From psych3120@lists.csbs.utah.edu Wed Nov 1 00:21:24 2006 From: psych3120@lists.csbs.utah.edu (laura cervantes) Date: Tue, 31 Oct 2006 17:21:24 -0700 Subject: [Psych3120] weekly posting Message-ID: on the subject of memory, i found that it was very interesting how one type of memory, i think its sematic memory, you can improve performance, eventhough you might not remember having done that particular task like in the case study we saw today, i think that's pretty remarkable on the one hand, not having a memory of having done something must be awful but to be able to get better at a particular task, like drawing for instance is just amazing to me laura brunello _________________________________________________________________ Find a local pizza place, music store, museum and more…then map the best route! http://local.live.com?FORM=MGA001 From psych3120@lists.csbs.utah.edu Wed Nov 1 19:20:46 2006 From: psych3120@lists.csbs.utah.edu (Ryan Boldrin) Date: Wed, 1 Nov 2006 11:20:46 -0800 (PST) Subject: [Psych3120] Addictions Message-ID: <20061101192046.31015.qmail@web53614.mail.yahoo.com> The network model can be used to understand the nature of addictions too. When a habit is formed and becomes its own node in the memory chain. It networks to other thoughts and ideas (Like you have to have a cigarrette right after meals). After many experiences it doesn't take much to come across an idea that triggers/primes the habit node to fire. Then as long as you are in auto-pilot mode and not consciously thinking about present actions. The addiction can suggest itself to you. And you follow along without blinking. ____________________________________________________________________________________ Access over 1 million songs - Yahoo! Music Unlimited (http://music.yahoo.com/unlimited) From psych3120@lists.csbs.utah.edu Thu Nov 2 19:53:59 2006 From: psych3120@lists.csbs.utah.edu (Kevin Mangum) Date: Thu, 2 Nov 2006 11:53:59 -0800 (PST) Subject: [Psych3120] Hippocampus and its role in episodic memory devlopment Message-ID: <20061102195359.32200.qmail@web52602.mail.yahoo.com> --0-1316398354-1162497239=:30827 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit The formation of new episodic memories requires the wonderful hippocampus. hippo what? the hippocampus is located in the dorsal medial portion of the brain (underside, towards the center). Without a hippocampus, someone is able to form new procedual memories (such as playing the piano) but cannot remember the events during which they happened. Also the prefrontal cortex is involved in forming episodic memories --------------------------------- We have the perfect Group for you. Check out the handy changes to Yahoo! Groups. --0-1316398354-1162497239=:30827 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
The formation of new episodic memories requires the wonderful hippocampus. hippo what? the hippocampus is located in the dorsal medial portion of the brain (underside, towards the center). Without a hippocampus, someone is able to form new procedual memories (such as playing the piano) but cannot remember the events during which they happened. Also the prefrontal cortex is involved in forming episodic memories

We have the perfect Group for you. Check out the handy changes to Yahoo! Groups. --0-1316398354-1162497239=:30827-- From psych3120@lists.csbs.utah.edu Thu Nov 2 23:46:27 2006 From: psych3120@lists.csbs.utah.edu (alan richmond) Date: Thu, 2 Nov 2006 15:46:27 -0800 (PST) Subject: [Psych3120] How reliable is memory anyway? Message-ID: <20061102234627.27712.qmail@web50309.mail.yahoo.com> Last week as I was reading the New York Times for another class I ran across a small article concerning Elisabeth Loftus and how the defense team for I. "Scooter" Libbey was trying to get her to testify on his behalf and give an explanation concerning how the workload that he was under at the time that he was being questioned concerning his involvement in the leaking of classified information about CIA opperative Valerie Plame acted as an interpolation concerning his original emgram about the events causing him to not remeber events correctly(because the recoded engram was much more powerful than the origianl engram) as he was testifying to a grand jury rather than simply lieing to protect himself from being prosecuted thus helping him to face the perjury charges which he is now fighting. I wish I could follow this story just to see how it turns out. As I was thinking about this and recalling the lectures through out this section of the class I kept coming back to the question of just how reliable is our memory of the events that we have experienced and is our recall of them even accurate. Through out the lectures it would seem that as long as we have the appropriate recall ques than we are able to recall the memories with accuracy and if we do not have the appropriate recall ques than we are either not able to recall the memory accurately or we are not able to recall the memory at all. If we are not able to recall the memory correctly we have 7 "sins" of memory one of which may be playing a role in our inability to recall the memory correctly if at all. I wonder which of the 7 "sins" Ms. Loftus would use to explain I "Scooter" Libbey's incorrect recall of events should she choose to testify in his behalf. Alan Richmond ____________________________________________________________________________________ Get your email and see which of your friends are online - Right on the New Yahoo.com (http://www.yahoo.com/preview) From psych3120@lists.csbs.utah.edu Fri Nov 3 01:42:47 2006 From: psych3120@lists.csbs.utah.edu (Paul Rudd) Date: Thu, 2 Nov 2006 17:42:47 -0800 (PST) Subject: [Psych3120] Elements of Episodic Memory In-Reply-To: <200611021911.kA2JBImQ008116@topo.csbs.utah.edu> Message-ID: <20061103014247.16025.qmail@web34806.mail.mud.yahoo.com> During the class review today we discussed the elements of episodic memory. It seems that during an original event, we encode it, it goes through the cognitive environment, and makes an original engram. But after a period of time has gone by we forget some aspects of our original event. Then the event becomes an interpolated event and gets recoded in the cognitive environment, and finally becomes a recoded engram. The elements make more sense the more I think about it. Many of own experiences have been altered by this processes. I was never really aware of it until I get together with my siblings and hash events out. ____________________________________________________________________________________ Get your email and see which of your friends are online - Right on the New Yahoo.com (http://www.yahoo.com/preview) From psych3120@lists.csbs.utah.edu Fri Nov 3 21:28:41 2006 From: psych3120@lists.csbs.utah.edu (Keith Radley) Date: Fri, 3 Nov 2006 14:28:41 -0700 Subject: [Psych3120] Spreading activation and GRE Message-ID: --_8b2b11b2-2af8-4e90-aef5-93deb554460d_ Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Lately I have been preparing to take the psychology GRE. One of the questi= ons on a practice test I recently took asked about priming and the fact tha= t if, say, question 3 asks about one topic and question 4 asks about the sa= me topic, the second question will be answered faster than the first. Now = that we have talked about spreading activation, I can understand why this h= appens, instead of just knowing that it does. Thanks to that part of the s= emantic network already being activated, recall about related questions is = more easily retrieved. Hopefully the GRE will ask lots of primed questions= ! _________________________________________________________________ Call friends with PC-to-PC calling -- FREE http://get.live.com/messenger/overview= --_8b2b11b2-2af8-4e90-aef5-93deb554460d_ Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Lately I have been preparing to take the psychology GRE.  One of= the questions on a practice test I recently took asked about priming and t= he fact that if, say, question 3 asks about one topic and question 4 asks a= bout the same topic, the second question will be answered faster than the f= irst.  Now that we have talked about spreading activation, I can under= stand why this happens, instead of just knowing that it does.  Thanks = to that part of the semantic network already being activated, recall about = related questions is more easily retrieved.  Hopefully the GRE will as= k lots of primed questions!
Call friends with PC-to-PC calling -= - FREE C= onnect now! = --_8b2b11b2-2af8-4e90-aef5-93deb554460d_-- From psych3120@lists.csbs.utah.edu Fri Nov 3 22:39:36 2006 From: psych3120@lists.csbs.utah.edu (Jake Andreason) Date: Fri, 03 Nov 2006 15:39:36 -0700 Subject: [Psych3120] (no subject) Message-ID: I just wanted to make a couple comments about tuesdays lecture. I rescently have had the opportunity to see some videos with Clive in them. It was really interesting to see his behavior and thought processes. First he's just waiting there in a room and his wife comes in. He's extatic to see her but doesn't remember that she was just in there thirty seconds before. He carry's on a fairly normal conversation with her and remembers everything from the past that's in his long term memory, just nothing from short term. It was just interesting to see how he processes information. Throughout their conversation his wife continually asks him if he remembers her from before and he always says no it's the first time he's seen her. _________________________________________________________________ Use your PC to make calls at very low rates https://voiceoam.pcs.v2s.live.com/partnerredirect.aspx From psych3120@lists.csbs.utah.edu Fri Nov 3 23:04:08 2006 From: psych3120@lists.csbs.utah.edu (Jennifer Adams) Date: Fri, 3 Nov 2006 16:04:08 -0700 Subject: [Psych3120] eye witness "memory" Message-ID: This is a multi-part message in MIME format. ------=_NextPart_000_0055_01C6FF61.B1F34AA0 Content-Type: multipart/alternative; boundary="----=_NextPart_001_0056_01C6FF61.B1F34AA0" ------=_NextPart_001_0056_01C6FF61.B1F34AA0 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: 7bit I find it interesting that our government relies so heavily on eyewitness testimony. With all the technology available today, it surprises me that we still even allow this to be admissible in court! ------=_NextPart_001_0056_01C6FF61.B1F34AA0 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable

I find it interesting that our = government relies so heavily on eyewitness testimony. With all the technology = available today, it surprises me that we still even allow this to be admissible in = court!

 

 

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Message-ID: This is a multi-part message in MIME format. ------_=_NextPart_001_01C7003B.F99C8FAF Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable A Popular Science article describes some research being conducted at MIT = involving Artificial Intelligence (AI) that may have revolutionary = implications for memory in the future. One computer science professor = there has had 100 electrodes surgically implanted in his arm along with = a chip that sends signals to a computer so that this computer can = "sense" and recognize the professor. When the professor enters the = room, the computer turns on and begins conversing with the professor. = The computer also "senses" when the professor is entering the building, = opening doors for him as he approaches. Right now the professor is = about to under go a surgical procedure in which other sensory signals = will be implanted in his brain, linking him with the "neurological = network" of the super-computer. Researchers at MIT are interested in = whether the professor can access the internet mentally, surfing the web = with his mind. This all seems like the stuff of science fiction, but = these researches predict that by the year 2035 mentally surfing the web = just may be part of reality. They also suggest that individuals will be = able to mentally "boot up" into the computer system to enhance and = revitalize cognitive processes, such as memory. People will not only be = able to log into the computer's "neurological network" and simulate = actual memories, but create and experience memories of experiences they = never had as well. Storing memories may be as simple as creating = computerized neurological network activity templates and loading them = into a computer system; accessing actual memories, even creating fake = ones, being the same as downloading these templates simply through = signals sent from a person's brain to the computer. Suddenly, the movie = Total Recall doesn't seem so far off.=20 ------_=_NextPart_001_01C7003B.F99C8FAF Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable =0A= =0A= =0A= =0A=
A Popular Science = article describes some research being conducted at MIT involving = Artificial Intelligence (AI) that may have revolutionary implications = for memory in the future.  One computer science professor there has = had 100 electrodes surgically implanted in his arm along with a chip = that sends signals to a computer so that this computer can "sense" and = recognize the professor.  When the professor enters the room, the = computer turns on and begins conversing with the professor.  The = computer also "senses" when the professor is entering the building, = opening doors for him as he approaches.  Right now the professor is = about to under go a surgical procedure in which other sensory signals = will be implanted in his brain, linking him with the "neurological = network" of the super-computer.  Researchers at MIT are interested = in whether the professor can access the internet mentally, surfing the = web with his mind.  This all seems like the stuff of science = fiction, but these researches predict that by the year 2035 mentally = surfing the web just may be part of reality.  They also suggest = that individuals will be able to mentally "boot up" into the computer = system to enhance and revitalize cognitive processes, such as = memory.  People will not only be able to log into the computer's = "neurological network" and simulate actual memories, but create and = experience memories of experiences they never had as well.  Storing = memories may be as simple as creating computerized neurological network = activity templates and loading them into a computer system; accessing = actual memories, even creating fake ones, being the same as = downloading these templates simply through signals sent from a = person's brain to the computer.  Suddenly, the movie Total = Recall doesn't seem so far off. 
------_=_NextPart_001_01C7003B.F99C8FAF-- From psych3120@lists.csbs.utah.edu Sat Nov 4 22:21:27 2006 From: psych3120@lists.csbs.utah.edu (Darin Mano) Date: Sat, 4 Nov 2006 15:21:27 -0700 Subject: [Psych3120] memory prototypes Message-ID: <3b4d82fa0611041421h4fb8f5e6t852e4bc5381ab034@mail.gmail.com> The idea of a prototype is really interesting to me. I have heard, both here and in other classes, that there is a lot of emperical evidence against it. But, it seem so intuitive. When I think of a chair it is the classic dinner chair that has four legs and a back made out of wood. A dog is medium sized not a huge german shepard or a poodle. I think that there must be something to the idea of protyping even if it is not the way that we store or retrieve information. I wonder if it is some sort of average of all the members of a category that combine to form a prototype. I think that would make sense but I have never read any data that would suggest that. I guess that it might be one of those things that is not clear and might never really be clear. Maybe it is a combination of all the different theories that we actually use in memory. Again, maybe it is all of the different theories at the same time. Maybe we aren't giving out minds enough credit in thinking that we only have one layer or method for memory. I think that the mind is something that is so complex and deep that we relly cannot understand even a small portion of how it works. -- Darin M. Mano From psych3120@lists.csbs.utah.edu Sun Nov 5 02:26:08 2006 From: psych3120@lists.csbs.utah.edu (Ariann Beglarian) Date: Sat, 4 Nov 2006 18:26:08 -0800 (PST) Subject: [Psych3120] The power of suggestion Message-ID: <20061105022608.4358.qmail@web31612.mail.mud.yahoo.com> Shorty after we reviewed the elements of episodic memory I was assigned to read an article on the construction of false childhood memories. Its amazing how much power suggestion really has. As with the Interpalated Event (like the cop leads a person who witnessed a crime to recall a gun being involved), there have been instances where people, by the mere power of suggestion and plausibility, recall being sexually abused in childhood when in reality they were not. The research shows that if an event is plausible enough (a gun being involved in a crime) and the event is suggested, it is likely a person will reconstruct the memory to include a gun that was never there in the first place (including both true and false recollections). It is amazing how ameable memories can be and how initially correct memories can be recoded to include events that never actually occurred. It leads one to wonder, how can you differentiate between the true event and details of the event, and the errors that occurred during recoding leading to false details? ____________________________________________________________________________________ Access over 1 million songs - Yahoo! Music Unlimited (http://music.yahoo.com/unlimited) From psych3120@lists.csbs.utah.edu Sun Nov 5 17:32:30 2006 From: psych3120@lists.csbs.utah.edu (Alisha Christiasnen) Date: Sun, 5 Nov 2006 09:32:30 -0800 (PST) Subject: [Psych3120] Robin or Canary Message-ID: <20061105173230.23096.qmail@web56611.mail.re3.yahoo.com> --0-1382454561-1162747950=:15571 Content-Type: text/plain; charset=ascii Content-Transfer-Encoding: quoted-printable I have played scattergories many times before, however I have never had an = understanding of how we are able to come with words for a certain subject t= hat start with a certain letter. Like what was said in class you would thi= nk this might be an easy task to do but when you actually sit down to play = it is a lot harder to come up with the words, especially words that no one = else will come up with so you can gain points. But now that I have learned = about the spreading activation process, it makes sense on why that is such = a difficult task to do. That for example if we were looking for things that= have the color red then only things that are red would be activated and th= at more familiar things will be activated before less familiar things, and = than things that have nothing to do with the color probably wouldn't be act= ivated at all. It's nice how our mind organizes things like that so we are = just randomly searching through every bit of information but instead we sta= rt with red and then go to fire engine or possibly start going through other colors.= =0A=0A --0-1382454561-1162747950=:15571 Content-Type: text/html; charset=ascii Content-Transfer-Encoding: quoted-printable
I have played scattergories many times before, however= I have never had an understanding of how we are able to come with words fo= r a certain subject that start with  a certain letter. Like what was s= aid in class you would think this might be an easy task to do but when you = actually sit down to play it is a lot harder to come up with the words, esp= ecially words that no one else will come up with so you can gain points. Bu= t now that I have learned about the spreading activation process, it makes = sense on why that is such a difficult task to do. That for example if we we= re looking for things that have the color red then only things that are red= would be activated and that more familiar things will be activated before = less familiar things, and than things that have nothing to do with the colo= r probably wouldn't be activated at all. It's nice how our mind organizes things like= that so we are just randomly searching through every bit of information bu= t instead we start with red and then go to fire engine or possibly start go= ing through other colors.

