@lists.csbs.utah.edu (Lance P. Roberts) Date: Mon, 24 Oct 2005 00:00:16 -0600 Subject: [Psych3120] Lance Roberts Message-ID: On Thursday we talked about the seven sins of memory. I feel as if I have the worst memory of the world. Im sure there are many of you that feel the same way. Ill be the first to admit that I smoked a lot of pot when I was in highschool but I havent touched the stuff in the last five years. I would like to tell you that if you dont think that pot affects your memory, your wrong. Let me tell you how amplified my seven sins of memory are. Starting with sin #1, transcience, I dont remember that many specific things before my freshman year of highschool. Most of my childhood and middle school are very general. When I remanece with my childhood friends theyll talk about a specific incidence. Ill remember the day that they are talking about, but they will remember who said what and what was happening at the time. I do not. Absent mindness, sin #2, plagues me everyday. I can never remember where my keys are or where I put my shoes and cell phone. Thank goodness that I married a wonderful wife that keeps track of these things for me. When it comes to, ohhh what is it, it startes with a b, hummmm oh yea, blocking, I can never remember. Everyday I fall guilty of the tip of the tongue. This is especially true when it comes to academia. Ill go home and talk to my family about what I learned that day and cant remember what the word was that Im talking about. My misattribution is my childhood. The only stories from my childhood are the ones that I find myself telling all of the time. Going back to my original thought, I can only remember about 10 memories from my childhood. My earliest memory is my 5th birthday. Im sure that these memories are pretty different than what they actually were, because I now remember them in the third person instead of in the minds eye. Suggestability is the next sin, #5, that I probably use alot. Again, when I am remenesing with my childhood friends I wont remember a memory until they bring it up and start talking about it. Ill start agreeing with them and im not sure how much I actually remember and how much Im taking from them. Bias, sin #6, is one sin that Im unaware of. I know that I have bias in my life, but how much of it transverses into my memory is uncertain. Finally sin #7 is persistence. I hate this sin the most. It seems that all of the bad memories in my life are the ones that I remember. Those good memories have only been created within the past year and I will treasure them for the rest of my life. Thanks for letting me rant and rave about my seven sins of memory. Unitl next time. Lance Roberts From psych3120@lists.csbs.utah.edu Mon Oct 24 21:24:18 2005 From: psych3120@lists.csbs.utah.edu (kevin davis) Date: Mon, 24 Oct 2005 14:24:18 -0600 Subject: [Psych3120] Where were you? Message-ID: I just read Eric Ashton's post and it led me to think about my own experience with the 9/11 terrorist attacks. I was serving a mission for the LDS church in Okinawa, Japan. The phone rang just as we were falling asleep. I answered the phone, it was a local member of the branch we were serving in, it took me awhile to figure out what he was saying because I didn't understand the words for terrorist and suicide bomber. Eventually we figured out what was going on and spent the next couple of hours relaying the news to the rest of the missionaries on the island. At about 3:00am we decided to try and get some rest but couldn't sleep. At about 4:00am we started hearing F-16 fighter jets out of the Kendena Air base roaring over our apartment. I don't really remember much else about the following week or so. I can really feel the effects of transcience eating away at the few memories that are left. It's funny because I remember thinking that I would never be able to forget anything about that night or time. But I'm its already fading. From psych3120@lists.csbs.utah.edu Tue Oct 25 00:56:03 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Mon, 24 Oct 2005 19:56:03 -0400 Subject: [Psych3120] sins of memory (Katie Homan) Message-ID: <8C7A70DA09B1A0A-1338-E3E8@mblkn-m06.sysops.aol.com> ----------MailBlocks_8C7A70DA08F2E52_1338_8F3E_mblkn-m06.sysops.aol.com Content-Type: text/plain; charset="us-ascii" The seven sins of memory I found most interesting was Transience because a lot of people that go through a traumatic experience use this sin of memory. My freshman year of college I had lost a friend in a car accident. I was 19 at the time and I had never lost anyone before. I can remember the wake and funeral, but as the years go by they are not as intense as they use to be. I used to wake up every morning with the memories of that day. I can still remember what I was doing that day I had found out my friend was in a car accident. As the years pass by my memory is not as powerful, their vivid, but nearly as strong as they used to be. I think that this sin of memory is not necessarily a sin of memory when it comes to tragedies, it's a way for people to move on with their lives. This is a good coping strategy for people, and it lets them move in in life. __________________________________________________________________ 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_8C7A70DA08F2E52_1338_8F3E_mblkn-m06.sysops.aol.com Content-Type: text/html; charset="us-ascii"
 
The seven sins of memory I found most interesting was Transience because a lot of people that go through a traumatic experience use this sin of memory. My freshman year of college I had lost a friend in a car accident. I was 19 at the time and I had never lost anyone before. I can remember the wake and funeral, but as the years go by they are not as intense as they use to be. I used to wake up every morning with the memories of that day. I can still remember what I was doing that day I had found out my friend was in a car accident. As the years pass by my memory is not as powerful, their vivid, but nearly as strong as they used to be. I think that this sin of memory is not necessarily a sin of memory when it comes to tragedies, it's a way for people to move on with their lives. This is a good coping strategy for people, and it lets them move in in life.
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_8C7A70DA08F2E52_1338_8F3E_mblkn-m06.sysops.aol.com-- From psych3120@lists.csbs.utah.edu Tue Oct 25 02:52:31 2005 From: psych3120@lists.csbs.utah.edu (nicole funk) Date: Mon, 24 Oct 2005 19:52:31 -0600 Subject: [Psych3120] (no subject) Message-ID:
I find state dependent learning very interesting.  If you do better on exams taken in the same location where the learning took place, then it is interesting that some schools still have testing centers where they take all of there exams in an unfamiliar room with unfamiliar people.  I find that I feel much more comfortable taking exams in the same location where lecture took place. It is fascinating that state dependent learning includes factors like mood and drug-induced states. 
 
Nicole Funk
From psych3120@lists.csbs.utah.edu Tue Oct 25 19:10:40 2005 From: psych3120@lists.csbs.utah.edu (Kimberly Hollie) Date: Tue, 25 Oct 2005 11:10:40 -0700 (PDT) Subject: [Psych3120] Re: Psych3120 digest, Vol 1 #812 - 3 msgs In-Reply-To: <200510181801.MAA15710@topo.csbs.utah.edu> Message-ID: <20051025181040.23129.qmail@web52812.mail.yahoo.com> --0-940508723-1130263840=:22201 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit We were talking in class of the tip of the tongue problem that most of us experience. Well, the other day I ran into an old friend from high school that I havent seen for probably four years. I was talking to her about what she was doing and she was telling me about people we both knew. I could not remember her name for anything. Luckily I wasnt in a situation where I needed to know her name. However, after I had said goodbye and walked about three steps away, her name came back to me. It was so odd, but as soon as I didnt need to remember her name anymore, I did. 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 (Keith Parke) 2. psych3120 (Shawn Bassett) 3. Modes #6 (Eve Patterson) --__--__-- Message: 1 From: "Keith Parke" To: psych3120@lists.csbs.utah.edu Date: Mon, 17 Oct 2005 14:04:24 -0600 Subject: [Psych3120] memory Reply-To: psych3120@lists.csbs.utah.edu I a exited to learn more about memory, memory storage, and improving memory capacity. It seems like this one of the many areas that my brain needs impovement in. What I find interesting is what I seem to remember about a given situation or event that I have stored away, and how others that shared that same experience remember different details about it. Also I sometimes wonder how reliable our memories really are, the example was given by someone that wrote in about a psychoanalyst that probed this young girls mind and suggested and fused ideas into her mind that eventually she recalled as memories that never happened. This same idea happenes in my family occasionally where when a few of us are together sharing old stories, and my little brother will tell a story that sounds to strangely familiar to the effect that he has heard the story so many times he confuses himself as the character of the story, who in reality was not involved in the story at all. I guess he had heard the tale so many times, he has fused it into his memory as his own...strange! Keith Parke _________________________________________________________________ Is your PC infected? Get a FREE online computer virus scan from McAfee® Security. http://clinic.mcafee.com/clinic/ibuy/campaign.asp?cid=3963 --__--__-- Message: 2 From: "Shawn Bassett" To: psych3120@lists.csbs.utah.edu Date: Mon, 17 Oct 2005 20:36:40 -0600 Subject: [Psych3120] psych3120 Reply-To: psych3120@lists.csbs.utah.edu I want to know how it is people have or are able to develop a photographic memory. Why wouldn't it be something that anyone couold have. From the discussions in class it would seem that it wouldn't be a matter of memory but rather a matter of being able to recal the information. In one of my other classes it was discussed that one of the purposes of sleep could be to organize and make sense of thoughts in the head. I wonder if it simply has to do with the quality of sleep someone gets. I know that it is hard for me to remember a lot of things and I have a really hard time sleeping it has been years since I have gotten a full night sleep without sleep medications. I would think that being able to recal would have to do with how it is processed in the first place. Like in class, the study that just had you see things in llines rather than a whole. I know I am just ramblling off but it would be cool to get any other insights form any of you on this topic. Shawn Bassett _________________________________________________________________ Express yourself instantly with MSN Messenger! Download today - it's FREE! http://messenger.msn.click-url.com/go/onm00200471ave/direct/01/ --__--__-- Message: 3 Date: Mon, 17 Oct 2005 19:47:30 -0700 (PDT) From: Eve Patterson To: psych3120@lists.csbs.utah.edu Subject: [Psych3120] Modes #6 Reply-To: psych3120@lists.csbs.utah.edu So I've been paying closer attention to how I bring up a memory. Like this Saturday I was with an old friend from junior high and she would mention someone we knew and I would not recognize them by their name but if she told a story of what we did one time I would remember. I figure that is because I rehearsed that memory in my head but not necessarily that person specific to that memory. Another time I was paying attention was when my boss asked me, because she lost the word, the type of disease you can get from mosquito bites. From nowhere I pulled out malaria. She said no, that's not it but I was thinking, where in the heck did I pull malaria from, I think that's right but until I was triggered with that queston I did not have the stimulus to pull it out of long term memory. Last thing; my friend, I mentioned earlier, got together with some other friends and she recounted a funny story that had occurred earlier that day to us. It was funny to see how in just a few hours the details had changed. I am suprised how quickly our memory decays, just a few seconds without rehearsal. __________________________________ Yahoo! Music Unlimited Access over 1 million songs. Try it free. http://music.yahoo.com/unlimited/ --__--__-- _______________________________________________ Psych3120 mailing list Psych3120@lists.csbs.utah.edu http://lists.csbs.utah.edu/listinfo.cgi/psych3120 End of Psych3120 Digest --------------------------------- Yahoo! FareChase - Search multiple travel sites in one click. --0-940508723-1130263840=:22201 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
We were talking in class of the tip of the tongue problem that most of us experience. Well, the other day I ran into an old friend from high school that I havent seen for probably four years. I was talking to her about what she was doing and she was telling me about people we both knew. I could not remember her name for anything. Luckily I wasnt in a situation where I needed to know her name. However, after I had said goodbye and walked about three steps away, her name came back to me. It was so odd, but as soon as I didnt need to remember her name anymore, I did.

psych3120-request@lists.csbs.utah.edu wrote:
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Today's Topics:

1. memory (Keith Parke)
2. psych3120 (Shawn Bassett)
3. Modes #6 (Eve Patterson)

--__--__--

Message: 1
From: "Keith Parke"
To: psych3120@lists.csbs.utah.edu
Date: Mon, 17 Oct 2005 14:04:24 -0600
Subject: [Psych3120] memory
Reply-To: psych3120@lists.csbs.utah.edu

I a exited to learn more about memory, memory storage, and improving memory
capacity. It seems like this one of the many areas that my brain needs
impovement in. What I find interesting is what I seem to remember about a
given situation or event that I have stored away, and how others that shared
that same experience remember different details about it. Also I sometimes
wonder how reliable our memories really are, the example was given by
someone that wrote in about a psychoanalyst that probed this young girls
mind and suggested and fused ideas into her mind that eventually she
recalled as memories that never happened. This same idea happenes in my
family occasionally where when a few of us are together sharing old stories,
and my little brother will tell a story that sounds to strangely familiar to
the effect that he has heard the story so many times he confuses himself as
the character of the story, who in reality was not involved in the story at
all. I guess he had heard the tale so many times, he has fused it into his
memory as his own...strange!