--0-1382454561-1162747950=:15571-- From psych3120@lists.csbs.utah.edu Sun Nov 5 19:19:34 2006 From: psych3120@lists.csbs.utah.edu (Lexi Breeze) Date: Sun, 05 Nov 2006 12:19:34 -0700 Subject: [Psych3120] (no subject) Message-ID: Hey! Well we have been talking a lot about the same kind of stuff, dealing with semantic memory this week and the review. One thing that stood out to me in this module was the serial positions effects, I just think it is very interesting. It's cool how your mind works, remembering specific things both from rehearsing them and from how recently you heard them, and I also think it's very cool how we know so much about the brain and how everything works in there. It's crazy to think that we are able to track thoughts, to know what parts of the brain are activated by certain types of stimuli and what happens in every kind of situation. The mind is amazing. In my gender class we are talking a lot about discrimination and stereotypes and one of my main points in the discussions is that there will always be stereotypes, just because the mind has to make categories in order to remember things and to know what to think about them, from the schema that it creates for them. It's hard for people to comprehend that the mind is pretty lazy, and doesn't want to have to make new categories every time someone doesn't fit every characteristic of the schema. One of the factors in memory and its seven deadly sins is aiding in the negative stereotypes that still exist. _________________________________________________________________ Try Search Survival Kits: Fix up your home and better handle your cash with Live Search! http://imagine-windowslive.com/search/kits/default.aspx?kit=improve&locale=en-US&source=hmtagline From psych3120@lists.csbs.utah.edu Sun Nov 5 21:26:43 2006 From: psych3120@lists.csbs.utah.edu (Jennie Ruff) Date: Sun, 5 Nov 2006 14:26:43 -0700 Subject: [Psych3120] Stereotypical In-Reply-To: References: Message-ID: <59E7DC1D-B936-4F7B-B534-FE1CF0041157@impulsion-sim.com> I think what Lexi said about gender-typical stereotypes and how our memories categorize information was very interesting. I'm also taking a Sociology of Gender class and sometimes it's very frustrating to be presented with some of the data on gender discrimination and know that it's my natural impulse to agree, even though I know that it isn't true. However, we obviously cannot let our "lazy" minds get away with this; the simple fact that our minds may first catagorize us into stereotyped and learned gender fields doesn't mean that we shouldn't continue to strive to overcome. From psych3120@lists.csbs.utah.edu Mon Nov 6 01:24:31 2006 From: psych3120@lists.csbs.utah.edu (Becca Vrabel) Date: Mon, 06 Nov 2006 01:24:31 +0000 Subject: [Psych3120] Chunking vs cramming Message-ID: In our review today we discussedt that studies show we remember things better if we study in chunks as opposed to cramming. To be honest, cramming works pretty well for me. When I try to study, lets say a week in advance, my attention is not there and I feel like I am going to forget everything. This ideal of chunking would work a lot better for me if I had more time =) I'm glad that cramming has worked so well for me. Also, in regards to state dependent memory, I always make sure to study after I eat and also eat breakfast the morning of the test so that I am in a similar physical state. =) _________________________________________________________________ All-in-one security and maintenance for your PC. Get a free 90-day trial! http://clk.atdmt.com/MSN/go/msnnkwlo0050000002msn/direct/01/?href=http://www.windowsonecare.com/?sc_cid=msn_hotmail From psych3120@lists.csbs.utah.edu Mon Nov 6 02:57:26 2006 From: psych3120@lists.csbs.utah.edu (William Gordon) Date: Sun, 05 Nov 2006 19:57:26 -0700 Subject: [Psych3120] Memory Killer In-Reply-To: <200611041902.kA4J29uw007389@topo.csbs.utah.edu> Message-ID: I found this on the internet and thought some might find it interesting. I guess state-dependent learning doesn’t apply if your state is high. Ya follow? "THC Invasion The relaxed feeling marijuana users experience is caused by THC (tetrahydrocannabinol), the active ingredient (most powerful chemical) in marijuana. But the chemical also causes negative side effects. Here's what happens: When a user smokes marijuana, the THC travels quickly through the bloodstream to the brain. That's when the problems start. In everyone's brain, there are special receptors, called cannabinoid receptors. They're located in several important brain regions, including the area that helps you remember things. THC attaches to the cannabinoid receptors and interferes with the brain's normal functioning. Trying to remember a phone number? Forget it, if THC has taken over." --Cate Baily _________________________________________________________________ Add a Yahoo! contact to Windows Live Messenger for a chance to win a free trip! http://www.imagine-windowslive.com/minisites/yahoo/default.aspx?locale=en-us&hmtagline From psych3120@lists.csbs.utah.edu Mon Nov 6 03:30:49 2006 From: psych3120@lists.csbs.utah.edu (JESSE SITTERUD) Date: Sun, 05 Nov 2006 20:30:49 -0700 Subject: [Psych3120] Practice=Perfect? Message-ID: I have always heard the saying that "practice makes perfect" and I have never agreed with it. First off, I do not believe that someone can be 100% and completely perfect at anything. Being perfect at anything is impossible in my mind. No matter how good you are at something it still requires more. practice. Take Michael Jordan for instance, it has been said that his is the perfection of basketball. But even with how good Jordan was he still had to practice to maintain his achieved status and he was constantly practicing to better his game. Jordan knew how good he was and yet he still pushed his physical boundaries to improve his skill. So if he was aware of how good he was and he still felt he needed improvement, then that means he didn't believe that he perfect. I interpret this to show that no matter how good a person is at something, that person will still feel that they need more practice and this will just continue to be an on going possess. We always want to have personal goals and push ourselves to achieve more. No matter how mastered a person has become they will always feel they can become even more. Which in turn means that regardless of practice, perfection is unattainable. It is an illusion that keeps us pushing ourselves and striving to achieve. _________________________________________________________________ Use your PC to make calls at very low rates https://voiceoam.pcs.v2s.live.com/partnerredirect.aspx From psych3120@lists.csbs.utah.edu Mon Nov 6 04:45:38 2006 From: psych3120@lists.csbs.utah.edu (Sabreena Khan) Date: Sun, 5 Nov 2006 20:45:38 -0800 (PST) Subject: [Psych3120] memory. Message-ID: <20061106044538.45451.qmail@web55401.mail.re4.yahoo.com> all right. my sister called me up yesterday and told me that someone tried to kidnap her 10 year old son on his way to school. as he was walking, a van pulled up, two men were inside and told him to get in. he ran as fast as he could, hopped a fence, and made it to school safely. after having told someone at school, the police come, and he is asked to give descriptions of the men. he is also asked, at a later time, to identify the van (because it was supposedly spotted at another school at some other time, the men trying the same thing.) it just seems really weird to me that they are depending on the memory of a child to take care of this situation. i mean..depending on the memory of ANYONE (after having learned about the unreliability of the human memory) seems absurd--but a child?? i think about the last time i went to smiths, or something, and i can't remember what my checker looked like. if i was asked to give a description of him/her, i wouldn't be able to do it!! something just doesn't seem right about this all.. sabreena.khan ____________________________________________________________________________________ Access over 1 million songs - Yahoo! Music Unlimited (http://music.yahoo.com/unlimited) From psych3120@lists.csbs.utah.edu Mon Nov 6 05:17:08 2006 From: psych3120@lists.csbs.utah.edu (Kasey lundgren) Date: Sun, 5 Nov 2006 21:17:08 -0800 (PST) Subject: [Psych3120] modes posting Message-ID: <20061106051708.10341.qmail@web33015.mail.mud.yahoo.com> --0-116008165-1162790228=:8522 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit i thought the scategory game was a really intersesting was of describing memory and show the class how sort term and long term memory are important for every day situations. The language comprehension model was also very interesting. How certain words have connectors to other things in your mind and how even related things have varying degrees of how connected they are to eachother. I am kinds scared for the tesr. I have had kind of a ruff time fully answering the questions on the study guide but i think eve gave a really good review session and pointed us in the right direction. If anyone has any helpful studing tips let me know kasey --------------------------------- Low, Low, Low Rates! Check out Yahoo! Messenger's cheap PC-to-Phone call rates. --0-116008165-1162790228=:8522 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
i thought the scategory game was a really intersesting was of describing memory and
show the class how sort term  and long term memory are important for every day
situations.  The language comprehension model
was also very interesting. How certain words have connectors to other things in
your mind and how even related things have varying degrees of how connected
they are to eachother. I am kinds scared for  the tesr. I have had kind of a ruff time fully answering
the questions on the study guide but i think eve gave a really good review session
and pointed us in the right direction. If anyone has any helpful studing tips let
 me know
kasey

Low, Low, Low Rates! Check out Yahoo! Messenger's cheap PC-to-Phone call rates. --0-116008165-1162790228=:8522-- From psych3120@lists.csbs.utah.edu Mon Nov 6 21:16:48 2006 From: psych3120@lists.csbs.utah.edu (Katie) Date: Mon, 6 Nov 2006 14:16:48 -0700 Subject: [Psych3120] Levels of processing Message-ID: <4E9A09E16264024C80C968D5CFCCB7AB017FE2@xeoni.digitalbreakdown.com> This is a multi-part message in MIME format. ------_=_NextPart_001_01C701E8.DE97BC38 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable I am reading the text chapters again in preparation for this week's = exam, and wanted to share some general thoughs on memory. I know I have = never spent much time thinking about memory and how it works, and it's = been so interesting, even if a little hard to follow at times. I am = always amazed at the types of experiements that researchers come up with = to test their theories on something, especially something as difficult = to understand as memory. My mind is always wondering and I seem to = remember the most random things at the strangest times. And there are = many things that I remember even though I don't want to, and things that = I do want to remember that are difficult to recall. For instance, when = I'm really really bored at work I'll thumb through the latest celebrity = gossip magazine from the waiting room. I really don't care about these = people, but if you ask me who so and so is dating or doing lately, I can = tell you. It's very embarrasing. But something I spend a lot of time = reviewing, I sometimes have a hard time remembering. Sometimes I feel = like the harder I try at studying, the harder it is to recall what I was = reading.=20 =20 Katie Johnson ------_=_NextPart_001_01C701E8.DE97BC38 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable =0A= =0A= =0A= =0A=
I am reading the text = chapters again in preparation for this week's exam, and wanted to = share some general thoughs on memory. I know I have never spent = much time thinking about memory and how it works, and it's been so = interesting, even if a little hard to follow at times. I am always = amazed at the types of experiements that researchers come up with = to test their theories on something, especially something as = difficult to understand as memory. My mind is always wondering and = I seem to remember the most random things at the strangest times. = And there are many things that I remember even though I don't want = to, and things that I do want to remember that are difficult to recall. = For instance, when I'm really really bored at work I'll thumb = through the latest celebrity gossip magazine from the waiting room. I = really don't care about these people, but if you ask me = who so and so is dating or doing lately, I can tell you. It's very = embarrasing. But something I spend a lot of time reviewing, I sometimes = have a hard time remembering. Sometimes I feel like the harder I = try at studying, the harder it is to recall what I was reading. =
=0A=
 
=0A=
Katie Johnson
------_=_NextPart_001_01C701E8.DE97BC38-- From psych3120@lists.csbs.utah.edu Mon Nov 6 22:18:44 2006 From: psych3120@lists.csbs.utah.edu (ryan green) Date: Mon, 6 Nov 2006 14:18:44 -0800 (PST) Subject: [Psych3120] I promise, or at least I've heard that it's ok... Message-ID: <20061106221844.20901.qmail@web34302.mail.mud.yahoo.com> --0-594632140-1162851524=:20724 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit 2- Describe the procedure Brown and Peterson used to study forgetting in short term memory. What were their conclusions about the loss of information from short term memory? Waugh and Norman challenged the conclusions drawn from the Brown-Peterson paradigm. Describe Waugh and Norman procedure and discuss what their results implied about forgetting in short term memory. Both Brown and the Petersons published similar findings at almost the same time, 1958 and 1959, respectively. They showed that if participants are distracted, they will tend to forget even a very small amount of information over a very short delay of time. The task they used was somewhat similar and is often referred to as the Brown-Peterson task. The task went like this: Subjects were presented a trigram of consonants such as TRG, and then a three digit number like 987. When the participants saw the number, they would then have to start counting backward by threes beginning with the number they were presented with (e.g. 987: 984, 981, 978¡K). Counting in this fashion was to inhibit the subjects from rehearsing the original consonant-based trigram. After some delay (between 0-18 seconds), the experimenter stopped the participant¡¦s counting and asked them to report what the original three consonants were. The results showed that when participants were asked to recall the trigram with a 0 second delay they were almost 100% correct. As time delay increased, the amount of correct responses dropped more and more with the increase of time. After an 18 second delay, only 10% of responses were correct. From this, they concluded that forgetting was due to decay of information over time. Just like ripples in a pond will dissipate as they spread out, so would memories as time increased. However, Waugh and Norman challenged the Brown-Peterson conclusions. They felt that loss of information could be due to either decay or interference (as counting backwards by threes would definitely interfere with remembering), because both co-varied with retention interval. To test this hypothesis, Waugh and Norman presented subjects with strings of digits. The digits were read at 1/second or 4/second. They were looking at whether recall varied as a function of time or a function of how many items were presented. The results showed a difference in recall accuracy from the 1/second groups and the 4/second groups. The 1/second groups showed a more pronounced decrease in relative accuracy, whereas, the 4/second groups showed a little better accuracy. Thus, Waugh and Norman argued that forgetting in short term memory was not necessarily due to decay, but largely due to interference where old information is replaced by new. That is, as the amount of distracters increased, the percentage of recall accuracy decreased. As the amount of distracters decreased, the amount of recall accuracy increased. (See Pg. 153 of text) Thanks, Ryan Green --------------------------------- Access over 1 million songs - Yahoo! Music Unlimited. --0-594632140-1162851524=:20724 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
2- Describe the procedure Brown and Peterson used to study forgetting in short term memory. What were their conclusions about the loss of information from short term memory? Waugh and Norman challenged the conclusions drawn from the Brown-Peterson paradigm. Describe Waugh and Norman procedure and discuss what their results implied about forgetting in short term memory.
 
Both Brown and the Petersons published similar findings at almost the same time, 1958 and 1959, respectively. They showed that if participants are distracted, they will tend to forget even a very small amount of information over a very short delay of time. The task they used was somewhat similar and is often referred to as the Brown-Peterson task. The task went like this: Subjects were presented a trigram of consonants such as TRG, and then a three digit number like 987. When the participants saw the number, they would then have to start counting backward by threes beginning with the number they were presented with (e.g. 987: 984, 981, 978¡K). Counting in this fashion was to inhibit the subjects from rehearsing the original consonant-based trigram. After some delay (between 0-18 seconds), the experimenter stopped the participant¡¦s counting and asked them to report what the original three consonants were. The results showed that when participants were asked to recall the trigram with a 0 second delay they were almost 100% correct. As time delay increased, the amount of correct responses dropped more and more with the increase of time. After an 18 second delay, only 10% of responses were correct. From this, they concluded that forgetting was due to decay of information over time. Just like ripples in a pond will dissipate as they spread out, so would memories as time increased.
            However, Waugh and Norman challenged the Brown-Peterson conclusions. They felt that loss of information could be due to either decay or interference (as counting backwards by threes would definitely interfere with remembering), because both co-varied with retention interval. To test this hypothesis, Waugh and Norman presented subjects with strings of digits. The digits were read at 1/second or 4/second. They were looking at whether recall varied as a function of time or a function of how many items were presented. The results showed a difference in recall accuracy from the 1/second groups and the 4/second groups. The 1/second groups showed a more pronounced decrease in relative accuracy, whereas, the 4/second groups showed a little better accuracy. Thus, Waugh and Norman argued that forgetting in short term memory was not necessarily due to decay, but largely due to interference where old information is replaced by new. That is, as the amount of distracters increased, the percentage of recall accuracy decreased. As the amount of distracters decreased, the amount of recall accuracy increased.   
 
(See Pg. 153 of text)
 
Thanks,
Ryan Green

Access over 1 million songs - Yahoo! Music Unlimited. --0-594632140-1162851524=:20724-- From psych3120@lists.csbs.utah.edu Tue Nov 7 01:20:24 2006 From: psych3120@lists.csbs.utah.edu (Kari Johnson) Date: Mon, 6 Nov 2006 18:20:24 -0700 Subject: [Psych3120] cramming for tests Message-ID: <10F0A00DF2B1C141ACE8EADC2FBC364101542C27@mail.sa.utah.edu> This is a multi-part message in MIME format. ------_=_NextPart_001_01C7020A.E6B51312 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable I'll be honest I am a definite crammer for tests!! As much as I would = like to be a student who slowly reads the material-- I always seem to be = cramming the day before the exam . . . generally I find that I am able = to do this with out any problems. After class the day (when we talked = about cramming or "chunking") I did a little research of my own and = cramming is truly not a good way to study and you retain more = information by "chunking" Sooo, I am going to test this out on myself . = . . with this classes last exam (not the one on Thursday) I am going to = make it a point to read every day and see what kind of test score I get = on the 3rd exam, if I do great-- I will see if this theory is better for = me! -Kari Johnson-Williams ------_=_NextPart_001_01C7020A.E6B51312 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable =0A= =0A= =0A= =0A=
I'll be honest I am a = definite crammer for tests!! As much as I would like to be a student who = slowly reads the material-- I always seem to be cramming the day before = the exam . . . generally I find that I am able to do this with out any = problems. After class the day (when we talked about cramming or = "chunking") I did a little research of my own and cramming is truly not = a good way to study and you retain more information by "chunking" Sooo, = I am going to test this out on myself . . . with this classes last exam = (not the one on Thursday) I am going to make it a point to read every = day and see what kind of test score I get on the 3rd exam, if I do = great-- I will see if this theory is better for me!
=0A=
-Kari = Johnson-Williams
------_=_NextPart_001_01C7020A.E6B51312-- From psych3120@lists.csbs.utah.edu Tue Nov 7 02:01:06 2006 From: psych3120@lists.csbs.utah.edu (hailey Woodside) Date: Mon, 06 Nov 2006 19:01:06 -0700 Subject: [Psych3120] test Message-ID:
I have been studying for our test the past few days and thinking about memory. I am usually pretty good about not cramming for tests, although it does rarely happen. But with most psych tests, like the one we have on thursday, it seems like there is so much information you have to remember and then access for the test. I always end up feeling like I just cram all the info into my head and remember it fine for the test, but afterwards the memory of the information doesnt seem to stick. But obviously I have encoded the info well enough to remember it for the test. I was just wondering what happens after the test? I know that I got really good scores on all my tests from last semester...but I would be pretty hard pressed to do that well againon the same tests now unless I did some serious reviewing.


"The greatest thing you will ever learn is just to love and be loved in return."
 
 

Try the new Live Search today! From psych3120@lists.csbs.utah.edu Tue Nov 7 02:34:31 2006 From: psych3120@lists.csbs.utah.edu (tucker voss) Date: Mon, 06 Nov 2006 19:34:31 -0700 Subject: [Psych3120] (no subject) Message-ID: I thought that it was interesting how in Needly’s experiment he was able to show and explain how giving people expectancies can help them read words that are not semantically related simply by planting priming thoughts in their head by telling them what to expect. But when you give a person an expectancy and the word is not related to the priming thought that has been planted, it will actually make it harder for the person to recognize and read the next word. It is also interesting how the time given in between the two words can effect how much expectancies will help or hurt you. _________________________________________________________________ All-in-one security and maintenance for your PC. Get a free 90-day trial! http://clk.atdmt.com/MSN/go/msnnkwlo0050000002msn/direct/01/?href=http://www.windowsonecare.com/?sc_cid=msn_hotmail From psych3120@lists.csbs.utah.edu Tue Nov 7 05:29:52 2006 From: psych3120@lists.csbs.utah.edu (Brett Larsen) Date: Mon, 06 Nov 2006 22:29:52 -0700 Subject: [Psych3120] question Message-ID: I already asked eve about this question after class the other day but i was wondering what you guys thought. In class we talked about the fact the distributed practice is better for remembering things than is massed practice. My question is: does that mean that it is better to take psychology classes throughout your college career one at a time or doing them all at once. Does one class interfere with another if you take one right after another. Although i realize it is not exactly the same thing as we were talking about before but, i still think there would be some instances that the classes might interfere with each other. Namley from my experiences of craming for two test in psychology that happend the same day. In some areas i think it is helpful to to take two psych classes at once because a lot of it overlapse but when it come to test day i think it takes a real toll on what you are tying to cram for. _________________________________________________________________ Use your PC to make calls at very low rates https://voiceoam.pcs.v2s.live.com/partnerredirect.aspx From psych3120@lists.csbs.utah.edu Tue Nov 7 06:06:15 2006 From: psych3120@lists.csbs.utah.edu (Dan Laxman) Date: Tue, 07 Nov 2006 06:06:15 +0000 Subject: [Psych3120] Do HM and Clive have the ability to form some semantic memories? In-Reply-To: <200611061903.kA6J2Xi9003502@topo.csbs.utah.edu> Message-ID: We discussed HM and Clive in class recently and discussed how they seem to be unable to create new explicit (episodic and semantic) memories though they can improve on procedural memories (as shown by their improved ability in the mirror-tracing task). One thing that I heard about (I believe) was HM (or someone who also lost their hippocampus and some of the surrounding areas) was that he added to his vocabulary some jargon that did not exist when he first lost his hippocampus. I believe it was some computer related term, though I don't remember the actual term. Anyway, I thought this was interesting because it suggests either there is yet another path that allows us to form new semantic memories (rather than going through the hippocampus) or somehow his brain has been able to form a new path, albeit a limited one. -Dan Laxman From psych3120@lists.csbs.utah.edu Tue Nov 7 18:33:13 2006 From: psych3120@lists.csbs.utah.edu (Natalie Mitchell) Date: Tue, 07 Nov 2006 11:33:13 -0700 Subject: [Psych3120] semantic relatedness Message-ID:
Last week we talked about semantic relatedness. I find this topic intriguing because I have always wondered how conversations just seem to manifest themselves.  Most of us have been nervous to go out with someone thinking "what will we talk about." Until now, I have been puzzled by how this process worked.  Semantic relatedness can almost be looked as a reason why we are so compatible with some individuals and not with others. For instance, there is no one who I can talk to like my sister, we can go on for hours and never not have something to talk about. It is a if our brains are following the same pathways.  Learning about semantic relatedness allows me to better understand why this is the case. We are attracted to people who have related to the world in a way that is similar to our own.  

Stay in touch with old friends and meet new ones with Windows Live Spaces From psych3120@lists.csbs.utah.edu Tue Nov 7 20:33:18 2006 From: psych3120@lists.csbs.utah.edu (Benjamin Divine) Date: Tue, 7 Nov 2006 12:33:18 -0800 (PST) Subject: [Psych3120] Study Question # 3 (Serial Position Effects) Message-ID: <20061107203319.6330.qmail@web42110.mail.mud.yahoo.com> --0-1395815015-1162931598=:5717 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit To correctly understand the serial position effects, one must first understand how forgetting in "short term memory" is tested and plotted. Participants were given a random list of unrelated words of which they were supposed to recall after the words were presented. The results of this test have shown that participants are much more likely to recall words from the beginning and end of the list. The words recalled at the beginning constitute the "primacy effect" and the words recalled at the end make up the "recency effect." The reason for people to be more likely to remember words at the first is due to their rehearsal of these first words which then transfers this memory into long term memory. Rhundus tested this phenomena by having P's rehearse the first words out loud which showed to have an overlap effect with the primacy effect. Meaning, transfer to long term memory is primarily based on rehearsal from short term memory. Furthermore, Glanzer examined the effects of distractors on recency effects. He did this by providing set interference at the end of the word list and found that these distractors virtually eliminated the recency portion of the curve. However, primacy effects were not changed from these distractors suggesting that primacy effects utilize the ability to transfer STM to LTM and then retrieve it once again. Also, this proves that recency effects are based on our ability to read out recall from our working memory. So, after about 7(+/-2) words, most people's STM begins to fade forcing one to move stimulus into LTM (primacy). In addition, once the word list is finished, the words that are most active in our memory bank are the ones that have been read most recent and are being buffered in our STM (recency). --------------------------------- Sponsored Link Mortgage rates near 39yr lows. $420,000 Mortgage for $1,399/mo - Calculate new house payment --0-1395815015-1162931598=:5717 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit To correctly understand the serial position effects, one must first understand how forgetting in "short term memory" is tested and plotted.  Participants were given a random list of unrelated words of which they were supposed to recall after the words were presented.  The results of this test have shown that participants are much more likely to recall words from the beginning and end of the list.  The words recalled at the beginning constitute the "primacy effect" and the words recalled at the end make up the "recency effect."  The reason for people to be more likely to remember words at the first is due to their rehearsal of these first words which then transfers this memory into long term memory.  Rhundus tested this phenomena by having P's rehearse the first words out loud which showed to have an overlap effect with the primacy effect.  Meaning, transfer to long term memory is primarily based on rehearsal from short term memory.  Furthermore, Glanzer examined the effects of distractors on recency effects.  He did this by providing set interference at the end of the word list and found that these distractors virtually eliminated the recency portion of the curve.  However, primacy effects were not changed from these distractors suggesting that primacy effects utilize the ability to transfer STM to LTM and then retrieve it once again.  Also, this proves that recency effects are based on our ability to read out recall from our working memory.  So, after about 7(+/-2) words, most people's STM begins to fade forcing one to move stimulus into LTM (primacy).  In addition, once the word list is finished, the words that are most active in our memory bank are the ones that have been read most recent and are being buffered in our STM (recency). 

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Mortgage rates near 39yr lows. $420,000 Mortgage for $1,399/mo - Calculate new house payment --0-1395815015-1162931598=:5717-- From psych3120@lists.csbs.utah.edu Tue Nov 7 20:45:34 2006 From: psych3120@lists.csbs.utah.edu (laura cervantes) Date: Tue, 07 Nov 2006 13:45:34 -0700 Subject: [Psych3120] weekly posting Message-ID: there are a few ideas that i have learned in class to study better, for instance there's the nemonics? like using the first letter of each word to use as a cue. I've always had a very old style of learning so its hard for me to implement new methods but one that i definatly plan on implementing is the not cramming one, i plan on studying over a longer period of days rather than on just cramming everything on the last day or two. i hope it works Laura Brunello _________________________________________________________________ Use your PC to make calls at very low rates https://voiceoam.pcs.v2s.live.com/partnerredirect.aspx From psych3120@lists.csbs.utah.edu Wed Nov 8 00:50:22 2006 From: psych3120@lists.csbs.utah.edu (William Gordon) Date: Tue, 07 Nov 2006 17:50:22 -0700 Subject: [Psych3120] Official to the bone gristle study guide questions... In-Reply-To: <200611071902.kA7J22Ar017925@topo.csbs.utah.edu> Message-ID: I just wanted to thank Eve for the review last Thursday. It was very helpful, as usual. Also, i have a question for anyone who reads this. What exactly is economy of representation, definition wise? Also, how are people going about answering number four on the study guide? What are you using for examples How are you tying it into the "framework"? I also have a couple quick questions: 1. Have you ever been to Roscoe's Chicken and Waffles in Cali? 2. If all the sea creatures were taken out of the ocean, wouldn't the water level decrease? Wouldn't that mean the earth isn't really 3/4 water? Who figures those facts, anyway? Good luck on the test ya'll. _________________________________________________________________ Stay in touch with old friends and meet new ones with Windows Live Spaces http://clk.atdmt.com/MSN/go/msnnkwsp0070000001msn/direct/01/?href=http://spaces.live.com/spacesapi.aspx?wx_action=create&wx_url=/friends.aspx&mkt=en-us From psych3120@lists.csbs.utah.edu Wed Nov 8 01:26:52 2006 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Tue, 7 Nov 2006 17:26:52 -0800 (PST) Subject: [Psych3120] cram time Message-ID: <20061108012652.44954.qmail@web56503.mail.re3.yahoo.com> --0-201191275-1162949212=:41854 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit There has been a lot of talk about cramming lately. I get decent scores after cramming but get better scores if I study before hand then run over my notes again the night before. However this is a luxury I can't always afford because I've over loaded myself this semester. The other thing about cramming is the anxiety that comes with it. Although I tend to perform when on test, my anxiety the comes from worrying if I've studied enough always plagues me when I've waited until the last minute to study. I definitely would like to remedy myself of this problem but can't afford to quit my job. Se la vi. I've found the best way to study for this class is to follow along in class with the study guide and answer the questions as we go through things in class. Eve is also a big help for anyone who missed the test review. Debra Hanger --------------------------------- Sponsored Link Free Uniden 5.8GHz Phone System with Packet8 Internet Phone Service --0-201191275-1162949212=:41854 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
There has been a lot of talk about cramming lately.  I get decent scores after cramming but get better scores if I study before hand then run over my notes again the night before.  However this is a luxury I can't always afford because I've over loaded myself this semester.  The other thing about cramming is the anxiety that comes with it.  Although I tend to perform when on test, my anxiety the comes from worrying if I've studied enough always plagues me when I've waited until the last minute to study.  I definitely would like to remedy myself of this problem but can't afford to quit my job.  Se la vi.
I've found the best way to study for this class is to follow along in class with the study guide and answer the questions as we go through things in class.  Eve is also a big help for anyone who missed the test review.
Debra Hanger

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Free Uniden 5.8GHz Phone System with Packet8 Internet Phone Service --0-201191275-1162949212=:41854-- From psych3120@lists.csbs.utah.edu Wed Nov 8 01:48:34 2006 From: psych3120@lists.csbs.utah.edu (Emily Slager) Date: Tue, 7 Nov 2006 18:48:34 -0700 Subject: [Psych3120] Messsege for the Board Message-ID: <759c1ffd0611071748w7c88c6a8w6e892e7e47d25daf@mail.gmail.com> ------=_Part_17253_25556699.1162950514410 Content-Type: text/plain; charset=UTF-8; format=flowed Content-Transfer-Encoding: 7bit Content-Disposition: inline Hello! There was a girl in the school newspaper who was giving the argument that she studies best by cramming for tests. She also generalized this claim by saying that some people simply study better if they procrastinate until the night before the test and cram. I would make a scientific claim that people who cram the night before the test also do not get the higher grades in their classes, on average. Semantic memory comes when the knowledge that you know is put there in so many ways that you are unable to come up with the place or time that you learned it. If one studies for 7 consecutive nights before the test, they will have this memory in their Long Term memory storage center. It will have gotten there by deeply engraving it onto our memories. If a person actually understands the material by thinking critically about it, putting it into real life situations, and doing this many times in a row, the memory will become actual knowledge and remain with us even after the test! With that--good luck studying! Emily Slager ------=_Part_17253_25556699.1162950514410 Content-Type: text/html; charset=UTF-8 Content-Transfer-Encoding: 7bit Content-Disposition: inline Hello!
     There was a girl in the school newspaper who was giving the argument that she studies best by cramming for tests.  She also generalized this claim by saying that some people simply study better if they procrastinate until the night before the test and cram.  I would make a scientific claim that people who cram the night before the test also do not get the higher grades in their classes, on average.  Semantic memory comes when the knowledge that you know is put there in so many ways that you are unable to come up with the place or time that you learned it.  If one studies for 7 consecutive nights before the test, they will have this memory in their Long Term memory storage center.  It will have gotten there by deeply engraving it onto our memories.  If a person actually understands the material by thinking critically about it, putting it into real life situations, and doing this many times in a row, the memory will become actual knowledge and remain with us even after the test! 
        With that--good luck studying!
               Emily Slager
 ------=_Part_17253_25556699.1162950514410-- From psych3120@lists.csbs.utah.edu Wed Nov 8 02:44:17 2006 From: psych3120@lists.csbs.utah.edu (Kasey lundgren) Date: Tue, 7 Nov 2006 18:44:17 -0800 (PST) Subject: [Psych3120] just a little heads up! Message-ID: <20061108024417.44475.qmail@web33009.mail.mud.yahoo.com> --0-840161873-1162953857=:43344 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit i just wanted to give everyone a little heads up after going through past posting from previous years many students complained that they couldn't finish this test in time so i just wanted to pre-warn everyone to make sure your giving each answer thought but not spending too much time on it or you might have a hard time answering all the question in the allotted time. Another thing that helped me in the last test and hopefully this one is if you google any of the question most of the time an old message board from years past will come up and many of the questions were answered by previous students so it can be helpful if your stuck on anything or don't understand it , Good Luck everyone --------------------------------- Sponsored Link Free Uniden 5.8GHz Phone System with Packet8 Internet Phone Service --0-840161873-1162953857=:43344 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
i just wanted to give everyone a little heads up after going through past posting
from previous years many students complained that they couldn't finish this
test in time so i just wanted to pre-warn everyone to make sure your giving
each answer thought but not spending too much time on it or you might have
a hard time answering all the question in the allotted time. Another thing that helped
 me in the last
test and hopefully this one is if you google any of the question most of the time
an old message board from years past will come up and many of the questions
were answered by previous students so it can be helpful if your stuck on anything
or don't understand it , Good Luck everyone