Keith Parke

_________________________________________________________________
Is your PC infected? Get a FREE online computer virus scan from McAfee®
Security. http://clinic.mcafee.com/clinic/ibuy/campaign.asp?cid=3963


--__--__--

Message: 2
From: "Shawn Bassett"
To: psych3120@lists.csbs.utah.edu
Date: Mon, 17 Oct 2005 20:36:40 -0600
Subject: [Psych3120] psych3120
Reply-To: psych3120@lists.csbs.utah.edu

I want to know how it is people have or are able to develop a photographic
memory. Why wouldn't it be something that anyone couold have. From the
discussions in class it would seem that it wouldn't be a matter of memory
but rather a matter of being able to recal the information. In one of my
other classes it was discussed that one of the purposes of sleep could be to
organize and make sense of thoughts in the head. I wonder if it simply has
to do with the quality of sleep someone gets. I know that it is hard for me
to remember a lot of things and I have a really hard time sleeping it has
been years since I have gotten a full night sleep without sleep medications.
I would think that being able to recal would have to do with how it is
processed in the first place. Like in class, the study that just had you
see things in llines rather than a whole. I know I am just ramblling off
but it would be cool to get any other insights form any of you on this
topic. Shawn Bassett

_________________________________________________________________
Express yourself instantly with MSN Messenger! Download today - it's FREE!
http://messenger.msn.click-url.com/go/onm00200471ave/direct/01/


--__--__--

Message: 3
Date: Mon, 17 Oct 2005 19:47:30 -0700 (PDT)
From: Eve Patterson
To: psych3120@lists.csbs.utah.edu
Subject: [Psych3120] Modes #6
Reply-To: psych3120@lists.csbs.utah.edu


So I've been paying closer attention to how I bring up
a memory. Like this Saturday I was with an old friend
from junior high and she would mention someone we knew
and I would not recognize them by their name but if
she told a story of what we did one time I would
remember. I figure that is because I rehearsed that
memory in my head but not necessarily that person
specific to that memory. Another time I was paying
attention was when my boss asked me, because she lost
the word, the type of disease you can get from
mosquito bites. From nowhere I pulled out malaria. She
said no, that's not it but I was thinking, where in
the heck did I pull malaria from, I think that's right
but until I was triggered with that queston I did not
have the stimulus to pull it out of long term memory.
Last thing; my friend, I mentioned earlier, got
together with some other friends and she recounted a
funny story that had occurred earlier that day to us.
It was funny to see how in just a few hours the
details had changed. I am suprised how quickly our
memory decays, just a few seconds without rehearsal.




__________________________________
Yahoo! Music Unlimited
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http://music.yahoo.com/unlimited/


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_______________________________________________
Psych3120 mailing list
Psych3120@lists.csbs.utah.edu
http://lists.csbs.utah.edu/listinfo.cgi/psych3120