Sponsored Link

Free Uniden 5.8GHz Phone System with Packet8 Internet Phone Service --0-840161873-1162953857=:43344-- From psych3120@lists.csbs.utah.edu Wed Nov 8 18:25:47 2006 From: psych3120@lists.csbs.utah.edu (Kevin Mangum) Date: Wed, 8 Nov 2006 10:25:47 -0800 (PST) Subject: [Psych3120] prosodic cues Message-ID: <20061108182547.15178.qmail@web52611.mail.yahoo.com> --0-311224380-1163010347=:15097 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit In Wernick's area we understand language. Then sound travels down the arcuate fasiculus to broca's area, where speech is produced. Cognitively we have to process language.In linguistics, prosody is the intonation, rhythm, and lexical stress in speech. The prosodic features of a unit of speech, whether a syllable, word, phrase, or clause, are called suprasegmental features because they affect all the segments of the unit. These features are manifested, among other things, as syllable length, tone, and stress. --------------------------------- Sponsored Link For just $24.99/mo., Vonage offers unlimited local and long- distance calling. Sign up now. --0-311224380-1163010347=:15097 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit In Wernick's area we understand language. Then sound travels down the arcuate fasiculus to broca's area, where speech is produced. Cognitively we have to process language.In linguistics, prosody is the intonation, rhythm, and lexical stress in speech. The prosodic features of a unit of speech, whether a syllable, word, phrase, or clause, are called suprasegmental features because they affect all the segments of the unit. These features are manifested, among other things, as syllable length, tone, and stress.

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For just $24.99/mo., Vonage offers unlimited local and long- distance calling. Sign up now. --0-311224380-1163010347=:15097-- From psych3120@lists.csbs.utah.edu Wed Nov 8 19:11:56 2006 From: psych3120@lists.csbs.utah.edu (Reed Dow) Date: Wed, 08 Nov 2006 12:11:56 -0700 Subject: [Psych3120] RE: Psych3120 digest, Vol 1 #965 - 7 msgs In-Reply-To: <200611081904.kA8J3Z0M001560@topo.csbs.utah.edu> Message-ID: At first, after hearing of the pnemonic where a person pictures a number or object in a setting and then to recall the object only has to recall the setting I was skeptical and wondered how effective it could be. However, I tried this tactic and found that it worked amazingly well. I'm usually bad at remembering phone numbers and only after I have dialed a number like 30 times do I remember it. I tried using this technique to memorize a phone number that I was told just once and it worked! I pictured a 5 sitting on an ant hill, and an 8 in a tire swing and a 2 sitting on top of a chimney, etc etc. I went through the setting with the numbers several times in my mind, taking no more than 2 minutes. When I tried to recall the phone number I had a hard time, but when I explored my imaginary setting I could very easily see the numbers in the respective places, one after the other, and was able to recall the phone number. Now if I can only create a huge setting for the test. >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 #965 - 7 msgs >Date: Wed, 8 Nov 2006 12:03:35 -0700 (MST) > >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. Study Question # 3 (Serial Position Effects) (Benjamin Divine) > 2. weekly posting (laura cervantes) > 3. Official to the bone gristle study guide questions... (William >Gordon) > 4. cram time (dog_log1@yahoo.com) > 5. Messsege for the Board (Emily Slager) > 6. just a little heads up! (Kasey lundgren) > 7. prosodic cues (Kevin Mangum) > >--__--__-- > >Message: 1 >Date: Tue, 7 Nov 2006 12:33:18 -0800 (PST) >From: Benjamin Divine >To: Cognitive >Subject: [Psych3120] Study Question # 3 (Serial Position Effects) >Reply-To: psych3120@lists.csbs.utah.edu > >--0-1395815015-1162931598=:5717 >Content-Type: text/plain; charset=iso-8859-1 >Content-Transfer-Encoding: 8bit > >To correctly understand the serial position effects, one must first >understand how forgetting in "short term memory" is tested and plotted. >Participants were given a random list of unrelated words of which they were >supposed to recall after the words were presented. The results of this >test have shown that participants are much more likely to recall words from >the beginning and end of the list. The words recalled at the beginning >constitute the "primacy effect" and the words recalled at the end make up >the "recency effect." The reason for people to be more likely to remember >words at the first is due to their rehearsal of these first words which >then transfers this memory into long term memory. Rhundus tested this >phenomena by having P's rehearse the first words out loud which showed to >have an overlap effect with the primacy effect. Meaning, transfer to long >term memory is primarily based on rehearsal from short term memory. >Furthermore, Glanzer examined the effects > of distractors on recency effects. He did this by providing set >interference at the end of the word list and found that these distractors >virtually eliminated the recency portion of the curve. However, primacy >effects were not changed from these distractors suggesting that primacy >effects utilize the ability to transfer STM to LTM and then retrieve it >once again. Also, this proves that recency effects are based on our >ability to read out recall from our working memory. So, after about >7(+/-2) words, most people's STM begins to fade forcing one to move >stimulus into LTM (primacy). In addition, once the word list is finished, >the words that are most active in our memory bank are the ones that have >been read most recent and are being buffered in our STM (recency). > > >--------------------------------- >Sponsored Link > >Mortgage rates near 39yr lows. $420,000 Mortgage for $1,399/mo - Calculate >new house payment >--0-1395815015-1162931598=:5717 >Content-Type: text/html; charset=iso-8859-1 >Content-Transfer-Encoding: 8bit > >To correctly understand the serial position effects, one must first >understand how forgetting in "short term memory" is tested and >plotted.  Participants were given a random list of unrelated words of >which they were supposed to recall after the words were presented.  >The results of this test have shown that participants are much more likely >to recall words from the beginning and end of the list.  The words >recalled at the beginning constitute the "primacy effect" and the words >recalled at the end make up the "recency effect."  The reason for >people to be more likely to remember words at the first is due to their >rehearsal of these first words which then transfers this memory into long >term memory.  Rhundus tested this phenomena by having P's rehearse the >first words out loud which showed to have an overlap effect with the >primacy effect.  Meaning, transfer to long term memory is primarily >based on rehearsal from short term memory.  > Furthermore, Glanzer examined the effects of distractors on recency >effects.  He did this by providing set interference at the end of the >word list and found that these distractors virtually eliminated the recency >portion of the curve.  However, primacy effects were not changed from >these distractors suggesting that primacy effects utilize the ability to >transfer STM to LTM and then retrieve it once again.  Also, this >proves that recency effects are based on our ability to read out recall >from our working memory.  So, after about 7(+/-2) words, most people's >STM begins to fade forcing one to move stimulus into LTM (primacy).  >In addition, once the word list is finished, the words that are most active >in our memory bank are the ones that have been read most recent and are >being buffered in our STM (recency). 

> > >

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>
Mortgage rates near 39yr lows. $420,000 Mortgage for $1,399/mo - href="http://www.lowermybills.com/lre/index.jsp?sourceid=lmb-9069-16273&moid=4116">Calculate >new house payment >--0-1395815015-1162931598=:5717-- > >--__--__-- > >Message: 2 >From: "laura cervantes" >To: psych3120@lists.csbs.utah.edu >Date: Tue, 07 Nov 2006 13:45:34 -0700 >Subject: [Psych3120] weekly posting >Reply-To: psych3120@lists.csbs.utah.edu > >there are a few ideas that i have learned in class to study better, for >instance there's the nemonics? like using the first letter of each word to >use as a cue. I've always had a very old style of learning so its hard for >me to implement new methods but one that i definatly plan on implementing >is >the not cramming one, i plan on studying over a longer period of days >rather >than on just cramming everything on the last day or two. i hope it works >Laura Brunello > >_________________________________________________________________ >Use your PC to make calls at very low rates >https://voiceoam.pcs.v2s.live.com/partnerredirect.aspx > > >--__--__-- > >Message: 3 >From: "William Gordon" >To: psych3120@lists.csbs.utah.edu >Date: Tue, 07 Nov 2006 17:50:22 -0700 >Subject: [Psych3120] Official to the bone gristle study guide questions... >Reply-To: psych3120@lists.csbs.utah.edu > >I just wanted to thank Eve for the review last Thursday. It was very >helpful, as usual. Also, i have a question for anyone who reads this. >What >exactly is economy of representation, definition wise? >Also, how are people going about answering number four on the study guide? >What are you using for examples How are you tying it into the "framework"? >I also have a couple quick questions: >1. Have you ever been to Roscoe's Chicken and Waffles in Cali? >2. If all the sea creatures were taken out of the ocean, wouldn't the >water >level decrease? Wouldn't that mean the earth isn't really 3/4 water? Who >figures those facts, anyway? > >Good luck on the test ya'll. > >_________________________________________________________________ >Stay in touch with old friends and meet new ones with Windows Live Spaces >http://clk.atdmt.com/MSN/go/msnnkwsp0070000001msn/direct/01/?href=http://spaces.live.com/spacesapi.aspx?wx_action=create&wx_url=/friends.aspx&mkt=en-us > > >--__--__-- > >Message: 4 >Date: Tue, 7 Nov 2006 17:26:52 -0800 (PST) >From: >To: tech mode >Subject: [Psych3120] cram time >Reply-To: psych3120@lists.csbs.utah.edu > >--0-201191275-1162949212=:41854 >Content-Type: text/plain; charset=iso-8859-1 >Content-Transfer-Encoding: 8bit > >There has been a lot of talk about cramming lately. I get decent scores >after cramming but get better scores if I study before hand then run over >my notes again the night before. However this is a luxury I can't always >afford because I've over loaded myself this semester. The other thing >about cramming is the anxiety that comes with it. Although I tend to >perform when on test, my anxiety the comes from worrying if I've studied >enough always plagues me when I've waited until the last minute to study. >I definitely would like to remedy myself of this problem but can't afford >to quit my job. Se la vi. > I've found the best way to study for this class is to follow along in >class with the study guide and answer the questions as we go through things >in class. Eve is also a big help for anyone who missed the test review. > Debra Hanger > > >--------------------------------- >Sponsored Link > >Free Uniden 5.8GHz Phone System with Packet8 Internet Phone Service >--0-201191275-1162949212=:41854 >Content-Type: text/html; charset=iso-8859-1 >Content-Transfer-Encoding: 8bit > >
There has been a lot of talk about cramming lately.  I get decent >scores after cramming but get better scores if I study before hand >then run over my notes again the night before.  However this is a >luxury I can't always afford because I've over loaded myself this >semester.  The other thing about cramming is the anxiety that comes >with it.  Although I tend to perform when on test, my anxiety the >comes from worrying if I've studied enough always plagues me when I've >waited until the last minute to study.  I definitely would like to >remedy myself of this problem but can't afford to quit my job.  Se la >vi.
I've found the best way to study for this class is to >follow along in class with the study guide and answer the questions as we >go through things in class.  Eve is also a big help for anyone >who missed the test review.
Debra Hanger

> > >

Sponsored Link

>Free Uniden 5.8GHz Phone System >with Packet8 Internet Phone Service >--0-201191275-1162949212=:41854-- > >--__--__-- > >Message: 5 >Date: Tue, 7 Nov 2006 18:48:34 -0700 >From: "Emily Slager" >To: "Cognitive Psychology" >Subject: [Psych3120] Messsege for the Board >Reply-To: psych3120@lists.csbs.utah.edu > >------=_Part_17253_25556699.1162950514410 >Content-Type: text/plain; charset=UTF-8; format=flowed >Content-Transfer-Encoding: 7bit >Content-Disposition: inline > >Hello! > There was a girl in the school newspaper who was giving the argument >that she studies best by cramming for tests. She also generalized this >claim by saying that some people simply study better if they procrastinate >until the night before the test and cram. I would make a scientific claim >that people who cram the night before the test also do not get the higher >grades in their classes, on average. Semantic memory comes when the >knowledge that you know is put there in so many ways that you are unable to >come up with the place or time that you learned it. If one studies for 7 >consecutive nights before the test, they will have this memory in their >Long >Term memory storage center. It will have gotten there by deeply engraving >it onto our memories. If a person actually understands the material by >thinking critically about it, putting it into real life situations, and >doing this many times in a row, the memory will become actual knowledge and >remain with us even after the test! > With that--good luck studying! > Emily Slager > >------=_Part_17253_25556699.1162950514410 >Content-Type: text/html; charset=UTF-8 >Content-Transfer-Encoding: 7bit >Content-Disposition: inline > >Hello!
>     There was a girl in the school newspaper who >was giving the argument that she studies best by cramming for >tests.  She also generalized this claim by saying that some people >simply study better if they procrastinate until the night before the >test and cram.  I would make a scientific claim that people who >cram the night before the test also do not get the higher grades in >their classes, on average.  Semantic memory comes when the >knowledge that you know is put there in so many ways that you are >unable to come up with the place or time that you learned it.  If >one studies for 7 consecutive nights before the test, they will have >this memory in their Long Term memory storage center.  It will >have gotten there by deeply engraving it onto our memories.  If a >person actually understands the material by thinking critically about >it, putting it into real life situations, and doing this many times in >a row, the memory will become actual knowledge and remain with us even >after the test! 
>        With that--good luck >studying!
>               >Emily Slager
> > >------=_Part_17253_25556699.1162950514410-- > >--__--__-- > >Message: 6 >Date: Tue, 7 Nov 2006 18:44:17 -0800 (PST) >From: Kasey lundgren >To: psych posting >Subject: [Psych3120] just a little heads up! >Reply-To: psych3120@lists.csbs.utah.edu > >--0-840161873-1162953857=:43344 >Content-Type: text/plain; charset=iso-8859-1 >Content-Transfer-Encoding: 8bit > >i just wanted to give everyone a little heads up after going through past >posting > from previous years many students complained that they couldn't finish >this > test in time so i just wanted to pre-warn everyone to make sure your >giving > each answer thought but not spending too much time on it or you might >have > a hard time answering all the question in the allotted time. Another >thing that helped > me in the last > test and hopefully this one is if you google any of the question most of >the time > an old message board from years past will come up and many of the >questions > were answered by previous students so it can be helpful if your stuck on >anything > or don't understand it , Good Luck everyone > > >--------------------------------- >Sponsored Link > >Free Uniden 5.8GHz Phone System with Packet8 Internet Phone Service >--0-840161873-1162953857=:43344 >Content-Type: text/html; charset=iso-8859-1 >Content-Transfer-Encoding: 8bit > >
i just wanted to give everyone a little heads up after going through >past posting
from previous years many students complained that >they couldn't finish this
test in time so i just wanted to >pre-warn everyone to make sure your giving
each answer thought >but not spending too much time on it or you might have
a hard >time answering all the question in the allotted time. Another thing >that helped
 me in the last
test and >hopefully this one is if you google any of the question most of the >time
an old message board from years past will come up and many >of the questions
were answered by previous students so it >can be helpful if your stuck on anything
or don't understand it >, Good Luck everyone

> > >

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>Free Uniden 5.8GHz Phone System >with Packet8 Internet Phone Service >--0-840161873-1162953857=:43344-- > >--__--__-- > >Message: 7 >Date: Wed, 8 Nov 2006 10:25:47 -0800 (PST) >From: Kevin Mangum >To: Psych3120 Clas board >Subject: [Psych3120] prosodic cues >Reply-To: psych3120@lists.csbs.utah.edu > >--0-311224380-1163010347=:15097 >Content-Type: text/plain; charset=iso-8859-1 >Content-Transfer-Encoding: 8bit > >In Wernick's area we understand language. Then sound travels down the >arcuate fasiculus to broca's area, where speech is produced. Cognitively we >have to process language.In linguistics, prosody is the intonation, rhythm, >and lexical stress in speech. The prosodic features of a unit of speech, >whether a syllable, word, phrase, or clause, are called suprasegmental >features because they affect all the segments of the unit. These features >are manifested, among other things, as syllable length, tone, and stress. > >--------------------------------- >Sponsored Link > >For just $24.99/mo., Vonage offers unlimited local and long- distance >calling. Sign up now. >--0-311224380-1163010347=:15097 >Content-Type: text/html; charset=iso-8859-1 >Content-Transfer-Encoding: 8bit > >In Wernick's area we understand language. Then sound travels down the >arcuate fasiculus to broca's area, where speech is produced. Cognitively we >have to process language.In linguistics, prosody is >the intonation, rhythm, and lexical stress in speech. The prosodic features >of a unit of speech, whether a syllable, word, phrase, or clause, are >called suprasegmental features because they affect >all the segments of the unit. These features are manifested, among other >things, as syllable length, tone, and stress.