End of Psych3120 Digest

Yahoo! FareChase - Search multiple travel sites in one click. --0-940508723-1130263840=:22201-- From psych3120@lists.csbs.utah.edu Tue Oct 25 20:19:47 2005 From: psych3120@lists.csbs.utah.edu (Shawn Bassett) Date: Tue, 25 Oct 2005 13:19:47 -0600 Subject: [Psych3120] cautiousness in thought Message-ID: I have read through a lot of the posting and hearing peoples comments in class it seems a bit funny to me. I think that there needs to be a lot of thought in to the things that are being learned and taken into context. I have read many statements like "it scares me to think about" I am really nervous when I realize what is going on." These statements are a little harsh in my opinion about the full picture of what is going on. In recent the comments of eye witness needs not be in the court room. Well that seems to me to be a ignorant statement. I fully agree and understand all the different concerns that can arise from eyewitness testimony, but it still has it's place. It can lead to further investigations and also give an idea what to look for. Where the focus needs to be is people understanding the issues involved and use it as a part and not as the sole convicting evidence. In the video we watched the juror that was interviewed didn't do this, Cotton was pointed out as the one who did it and then the girl started telling the story of what she experienced. The way the juror was talking was that she already made up her mind that cotton was the rapist and the story just made her more and more angry and convinced of sending him to jail. The girls experience has nothing to due with who did it. The trial wasn't that she was actually raped or not. These two things who did it and what happened need to be serparated. Why was the stroy even told in the meeting. She is the type of person(the juror)that needs to take into acount all the emotions of the that could effect the memory. But back to my main point as class memebers I think we need to take what we learn and not take it out of perspective. 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 Tue Oct 25 20:24:33 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Tue, 25 Oct 2005 15:24:33 -0400 Subject: [Psych3120] what jennifer saw Message-ID: <8C7A7B0DD61A4CB-17B4-2820E@mblk-d35.sysops.aol.com> ----------MailBlocks_8C7A7B0DD3B7F1B_17B4_27F31_mblk-d35.sysops.aol.com Content-Type: text/plain; charset="us-ascii" The video we watched in class today, "What Jennifer Saw", was very interesting and taught me quite a bit about eyewitness testimony that I did not know before today. I have learned bits and pieces in other psychology classes about the reliability of eyewitness testimony, but much of the focus has been on how memory can be distorted by traumatic incidences. This point was driven home by the video today. Also, the power of suggestibility and bias were clearly demonstrated in the case of Jennifer Thompson and Ronald Cotton. Obviously, as Loftus pointed out, it was not the best idea for the police to solidify Jennifer's assumption that the suspect was Ronald Cotton when they told her 'that's the one we think it is' after she identified him from a panel of photos. This just made her believe all the more that this person was the one who assaulted her. It's interesting how once we get a particular idea of what happened in our head, we can not get it out, even if there is evidence that our idea is incorrect. An example of this from the video would be when Jennifer admitted to still seeing Ronald's face in her mind even though she knew he had not done it after the DNA testing. This, of course, raises the question as to whether or not eyewitness testimony should be used in the conviction of a suspect for a crime. At first, my automatic reaction following this video would be absolutely not. The Innocence Project mentioned in the video has saved many people from being wrongfully accused. However, I also agreed with a comment made by a classmate today that even though investigations such as the Innocence Project prove that eyewitness testimony is not always a reliable source to use for convictions, we do not even know how eyewitness testimonies have helped put away people that actually did do the crime. Of course, the incidences where people have been wrongfully accused is what sticks out in our mind, but eyewitnesses have also positively helped the criminal justice system as well. I just believe that in this age with forensics now including things such as DNA testing, we should use eyewitness testimony as a part of evidence and not as sole basis for making convictions. -Danielle Stocking ----------MailBlocks_8C7A7B0DD3B7F1B_17B4_27F31_mblk-d35.sysops.aol.com Content-Type: text/html; charset="us-ascii"
The video we watched in class today, "What Jennifer Saw", was very interesting and taught me quite a bit about eyewitness testimony that I did not know before today.  I have learned bits and pieces in other psychology classes about the reliability of eyewitness testimony, but much of the focus has been on how memory can be distorted by traumatic incidences.  This point was driven home by the video today.  Also, the power of suggestibility and bias were clearly demonstrated in the case of Jennifer Thompson and Ronald Cotton.  Obviously, as Loftus pointed out, it was not the best idea for the police to solidify Jennifer's assumption that the suspect was Ronald Cotton when they told her 'that's the one we think it is' after she identified him from a panel of photos.  This just made her believe all the more that this person was the one who assaulted her.  It's interesting how once we get a particular idea of what happened in our head, we can not get it out, even if there is evidence that our idea is incorrect.  An example of this from the video would be when Jennifer admitted to still seeing Ronald's face in her mind even though she knew he had not done it after the DNA testing.  This, of course, raises the question as to whether or not eyewitness testimony should be used in the conviction of a suspect for a crime.  At first, my automatic reaction following this video would be absolutely not.  The Innocence Project mentioned in the video has saved many people from being wrongfully accused.  However, I also agreed with a comment made by a classmate today that even though investigations such as the Innocence Project prove that eyewitness testimony is not always a reliable source to use for convictions, we do not even know how eyewitness testimonies have helped put away people that actually did do the crime.  Of course, the incidences where people have been wrongfully accused is what sticks out in our mind, but eyewitnesses have also positively helped the criminal justice system as well.  I just believe that in this age with forensics now including things such as DNA testing, we should use eyewitness testimony as a part of evidence and not as sole basis for making convictions. 
-Danielle Stocking
----------MailBlocks_8C7A7B0DD3B7F1B_17B4_27F31_mblk-d35.sysops.aol.com-- From psych3120@lists.csbs.utah.edu Tue Oct 25 20:37:42 2005 From: psych3120@lists.csbs.utah.edu (Trinity Allred) Date: Tue, 25 Oct 2005 13:37:42 -0600 Subject: [Psych3120] Eye Witness Testimony Message-ID: After watching that video in class today, I have been thinking about how it is that certain things can be skewed by our justice system. How they can leave out certain information, or place a spin on it so that it better favors their case, how they choose their jury of "peers", and things like that. Our justice systems is really flawed and leaves a lot of room for error. But anyhow... I think that is really interesting that you can really alter someone's memory just with a little suggestion that their memory is headed in the same direction that you are thinking. With the woman in the video today. All they had to do to permanently solidify her memory was to say a simple sentance. "We thought this is who it might be." And bam, the damage has been done. I am sure that in this case it was simple negligence, but it also makes you wonder if anyone in the police force had done this on purpose. I don't put it past some defense lawyers to do this. 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 Oct 25 22:20:26 2005 From: psych3120@lists.csbs.utah.edu (Ciege Schlesinger) Date: Tue, 25 Oct 2005 15:20:26 -0600 Subject: [Psych3120] (no subject) Message-ID: After last weeks lectures I thought a lot about how unreliable eye witness testimony, and then after today's video it has just caught my interest and attention more. That is so crazy that the lady thought it was him and was so sure, from picking out his picture, to picking out the same voice of the guy, and then being wrong. And its so sad that so many people are being put away for crimes they didn't commit. But it is also sad that people remember these things and they can't correct their memory even when they are given new and correct information. Like when she said she still sees Robert Cotton even though the DNA said it wasn’t him. I was reading in a magazine a couple of month ago about the innocence law firm that we say today in the movie. It is good to know that now we have DNA and stuff to rely on besides just people’s memories and thoughts. I think that they should educate jury’s about this problem with witness testimony and how lawyers can manipulate people and use this to their advantage. From psych3120@lists.csbs.utah.edu Tue Oct 25 23:20:10 2005 From: psych3120@lists.csbs.utah.edu (Jessica Berry) Date: Tue, 25 Oct 2005 15:20:10 -0700 Subject: [Psych3120] What Jennifer Saw In-Reply-To: <200510251801.MAA23249@topo.csbs.utah.edu> Message-ID: "What Jennifer Saw" brought up some interesting issues and questions, such as: Why doesn't the judicial system inform the jury about the unreliability of eyewitness testimony? and If the jury is informed about eyewitness testimony, how will this affect the court proceedings and the value of the initial crime? I find it interesting that our judicial system doesn't readily inform the jury that eyewitness testimony is unreliable. It seems that they don't do this because the prosecutors feel pressured to convict someone of the crime. People in this society want justice and I think they want it to the extent that they will send the wrong person to prison for it. This may especially affect minorities because lawyers will build a case with manipulation; they will use language that affirms a stereotype, thereby convincing a jury. The jury may not express prejudice, but we live in a racist society where white people are privileged. I was horrified when watching "What Jennifer Saw" because 11 years of a man's life were wasted. The jury should be informed of all possibilities so that a fair trial can be conducted. I think jurors should be informed about eyewitness testimony. A couple of things that may be consequence to that could include: criminals will be more careful as not to convict themselves with dna evidence, and people who are victims of terrible crimes may be discredited, eventually undervaluing their original claim. For example, when a woman is raped, people who learn that eyewitness testimony isn't credible may ask: "Did the original event even occur, and does the woman really experience as much trauma as she expresses?" If the woman's visual interpretation of the perpetrator proves to be wrong in court, is it possible that other levels of her testimony could also be targeted, such as the pain and trauma she experienced? It seems that it has taken society a long time to even grant women any justice for the crimes committed against them, and it seems possible that some attorneys could misconstrue things she says in court to devalue rape in general and eventually prove it never even happened. _________________________________________________________________ On the road to retirement? Check out MSN Life Events for advice on how to get there! http://lifeevents.msn.com/category.aspx?cid=Retirement From psych3120@lists.csbs.utah.edu Wed Oct 26 01:03:01 2005 From: psych3120@lists.csbs.utah.edu (Jonathan Gallimore) Date: Tue, 25 Oct 2005 17:03:01 -0700 (PDT) Subject: [Psych3120] RE: Context Message-ID: <20051026000301.31405.qmail@web40514.mail.yahoo.com> I just wanted to touch on context a little bit and am very glad that Dave talked about context with regards to memory. We all know that context is important for memory but what else is context important for? In Brain and Behavior last spring, I remember Dave Vago talking about an experiment at a conference that he recently attended. In this experiment rats were allowed to become addicted to methamphetamines and could take the drug whenever they wanted. After the rats were good and addicted the researchers took the rats off of the drugs. One group, the control group, stayed in the same cage that they had taken the drug in. The experimental group was put in entirely new cages. The results were that the control rats showed lots of withdrawal sympotms and the experimental group had few if any withdrawal sympotms. So what are the implications of this? It appears that context can elicit a behavior as well as a memory. If one is seeking to change a habit such as smoking, context has to be taken into account. Things like alcohol, sex, food, even going to bed and waking up will cause the same habitual response, or the "need" to smoke. To be effective in breaking any habit you have to first break the environmental cues that could trigger a relapse. This is part of the reason that AA will tell its members to find new friends and get rid of everything that is associated with drinking. The context can get a big response from us human beings. To some up, context is bad!;) J/K. But context is very important and I feel like everyone should be aware of their environment and the role that their environment plays in their behaviors. ---Jonathan Gallimore __________________________________ Yahoo! FareChase: Search multiple travel sites in one click. http://farechase.yahoo.com From psych3120@lists.csbs.utah.edu Thu Oct 27 00:22:23 2005 From: psych3120@lists.csbs.utah.edu (kevin davis) Date: Wed, 26 Oct 2005 17:22:23 -0600 Subject: [Psych3120] Affects of sleep Message-ID: I just read Shawn Bassett's post about how the quality/quantity of sleep one gets every night may have an effect on memory. It was pretty interesting. I have a terrible memory. Especially when I have to memorize paragraphs or numbers or other specific things like that. I also have dealt with chronic insomnia since I was ten or so. I wonder how deep the connection between sleep and memory is. Untill now I've never really thought about it, except for the fact that when I'm tired I tend to not remember much. I would be curious to see a comparison between the sleeping patterns of a group of people with photographic memories and a group of people with normal memory capacity. Anyway I guess I better work on getting more/better sleep. -Kevin Dee Davis From psych3120@lists.csbs.utah.edu Thu Oct 27 00:40:00 2005 From: psych3120@lists.csbs.utah.edu (Spencer Banks) Date: Wed, 26 Oct 2005 17:40:00 -0600 Subject: [Psych3120] facial expressions and psychology Message-ID: i was looking to fnd something current from the past couple of days in the psychology field, and an article caught my eye. it talks about the effects of facials expressions and how they are an indicator of how the body deals with stress. It says that people who respond to stressful situations with angry facial expressions, rather than fearful expressions, are less likely to suffer such ill effects of stress as high blood pressure and high stress hormone secretion. it goes into detail about the history of facial expressions and an experiment that was conducted. for the entire story, here it is: http://www.sciencedaily.com/releases/2005/10/051025075538.htm From psych3120@lists.csbs.utah.edu Thu Oct 27 04:47:28 2005 From: psych3120@lists.csbs.utah.edu (Jennifer Burrup) Date: Wed, 26 Oct 2005 21:47:28 -0600 Subject: [Psych3120] POST #6 In-Reply-To: Message-ID: Hi, I wanted to make my comment on this week's post about that video we watched on tuesday, in class. I was really interested in learning that with the rape victim (Jennifer) had some relevant memory in trying to recall characteristics of her attacker, but then after confirming her "memory" with the photo and voice shots her recall of her attack was set in her memory...leaving her with a permanent image of who her attacker was, which as it turns out was innocent. But that wouldn't change for Jennifer. Mr. Cotton was innocent of the crime, but in Jennifer'e head, he "was" the attacker, even though he wasn't the one who attacked her. I found that very interesting, with all the little cues from her recall and then putting missing pieces together and them turning out to be wrong anyway. I was greatly intrigued in how your memory can do that, and if possible, to remove or change that. From psych3120@lists.csbs.utah.edu Thu Oct 27 22:53:33 2005 From: psych3120@lists.csbs.utah.edu (Jonathan Gallimore) Date: Thu, 27 Oct 2005 14:53:33 -0700 (PDT) Subject: [Psych3120] Re: memory In-Reply-To: <200510271801.MAA20404@topo.csbs.utah.edu> Message-ID: <20051027215333.70633.qmail@web40511.mail.yahoo.com> I was wondering if anyone knew of ways to improve procedural memory. I was asking because I want to help my girlfriend's son learn to tie his shoes. I thought that chuncking would be effective and effective strategy. Teach him two steps until he got really good at them and then add a third, and then a fourth step. Are there any shortcuts for improving and shaping procedural memory? I do not remember this being mentioned during the seven sins of memory. Perhaps my memory needs some work also. ;) Also what brain structure(s) retrives memories? If the hippocampus encodes for long term and damage to the "seahorse" prevents long term storage but not retrival from the storehouse, what then restructures past memories and makes them accessible? Also Dave mentioned that there was another kind of memory, semantic I believe, that did not rely on the hippocampus. What brain structure does that memory use for encoding and retrieval and how does that type of memory work on a nuerological level? Are there people with brain damage that can form new memories but cannot remember, or learn, how to ride a bike or tie their shoes? ---Jonathan __________________________________ Yahoo! FareChase: Search multiple travel sites in one click. http://farechase.yahoo.com From psych3120@lists.csbs.utah.edu Thu Oct 27 23:21:30 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Thu, 27 Oct 2005 18:21:30 EDT Subject: [Psych3120] Re: memory Message-ID: <1a3.3f85f402.3092acea@aol.com> -------------------------------1130451690 Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit I know that people use little songs to teach their kids how to tie their shoes. This probably uses the peg word memory aid... such as using rhymes and limirics in order to remember things. I think a lot of people use some kind of story about a bunny going around the loop and through the hole/burrow. I don't know the story, I'm not even sure if it I learned it, I guess if I did I have forgotten it. Perhaps someone else knows the little song/story I'm talking about. It's so interesting to me that memory effects our lives in so many different ways. It's strange that we take our memory capabilities for granted. Life would be so difficult without the capabilites of maintaining short and long term memories, encoding and retreiving them. Someone mentioned the movie Memento in class today. I have seen it but can't remember it very clearly. I think I might watch it again. It's strange that altough the person may not be able to remember things, they continue to learn and remember things on a more emotional level, unconcsciously. Like the person laughing at the joke on a movie the first time and the slowly getting over the joke and not laughing at it anymore, even though they don't remember ever hearing it before. Or the man who didn't want to shake his doctor's hand anymore because of the buzzer, but he couldn't really explain why he wanted to avoid shaking hands. -------------------------------1130451690 Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: quoted-printable
I know that people use little songs to teach their kids how to tie thei= r=20 shoes.  This probably uses the peg word memory aid... such as using rhy= mes=20 and limirics in order to remember things.  I think a lot of people use=20= some=20 kind of story about a bunny going around the loop and through the=20 hole/burrow.  I don't know the story, I'm not even sure if it I learned= it,=20 I guess if I did I have forgotten it.  Perhaps someone else knows the=20 little song/story I'm talking about. 
 
It's so interesting to me that memory effects our lives in so many=20 different ways.  It's strange that we take our memory capabilities for=20 granted.  Life would be so difficult without the capabilites of maintai= ning=20 short and long term memories, encoding and retreiving them.  Someone=20 mentioned the movie Memento in class today.  I have seen it but can't=20 remember it very clearly.  I think I might watch it again. 
 
It's strange that altough the person may not be able to remember things= ,=20 they continue to learn and remember things on a more emotional level,=20 unconcsciously.  Like the person laughing at the joke on a movie the fi= rst=20 time and the slowly getting over the joke and not laughing at it anymore, ev= en=20 though they don't remember ever hearing it before.  Or the man who didn= 't=20 want to shake his doctor's hand anymore because of the buzzer, but he couldn= 't=20 really explain why he wanted to avoid shaking hands.
 -------------------------------1130451690-- From psych3120@lists.csbs.utah.edu Fri Oct 28 00:18:32 2005 From: psych3120@lists.csbs.utah.edu (Trinity Allred) Date: Thu, 27 Oct 2005 17:18:32 -0600 Subject: [Psych3120] (no subject) Message-ID: In class today, we watched a video about a man that has lost his ability to store long term memories. I think that it is really sad about how this can happen to some people. But through these people is how we learn about how our memory works. I think that it is amazing that our perception system can fully function normally even if there is a part that no longer works. In the case of that man, he was still able to remember things if it was in his working memory or he was still rehearsing it in his short term memory. I also find it unbelievable that he is still able to play an entire musical piece on the piano, but he cannot write more than a few sentances before forgetting what he is doing. I know that playing the piano is mostly dominated by semantic memory. But it is still amazing that he is capable of doing that. 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 Sat Oct 29 06:52:55 2005 From: psych3120@lists.csbs.utah.edu (David W. Maasberg) Date: Fri, 28 Oct 2005 22:52:55 -0700 Subject: [Psych3120] David W. Maasberg Post #9 Message-ID: <43630E37.7010108@aol.com> Dear Psych Message Board- Well....Another great week! I really enjoy this second module more than the first....I think that studying memory is much more interesting than I thought that it would be.....however I am a little confused on what, exactly, the Collin's-Quillian models 5 basic Assumptions are.....In fact I have no idea! However the Collins-Quillian model is the best memory model that we have discussed so far in this session. It really does make the most sense because it really describes how the mind works in terms of spreading activation.....When is our review? Until Next Week.... -David Maasberg Post #9 From psych3120@lists.csbs.utah.edu Fri Oct 28 05:56:11 2005 From: psych3120@lists.csbs.utah.edu (K B) Date: Thu, 27 Oct 2005 22:56:11 -0600 Subject: [Psych3120] modes: eyewitness testimony Message-ID: I have read a fair amount of material on the reliablness of eyewitness testimony. I dont even know why they allow eyewitness testimonys to heard conclusive anymore. Not only do we mispercieve events but sometimes we falsify our testimonies knowingly. There are so many ways we could misinterpret something, why do we take into consideration what someone has claimed to have seen or heard. I have heard friends telling stories of events that i had attended and they constantly glorify certain aspects and undermine others. It's just human nature. we all percieve things so differently we will never describe an event the same. But I think that is what makes the world a rich and unique place. we would having nothing to talk about if we all experienced the same events through the same eyes. By the way if you havent already, check out the movie 12 angry men. Its a movie about a murder case and the 12 men cannot agree on anything specifically whether to believe the eyewitnesses testimony. Its a good flick. From psych3120@lists.csbs.utah.edu Sat Oct 29 01:54:28 2005 From: psych3120@lists.csbs.utah.edu (Rachel B) Date: Sat, 29 Oct 2005 00:54:28 +0000 Subject: [Psych3120] (no subject) Message-ID: I have been reading over everyone's comments and I have been thinking about the correlation between memory and sleep. I do not have a photographic memory, but I do have a very good memory compared to most. I remember my mother giving me dates, numbers, and other info to remember for long periods of time. I don't know if that is what enhanced my memory, but if given a phone number and I dial it once on the key pad, I have a hard time getting the number out of my memory. I remember all of the previous phone numbers I have ever had. Relating this to sleep, I generally never have any problems falling asleep and I can sleep anywhere without difficulties. I have noticed that my memory is better if I have enough sleep. In response to the eyewitness film, I think it is also horrible that the jurors are not told about the inaccuracy. I also agree that people want justice, we want someone to pay for the crime, even if it is an innocent person. I also felt really bad for the girl. She has taken away 11 years of an innocent man's life and she was a victim. We always think what we remember is solid truth. We don't want to believe that our memory may be incorrect. -Rachel Braun Johnson From psych3120@lists.csbs.utah.edu Sat Oct 29 02:56:50 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Fri, 28 Oct 2005 21:56:50 EDT Subject: [Psych3120] post #9 Message-ID: -------------------------------1130551010 Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit In class on Thursday we watched the movie about case studies on two different men who had encoding problems. I thought it was so sad. I didn't know which would be worse, being the loved one dealing with this or the actual person who can't remember anything. I personally would feel the loved ones would have a harder time with this because it's like death pretty much. Like one of the doctors was saying humans are separated from other animals because of our higher functioning which includes memory. So, these men with memory disorders were like lower functioning animals in a way. But, at the same time they had those procedural memories. It just shows how complicated memory is. Then, on Tuesday we watched the video about eye witness testimony. It is also so sad to think how many people are in jail that could be innocent due to human error. But, at the same time someone in class was saying how there are plenty of people in jail that are supposed to be there though because eye witness testimony isn't always wrong and does help people get criminals in jail that belong there. Eye witness testimony definitely needs to be more of a public knowledge I think. The public needs to know that it is not a perfect testimony so that if they are called to a jury or see a crime that they know that their own views can be reencoded wrong or that the person they are hearing the eye witness testimony from has maybe reencoded their own memory wrong. Overall, the more we are learning about memory in class just shows me what a complicated process it is and how it isn't a perfect device. -------------------------------1130551010 Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: quoted-printable
In class on Thursday we watched the movie about case studies on two=20 different men who had encoding problems.  I thought it was so sad. = ; I=20 didn't know which would be worse, being the loved one dealing with this or t= he=20 actual person who can't remember anything.  I personally would feel the= =20 loved ones would have a harder time with this because it's like death pretty= =20 much.  Like one of the doctors was saying humans are separated from oth= er=20 animals because of our higher functioning which includes memory.  So, t= hese=20 men with memory disorders were like lower functioning animals in a way. = ;=20 But, at the same time they had those procedural memories.  It just show= s=20 how complicated memory is.  Then, on Tuesday we watched the video about= eye=20 witness testimony.  It is also so sad to think how many people are in j= ail=20 that could be innocent due to human error.  But, at the same time someo= ne=20 in class was saying how there are plenty of people in jail that are supposed= to=20 be there though because eye witness testimony isn't always wrong and does he= lp=20 people get criminals in jail that belong there.  Eye witness testimony=20 definitely needs to be more of a public knowledge I think.  The public=20 needs to know that it is not a perfect testimony so that if they are called=20= to a=20 jury or see a crime that they know that their own views can be reencoded wro= ng=20 or that the person they are hearing the eye witness testimony from has maybe= =20 reencoded their own memory wrong.  Overall, the more we are learning ab= out=20 memory in class just shows me what a complicated process it is and how it is= n't=20 a perfect device.
 -------------------------------1130551010-- From psych3120@lists.csbs.utah.edu Sat Oct 29 07:20:16 2005 From: psych3120@lists.csbs.utah.edu (Danielle Cotterell) Date: Sat, 29 Oct 2005 00:20:16 -0600 Subject: [Psych3120] Danielle Cotterell #9 (I think) In-Reply-To: <200510281801.MAA04366@topo.csbs.utah.edu> Message-ID:

Last Tuesday's lecture really made me think about how our memories work.  After watching that movie I went to work and spoke with one of the ladies that I work with.  I explained some of what the movie was about, and while I was talking I realized that I was talking to someone who could really relate to what the main person on the video was going through.  She has someone close to her who has been a victim of rape, and when I was talking to her and told her about what the person in the video had gone through, she could completely agree.  When I said that even though they had DNA evidence pointing on one person and her memory was telling her that it was another, we both felt that this is just one example of how our memory can tend to play "tricks" on us.  I just thought that the video was very interesting. 

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 #822 - 5 msgs
Date:  Fri, 28 Oct 2005 12:01:01 -0600 (MDT)
>Send Psych3120 mailing list submissions to
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>Today's Topics:
>
>    1. Re: memory (Jonathan Gallimore)
>    2. Re: Re: memory (Hbogus1@aol.com)
>    3. (no subject) (Trinity Allred)
>    4. David W. Maasberg Post #9 (David W. Maasberg)
>    5. modes: eyewitness testimony (K B)
>
>--__--__--
>
>Message: 1
>Date: Thu, 27 Oct 2005 14:53:33 -0700 (PDT)
>From: Jonathan Gallimore <godjon@yahoo.com>
>To: psych3120@lists.csbs.utah.edu
>Subject: [Psych3120] Re: memory
>Reply-To: psych3120@lists.csbs.utah.edu
>
>I was wondering if anyone knew of ways to improve
>procedural memory. I was asking because I want to help
>my girlfriend's son learn to tie his shoes. I thought
>that chuncking would be effective and effective
>strategy. Teach him two steps until he got really good
>at them and then add a third, and then a fourth step.
>Are there any shortcuts for improving and shaping
>procedural memory? I do not remember this being
>mentioned during the seven sins of memory. Perhaps my
>memory needs some work also. ;)
>
>Also what brain structure(s) retrives memories? If the
>hippocampus encodes for long term and damage to the
>"seahorse" prevents long term storage but not retrival
>from the storehouse, what then restructures past
>memories and makes them accessible? Also Dave
>mentioned that there was another kind of memory,
>semantic I believe, that did not rely on the
>hippocampus. What brain structure does that memory use
>for encoding and retrieval and how does that type of
>memory work on a nuerological level? Are there people
>with brain damage that can form new memories but
>cannot remember, or learn, how to ride a bike or tie
>their shoes?
>
>
>
>---Jonathan
>
>
>
>__________________________________
>Yahoo! FareChase: Search multiple travel sites in one click.
>http://farechase.yahoo.com
>
>--__--__--
>
>Message: 2
>From: Hbogus1@aol.com
>Date: Thu, 27 Oct 2005 18:21:30 EDT
>Subject: Re: [Psych3120] Re: memory
>To: psych3120@lists.csbs.utah.edu
>Reply-To: psych3120@lists.csbs.utah.edu
>
>
>-------------------------------1130451690
>Content-Type: text/plain; charset="US-ASCII"
>Content-Transfer-Encoding: 7bit
>
>I know that people use little songs to teach their kids how to tie their
>shoes.  This probably uses the peg word memory aid... such as using rhymes  and
>limirics in order to remember things.  I think a lot of people use some  kind
>of story about a bunny going around the loop and through the  hole/burrow.  I
>don't know the story, I'm not even sure if it I learned it,  I guess if I did I
>have forgotten it.  Perhaps someone else knows the  little song/story I'm
>talking about.
>
>It's so interesting to me that memory effects our lives in so many  different
>ways.  It's strange that we take our memory capabilities for  granted.  Life
>would be so difficult without the capabilites of maintaining  short and long
>term memories, encoding and retreiving them.  Someone  mentioned the movie
>Memento in class today.  I have seen it but can't  remember it very clearly.  I
>think I might watch it again.
>
>It's strange that altough the person may not be able to remember things,
>they continue to learn and remember things on a more emotional level,
>unconcsciously.  Like the person laughing at the joke on a movie the first  time and the
>slowly getting over the joke and not laughing at it anymore, even  though
>they don't remember ever hearing it before.  Or the man who didn't  want to shake
>his doctor's hand anymore because of the buzzer, but he couldn't  really
>explain why he wanted to avoid shaking hands.
>
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><DIV>I know that people use little songs to teach their kids how to tie thei=
>r=20
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>mes=20
>and limirics in order to remember things.&nbsp; I think a lot of people use=20=
>some=20
>kind of story about a bunny going around the loop and through the=20
>hole/burrow.&nbsp; I don't know the story, I'm not even sure if it I learned=
>  it,=20
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><DIV>&nbsp;</DIV>
><DIV>It's so interesting to me that memory effects our lives in so many=20
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><DIV>It's strange that altough the person may not be able to remember things=
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>really explain why he wanted to avoid shaking hands.</DIV></FONT></BODY></HT=
>ML>
>
>-------------------------------1130451690--
>
>--__--__--
>
>Message: 3
>From: "Trinity Allred" <spammersuck@hotmail.com>
>To: psych3120@lists.csbs.utah.edu
>Date: Thu, 27 Oct 2005 17:18:32 -0600
>Subject: [Psych3120] (no subject)
>Reply-To: psych3120@lists.csbs.utah.edu
>
>In class today, we watched a video about a man that has lost his ability to
>store long term memories.  I think that it is really sad about how this can
>happen to some people.  But through these people is how we learn about how
>our memory works.  I think that it is amazing that our perception system can
>fully function normally even if there is a part that no longer works.  In
>the case of that man, he was still able to remember things if it was in his
>working memory or he was still rehearsing it in his short term memory.  I
>also find it unbelievable that he is still able to play an entire musical
>piece on the piano, but he cannot write more than a few sentances before
>forgetting what he is doing.  I know that playing the piano is mostly
>dominated by semantic memory.  But it is still amazing that he is capable of
>doing that.
>
>Trinity A. Allred
>
>_________________________________________________________________
>Don’t just search. Find. Check out the new MSN Search!
>http://search.msn.click-url.com/go/onm00200636ave/direct/01/
>
>
>--__--__--
>
>Message: 4
>Date: Fri, 28 Oct 2005 22:52:55 -0700
>From: "David W. Maasberg" <DWMaasberg@aol.com>
>To: psych3120@lists.csbs.utah.edu
>Subject: [Psych3120] David W. Maasberg Post #9
>Reply-To: psych3120@lists.csbs.utah.edu
>
>Dear Psych Message Board-
>Well....Another great week!
>I really enjoy this second module more than the first....I think that
>studying memory is much more interesting than I thought that it would
>be.....however I am a little confused on what, exactly, the
>Collin's-Quillian models 5 basic Assumptions are.....In fact I have no
>idea!                                   However the Collins-Quillian
>model is the best memory model that we have discussed so far in this
>session.  It really does make the most sense because it really describes
>how the mind works in terms of spreading activation.....When is our review?
>Until Next Week....
>-David Maasberg Post #9
>
>--__--__--
>
>Message: 5
>From: "K B" <karaadrienne@hotmail.com>
>To: psych3120@lists.csbs.utah.edu
>Date: Thu, 27 Oct 2005 22:56:11 -0600
>Subject: [Psych3120] modes: eyewitness testimony
>Reply-To: psych3120@lists.csbs.utah.edu
>
>I have read a fair amount of material on the reliablness of eyewitness
>testimony. I dont even know why they allow eyewitness testimonys to heard
>conclusive anymore. Not only do we mispercieve events but sometimes we
>falsify our testimonies knowingly. There are so many ways we could
>misinterpret something, why do we take into consideration what someone has
>claimed to have seen or heard. I have heard friends telling stories of
>events that i had attended and they constantly glorify certain aspects and
>undermine others. It's just human nature. we all percieve things so
>differently we will never describe an event the same. But I think that is
>what makes the world a rich and unique place. we would having nothing to
>talk about if we all experienced the same events through the same eyes. By
>the way if you havent already, check out the movie 12 angry men. Its a movie
>about a murder case and the 12 men cannot agree on anything specifically
>whether to believe the eyewitnesses testimony. Its a good flick.
>
>
>
>
>--__--__--
>
>_______________________________________________
>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 Sat Oct 29 16:48:03 2005 From: psych3120@lists.csbs.utah.edu (Dave Callister) Date: Sat, 29 Oct 2005 08:48:03 -0700 (PDT) Subject: [Psych3120] video Message-ID: <20051029154803.89015.qmail@web32914.mail.mud.yahoo.com> --0-1855526576-1130600883=:88868 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit The video we watched in class on Tuesday about the woman who was a rape victim is actually on the website as a new article, and it is word for word. If anyone missed it, you can read it still. I have a couple of more comments about the video. I really do believe that the woman initially thouht that cotton was the perpertrator. It was a vivid and real memory that was coupled with highly sensitive emotions, which when they accompany a memory, they are more likely to make it seem very real. Anyway...I have a serious doubt about something. After this poor woman was shown conclusive evidence that her rapist wasn't in fact guilty, she made the comment something along the line of that it didn't matter; in her mind, he was still guilty. I appreciate the intense trauma that this woman was going through, but I wonder if too much blame is placed on her "memory", and not enough on her embarrassment for identifying the wrong man. Even one of her attorneys said that it was too late to go back on her story now, after all of the testimonies she had given. Again, I would most definetely feel very similar in her situation I presume, but I still question whether or not upon seeing the evidence she had a change in mind, and her "false memory" was corrected. I don't know. It's kind of like when I have a certain memory, and I am certain that things happened the way I saw them...then someone else who was there tells their side of the story, and all of a sudden, my memory is even modified to fit their account. Has anyone else had this experience? I know I have. --------------------------------- Yahoo! FareChase - Search multiple travel sites in one click. --0-1855526576-1130600883=:88868 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
The video we watched in class on Tuesday about the woman who was a rape victim is actually on the website as a new article, and it is word for word.  If anyone missed it, you can read it still.  I have a couple of more comments about the video.  I really do believe that the woman initially thouht that cotton was the perpertrator.  It was a vivid and real memory that was coupled with highly sensitive emotions, which when they accompany a memory, they are more likely to make it seem very real.  Anyway...I have a serious doubt about something.  After this poor woman was shown conclusive evidence that her rapist wasn't in fact guilty, she made the comment something along the line of that it didn't matter; in her mind, he was still guilty.  I appreciate the intense trauma that this woman was going through, but I wonder if too much blame is placed on her "memory", and not enough on her embarrassment for identifying the wrong man.  Even one of her attorneys said that it was too late to go back on her story now, after all of the testimonies she had given.  Again, I would most definetely feel very similar in her situation I presume, but I still question whether or not upon seeing the evidence she had a change in mind, and her "false memory" was corrected.  I don't know.  It's kind of like when I have a certain memory, and I am certain that things happened the way I saw them...then someone else who was there tells their side of the story, and all of a sudden, my memory is even modified to fit their account.  Has anyone else had this experience?  I know I have.