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>For just $24.99/mo., Vonage offers unlimited local and long- distance >calling. href="http://clk.atdmt.com/VON/go/yhxxxvon1080000018von/direct/01/">Sign up >now. >--0-311224380-1163010347=:15097-- > > >--__--__-- > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > > >End of Psych3120 Digest _________________________________________________________________ Add a Yahoo! contact to Windows Live Messenger for a chance to win a free trip! http://www.imagine-windowslive.com/minisites/yahoo/default.aspx?locale=en-us&hmtagline From psych3120@lists.csbs.utah.edu Wed Nov 8 19:25:40 2006 From: psych3120@lists.csbs.utah.edu (Paige) Date: Wed, 8 Nov 2006 14:25:40 -0500 (EST) Subject: [Psych3120] Question number 2 Message-ID: <20061108192540.3598D75738@mprdmxin.myway.com> --MYWAYBOUNDARY_000__ea757f03c5d31f9bee8004f41709f04b Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit This is what I have so far for question number two. If anyone believes that I am missing something, please add to it. Good luck to everyone. Brown and Peterson both studied how information was lost in short-term or working memory. Their focus was on if information decayed over time. They first presented subjects with a trigram (an example XQJ). Then gave them a number and asked the subject to count backwards by 3’s. Each participant counted backwards for X amount of seconds and then recalled the trigram. They found that the longer people counted, the less they would be able to recall the trigram. However, this does not prove decay. Instead it would prove interference because the numbers would be interfering from the individual remembering the trigram. Waugh and Norman challenged this procedure by coming up with a new experiment. They wanted to know if recall varies as a function of time or items. In their study, subjects were presented with a string of sixteen digits. These strings of digits were either read either digit one per second, or four digits per second. If decay is true, then recall on digits read one per second will be worse than recall of digits read four digits per second. However, they their findings were the other way around. Participants who had one digit read per second recalled more numbers than participants who had four digits read per second. This suggests that information is lost in short-term memory through interference rather than decay. _______________________________________________ No banners. No pop-ups. No kidding. Make My Way your home on the Web - http://dell.myway.com --MYWAYBOUNDARY_000__ea757f03c5d31f9bee8004f41709f04b Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: 7bit

This is what I have so far for question number two. If anyone believes that I am missing something, please add to it. Good luck to everyone.

Brown and Peterson both studied how information was lost in short-term or working memory. Their focus was on if information decayed over time. They first presented subjects with a trigram (an example XQJ). Then gave them a number and asked the subject to count backwards by 3’s. Each participant counted backwards for X amount of seconds and then recalled the trigram. They found that the longer people counted, the less they would be able to recall the trigram. However, this does not prove decay. Instead it would prove interference because the numbers would be interfering from the individual remembering the trigram.

Waugh and Norman challenged this procedure by coming up with a new experiment. They wanted to know if recall varies as a function of time or items. In their study, subjects were presented with a string of sixteen digits. These strings of digits were either read either digit one per second, or four digits per second. If decay is true, then recall on digits read one per second will be worse than recall of digits read four digits per second. However, they their findings were the other way around. Participants who had one digit read per second recalled more numbers than participants who had four digits read per second. This suggests that information is lost in short-term memory through interference rather than decay.






No banners. No pop-ups. No kidding.
Make My Way your home on the Web - http://dell.myway.com --MYWAYBOUNDARY_000__ea757f03c5d31f9bee8004f41709f04b-- From psych3120@lists.csbs.utah.edu Wed Nov 8 19:47:28 2006 From: psych3120@lists.csbs.utah.edu (Paige) Date: Wed, 8 Nov 2006 14:47:28 -0500 (EST) Subject: [Psych3120] Question number 2 Message-ID: <20061108194728.966DA99E29@mprdmxin.myway.com> --MYWAYBOUNDARY_000__9bf1289b020585499ecd89f2092cfbef Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit This is what I have so far for question number two. If anyone believes that I am missing something, please add to it. Good luck to everyone. Brown and Peterson both studied how information was lost in short-term or working memory. Their focus was on if information decayed over time. They first presented subjects with a trigram (an example XQJ). Then gave them a number and asked the subject to count backwards by 3’s. Each participant counted backwards for X amount of seconds and then recalled the trigram. They found that the longer people counted, the less they would be able to recall the trigram. However, this does not prove decay. Instead it would prove interference because the numbers would be interfering from the individual remembering the trigram. Waugh and Norman challenged this procedure by coming up with a new experiment. They wanted to know if recall varies as a function of time or items. In their study, subjects were presented with a string of sixteen digits. These strings of digits were either read either digit one per second, or four digits per second. If decay is true, then recall on digits read one per second will be worse than recall of digits read four digits per second. However, they their findings were the other way around. Participants who had one digit read per second recalled more numbers than participants who had four digits read per second. This suggests that information is lost in short-term memory through interference rather than decay. -Paige Baucom No banners. No pop-ups. No kidding.Make My Way your home on the Web - http://dell.myway.com _______________________________________________ No banners. No pop-ups. No kidding. Make My Way your home on the Web - http://dell.myway.com --MYWAYBOUNDARY_000__9bf1289b020585499ecd89f2092cfbef Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: 7bit

This is what I have so far for question number two. If anyone believes that I am missing something, please add to it. Good luck to everyone.

Brown and Peterson both studied how information was lost in short-term or working memory. Their focus was on if information decayed over time. They first presented subjects with a trigram (an example XQJ). Then gave them a number and asked the subject to count backwards by 3’s. Each participant counted backwards for X amount of seconds and then recalled the trigram. They found that the longer people counted, the less they would be able to recall the trigram. However, this does not prove decay. Instead it would prove interference because the numbers would be interfering from the individual remembering the trigram.

Waugh and Norman challenged this procedure by coming up with a new experiment. They wanted to know if recall varies as a function of time or items. In their study, subjects were presented with a string of sixteen digits. These strings of digits were either read either digit one per second, or four digits per second. If decay is true, then recall on digits read one per second will be worse than recall of digits read four digits per second. However, they their findings were the other way around. Participants who had one digit read per second recalled more numbers than participants who had four digits read per second. This suggests that information is lost in short-term memory through interference rather than decay.

-Paige Baucom




No banners. No pop-ups. No kidding.
Make My Way your home on the Web - http://dell.myway.com


No banners. No pop-ups. No kidding.
Make My Way your home on the Web - http://dell.myway.com --MYWAYBOUNDARY_000__9bf1289b020585499ecd89f2092cfbef-- From psych3120@lists.csbs.utah.edu Wed Nov 8 20:10:05 2006 From: psych3120@lists.csbs.utah.edu (Ryan Boldrin) Date: Wed, 8 Nov 2006 12:10:05 -0800 (PST) Subject: [Psych3120] Test prep Message-ID: <20061108201005.97484.qmail@web53601.mail.yahoo.com> Certainly cramming works in a pinch. But I do not remember those fact today with any accuracy. There is a halo knowledge that is left but It is not accissible to me now. I read a book some time ago by Tony Buzan. It was called "Use both sides of your brain". He discusses the mnemonic strategies that we have just touched on in class. He was student in the English school system and went to Oxford on a scholarship. He uses a technique called Mind-Mapping. It looks like the Priming charts that we have seen, and ideas are connected together around a main topic with lines defining the relationship. It looks like a large molecule on the page. I have tried this approach and it works well for the test and also future recall. Especially for you visual learners who were raised with too much television. ____________________________________________________________________________________ Do you Yahoo!? Everyone is raving about the all-new Yahoo! Mail. http://new.mail.yahoo.com From psych3120@lists.csbs.utah.edu Wed Nov 8 22:12:27 2006 From: psych3120@lists.csbs.utah.edu (alan richmond) Date: Wed, 8 Nov 2006 14:12:27 -0800 (PST) Subject: [Psych3120] test Message-ID: <20061108221227.56342.qmail@web50308.mail.yahoo.com> I just wanted to take a second and wish every one well on the test. Since the theme for this weeks message board seems to be how best to study for the test whether to use mnemonics, cramming, or any other way that works let me tell you my strategy for this semester. Since this is my last semester and I am doing well enough in my classes to insure that I will pass one of them in order to get the 3 credit hours that I need I simply don't care about how I perform on any of the tests that I take. This has lead to a much reduced anxiety level on my part concerning testing and I think it has helped to improve my test performance. I do take the time to ask questions and to study but I am not so concerned about maintaining as high of performance this semester as I have been in past semesters. Any ways as I said before I just wanted to wish everyone good luck on the test and which ever way works best for you put it to work. Alan Richmond ____________________________________________________________________________________ Yahoo! Music Unlimited Access over 1 million songs. http://music.yahoo.com/unlimited From psych3120@lists.csbs.utah.edu Thu Nov 9 00:15:30 2006 From: psych3120@lists.csbs.utah.edu (Jennifer Adams) Date: Wed, 8 Nov 2006 17:15:30 -0700 Subject: [Psych3120] Economy of Representation Message-ID: This is a multi-part message in MIME format. ------=_NextPart_000_0022_01C70359.B5BCCB10 Content-Type: multipart/alternative; boundary="----=_NextPart_001_0023_01C70359.B5BCCB10" ------=_NextPart_001_0023_01C70359.B5BCCB10 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable =20 To answer the question about the Economy of Representation, I think the = most basic way to look at it is this. If you think of economy, or economical, = it means being frugal or not wasting---among other things. The same applies = to this concept. If we have an economy of representations, our brain will = be frugal and find the most simple (or =93economical=94) link between two = related concepts, or nodes. An example was used that robins and canaries are = linked through the =93birds=94 node. That is the most simple way to link them. = Our brain doesn=92t try to link them in other ways, like the color of their breast, or the length of their beak, etc. We will find the easiest, most simple link possible, thus saving energy and brain power!=20 =20 =20 ------=_NextPart_001_0023_01C70359.B5BCCB10 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable

To answer the question about the Economy of Representation, I = think the most basic way to look at it is this. If you think of economy, or = economical, it means being frugal or not wasting---among other things. The same = applies to this concept. If we have an economy of representations, our brain will = be frugal and find the most simple (or “economical”) link = between two related concepts, or nodes. An example was used that robins and canaries = are linked through the “birds” node. That is the most simple way = to link them. Our brain doesn’t try to link them in other ways, like = the color of their breast, or the length of their beak, etc. We will find = the easiest, most simple link possible, thus saving energy and brain power! =

 

 

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This time around, I started reviewing the information much earlier and used mnemonic devises to help remember the material. I also tried to study in different locations so that I would have more retrieval cues. All in all I feel good about the exam and I'm sure I will use these techniques in the future. If I remember ;) _________________________________________________________________ Stay in touch with old friends and meet new ones with Windows Live Spaces http://clk.atdmt.com/MSN/go/msnnkwsp0070000001msn/direct/01/?href=http://spaces.live.com/spacesapi.aspx?wx_action=create&wx_url=/friends.aspx&mkt=en-us From psych3120@lists.csbs.utah.edu Thu Nov 9 23:00:09 2006 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Thu, 09 Nov 2006 17:00:09 -0600 Subject: [Psych3120] reviewing for the exam (Romney Stevens Message-ID: <20061109170009.o1nc3yzbsc8k4800@wm.integrity.com> Studying for those essay questions really helped me to better understand the concepts of the models that we talked about, but I still don't really understand why Collins and Quillian's model and Collins and the modifications of that model are so important. It seems like the neural network models do a much better job of explaining how semantic memory works. I'm not saying that there is no use in the teachable language comrehender model, but I believe that it's main use is that it lead to the development of the neural network models. From psych3120@lists.csbs.utah.edu Fri Nov 10 07:06:20 2006 From: psych3120@lists.csbs.utah.edu (Dan Laxman) Date: Fri, 10 Nov 2006 07:06:20 +0000 Subject: [Psych3120] Recency Effect In-Reply-To: <200611081950.kA8JnWPL002156@topo.csbs.utah.edu> Message-ID: We talked about the recency effect being due to readout of the words that were still in the short term memory. Evidence for that came from the study where the researchers introduced interference after they finished telling the participants the list of words. Interference prevented the subjects from rehearsing the information and recency effect disappeared. I wanted to add another way researchers looked at recency effect and short term memory. It's very similar: instead of interference they just had the participants wait about a minute before reporting. Doing so resulted in the recency effect largely disappearing. There was still a "trace" of it left because the participants rehearsed those words in STM during the minute break and move them into LTM along with the words at the beginning of the list. They weren't able to move all of the words to the LTM. This could be because they lost a lot of words while trying to rehearse the words at the begining of the list. Thus the rehearsal of the words at the beginning of the list could be considered interference. Hope the test went well for everyone! Have a great weekend! -Dan Laxman From psych3120@lists.csbs.utah.edu Fri Nov 10 16:19:09 2006 From: psych3120@lists.csbs.utah.edu (Becca Vrabel) Date: Fri, 10 Nov 2006 16:19:09 +0000 Subject: [Psych3120] mneumonics Message-ID: So I have been trying to use the mneumonics strategy to memorize things. So far it hasn't really worked! I find that I can memorize things relatively well. As soon as I start to fuss around with placing things in my house or at a bizarre location, I tend to remember the place but not the items. What's my problem! _________________________________________________________________ Get FREE company branded e-mail accounts and business Web site from Microsoft Office Live http://clk.atdmt.com/MRT/go/mcrssaub0050001411mrt/direct/01/ From psych3120@lists.csbs.utah.edu Fri Nov 10 16:20:31 2006 From: psych3120@lists.csbs.utah.edu (Keith Radley) Date: Fri, 10 Nov 2006 09:20:31 -0700 Subject: [Psych3120] (no subject) Message-ID: --_a55594b7-134b-4ec8-8829-dd45038ff3cd_ Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Before every test I take, I can usually look around the room and see a hand= ful of people doing some last minute cramming. For a long time I would lau= gh to myself and think about the unfortunate fate of those people who seeme= d to have forgotten everything just minutes prior to the test. Now, I wond= er if a skimming through notes is really that bad of an idea. From what we= have discussed about spreading activation, looking over notes before a tes= t could possibly activate nodes and help someone to perform better on an ex= am. I don't know if there is any actual research supporting this hypothesi= s, but I think it would be interesting to try out. Maybe I'll have to try = it out and see if I'm able to get better grades on tests. _________________________________________________________________ Express yourself with gadgets on Windows Live Spaces http://discoverspaces.live.com?source=3Dhmtag1&loc=3Dus= --_a55594b7-134b-4ec8-8829-dd45038ff3cd_ Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Before every test I take, I can usually look around the room and see = a handful of people doing some last minute cramming.  For a long time = I would laugh to myself and think about the unfortunate fate of those peopl= e who seemed to have forgotten everything just minutes prior to the test.&n= bsp; Now, I wonder if a skimming through notes is really that bad of an ide= a.  From what we have discussed about spreading activation, looking ov= er notes before a test could possibly activate nodes and help someone to pe= rform better on an exam.  I don't know if there is any actual research= supporting this hypothesis, but I think it would be interesting to try out= .  Maybe I'll have to try it out and see if I'm able to get better gra= des on tests.
Express yourself with gadgets on Windows Live Spac= es Try it! = --_a55594b7-134b-4ec8-8829-dd45038ff3cd_-- From psych3120@lists.csbs.utah.edu Fri Nov 10 20:31:23 2006 From: psych3120@lists.csbs.utah.edu (ryan green) Date: Fri, 10 Nov 2006 12:31:23 -0800 (PST) Subject: [Psych3120] petition/protest Message-ID: <20061110203123.55667.qmail@web34311.mail.mud.yahoo.com> --0-1932314590-1163190683=:54157 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit Hi all, I'm starting a petition to coerce Dr. Strayer into limiting the amount of essay questions for the 3rd and final test down to 3!!!! I think 3rd test 3 essays is a zippy theme that I hope you all will get stoked about! There will also be a rally with picket signs and catchy slogans for all those who are energetic activists. There will also be face painting for the youngsters. And Eve, just in case your wondering if this actually counts as a post, the answer is an emphatic "YES!" Thanks! luv ya! Ryan Green --------------------------------- Everyone is raving about the all-new Yahoo! Mail beta. --0-1932314590-1163190683=:54157 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
Hi all,
 
I'm starting a petition to coerce Dr. Strayer into limiting the amount of essay questions for the 3rd and final test down to 3!!!! I think 3rd test 3 essays is a zippy theme that I hope you all will get stoked about!  
There will also be a rally with picket signs and catchy slogans for all those who are energetic activists. There will also be face painting for the youngsters.
 