Yahoo! FareChase - Search multiple travel sites in one click. --0-1855526576-1130600883=:88868-- From psych3120@lists.csbs.utah.edu Sat Oct 29 16:55:37 2005 From: psych3120@lists.csbs.utah.edu (Dave Callister) Date: Sat, 29 Oct 2005 08:55:37 -0700 (PDT) Subject: [Psych3120] memory loss Message-ID: <20051029155537.22083.qmail@web32903.mail.mud.yahoo.com> --0-1646264717-1130601337=:20648 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit A couple of semesters ago, I wrote a short extra credit paper on memory. I work at a treatment center for adolescents with drug addictions, and so I was interested in the long term effects of smoking marijuana on short-term memory. The reason I was so interested in this topic is because very often times I would hear these kids complain, or make excuses about their memory due to drug use. I researched it, not very extensively, but sufficiently to be pretty confident in the results. There have been quite a few studies conducted on this topic, and the control group was people who didn't use marijuana, and the experimental group was the one who did smoke. The results in all of the the studies that I read were that the short term memory of marijuana users was only temporarily affected during the actual time of euphoria. During this period which lasted anywhere from 45 minutes to 6 hours, short-term memory was horrible. People lose sense of time, they forget questions that they asked five seconds ago, and they have a hard time remembering where they are. These people were studied longitudinally, and it was found that after they had ceased marijuana use, their short-term memory suffered no long-term effects. I thought that this might be interesting to some of you. --------------------------------- Yahoo! FareChase - Search multiple travel sites in one click. --0-1646264717-1130601337=:20648 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
A couple of semesters ago, I wrote a short extra credit paper on memory.  I work at a treatment center for adolescents with drug addictions, and so I was interested in the long term effects of smoking marijuana on short-term memory.  The reason I was so interested in this topic is because very often times I would hear these kids complain, or make excuses about their memory due to drug use.  I researched it, not very extensively, but sufficiently to be pretty confident in the results.  There have been quite a few studies conducted on this topic, and the control group was people who didn't use marijuana, and the experimental group was the one who did smoke.  The results in all of the the studies that I read were that the short term memory of marijuana users was only temporarily affected during the actual time of euphoria.  During this period which lasted anywhere from 45 minutes to 6 hours, short-term memory was horrible.  People lose sense of time, they forget questions that they asked five seconds ago, and they have a hard time remembering where they are.  These people were studied longitudinally, and it was found that after they had ceased marijuana use, their short-term memory suffered no long-term effects.  I thought that this might be interesting to some of you.

Yahoo! FareChase - Search multiple travel sites in one click. --0-1646264717-1130601337=:20648-- From psych3120@lists.csbs.utah.edu Sat Oct 29 20:35:46 2005 From: psych3120@lists.csbs.utah.edu (Drew Bennion) Date: Sat, 29 Oct 2005 13:35:46 -0600 Subject: [Psych3120] post for Drew Bennion Message-ID: I found Spencer's post on thursday to be quite interesting. He was talking about new research surrounding facial expressions related to how you deal wtih stess. I never thought about how you would appraoch a situation could affect so many biological apsects, but it makes sense. For me, it kind of explains the difference between an outgoing, productive individual who can deal with incoming problems objectively without thoughts of fear to discourage possible solutions to be considered. I related this with driving. Whenever i see a person going 65 Mph with both hands on the wheel focusing all their attention, it makes me think. If you seem afraid of driving, how well can you react to a situation that would only enhance your constant fear? If your thinking about all the negative outcomes when something happens, isn't more likely that the outcome your thinking of will come true if your fears are primarily focused on that? This makes me think that anger and aggression is a survival teqnique evolved over time. Back in the medival times, if someone came at you for no reason with a sword, would it be better to duck with fear, or get angry and respond with a counter attack or some other swift maneuver. I believe the latter would have a much greater chance to survive which would explain the evolution of this anger as a mechanism for dealing with life's events. _________________________________________________________________ On the road to retirement? Check out MSN Life Events for advice on how to get there! http://lifeevents.msn.com/category.aspx?cid=Retirement From psych3120@lists.csbs.utah.edu Sat Oct 29 23:18:06 2005 From: psych3120@lists.csbs.utah.edu (Doug Christopherson) Date: Sat, 29 Oct 2005 16:18:06 -0600 Subject: [Psych3120] Weekly Post-Doug Christopherson Message-ID: There was several interesting tidbits from the film on eyewitness testimony. The most interesting was how calm and collected Ronald was while he was on trial for the rape. How do you stay so calm when you know you are innocent of the crime you're being tried for? Also, I think as jury members we do tend to side with the victim. You have this lady who was minding her own business and suddenly becomes the victim of this horrible crime. You can't help but feel sorry for her. The thing we need to remember is that the defendants in these cases are innocent themselves until proven guilty. I found myself feeling bad for her because I'm sure she didn't intend to put an innocent man behind bars, even though that is exactly what happened. The other thing that stood out to me was how easy it was (or is) for the police department to sort of shape foggy memories. Simply by reinforcing the lineup selection by the victim, they unintentionally helped her form a stronger belief that she had selected the right man. It is imperative that the men and women who investigate these crimes be extremely well-trained and unbiased. In these situations we want to find someone to be held accountable, and it would be so easy to get sloppy or tired during an investigation, possibly contributing to the conviction of the wrong person. Someone stated in class that while eyewitness testimony is a helpful tool in a crime investigation, that is all it is. I agree with this take on it. A conviction cannot be built solely on the merits of an eyewitness testimony. It just is not reliable enough. It really hits home we you see a story like the one we watched in class. _________________________________________________________________ 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 Oct 29 23:33:23 2005 From: psych3120@lists.csbs.utah.edu (cortney tanner) Date: Sat, 29 Oct 2005 16:33:23 -0600 Subject: [Psych3120] Weekly Posting Message-ID: I’m catching up on my reading, and have just finished Chapter 6 from the text. What I found interesting was the material that dealt with the activation of schemas and how prior knowledge makes things easier to remember. On the prior knowledge topic, I was amazed at the chess board experiments (Chase & Simon, 1973). The experiment dealt with the importance of background knowledge in chunking. The experiment used chess experts and non-chess experts and examined the ability to replace pieces after haven been given a brief look at the board. The experimenters found experts were able to replace all of the pieces with minimal errors as opposed to the non-chess experts who were averaging only 8-10 pieces out of 32! In their follow up experiments the researchers also found out how the experts chunked the pieces and how they can perceive the board in a glance. From psych3120@lists.csbs.utah.edu Sun Oct 30 00:55:50 2005 From: psych3120@lists.csbs.utah.edu (Abby Wright) Date: Sat, 29 Oct 2005 17:55:50 -0600 Subject: [Psych3120] Posting #8 Message-ID: I think that the Frontline that we watched on Tuesday was a very interesting display of the inaccuracy of eyewitness testimony. However, I do think that some of this inaccuracy is due to leading information or questions that police use in the process of gathering this eyewitness information. I’m not saying that eyewitness testimony is not inaccurate, I’m just saying that there are other contributing factors that may also account for this inaccuracy. For example, when the police who asked Jennifer to pick out the man she thought raped her, and she pointed to Cotton, the police then made the mistake of telling her that Cotton was who they thought it was too. This could easily have reinforced in her mind that Cotton was indeed the right guy. I think that if police and others involved in listening and processing eyewitness testimony were trained so as not to influence the witness in any way, eyewitness testimony may be more accurate. --Abby From psych3120@lists.csbs.utah.edu Sun Oct 30 01:35:09 2005 From: psych3120@lists.csbs.utah.edu (Emily Liljenquist) Date: Sat, 29 Oct 2005 18:35:09 -0600 Subject: [Psych3120] (no subject) Message-ID: Unfortunately, I was unable to attend class on Thursday, but as I was reading other posts, I discovered that I missed a pretty interesting movie. If I am correct, the film involved case studies about two men with encoding problems. This reminds me of a film that I watched in my Intro to Psychology class in high school, actually it may be similar if not the same one! It was about a man named Clive, I believe, who had damage to his hippocampus and could not retain new information. He was able to recall information that he had received prior to the damage to his hippocampus, but nothing after. CRAZY! Similar instances have been brought up in my other psychology classes besides this one and I always find myself wondering what that would be like, not only for the victim, who actually wouldn't know exactly what was going on, but for the family as well. The mind is baffling, but so very fascinating at the same time. From psych3120@lists.csbs.utah.edu Sun Oct 30 19:35:30 2005 From: psych3120@lists.csbs.utah.edu (Jonathan Gallimore) Date: Sun, 30 Oct 2005 11:35:30 -0800 (PST) Subject: [Psych3120] Re: Reality of memory In-Reply-To: <200510301901.MAA01163@topo.csbs.utah.edu> Message-ID: <20051030193530.50351.qmail@web34702.mail.mud.yahoo.com> 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 From psych3120@lists.csbs.utah.edu Sun Oct 30 22:55:21 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Sun, 30 Oct 2005 15:55:21 -0700 Subject: [Psych3120] false memory (Eric Ashton) Message-ID: <1130712921.43654f599c49e@webmail.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 From psych3120@lists.csbs.utah.edu Mon Oct 31 01:02:28 2005 From: psych3120@lists.csbs.utah.edu (Brett Powell) Date: Sun, 30 Oct 2005 17:02:28 -0800 (PST) Subject: [Psych3120] Study Guide Question #7 Message-ID: <20051031010229.85608.qmail@web36202.mail.mud.yahoo.com> --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 Suggestibility: the tendency to incorporate information provided by others into your own recollection and memory representation (ex. You and a friend see a car crash – later your mother asks you how terrible and devastating it was – due to the use of words like terrible and devastating you recall the minor fender-bender as a really bad crash where the people must have gotten hurt and the cars totaled) – memories can be altered depending on what stimulates the recall Bias: the tendency for knowledge, beliefs, and feelings to distort recollection of previous experiences and to affect current and future judgments and memory (ex. You were stiffed some change at the local grocery store once – even though they have the lowest prices in town for your favorite food you still won’t go there because you believe the owner to be dishonest) – schemas play a huge role in recollection and reconstruction Persistence: the tendency to remember facts or events, including traumatic memories, that one would rather forget, that is, failure to forget because of intrusive recollections and rumination (ex. A soldier in a war that has seen terrible and gruesome things may not be able to get these horrific memories out of his active memory – for a long period of time the memories may be at the front of his mind on a relatively frequent basis) – traumatizing, emotional, etc. events can cause memories to be recalled frequently or stimulated due to a similar event, stimuli or emotion --------------------------------- Yahoo! FareChase - Search multiple travel sites in one click. --0-893850143-1130720548=:85287 Content-Type: text/html; 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.
 