And Eve, just in case your wondering if this actually counts as a post, the answer is an emphatic "YES!" Thanks! luv ya!
 
Ryan Green

Everyone is raving about the all-new Yahoo! Mail beta. --0-1932314590-1163190683=:54157-- From psych3120@lists.csbs.utah.edu Fri Nov 10 20:58:00 2006 From: psych3120@lists.csbs.utah.edu (Darin Mano) Date: Fri, 10 Nov 2006 13:58:00 -0700 Subject: [Psych3120] mnemonics Message-ID: <3b4d82fa0611101258k21ed8f59v9d98cc2d4981d93b@mail.gmail.com> That was a pretty tough test. I just barely had enough time to answer all of the questions. I this that it was a good representation of all the things that we have learned throughout the semester. I just wish that I had more time to write the essay more clearly. Anyway, it is really interesting how I am able to see different aspects of class in my other classes. It was really interesting this last week because just as we were learning about memory we had a similar discussion in one of my ARchitecture classses. I was learning about "Place Memory" in this class. It is about how architecture and other places can elicit memories. One of the main terms that we were learning about was mnemonics. We learned about it a little differenty. It was not a scientific definintion or anything. But, the two topics do correlate. Especially how we learned about the fact that context is embedded in memory. I was able to bring that into the discussion of how architecture influences memory. -- Darin M. Mano From psych3120@lists.csbs.utah.edu Fri Nov 10 21:22:34 2006 From: psych3120@lists.csbs.utah.edu (Paul Rudd) Date: Fri, 10 Nov 2006 13:22:34 -0800 (PST) Subject: [Psych3120] TA's doing their thing In-Reply-To: <200611101905.kAAJ4k5T028773@topo.csbs.utah.edu> Message-ID: <20061110212234.96567.qmail@web34803.mail.mud.yahoo.com> We must all thank Eve for the awesome review she gave before the test. She did a great job of hinting (telling) what was going to be on the test. Without her, my study efforts would have gone to other topics. So, Thank You very much Eve! As far as the test goes, there was nothing on it that was unexpected. It was very straight forward. I think the hardese part of the exam was suffering from hand cramps from writting. ____________________________________________________________________________________ Cheap talk? Check out Yahoo! Messenger's low PC-to-Phone call rates. http://voice.yahoo.com From psych3120@lists.csbs.utah.edu Sat Nov 11 00:40:50 2006 From: psych3120@lists.csbs.utah.edu (Chad C Moffitt) Date: Fri, 10 Nov 2006 17:40:50 -0700 Subject: [Psych3120] response to Becca Message-ID: This is a multi-part message in MIME format. ------_=_NextPart_001_01C7052A.0946E642 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable For this weeks posting, I would like to respond to Becca and say: You = have no problem. I was just thinking how Im the same way. I think it = reflects more on how mneumonic remembering is an individualistic thing. = Some mnemonics work well for some people, and different ones for other = people; and some people get by without using them at all. I tend to be = in the latter category. I have a somewhat short attention span anyway, = so, like you, by the time I use mental effort to create a story or = bizzare situation, I forget why I am doing it. This comes with an = exception, however. I am a visual learner, and find that if I visualize = a concept or list of related words by themselves, without placing them = in some story or scene, I remember that concept or those words just as = well as if I had placed them in some scene. The point, I believe, is = not whether you are using a particular mnemonic, but that you are using = something that will make the subject matter meaningfull to you. It is = the meaning that counts, and not the mnemonic per se. =20 ------_=_NextPart_001_01C7052A.0946E642 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable =0A= =0A= =0A= =0A=
For this weeks posting, = I would like to respond to Becca and say: You have no problem.  I = was just thinking how Im the same way.  I think it reflects more on = how mneumonic remembering is an individualistic thing.  Some = mnemonics work well for some people, and different ones for other = people; and some people get by without using them at all.  I tend = to be in the latter category.  I have a somewhat short attention = span anyway, so, like you, by the time I use mental effort to create a = story or bizzare situation, I forget why I am doing it.  This comes = with an exception, however.  I am a visual learner, and find that = if I visualize a concept or list of related words by themselves, = without placing them in some story or scene, I remember that = concept or those words just as well as if I had placed them in some = scene.  The point, I believe, is not whether you are = using a particular mnemonic, but that you are using something that will = make the subject matter meaningfull to you.  It is the meaning that = counts, and not the mnemonic per = se.  
------_=_NextPart_001_01C7052A.0946E642-- From psych3120@lists.csbs.utah.edu Sat Nov 11 22:05:51 2006 From: psych3120@lists.csbs.utah.edu (William Gordon) Date: Sat, 11 Nov 2006 15:05:51 -0700 Subject: [Psych3120] Thanks Jennifer In-Reply-To: <200611091914.kA9JDYLT015156@topo.csbs.utah.edu> Message-ID: for answering my economy question even though it didn't come through til after the test. I still appreciate it. Also, how 'bout that test, huh? I barely finished in time, and there were still tons of people when time was up. By the way, Mr. Ryan Green, you have my signature. But I won't be able to attend the protest, for I hope to remain anonymous...(hopefully someone besides me finds that somewhat funny) _________________________________________________________________ Get today's hot entertainment gossip http://movies.msn.com/movies/hotgossip?icid=T002MSN03A07001 From psych3120@lists.csbs.utah.edu Sun Nov 12 19:41:27 2006 From: psych3120@lists.csbs.utah.edu (Lexi Breeze) Date: Sun, 12 Nov 2006 12:41:27 -0700 Subject: [Psych3120] (no subject) Message-ID: Hey! So there isn't much to talk about as far as class discussion and lecture for this week, so I will talk about my little memory lapse. I completely forgot about the test. I knew it was coming, I knew it was Thursday, and I had kind of a busy week and I had been planning when I was going to study for it and when that time came, I just didn't remember at all that we had a test. I remembered that morning right when I woke up. I don't know what node got activated to spread it to let me know the test was that day, but I freaked out. I decided I would miss my first class because it's pointless, and use that time to study. So instead of distributed studying I had to massively cram, but I think it was ok because since it was right before the test I had some recency effect going for me. I probably had every one of the seven sins helping me to forget about it. But I think I did pretty well, considering. And maybe I just needed to be taught a lesson so this doesn't happen again! _________________________________________________________________ All-in-one security and maintenance for your PC. Get a free 90-day trial! http://clk.atdmt.com/MSN/go/msnnkwlo0050000002msn/direct/01/?href=http://www.windowsonecare.com/?sc_cid=msn_hotmail From psych3120@lists.csbs.utah.edu Sun Nov 12 23:40:28 2006 From: psych3120@lists.csbs.utah.edu (Jacob Hansen) Date: Sun, 12 Nov 2006 16:40:28 -0700 Subject: [Psych3120] (no subject) Message-ID:



that was a great test right, well i felt that it went better than last test.  i want to thank eve for that killer review session because it helped out so much.  now i guess it is time to buckle down for the end of the semester push. i get so tired at the end of the semester and seeing as how this is to me my last one i am getting excited, but i just need to remember that if one does not finish strong it does no good to have to retake any classes.  so i am excited to go to class and not miss even one of them...


JAKE
From psych3120@lists.csbs.utah.edu Sun Nov 12 23:51:44 2006 From: psych3120@lists.csbs.utah.edu (Becca Vrabel) Date: Sun, 12 Nov 2006 23:51:44 +0000 Subject: [Psych3120] the exam Message-ID: I thought that the multiple choice questions were really confusing. I remember Eve telling us that they would be....but, man! I really like how the tests are structured. The study guides are sweet. I feel like I actually start learning and remembering the information when I answer the essay questions. When we are given lectures, I take notes, but don't necessarily learn the information. _________________________________________________________________ Try Search Survival Kits: Fix up your home and better handle your cash with Live Search! http://imagine-windowslive.com/search/kits/default.aspx?kit=improve&locale=en-US&source=hmtagline From psych3120@lists.csbs.utah.edu Sun Nov 12 23:57:27 2006 From: psych3120@lists.csbs.utah.edu (Jennie Ruff) Date: Sun, 12 Nov 2006 16:57:27 -0700 Subject: [Psych3120] (no subject) In-Reply-To: References: Message-ID: <079571D8-7175-403C-BD14-4234A9086C0E@impulsion-sim.com> Like everyone else I was quite nervous about that test. I hadn't really paid that great of attention in class, and despite a week or so of studying for bits at a time I crammed a huge amount the night before and still didn't feel so confident. I do however want to share something that was very helpful to me, on this test and the first one; I used the multiple choice questions to remind me of things I wanted to say in the essay questions. I really think that it was useful this time because as I'd be sitting there reading the multiple choice questions I'd visualize if/how they related to the essay questions which I wrote out ahead of time. I'd be able to visualize exactly what I had written on the page and then I was able to rewrite it for the test. Very helpful! I suppose we could also associate this with mnemonics, if I ever wanted to think about mnemonics again (I don't for at least a little while). From psych3120@lists.csbs.utah.edu Mon Nov 13 01:18:30 2006 From: psych3120@lists.csbs.utah.edu (JESSE SITTERUD) Date: Sun, 12 Nov 2006 18:18:30 -0700 Subject: [Psych3120] Exam 2 Message-ID: I'm not sure if anyone shares my opinion, but i just wanted to say that I put a ton of time into preparing for this past exam and with all the amount of time I spent studying I still walked away from the exam with a feeling of uneasiness. I don't feel extremely confident with my performance as I usually do. I studied more than I did for exam 1 so it just bugs me that I have some feeling of worry with the anticipation of my test results. This exam was placed back to back with an exam in one of my other courses, but that hasn't ever been a hurt to my testing performance in the past. It just makes me wonder how much time I am going to need to put forth to study for the final. _________________________________________________________________ Get FREE company branded e-mail accounts and business Web site from Microsoft Office Live http://clk.atdmt.com/MRT/go/mcrssaub0050001411mrt/direct/01/ From psych3120@lists.csbs.utah.edu Mon Nov 13 02:24:34 2006 From: psych3120@lists.csbs.utah.edu (Jake Andreason) Date: Sun, 12 Nov 2006 19:24:34 -0700 Subject: [Psych3120] (no subject) Message-ID: Was it just me or was that test pretty hard. I just barely finished before class ended and there was still a lot of people who were working when I left. I did think that the subject matter covered on this test was really interesting though. Learning how memory works and develops could really help in studying practices. I tried experimenting a little with different mneumonics to study for this test, but I realized that most of them are kind of distracting to me. I'm a visual learner so I have to picture in my head what everything does and how it works so just reading things over and over again doesn't always work the best for me. It was good to be able to understand how it develops though. _________________________________________________________________ Get FREE company branded e-mail accounts and business Web site from Microsoft Office Live http://clk.atdmt.com/MRT/go/mcrssaub0050001411mrt/direct/01/ From psych3120@lists.csbs.utah.edu Mon Nov 13 03:02:42 2006 From: psych3120@lists.csbs.utah.edu (Katie) Date: Sun, 12 Nov 2006 20:02:42 -0700 Subject: [Psych3120] electric currents boosts memory Message-ID: <4E9A09E16264024C80C968D5CFCCB7AB017FF3@xeoni.digitalbreakdown.com> This is a multi-part message in MIME format. ------_=_NextPart_001_01C706D0.2F8A4FCA Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable One of the things I'm most interested in this chapter on memory is all = the testing they do on the brain, especially hearing about where they = electrically stimulate different parts of the brain. I am really curious = about what this feels like, i know the book says there is no pain = because there aren't any nerves in the brain, but to experience seeing = flashing lights or seeing things because of a shock to a portion of the = brain is really fascinating. I've heard that some people think that = natural excitment or stimulation on some parts of the brain are what = cause seeing lights or angels or ghosts in near death experiences and = related incidents. I think it would be great to be able to find that = part of the brain, if it exists, and find out for sure. I was looking = online for more information on brain and I found this article about a = study where electrical currents on the brain during sleep increase = memory in word tasks. The electrical current was gentle and was designed = to mimic the natural oscillating brain waves, which forced the brain = into deeper sleep. This research could have implications in treatment of = memory problems and Alzheimers disease. Katie Johnson LONDON (Reuters) - Stimulating the brain with gentle electric currents = during sleep boosts memory, German scientists said on Sunday. When they applied several currents that mimic natural slow oscillating = brain waves in sleep they enhanced the memory of medical students who = had done a word-learning task. "It leads to improved memory retention," said Jan Born, a neuroscientist = at the University of Luebeck. The scientists, whose results were published online by the journal = Nature, believe brain stimulation could help people with memory problems = and Alzheimer's disease. "This is an alternative way to intensify or to improve sleep and its = memory function," Born told Reuters. He and his team asked the students to learn a list of paired words in a = standard memory test before they fell asleep. The researchers stimulated = their brain while they slept. After they woke up, the students had to = recall the words they had memorized. If the currents were applied to the scalp during deep sleep, the first = few hours of nocturnal sleep, the students recalled a greater number of = words than if they had been given a sham brain stimulation. "This is proof that this slow oscillation has a real function during = sleep -- to build and consolidate memory," said Born. "It is an eight percent increase overall. This is a striking increase," = he added. The students did not feel any sensation from the currents to the frontal = cortex of the brain or any adverse side effects. The currents forced the = brain more into the deep slow-wave sleep to improve the memory function, = according to the scientists. Memory function in the medical students was already very good before = they received the brain stimulation but the currents managed to improve = it. "There is growing evidence that you can very effectively manipulate = brain function by different types of electrical simulation," Born said. He believes the natural slow oscillations and those induced by the = electrical currents affect the hippocampus area of the brain which plays = a part in memory. "The slow oscillations during slow-wave sleep trigger a kind of replay = of these memories in the hippocampus," he added. The hippocampus is one of the first regions of the brain that is damaged = in patients with Alzheimer's disease, a degenerative illness that robs = people of their memory and cognitive ability. ------_=_NextPart_001_01C706D0.2F8A4FCA Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable electric currents boosts memory

One of the things I'm most interested in this chapter = on memory is all the testing they do on the brain, especially hearing = about where they electrically stimulate different parts of the brain. I = am really curious about what this feels like, i know the book says there = is no pain because there aren't any nerves in the brain, but to = experience seeing flashing lights or seeing things because of a shock to = a portion of the brain is really fascinating. I've heard that some = people think that natural excitment or stimulation on some parts of the = brain are what cause seeing lights or angels or ghosts in near death = experiences and related incidents. I think it would be great to be able = to find that part of the brain, if it exists, and find out for sure. I = was looking online for more information on brain and I found this = article about a study where electrical currents on the brain during = sleep increase memory in word tasks. The electrical current was gentle = and was designed to mimic the natural oscillating brain waves, which = forced the brain into deeper sleep. This research could have = implications in treatment of memory problems and Alzheimers disease.