  1. 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

 

Suggestibility: the tendency to incorporate information provided by others into your own recollection and memory representation (ex. You and a friend see a car crash – later your mother asks you how terrible and devastating it was – due to the use of words like terrible and devastating you recall the minor fender-bender as a really bad crash where the people must have gotten hurt and the cars totaled) – memories can be altered depending on what stimulates the recall

 

Bias: the tendency for knowledge, beliefs, and feelings to distort recollection of previous experiences and to affect current and future judgments and memory (ex. You were stiffed some change at the local grocery store once – even though they have the lowest prices in town for your favorite food you still won’t go there because you believe the owner to be dishonest) – schemas play a huge role in recollection and reconstruction

 

Persistence: the tendency to remember facts or events, including traumatic memories, that one would rather forget, that is, failure to forget because of intrusive recollections and rumination (ex. A soldier in a war that has seen terrible and gruesome things may not be able to get these horrific memories out of his active memory – for a long period of time the memories may be at the front of his mind on a relatively frequent basis) – traumatizing, emotional, etc. events can cause memories to be recalled frequently or stimulated due to a similar event, stimuli or emotion

Yahoo! FareChase - Search multiple travel sites in one click. --0-893850143-1130720548=:85287-- From psych3120@lists.csbs.utah.edu Mon Oct 31 01:46:52 2005 From: psych3120@lists.csbs.utah.edu (Rebecca Mc) Date: Sun, 30 Oct 2005 17:46:52 -0800 (PST) Subject: [Psych3120] Videos Message-ID: <20051031014652.56544.qmail@web36111.mail.mud.yahoo.com> --0-526913581-1130723212=:55331 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit The video on Jennifer’s testimony was thought-provoking. It confirms my beliefs that a person shouldn’t be convicted solely on eye witness testimony. I didn’t understand why she continued to doubt that she could be wrong. Even after getting the DNA results she refused to admit she was wrong. I mean I do understand somewhat but not completely. Joel talked about the Oklahoma City bombing. I was two miles away from the bomb when it went off. I recall it being so powerful I felt lifted off the ground. My recollections of the events of that day probably differ today than they did on that day. I am sure my memory the next day was probably different, too. Joel mentioned John Doe #2. I remember one of my relatives having to talk to the police because he resembled John Doe #2. He was not happy that someone else’s bad memory caused him to become a person of interest. If my own memory is different I can only imagine the guy’s memory that did the description of John Doe #2. Thankfully my relative was let go. It would have been heartbreaking had he been convicted on that sketch. As far as video of Clive, I can’t imagine having to go through that either as the person with the problem or the family member. I struggle at times to accept my grandfather’s dementia. I can’t imagine if he developed Alzheimer’s or something worse. I don’t think I could handle it. Rebecca McCown --------------------------------- Yahoo! FareChase - Search multiple travel sites in one click. --0-526913581-1130723212=:55331 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit

The video on Jennifer’s testimony was thought-provoking. It confirms my beliefs that a person shouldn’t be convicted solely on eye witness testimony. I didn’t understand why she continued to doubt that she could be wrong. Even after getting the DNA results she refused to admit she was wrong. I mean I do understand somewhat but not completely.

 

Joel talked about the Oklahoma City bombing. I was two miles away from the bomb when it went off. I recall it being so powerful I felt lifted off the ground. My recollections of the events of that day probably differ today than they did on that day. I am sure my memory the next day was probably different, too.

 

Joel mentioned John Doe #2. I remember one of my relatives having to talk to the police because he resembled John Doe #2. He was not happy that someone else’s bad memory caused him to become a person of interest. If my own memory is different I can only imagine the guy’s memory that did the description of John Doe #2. Thankfully my relative was let go. It would have been heartbreaking had he been convicted on that sketch.

 

As far as video of Clive, I can’t imagine having to go through that either as the person with the problem or the family member. I struggle at times to accept my grandfather’s dementia. I can’t imagine if he developed Alzheimer’s or something worse. I don’t think I could handle it.

 

Rebecca McCown

Yahoo! FareChase - Search multiple travel sites in one click. --0-526913581-1130723212=:55331-- From psych3120@lists.csbs.utah.edu Mon Oct 31 04:18:48 2005 From: psych3120@lists.csbs.utah.edu (Ashley williams) Date: Sun, 30 Oct 2005 21:18:48 -0700 Subject: [Psych3120] Ashley Williams weekely posting Message-ID: The video on eyewitness testimony was really interesting. This whole topic sbout eyewitness testimony is really interesting to me. The statistics about the numbers of people who are being released from death row or from life in prison are out of control. It is really sad to think that people are sitting in prison cells waiting to die when they know they are innocent and have no one who believes them. Eyewitness testimony is really kinda scary. As a jury, you can see how they could be swayed by the pity they feel for the victim. It is really sad but in a case where the crime happened mostly in the dark, it should not be aloud to use eyewitness testimony as a means to convict. Eyewitness testimony should only be used as extra evidence not as the only evidence. The statistics are evidence enough that eyewitness testimony alone is not always credible. From psych3120@lists.csbs.utah.edu Mon Oct 31 06:39:55 2005 From: psych3120@lists.csbs.utah.edu (C S) Date: Sun, 30 Oct 2005 23:39:55 -0700 Subject: [Psych3120] post #8 Message-ID:
The video  on Eyewitness testimony was a quite shocking story.   it is unbelievable that juries  weigh more on eyewitness testimy than DNA testing.                    I mean scientific evidences are fact   but someone's testimory isn't the fact. It could be true or false.                    It is really  depends on how they can recall the event right or not.               I think it is  very crucial that supreme court or juries come up with right decision from best evidence to prevent sending  innocent people to prison.
From psych3120@lists.csbs.utah.edu Mon Oct 31 07:03:19 2005 From: psych3120@lists.csbs.utah.edu (nicole funk) Date: Mon, 31 Oct 2005 00:03:19 -0700 Subject: [Psych3120] (no subject) Message-ID:
It is so fascinating to think about how profound memory is for people.  I had never thought about what we were talking about last class about how people who suffer from memory problems involving storage cannot update who they are.  Their whole existence and identity is continually restarting with their last stored memories, every twenty seconds.  I have never appreciated the importance of memory to our ability to function socially and emotionally, and to have successful relationships.  I was thinking while we watched the film on Clive, that I would be tremendously frustrated in his situation, even more than he seemed to be. 
 
Nicole Funk
From psych3120@lists.csbs.utah.edu Mon Oct 31 16:17:47 2005 From: psych3120@lists.csbs.utah.edu (stevebeardshall@juno.com) Date: Mon, 31 Oct 2005 16:17:47 GMT Subject: [Psych3120] Post #8 Message-ID: <20051031.081806.29846.103416@webmail02.lax.untd.com> The video on the eyewitness testimony was that we watched was very interesting. It made me really think about the things that we have been studying. Its hard to imagine the way you would remember something as tramatic as being raped. Although, I was kind of disappointed in how much emphasis that has been placed on these few cases of were eyewitness testimony has been wrong. I work for the west jordan police department as a dispatcher and I know that eyewitness testimony is something that we use every day. I know that there are multiple problems with it and that is is wrong sometimes, but I don't know that there is something better. I have a hard time in discrediting it in all cases. Steve Beardshall From psych3120@lists.csbs.utah.edu Sat Oct 1 07:07:45 2005 From: psych3120@lists.csbs.utah.edu (Emily Liljenquist) Date: Sat, 01 Oct 2005 00:07:45 -0600 Subject: [Psych3120] Dual-Task Performance Message-ID: According to the Wicken's excerpts, "continued practice in a dual-task performance environment will soon lead to improved dual-task performance." So, relating this to cell phone usage and driving, could it be said that the more practice you have talking on your cell phone and driving simultaneously,the better you will become at performing this dual-task? Applying this to my own life and what I see out on the roads, I would say no. However, Wicken's theory may be applied to other dual-task performances, so wouldn't it then make sense to apply it to this one? I mean he gave the examples of many occupations that require dual+ tasking, and people are able to effectively perform them on a daily basis. F.Y.I...I am not saying it is perfectly safe to talk on a cell phone and drive at the same time, I am just curious to know exceptions. I know many people who have argued with me on this point and I would like to give them the benefit of the doubt. (even though I can prove they are wrong!) Oh and good luck on the test! YAY! From psych3120@lists.csbs.utah.edu Sat Oct 1 18:15:09 2005 From: psych3120@lists.csbs.utah.edu (Ashley Sproul) Date: Sat, 01 Oct 2005 11:15:09 -0600 Subject: [Psych3120] tales of design, technology and human error Message-ID: I found the articles about design and error very interesting. Maybe even a little scary! It is amazing how one small error can result in a catastrophe. I remember hearing another story that is along the same lines as the ones we read-- I heard somewhere that the Challenger explosion in 1986 can be traced to a small error in statistics. I think that these type of technological/human errors are more prevalent than we realize. After reading the articles, I've found myself noticing the designs of technology around me and how easy ( or difficult) the technology is to use. I think that one of the reasons that I haven't bought the new cell phone that I need is that I hate having to familiarize myself with the design of the technology in a different type of phone. _________________________________________________________________ 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 Sat Oct 1 21:44:13 2005 From: psych3120@lists.csbs.utah.edu (Doug Christopherson) Date: Sat, 01 Oct 2005 14:44:13 -0600 Subject: [Psych3120] Attention/ADHD-Week #6 Doug Christopherson Message-ID: All this talk about ADHD has caught my attention! Wait, does that mean I have ADHD or not? Anyway, I work up at the hospital in the Mood Disorders clininc. You may have seen some of our ads on tv or the newspaper regarding study medications. We get paid by large drug manufacturers to test out their medications. A large portion of the patients that are seen at the clinic are there for ADHD. I have only been there a few months and it seems clear to me that many people want psychiatric meds that will give them a quick fix. Originally these drugs were developed to help (at least I hope is wasn't always about money) put psychologically disabled people on a sort of level playing field with the rest of us. Somewhere along the line people began to replace any attempt at changing poor behavior with a pill. That's not to say that no one should ever be treated with psychiatric medication. I think there are people with significant pscyhological disorders that could benefit from a medication like Ritalin or Adurol. However, it is important that these individuals realize that taking a medication does not prevent life (and all its ups and downs) from happening. I was glancing at the DSM for another class and noticed that I experience or have experienced symptoms in many of the psychological disorders and I think that's the case with most of us. We all have times where we feel depressed or obsessive or in this case lacking a normal attention span (what's normal anyway, right). It would be easy to justify to myself that I had ADHD and even easier to convince a Psychiatrist to medicate me. I see people everyday that are on multiple meds (4 or 5) to cope with multiple psychological disorders. I just think we need to take a good, hard look at the trend developing with medication. Do I think ADHD is a clinical disorder? Yes, it is when it is causing significant difficulty in a patient's life. Medication isn't bad, people just need to have realistic expectations about what it can do for them. Doug Christopherson- P.S. Someone brought up the point that we may be contributing to substance abuse problems later on in a child's life with ADHD meds like Ritalin. I totally agree and think we need to be careful that we don't confuse ADHD with other factors (i.e. lack of parental supervision, etc). _________________________________________________________________ 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 Sun Oct 2 01:01:52 2005 From: psych3120@lists.csbs.utah.edu (Christine S) Date: Sat, 01 Oct 2005 18:01:52 -0600 Subject: [Psych3120] (no subject) Message-ID:
I want to talk about last tuesday's topic. ( especially about slips, lapses, error modes)I don't know about other people but It just happened to be all three of these occur in my daily life ..I always have to come back and  double check if I lock the door on my way out and I have to come back for the stoves.moreover, one time I threw my cell phone into the public dumpster instead of garbage due to the error modes and I ended up being inside of dumpster.  honestly It seems like my brain doesn't function at all. my mom alrways tell me that I do things like that because I'm too clumsy but I don't think that's why.
 
well ,,,,,have a wonderful weekend and good luck on the test!
From psych3120@lists.csbs.utah.edu Sun Oct 2 01:28:16 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Sat, 1 Oct 2005 20:28:16 EDT Subject: [Psych3120] post #5 Message-ID: <190.495ced64.307083a0@aol.com> -------------------------------1128212896 Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit Okay so first off...ahhhhh TEST...why ohh the humanity...ok now I'm done with that. So moving on to important stuff :D. On Tuesday in class we went into Human Factoring. The coolest thing I heard was that some of the starting fields in human factoring make around 50-60,000. That's pretty good for a BA/BS. The thing that makes human factoring so interesting is the thought behind it. To me it's amazing how people would think to make machines easier for other people. It's a basic concept, but when I'm using a computer, cell phone, car, etc. I have never thought that someone else worked on this to make it easier for me. But, I am so glad that people are in this field and do think of these things because there is many limitations to human performance. Technology moves at a faster rate than humans can. Perfect example is the video clip we saw in class where a top gun pilot was making mistakes flying. This goes into the Resources Models and divided attention. Obviously, something on that aircraft was dividing the pilots attention enough where his main focus could not be flying. That is a major importance. So, when considering technology it is so important to make sure it does the primary task it's supposed to so that people's attention won't be too divided so that they make errors. Because, those errors can be deadly. I think this is a great field to be in because technology is growing at a fast rate and we need to make sure that it's good for people to use so it accomplishes a task and doesn't diminish all other tasks. -------------------------------1128212896 Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: quoted-printable
Okay so first off...ahhhhh TEST...why ohh the humanity...ok now I'= m=20 done with that.  So moving on to important stuff :D.  On Tuesday i= n=20 class we went into Human Factoring.  The coolest thing I heard was that= =20 some of the starting fields in human factoring make around 50-60,000. =20 That's pretty good for a BA/BS.  The thing that makes human factoring s= o=20 interesting is the thought behind it.  To me it's amazing how people wo= uld=20 think to make machines easier for other people.  It's a basic concept,=20= but=20 when I'm using a computer, cell phone, car, etc.  I have never thought=20= that=20 someone else worked on this to make it easier for me.  But, I am so gla= d=20 that people are in this field and do think of these things because there is=20= many=20 limitations to human performance.  Technology moves at a faster rate th= an=20 humans can.  Perfect example is the video clip we saw in class where a=20= top=20 gun pilot was making mistakes flying.  This goes into the Resources Mod= els=20 and divided attention.  Obviously, something on that aircraft was divid= ing=20 the pilots attention enough where his main focus could not be flying. =20= That=20 is a major importance.  So, when considering technology it is so import= ant=20 to make sure it does the primary task it's supposed to so that people's=20 attention won't be too divided so that they make errors.  Because,= =20 those errors can be deadly.  I think this is a great field to be i= n=20 because technology is growing at a fast rate and we need to make sure that i= t's=20 good for people to use so it accomplishes a task and doesn't diminish all ot= her=20 tasks. 
-------------------------------1128212896-- From psych3120@lists.csbs.utah.edu Sun Oct 2 02:45:01 2005 From: psych3120@lists.csbs.utah.edu (Jennifer Burrup) Date: Sat, 01 Oct 2005 19:45:01 -0600 Subject: [Psych3120] POST #4 In-Reply-To: Message-ID: Hi, I just wanted to post that the notes online, the study guide, the book and going to class the session before the exam for a review was very helpful in remembering everything...I used really lame techniques to remember things. I wanted to wish you all good luck on the exam...thanks Dave! From psych3120@lists.csbs.utah.edu Sun Oct 2 06:42:27 2005 From: psych3120@lists.csbs.utah.edu (alexis cononelos) Date: Sat, 1 Oct 2005 22:42:27 -0700 (PDT) Subject: [Psych3120] #4 Message-ID: <20051002054227.69721.qmail@web52408.mail.yahoo.com> --0-2033355370-1128231747=:68329 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit Thank goodness for cognitive psychology’s research in the study of human error. Yet there is only so much that we can do, we cannot expel human error (after all we are only human), we can only aid in making its occurrence less likely. I found the additional readings on the human error case studies fascinating, in particular “Set Phasers on Stun” and “In Search of the Lost Cord”. I feel so bad for the people who suffered and died due to inevitable human errors, not to mention their families and the people who caused the error. I couldn’t imagine going through extensive radiation treatments for cancer only to have one of the last treatments be what killed me. Or to be the mother of the four-year-old girl plagued with several birth defects, die at the hospital due to the wrong cord being connected to the electrodes taped to her chest. Can you imagine the family of this poor child already dealing with the hardships of her birth defects, being in and out of hospitals only to feel all their efforts failed when she dies to due a nurses human error. I also hold a lot of empathy for the one who caused the error. The kind of guilt these people must have dealt with for possibly their lifetime. Slips, lapses and mode errors are what lead to several mistakes people make in life but some of these mistakes could be greatly detrimental and they could happen to any one of us. We should all be very aware of this fact, at work, in our homes and out driving our cars, in order to help lessen the likelihood of an error that may have great consequences on our lives and the lives of others. --------------------------------- Yahoo! for Good Click here to donate to the Hurricane Katrina relief effort. --0-2033355370-1128231747=:68329 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit

Thank goodness for cognitive psychology’s research in the study of human error.  Yet there is only so much that we can do, we cannot expel human error (after all we are only human), we can only aid in making its occurrence less likely.  I found the additional readings on the human error case studies fascinating, in particular “Set Phasers on Stun” and “In Search of the Lost Cord”.  I feel so bad for the people who suffered and died due to inevitable human errors, not to mention their families and the people who caused the error.  I couldn’t imagine going through extensive radiation treatments for cancer only to have one of the last treatments be what killed me.  Or to be the mother of the four-year-old girl plagued with several birth defects, die at the hospital due to the wrong cord being connected to the electrodes taped to her chest.  Can you imagine the family of this poor child already dealing with the hardships of her birth defects, being in and out of hospitals only to feel all their efforts failed when she dies to due a nurses human error.  I also hold a lot of empathy for the one who caused the error.  The kind of guilt these people must have dealt with for possibly their lifetime. 

Slips, lapses and mode errors are what lead to several mistakes people make in life but some of these mistakes could be greatly detrimental and they could happen to any one of us.  We should all be very aware of this fact, at work, in our homes and out driving our cars, in order to help lessen the likelihood of an error that may have great consequences on our lives and the lives of others.                 