Katie Johnson



LONDON (Reuters) - Stimulating the brain with gentle electric currents = during sleep boosts memory, German scientists said on Sunday.

When they applied several currents that mimic natural slow oscillating = brain waves in sleep they enhanced the memory of medical students who = had done a word-learning task.

"It leads to improved memory retention," said Jan Born, a = neuroscientist at the University of Luebeck.

The scientists, whose results were published online by the journal = Nature, believe brain stimulation could help people with memory problems = and Alzheimer's disease.

"This is an alternative way to intensify or to improve sleep and = its memory function," Born told Reuters.

He and his team asked the students to learn a list of paired words in a = standard memory test before they fell asleep. The researchers stimulated = their brain while they slept. After they woke up, the students had to = recall the words they had memorized.

If the currents were applied to the scalp during deep sleep, the first = few hours of nocturnal sleep, the students recalled a greater number of = words than if they had been given a sham brain stimulation.

"This is proof that this slow oscillation has a real function = during sleep -- to build and consolidate memory," said Born.

"It is an eight percent increase overall. This is a striking = increase," he added.

The students did not feel any sensation from the currents to the frontal = cortex of the brain or any adverse side effects. The currents forced the = brain more into the deep slow-wave sleep to improve the memory function, = according to the scientists.

Memory function in the medical students was already very good before = they received the brain stimulation but the currents managed to improve = it.

"There is growing evidence that you can very effectively manipulate = brain function by different types of electrical simulation," Born = said.

He believes the natural slow oscillations and those induced by the = electrical currents affect the hippocampus area of the brain which plays = a part in memory.

"The slow oscillations during slow-wave sleep trigger a kind of = replay of these memories in the hippocampus," he added.

The hippocampus is one of the first regions of the brain that is damaged = in patients with Alzheimer's disease, a degenerative illness that robs = people of their memory and cognitive ability.

------_=_NextPart_001_01C706D0.2F8A4FCA-- From psych3120@lists.csbs.utah.edu Mon Nov 13 04:42:56 2006 From: psych3120@lists.csbs.utah.edu (Alisha Christiasnen) Date: Sun, 12 Nov 2006 20:42:56 -0800 (PST) Subject: [Psych3120] Not much to say Message-ID: <20061113044256.77845.qmail@web56609.mail.re3.yahoo.com> --0-1997785546-1163392976=:74902 Content-Type: text/plain; charset=ascii Content-Transfer-Encoding: quoted-printable So since we didn't have any lectures this past week I don't have a lot to s= ay for this one. Through the studying though I think that there are certain= things that I understand a little bit better then I did before. The main o= ne is the episodic memory which really wasn't very clear to me and even tho= ugh I don't completely understand it, it's nice that I am able to at least = put together a half descent summary of all the different components that go= into the process.=0A=0A --0-1997785546-1163392976=:74902 Content-Type: text/html; charset=ascii Content-Transfer-Encoding: quoted-printable
So since we didn't have any lectures this past week I = don't have a lot to say for this one. Through the studying though I think t= hat there are certain things that I understand a little bit better then I d= id before. The main one is the episodic memory which really wasn't very cle= ar to me and even though I don't completely understand it, it's nice that I= am able to at least put together a half descent summary of all the differe= nt components that go into the process.

--0-1997785546-1163392976=:74902-- From psych3120@lists.csbs.utah.edu Mon Nov 13 04:47:01 2006 From: psych3120@lists.csbs.utah.edu (Kasey lundgren) Date: Sun, 12 Nov 2006 20:47:01 -0800 (PST) Subject: [Psych3120] test Message-ID: <20061113044701.32904.qmail@web33009.mail.mud.yahoo.com> --0-783254673-1163393221=:32095 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit ok so pretty much the only thing to talk about is the test this week. I thought that test was harder then the first but i felt a lot better about it then i thought i was going too. i hurried through all of it and i still barely got done...good thing i started with the essays first. I thought some of the multiple choice were pretty tricky and had to plan out guess on at least five of them. I know a lot of people around me were scrambling to get done before the time was up......so i hope everyone gets a good grade. If anyone ever wants to put together a study group i would totally be up for it i know about six of us got together an hour before the test by coincidence and it really helped me to remember the stuff when i have to teach it to someone else. --------------------------------- Everyone is raving about the all-new Yahoo! Mail beta. --0-783254673-1163393221=:32095 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
ok so pretty much the only thing to talk about is the test this week. I thought that test
was harder then the first but i felt a lot better about it then i thought i was going too.
i hurried through all of it and i still barely got done...good thing i started with the
 essays first. I thought some of the multiple choice were pretty tricky and had to
plan out guess on at least five of them. I know a lot of people around me were
scrambling to get done before the time was up......so i hope everyone gets a good
grade. If anyone ever wants to put together a study group i would totally be up
for it i know about six of us got together an hour before the test by coincidence and
it really helped me to remember the stuff when i have to teach it to someone else.

Everyone is raving about the all-new Yahoo! Mail beta. --0-783254673-1163393221=:32095-- From psych3120@lists.csbs.utah.edu Mon Nov 13 07:04:37 2006 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Sun, 12 Nov 2006 23:04:37 -0800 (PST) Subject: [Psych3120] test Message-ID: <20061113070437.58505.qmail@web56507.mail.re3.yahoo.com> --0-1581688941-1163401477=:58479 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit I'm up for the 3 essay question option. I studied a bunch for that last test and felt like I had a ton to write down on most of the questions and not enough time. Glad it's not just me. That was a tough one. I vote yes for 3 essay. And now I'm going to bed. --------------------------------- Check out the all-new Yahoo! Mail beta - Fire up a more powerful email and get things done faster. --0-1581688941-1163401477=:58479 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit I'm up for the 3 essay question option.  I studied a bunch for that last test and felt like I had a ton to write down on most of the questions and not enough time.  Glad it's not just me.  That was a tough one.  I vote yes for 3 essay.  And now I'm going to bed.

Check out the all-new Yahoo! Mail beta - Fire up a more powerful email and get things done faster. --0-1581688941-1163401477=:58479-- From psych3120@lists.csbs.utah.edu Tue Nov 14 00:40:46 2006 From: psych3120@lists.csbs.utah.edu (tucker voss) Date: Mon, 13 Nov 2006 17:40:46 -0700 Subject: [Psych3120] (no subject) Message-ID: Since we didn’t have class this week I will just comment on the test. So I definitely thought that this test was harder that the first one. I seemed to have a little more trouble on the multiple choice part, but then again my mind went blank on the last part of the first essay question. Overall I hope that I did ok though. I really want to know how I did. _________________________________________________________________ Stay in touch with old friends and meet new ones with Windows Live Spaces http://clk.atdmt.com/MSN/go/msnnkwsp0070000001msn/direct/01/?href=http://spaces.live.com/spacesapi.aspx?wx_action=create&wx_url=/friends.aspx&mkt=en-us From psych3120@lists.csbs.utah.edu Tue Nov 14 04:30:04 2006 From: psych3120@lists.csbs.utah.edu (Natalie Mitchell) Date: Mon, 13 Nov 2006 21:30:04 -0700 Subject: [Psych3120] eye-witness testmony Message-ID: _________________________________________________________________ Get FREE company branded e-mail accounts and business Web site from Microsoft Office Live http://clk.atdmt.com/MRT/go/mcrssaub0050001411mrt/direct/01/ From psych3120@lists.csbs.utah.edu Tue Nov 14 05:31:52 2006 From: psych3120@lists.csbs.utah.edu (Brett Larsen) Date: Mon, 13 Nov 2006 22:31:52 -0700 Subject: [Psych3120] woops Message-ID: For this test i was so worried about the essays that is pretty much all i studied i spent hours of time memorizing everything i needed to know about all the essay questions. Right when i got the test i turned to the essay questions and wrote down some of the key components of the answers before i could forget. I spent a good deal answering every essay question and i felt like i was doing really well because i had so much to write, but i dont know if anyone else had the same experience as i did, but when eve announced that there was only 20 minutes left my heart sank. My hands started shaking because i hadnt even started on the multiple choice yet and i was still writing the last essay question. I went through the multiple choice so fast that i really didint even have time to make sure i had the right answer i just circled the first one that sounded right and moved on. I dont think that i was the only one that was in this situation because there was still a lot of people in the room when eve said that time was up. Dont you guys think we could have used a little bit more time on that test? _________________________________________________________________ Try Search Survival Kits: Fix up your home and better handle your cash with Live Search! http://imagine-windowslive.com/search/kits/default.aspx?kit=improve&locale=en-US&source=hmtagline From psych3120@lists.csbs.utah.edu Tue Nov 14 06:46:09 2006 From: psych3120@lists.csbs.utah.edu (Becca Vrabel) Date: Tue, 14 Nov 2006 06:46:09 +0000 Subject: [Psych3120] (no subject) Message-ID: I am responding to Lexi's post.... I have been noticing all my memory lapses lately too. It's so frustrating!! Especially after taking our test on memory. I would be telling stories and completely forget somebody's name or the name of a place. These are things that I know!! And I completely forget them and can explain why I cannot remember them. Blocking...absent minded...etc. It drives me nuts!!! _________________________________________________________________ All-in-one security and maintenance for your PC. Get a free 90-day trial! http://clk.atdmt.com/MSN/go/msnnkwlo0050000002msn/direct/01/?href=http://www.windowsonecare.com/?sc_cid=msn_hotmail From psych3120@lists.csbs.utah.edu Tue Nov 14 06:58:59 2006 From: psych3120@lists.csbs.utah.edu (Claudia Guarderas) Date: Mon, 13 Nov 2006 23:58:59 -0700 Subject: [Psych3120] (no subject) Message-ID: ------=_Part_705_10640694.1163487539418 Content-Type: text/plain; charset=ISO-8859-1; format=flowed Content-Transfer-Encoding: 7bit Content-Disposition: inline It seemed this test was a bit more difficult than the last one, which seems ironic because now that we've discussed some tips on improving our memory it just so happens that my memory failed to come to my rescue when trying to answer the test questions. While doing a last recap on memory, I found an interesting article on MSN that talks about a correlation between poor memory and weight in middle age adults. It's interesting to see that it is not only the setting and our feelings that influence memory, but our diets as well. In case anyone wants to read it here's the link http://www.msnbc.msn.com/id/15206566/ ------=_Part_705_10640694.1163487539418 Content-Type: text/html; charset=ISO-8859-1 Content-Transfer-Encoding: 7bit Content-Disposition: inline

It seemed this test was a bit more difficult than the last one, which seems ironic because now that we've discussed some tips on improving our memory it just so happens that my memory failed to come to my rescue when trying to answer the test questions. While doing a last recap on memory, I found an interesting article on MSN that talks about a correlation between poor memory and weight in middle age adults. It's interesting to see that it is not only the setting and our feelings that influence memory, but our diets as well. In case anyone wants to read it here's the link  http://www.msnbc.msn.com/id/15206566/

------=_Part_705_10640694.1163487539418-- From psych3120@lists.csbs.utah.edu Tue Nov 14 16:27:40 2006 From: psych3120@lists.csbs.utah.edu (Aubrey Wilkinson) Date: Tue, 14 Nov 2006 09:27:40 -0700 Subject: [Psych3120] test numba 2 In-Reply-To: <200611131950.kADJoSxl008025@topo.csbs.utah.edu> Message-ID:

well it seems to be a pretty mixed bag as far as people's reactions to the test went, though it looks like a lot of people thought it was pretty hard. personally, I thought it was easier than the first exam. this could be because I anticipated that it would be harder, and I studied more thoroughly than I had for the first one. but I finished the test fine with five minutes left to go in class. I was really surprised to see how many people were still there frantically writing essays. so maybe I did a bad job and that's why I didn't feel pressed for time? I'm crossing my fingers that's not the case. but I guess we'll find out. I thought the multiple choice questions were helpful in reminding me what I needed to write on the essays. They basically covered the majority of the terminology and even gave definitions and cues that helped me remember my answers. all in all, I was ok with it.

From psych3120@lists.csbs.utah.edu Tue Nov 14 22:10:10 2006 From: psych3120@lists.csbs.utah.edu (Benjamin Divine) Date: Tue, 14 Nov 2006 14:10:10 -0800 (PST) Subject: [Psych3120] Alphabet Arithmetic Message-ID: <20061114221010.60631.qmail@web42109.mail.mud.yahoo.com> --0-142505120-1163542210=:60316 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit First of all, I too thought this previous test was somewhat more difficult than last. I studied way in advance and prepared myself as best as I could, yet I found myself struggling on some multiple choice questions and my hands literally turned into jello at the end of the essay questions (hope it's legible Eve :) ). However, I will have to agree with Dr. Strayer, in that, knowing the essay questions ahead of time removes some of the stress involved. So, moving on... Today's lecture pretty much covered the material for study guide question #4. I would like to discuss Anderson's Process Based Theory by using the alphabet arithmetic example (ex. A+3=D) Skipping over the section on how procedures/productions are processed, one must first build productions which directly control our behavior during this new acquisition. These productions are slowly placed into procedural memory and build on each other in working memory ( A+1=B, B+1=C and C+1= D Proceduralization). Once this process is complete, new productions are made which allows answers to be formed in fewer steps and is in route to becoming automatically recognized (If A, then BCD Composition). Finally, these compiled productions are repeated and essentially practiced which "strengthens" these routes resulting in rapid fire once they are re-experienced. --------------------------------- Check out the all-new Yahoo! Mail beta - Fire up a more powerful email and get things done faster. --0-142505120-1163542210=:60316 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit First of all, I too thought this previous test was somewhat more difficult than last.  I studied way in advance and prepared myself as best as I could, yet I found myself struggling on some multiple choice questions and my hands literally turned into jello at the end of the essay questions (hope it's legible Eve :) ).  However, I will have to agree with Dr. Strayer, in that, knowing the essay questions ahead of time removes some of the stress involved.  So, moving on... Today's lecture pretty much covered the material for study guide question #4.  I would like to discuss Anderson's Process Based Theory by using the alphabet arithmetic example (ex. A+3=D) Skipping over the section on how procedures/productions are processed, one must first build productions which directly control our behavior during this new acquisition.  These productions are slowly placed into procedural memory and build on each other in working memory ( A+1=B, B+1=C and C+1= D  Proceduralization).  Once this process is complete, new productions are made which allows answers to be formed in fewer steps and is in route to becoming automatically recognized (If A, then BCD   Composition). Finally, these compiled productions are repeated and essentially practiced which "strengthens" these routes resulting in rapid fire once they are re-experienced. 

Check out the all-new Yahoo! Mail beta - Fire up a more powerful email and get things done faster. --0-142505120-1163542210=:60316-- From psych3120@lists.csbs.utah.edu Tue Nov 14 23:33:43 2006 From: psych3120@lists.csbs.utah.edu (Kyle Murdock) Date: Tue, 14 Nov 2006 16:33:43 -0700 Subject: [Psych3120] RE: Psych3120 digest, Vol 1 #972 - 6 msgs In-Reply-To: <200611141903.kAEJ2Xwc022666@topo.csbs.utah.edu> Message-ID:
I really liked today's lecture. I am not really sold on slow learners not being able to get as good as fast learners. I work with little kids that are far behind and are slow learners at times. Even though these children require more work, eventually they are able to do things as well as children who learn quickly. I want to second what someone said in class. Professor Strayer asked which model we thought was better, and someone said that it was a combination of both depending on the type of task. Both are promising, but together they are stronger. For example when I am racing dirt bikes I don't have to think very much about what I am doing, but I get better the more times I have gone around a certain track.