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Click here to donate to the Hurricane Katrina relief effort. --0-2033355370-1128231747=:68329-- From psych3120@lists.csbs.utah.edu Sun Oct 2 18:49:59 2005 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Sun, 02 Oct 2005 11:49:59 -0600 Subject: [Psych3120] post # 5 (Eric Ashton) Message-ID: <1128275399.43401dc7e0a36@webmail.utah.edu> Hello, I did a lot of studying for the test on Saturday and plan on doing a lot more today (Sunday). I have been attending class regularly throughout the semester; unfortunately, I had not done even one page of the assigned readings until Friday evening. This has really put the pressure on me to get a bunch of reading done in a short amount of time. It has not been the funnest thing in the world. Hopefully, i will learn my lesson. The 5 readings about technology errors were very interesting, and sad. I believe strayer said a couple of questions on the test would come from these (the technology error stuff) readings. Those questions will probably be the easiest ones as all those stories were quite memorable. As far as the study questions go I fill like I have been able to get a decent grip for the most part. I am a little iffy on Opponent-processing theory of color vision. I would be nice if Strayer would have 5-6 essay question and let us choose 3-4 of them so a little bad luck (getting the one question you struggle with or whatever) would not happen to some of us. I am going to go do some more studying. Eric From psych3120@lists.csbs.utah.edu Sun Oct 2 22:15:12 2005 From: psych3120@lists.csbs.utah.edu (Shawn Bassett) Date: Sun, 02 Oct 2005 15:15:12 -0600 Subject: [Psych3120] psych discussion Message-ID: I am really stoked about the idea of human factoring. It's funny because there are so many things out there that we use that it never really occured to me how much research has gone into it. The biggest example I can think of right now is the I-Pod. It's not really any better than all of the other mp3 players out there except for one thing. The toggle switch to get your music. It is so easy to use and get where you want to go. No other mp3 can compete with that. Human Factoring brings a whole new background to the term user friendly. I have been reading through the book and it just convinces me more and more of the necessity of cognitive thinking. 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 Sun Oct 2 22:19:54 2005 From: psych3120@lists.csbs.utah.edu (Ciege Schlesinger) Date: Sun, 02 Oct 2005 15:19:54 -0600 Subject: [Psych3120] (no subject) Message-ID: I found the information presented in class about anesthesiology both interesting and kind of disturbing. It is crazy all of the things that can go wrong and can happen when someone is put under. I wasn't sure about the death rate until class but it was something I had thought of before. 100,000 people seem like a lot to me. I also thought it was crazy how many vitals and stuff they have to watch and keep stable. I tried to find some more statistics about how many people wake up or have temporarily paralysis during a surgery or after, but when I tried looking it up on google all I could find was associations for anesthesiologists and information like that. Does any one have any idea what some more of the stats are? Also, the information about memory laps, slips, etc. was interesting because those things happen to me fairly often so actually knowing what was going on and what they are called was cool. Good luck on the test everyone! From psych3120@lists.csbs.utah.edu Mon Oct 3 23:35:43 2005 From: psych3120@lists.csbs.utah.edu (David W. Maasberg) Date: Mon, 03 Oct 2005 15:35:43 -0700 Subject: [Psych3120] David W. Maasberg Post #5 In-Reply-To: <200509301754.LAA28775@topo.csbs.utah.edu> References: <200509301754.LAA28775@topo.csbs.utah.edu> Message-ID: <4341B23F.6070505@aol.com> Dear Psych Message Board- Well with the up comming exam my largest concern is about whether or not my short answer questions will be good enough. With regards to last weeks lectures about human factors, I never realized that it was such a large part of everyday life, as well as psychologys role in business. Human Factors seems to have potential to be a very large career opportunity........well.....of to study for the test....... Until Next Week- -David W. Maasberg From psych3120@lists.csbs.utah.edu Mon Oct 3 00:24:48 2005 From: psych3120@lists.csbs.utah.edu (cortney tanner) Date: Sun, 02 Oct 2005 17:24:48 -0600 Subject: [Psych3120] Posting Message-ID:

I found the supplemental readings to be very enlightening.  It is amazing the damage that can be done when not only we rely too heavily on technology, but when human errors occur in the use of that technology.  Many of the errors seemed attributed to poor engineering, communication, and lack of safeguards.  In particular, I was shocked in the Set Phasers To Stun article how simple technology was available (i.e., TV monitor), but how through neglect, or lack of concern, the technology wasn’t working.  Had something as simple as that TV monitor working may have saved a man’s life.  Other human errors were a bit more understandable.  For example the nurse who plugged the power cords into the IV machine.  Apparently the cords had similar connecting--bad design work.  Finally, what a gruesome accident at the nuclear power testing facility!  Just a few inches had so great an impact.  Human factors psychology is a new topic to me.  I had never realized how in-depth it is. 


 

From psych3120@lists.csbs.utah.edu Mon Oct 3 00:25:22 2005 From: psych3120@lists.csbs.utah.edu (cortney tanner) Date: Sun, 02 Oct 2005 17:25:22 -0600 Subject: [Psych3120] Weekly Posting Message-ID:

On the cell phone topic:  I live downtown and two days ago I pulled out of the parking garage onto 200 East.  I pulled in behind a car that was sopped at the red light.  The light changed green and there we sat.  Yup, a cell phone talker ahead of me.  I was thinking to myself, what is this guy’s problem?  Instead of honking the horn, I thought I might see how long he would sit there without realizing the light had changed.  Other cars were passing him on the side mind you, but there he sat in conversation.  Finally (just before the light changed to red again) he looks up and starts moving.  I couldn’t help but think about the lecture on the cell phone driving research--detached conversations.  But wait, it gets better!  Within two minutes another cell phone talker, two cars ahead of me darts out of the travel lane and into the right turn lane.  Bad idea: along the last two blocks there had been construction signs warning about lane restrictions.  He had turned directly into a huge ROAD CLOSED sign.  While he didn’t hit it, he came within inches of it.  It was like he was at the drive in movie, but the screen was bright orange and was showing the ROAD CLOSED matinee.  Next thing I know, he rapidly accelerates around the construction zone, jumps back into the traffic lane, and nearly causes a bad accident.  Detached conversation--don’t drive and talk on the cell phone.                               

From psych3120@lists.csbs.utah.edu Mon Oct 3 01:04:26 2005 From: psych3120@lists.csbs.utah.edu (Rebecca Mc) Date: Sun, 2 Oct 2005 17:04:26 -0700 (PDT) Subject: [Psych3120] Mode post Message-ID: <20051003000426.56615.qmail@web36103.mail.mud.yahoo.com> --0-241821501-1128297866=:54765 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit As far as studying and multi-tasking it depends on the subject and how interested or skilled I am in that subject. Also as far as music being played while studying, I agree with Dr. Strayer. We all have different likes and dislikes and music is no different. No matter what classical aggravates me after a while. I can't study with it on. However, there is some music I do study well with. Also, it depends on my mood. At times I cannot stand noise of any kind. I still don't understand how he wants us to answer some of these questions on the study guide. But, best of luck to everyone. Rebecca McCown --------------------------------- Yahoo! for Good Click here to donate to the Hurricane Katrina relief effort. --0-241821501-1128297866=:54765 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
As far as studying and multi-tasking it depends on the subject and how interested or skilled I am in that subject. Also as far as music being played while studying, I agree with Dr. Strayer. We all have different likes and dislikes and music is no different. No matter what classical aggravates me after a while. I can't study with it on. However, there is some music I do study well with. Also, it depends on my mood. At times I cannot stand noise of any kind.
 
I still don't understand how he wants us to answer some of these questions on the study guide. But, best of luck to everyone.
 
Rebecca McCown

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Click here to donate to the Hurricane Katrina relief effort. --0-241821501-1128297866=:54765-- From psych3120@lists.csbs.utah.edu Mon Oct 3 01:27:24 2005 From: psych3120@lists.csbs.utah.edu (nicole funk) Date: Sun, 02 Oct 2005 18:27:24 -0600 Subject: [Psych3120] (no subject) Message-ID:
On number 9 from the study guide it asks for a description of the difference between selective and divided attention. The difference between them is the fact that selective attention is giving all attention to one task and blocking out everything else while divided attention is multi-tasking; dividing attention up amongst more than one task. 
A mother who is having a personal conversation with a friend while her little ones are running around yelling and her cell phone is ringing is an example of selective attention.  A person who is painting a picture while text messaging and singing is an example of divided attention.
 
-Nicole Funk
From psych3120@lists.csbs.utah.edu Mon Oct 3 03:02:18 2005 From: psych3120@lists.csbs.utah.edu (Ashley williams) Date: Sun, 02 Oct 2005 20:02:18 -0600 Subject: [Psych3120] Posting #5 Message-ID:

Many people feel that ADHD is a misdiagnosed disorder. I'm one of those people. This disorder has many people arguing the diagnosis and the over use of treatment medications. After talking about ADHD in class I decided to look up some more information and statistics:

- In 1985 500,000 kids were diagnosed with ADHD. Today between 5 and 7 million kids are   diagnosed. (ADHD-Report.com)
- In survey conducted: 7 percent of children aged 7-11 years were told they have ADHD, boys were three times more likely to be told they have ADHD, white children were twice as likely as Hispanic and African-American to be diagnosed, and children with health insurance coverage were more likely to be diagnosed. (http://parentingteens.about.com/cs/addadhd/a/add_stats.htm)

I found these stats are pretty interesting. What bothers me most is that medication is used so widely. I feel sometimes that parents are using ADHD as an excuse when maybe they are the problem.

From psych3120@lists.csbs.utah.edu Mon Oct 3 03:38:56 2005 From: psych3120@lists.csbs.utah.edu (Kendrick) Date: Sun, 2 Oct 2005 20:38:56 -0600 Subject: [Psych3120] multi tasking - Kendrick LaFleur - #4 Message-ID: <33375ed405100219382579db55@mail.gmail.com> ------=_Part_2402_20246981.1128307136882 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Content-Disposition: inline Well, I composed a posting but can't remember if I sent it. So here it is again. In response to Rachel B. As far as multi-tasking, I used to believe I coul= d attend to my homework while watching TV. I question just how accurately you perform your math homework, I know it certainly never really worked for me. I have found that how well I performed was relative to the difficulty of th= e problems I was working on. What really made the difference in my math homework with the TV off was how fast I was able to get it done. I dare you to try it. I know I used to do all my homework w/the TV, or music playing, and have since found that I not only perform better on test/homework, but I also finish it much faster w/out the extra distractions. Studying for this exam has been quite a challenge. All the examples we watch in class makes it tricky to realize just how many terms and theories we need to know. The additional readings were very interesting. Being that my wife and I ar= e expecting a baby, I would have rather not have read *In Search of the Lost Cord*. Its unfortunate that we have had to experience a need to thoroughly examine how humans will need to interact appropriate/safely with new technology through the loss of lives, but perhaps today we are even better of ensuring safety. Kendrick LaFleur ------=_Part_2402_20246981.1128307136882 Content-Type: text/html; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Content-Disposition: inline
Well, I composed a posting but can't remember if I sent it.  So h= ere it is again.
 
In response to Rachel B.  As far as multi-tasking, I used to beli= eve I could attend to my homework while watching TV.  I question just = how accurately you perform your math homework, I know it certainly never re= ally worked for me.  I have found that how well I performed was relati= ve to the difficulty of the problems I was working on.  What really ma= de the difference in my math homework with the TV off was how fast I was ab= le to get it done.  I dare you to try it.  I know I used to do al= l my homework w/the TV, or music playing, and have since found that I not o= nly perform better on test/homework, but I also finish it much faster w/out= the extra distractions.
 
Studying for this exam has been quite a challenge.  All the examp= les we watch in class makes it tricky to realize just how many terms and th= eories we need to know.
 
The additional readings were very interesting.  Being that my wif= e and I are expecting a baby, I would have rather not have read In Sear= ch of the Lost Cord.   Its unfortunate that we have had to e= xperience a need to thoroughly examine how humans will need to interact app= ropriate/safely with new technology through the loss of lives, but perhaps = today we are even better of ensuring safety.
 
Kendrick LaFleur
------=_Part_2402_20246981.1128307136882-- From psych3120@lists.csbs.utah.edu Mon Oct 3 16:23:35 2005 From: psych3120@lists.csbs.utah.edu (stevebeardshall@juno.com) Date: Mon, 3 Oct 2005 15:23:35 GMT Subject: [Psych3120] Post #5 Message-ID: <20051003.082430.18408.31164@webmail03.lax.untd.com> I wanted to take a second to take a little about multitasking. I am a police dispatcher and so multitasking is something that i do every day. I have to talk on the radios to the officers and than I also have to talk on the phone. I many situation I am on the phone having a conversation and listening to an officer on the radio at the same time. One observation that I have made as a dispatch is that there is a certain point at which you just can't do anymore. I was interested to hear in lecture about the attention theory that talks about having attention pools. That each thing we give attention to takes a little away from that pool and eventually we don't have anything left. I have seen it happen every day in my work place. Steve Beardshall Post #5 From psych3120@lists.csbs.utah.edu Mon Oct 3 19:43:20 2005 From: psych3120@lists.csbs.utah.edu (Bret