Use your PC to make calls at very low rates From psych3120@lists.csbs.utah.edu Wed Nov 15 00:13:32 2006 From: psych3120@lists.csbs.utah.edu (laura cervantes) Date: Tue, 14 Nov 2006 17:13:32 -0700 Subject: [Psych3120] weekly posting Message-ID: I always heard that as you get older it is more difficult to learn, but I actually heard this when I was younger. Now going back to college after 15+ years of not being in school, I can actually undertand this saying. I can understand it even better after today's class, it makes sense to me know Laura Brunello _________________________________________________________________ Get today's hot entertainment gossip http://movies.msn.com/movies/hotgossip?icid=T002MSN03A07001 From psych3120@lists.csbs.utah.edu Wed Nov 15 02:14:00 2006 From: psych3120@lists.csbs.utah.edu (Emily Slager) Date: Tue, 14 Nov 2006 19:14:00 -0700 Subject: [Psych3120] Messege for the Board Message-ID: <759c1ffd0611141814w171ab371id467a0e4d284b7f1@mail.gmail.com> ------=_Part_30180_27084446.1163556840591 Content-Type: text/plain; charset=UTF-8; format=flowed Content-Transfer-Encoding: 7bit Content-Disposition: inline Hello all! I had signed up for Cognition in the Wild, and now I'm WAY excited for next semester. I just moved to Utah, and I've never been down South. Anyways, as for lecture, I thought it was very interesting. There is a difference between knowing facts (either semantic or episodic) and procedures. Procedures are things that are automatic to us: how to brush my teeth, run, swim, write letters in the alphabet. They are things that would be very difficult to explain to someone because I only know them by DOING them. I thought the discussion about WHY things are automatic was very interesting. I really understood the first model of Knowledge Composition. When there are many steps to a problem, we at first have to think through each step deliberately and slowly. But after awhile the steps flow. For example, when I first started playing the piano, I would see a piano note, and it would be a long process to figure out what the key was, find the key, and play the key. But over time, with much practice, I can read many notes in a row, and playing them comes naturally to me now. i can play quickly with very few mistakes. The other theory states that practicing so many times allowed for me to quickly remember the key note. I'm stuck on which one it actually is... they both seem correct!! Either way, they both have some truth! Emily Slager ------=_Part_30180_27084446.1163556840591 Content-Type: text/html; charset=UTF-8 Content-Transfer-Encoding: 7bit Content-Disposition: inline Hello all!
    I had signed up for Cognition in the Wild, and now I'm WAY excited for next semester.  I just moved to Utah, and I've never been down South.  Anyways, as for lecture, I thought it was very interesting.  There is a difference between knowing facts (either semantic or episodic) and procedures.  Procedures are things that are automatic to us: how to brush my teeth, run, swim, write letters in the alphabet.  They are things that would be very difficult to explain to someone because I only know them by DOING them.  I thought the discussion about WHY things are automatic was very interesting.  I really understood the first model of Knowledge Composition.  When there are many steps to a problem, we at first have to think through each step deliberately and slowly.  But after awhile the steps flow.  For example, when I first started playing the piano, I would see a piano note, and it would be a long process to figure out what the key was, find the key, and play the key.  But over time, with much practice, I can read many notes in a row, and playing them comes naturally to me now.  i can play quickly with very few mistakes.  The other theory states that practicing so many times allowed for me to quickly remember the key note.  I'm stuck on which one it actually is... they both seem correct!!  Either way, they both have some truth!
        Emily Slager
------=_Part_30180_27084446.1163556840591-- From psych3120@lists.csbs.utah.edu Wed Nov 15 03:08:34 2006 From: psych3120@lists.csbs.utah.edu (Natalie Mitchell) Date: Tue, 14 Nov 2006 20:08:34 -0700 Subject: [Psych3120] eye-witness testmony Message-ID: My sister is in law school and has a teacher who worked for several years on the innocence project. Many of the stories she has told me about individuals who have been wrongly accused are appauling. I cannot even begin to comprehend the agony of being locked up in prison for a crime you did not commit. Right now there is a debate between lawyers as to whether psychologists should be included as an expert witness and inform juries on how flawed our perceptions can be. It is hard for me to believe that this is even a topic of debate! How can jurors ensure a fair trial when they are not aware of problems involved in eyewitness testimony. The shear fact that about 75 percent of prisoners that were exonerated by DNA testing were convicted primarily on eyewitness testimony, should make it clear that jurors have a tendency to overestimate the creditability of these testimonies. I believe that the ambievlance , on the part of lawyers, to allow psychologists to testify may stem from the fact that many people believe psychology to be a soft science, one that cannot be fully relied. Unfortunately for many, this attitude is resulting in an unfair trial. _________________________________________________________________ Add a Yahoo! contact to Windows Live Messenger for a chance to win a free trip! http://www.imagine-windowslive.com/minisites/yahoo/default.aspx?locale=en-us&hmtagline From psych3120@lists.csbs.utah.edu Wed Nov 15 07:05:36 2006 From: psych3120@lists.csbs.utah.edu (hailey Woodside) Date: Wed, 15 Nov 2006 00:05:36 -0700 Subject: [Psych3120] seven sins of memory Message-ID: So, I think I did pretty well overall on the test last week...EXCEPT on the last essay question, which was of course the easiest..the seven sins of memory. I did not have a problem memorizing the seven sins while studying for the test thanks to the TAB mnemonic. But during the test I COULD NOT remember what the 4th sin was...even though I knew it started with an M and I felt as though it were right on the tip of my tongue...total blocking. So I stopped thinking about it because the harder I tried to remember it the less close I thought I was getting. Unfortunately...I remembered it right after I walked out of class. SO frustrating!!! Hailey
"The greatest thing you will ever learn is just to love and be loved in return."
 
 
_________________________________________________________________ Try Search Survival Kits: Fix up your home and better handle your cash with Live Search! http://imagine-windowslive.com/search/kits/default.aspx?kit=improve&locale=en-US&source=hmtagline From psych3120@lists.csbs.utah.edu Wed Nov 15 20:57:35 2006 From: psych3120@lists.csbs.utah.edu (Paige) Date: Wed, 15 Nov 2006 15:57:35 -0500 (EST) Subject: [Psych3120] Memory Rocks Message-ID: <20061115205735.13EB5676F2@mprdmxin.myway.com> --MYWAYBOUNDARY_000__59beefe3ea5ff1c2ea3158091804017c Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit How ironic that we are attempting to memorize all of the concepts of memory. I have never even thought about how there are so many parts to memory, and how it affects me. On Tuesday when we talked about procedural knowledge, it really got me thinking. How many things in life do we take for granted about knowing how to do without much thought process? I am a swim coach in the summer, and it took some time to realize how to teach someone to swim. I have found that using the process-based theory to me the most effective way of teaching for me. To break down the concepts of swimming into very basic steps so that the children aren't overwhelmed with information. Once one step is perfected, the child could continue doing that step while learning another. Go memory processing!!!-Paige Baucom _______________________________________________ No banners. No pop-ups. No kidding. Make My Way your home on the Web - http://www.myway.com --MYWAYBOUNDARY_000__59beefe3ea5ff1c2ea3158091804017c Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: 7bit
How ironic that we are attempting to memorize all of the concepts of memory. I have never even thought about how there are so many parts to memory, and how it affects me. On Tuesday when we talked about procedural knowledge, it really got me thinking. How many things in life do we take for granted about knowing how to do without much thought process? I am a swim coach in the summer, and it took some time to realize how to teach someone to swim. I have found that using the process-based theory to me the most effective way of teaching for me. To break down the concepts of swimming into very basic steps so that the children aren't overwhelmed with information. Once one step is perfected, the child could continue doing that step while learning another. Go memory processing!!!
-Paige Baucom




No banners. No pop-ups. No kidding.
Make My Way your home on the Web - http://www.myway.com --MYWAYBOUNDARY_000__59beefe3ea5ff1c2ea3158091804017c-- From psych3120@lists.csbs.utah.edu Thu Nov 16 02:52:02 2006 From: psych3120@lists.csbs.utah.edu (Jennifer Adams) Date: Wed, 15 Nov 2006 19:52:02 -0700 Subject: [Psych3120] Memory Message-ID: This is a multi-part message in MIME format. ------=_NextPart_000_0000_01C708EF.856C6D30 Content-Type: multipart/alternative; boundary="----=_NextPart_001_0001_01C708EF.856C6D30" ------=_NextPart_001_0001_01C708EF.856C6D30 Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: 7bit I heard a funny thing on Dateline a week or so ago. They were interviewing a nephew of John F. Kennedy, and he was talking about the night his uncle was elected by the Democratic Convention to run for the presidency. He told of how he was taken to JFK's hotel room at 2:00 am after the results were in. He said that he remembered JFK sitting on the bed and telling him that he'd won, and would this nephew help him if he made it to the White House. This man said he remembered the exchange as if it were yesterday. Problem is, the guy was 5 years old at the time, and it was 2:00 am---which not many 5 year olds would be alert and awake at that time. I had to laugh at his story. Did it really happen? Or has his memory of it changed over time? ------=_NextPart_001_0001_01C708EF.856C6D30 Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

I heard a funny thing on Dateline a = week or so ago. They were interviewing a nephew of John F. Kennedy, and he was = talking about the night his uncle was elected by the Democratic Convention to = run for the presidency. He told of how he was taken to JFK’s hotel room at = 2:00 am after the results were in. He said that he remembered JFK sitting on = the bed and telling him that he’d won, and would this nephew help him if = he made it to the White House. This man said he remembered the exchange as if it = were yesterday. Problem is, the guy was 5 years old at the time, and it was = 2:00 am---which not many 5 year olds would be alert and awake at that time. I = had to laugh at his story. Did it really happen? Or has his memory of it = changed over time?

 

  

 

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Barrett Learning is the processing of information. It is the act, process, or experience of gaining knowledge or skill. Learning occurs in different ways. Frequently learning occurs through repetition, like teaching a child to remember their phone number and address. His model is helpful to break down the parts of learning. --------------------------------- Check out the all-new Yahoo! Mail beta - Fire up a more powerful email and get things done faster. --0-662707839-1163694470=:75000 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit According to Erin C. Barrett Learning is the processing of information.  It is the act, process, or experience of gaining knowledge or skill.  Learning occurs in different ways.  Frequently learning occurs through repetition, like teaching a child to remember their phone number and address. His model is helpful to break down the parts of learning.

Check out the all-new Yahoo! Mail beta - Fire up a more powerful email and get things done faster. --0-662707839-1163694470=:75000-- From psych3120@lists.csbs.utah.edu Thu Nov 16 19:34:31 2006 From: psych3120@lists.csbs.utah.edu (Kyle Murdock) Date: Thu, 16 Nov 2006 12:34:31 -0700 Subject: [Psych3120] Heuristics In-Reply-To: <200611161902.kAGJ23Yu019819@topo.csbs.utah.edu> Message-ID:


In the past I worked for a car dealerships and I could see different patterns when people would come in and want to trade their car in. For the older cars worth less money people would get really mad over a couple hundred dollars. We would tell them we can only offer them something like $6,000 and people would get heated saying that they need at least $6,200. I thought it was funny that they got so mad because they would turn around and spend $40,000-$50,000 on a new car and have no complaint. In fact people seemed very happy when they bought their new expensive luxury cars, but they seemed mad getting rid of the old rusty one. I just always thought that was funny. Thanks,

Kyle Murdock

 


Share your latest news with your friends with the Windows Live Spaces friends module. From psych3120@lists.csbs.utah.edu Fri Nov 17 00:47:21 2006 From: psych3120@lists.csbs.utah.edu (alan richmond) Date: Thu, 16 Nov 2006 16:47:21 -0800 (PST) Subject: [Psych3120] Heuristics and Procedural Memory Message-ID: <345162.24138.qm@web50305.mail.yahoo.com> After re-reading my notes concerning the lectures that were given in class this week something connected in my head about how heuristics and procedural memory would work together in processing information and coming up with a solution to a problem. Procedural Memory as we learned on Tuesday is the memory that allows us to do something. Procedural memory is also based on productions which we learned are automatic in that if X happens then you respond automatically with Y. Heuristics as we learned today allow us to simplify the rules of thumb in order to make a quick decision. So if my thinking is correct then an example of how Heuristics and Procedural Memory would work together would be an example of me driving down the road one day when suddenly the car in front of me slams on it's brakes and I change lanes in order to avoid rear ending the vehicle in front of me and causing an accident. The Procedural memory would be me driving down the road and the Heuristic would be changing lanes in order to avoid rear ending the car in front of me. Alan Richmond ____________________________________________________________________________________ Sponsored Link Mortgage rates near 39yr lows. $420k for $1,399/mo. Calculate new payment! www.LowerMyBills.com/lre From psych3120@lists.csbs.utah.edu Fri Nov 17 01:30:54 2006 From: psych3120@lists.csbs.utah.edu (Paul Rudd) Date: Thu, 16 Nov 2006 17:30:54 -0800 (PST) Subject: [Psych3120] Procedural Knowlege In-Reply-To: <200611161902.kAGJ23Yu019819@topo.csbs.utah.edu> Message-ID: <66533.48530.qm@web34812.mail.mud.yahoo.com> In the class slides it was said that procedural knowledge ("know how" knowledge) is difficult to articulate. It's funny because everyone knows how to balance, but it can very hard to describe. I remember trying to teach my son how to ride a bike. I kept trying to describe how I balanced my bike, but it made absolutely no sense to him. But once he began to feel what it was like to balance, he knew instantly. All my teaching and cursing amounted to nothing because he had to build his own procedural knowledge of riding a bike. All in all we had a good time together and now he is one hell of bike rider! ____________________________________________________________________________________ Sponsored Link $200,000 mortgage for $660/ mo - 30/15 yr fixed, reduce debt - http://yahoo.ratemarketplace.com From psych3120@lists.csbs.utah.edu Sat Nov 18 02:19:49 2006 From: psych3120@lists.csbs.utah.edu (Ariann Beglarian) Date: Fri, 17 Nov 2006 18:19:49 -0800 (PST) Subject: [Psych3120] What instance is this?? Message-ID: <795021.48869.qm@web31606.mail.mud.yahoo.com> So, I'm terrible at math. According to the Instance Theory, for every problem you store the solution in memory and every time you see the problem (attend to the problem) all instances are retrieved. It doesn't matter how many times I see a math problem (aside from the basic 1+2, and simple stuff) I still can't memorize the answers. I remember being forced to learn my times-tables in elementary and I still have issues recalling the answers! Since I'm sure I went over my times tables at least 30 times, shouldn't there be 30 instances locked up inside my brain? I'm almost positive my brain does not retain anything math-related. Despite the many "instances" hidden in my memory. So how else can I access these instances, if repetition (through out my whole life) and stored instances and then being presented with a cue (the problem), how can it be so difficult for me to retrieve these answers? ____________________________________________________________________________________ Sponsored Link Online degrees - find the right program to advance your career. Www.nextag.com From psych3120@lists.csbs.utah.edu Sat Nov 18 18:47:59 2006 From: psych3120@lists.csbs.utah.edu (Chad C Moffitt) Date: Sat, 18 Nov 2006 11:47:59 -0700 Subject: [Psych3120] association and procedural knowledge Message-ID: This is a multi-part message in MIME format. ------_=_NextPart_001_01C70B42.11ABB680 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable How does a person who is both deaf and blind learn language? Or more to = the point, what, if anything, can the acquisition of language in this = type of person tell us about procedural knowledge in particular and = memory in general? Helen Keller contracted an illness at the age of = eighteen months, leaving her both deaf and blind. Anne Sullivan = (Helen's teacher) began the extremely difficult task of teaching Helen = how to use and understand language. She began by using sign language to = spell out simple words in the palm of Helen's hand; e.g. "d-o-l-l." = Helen, through repitition, began to make these same signs on her own. = She learned the simple procedures for signing to make a word, but she = still had know idea that she was spelling a word or that words even = existed. She was merely going through the procedural motions. Until = one day, Helen's teacher placed her hand under a water spout and spelled = the word "w-a-t-e-r." This was a pivital point in Helen's learning. = >From this point on, she came to understand that the words being spelled = into her hand were the symbolic representations of the actual objects in = the world that she was experiencing; they were "words" refering to the = objects she was holding and touching. Gradually she learned that = everything had a name, and each name gave birth to a new thought. She = soon learned the meanings of more abstract concepts such as "love" and = "to think," and began learning how to converse with others in a = meaningful way. Yet, Helen's acquisition of the skill of using language = did not occur in the way those who can see and hear typically learn = language. In the course of several years, Helen had to learn the = numberless idioms and expressions that we often take for granted in = everyday conversations through constant repetition and imitation. Helen = had to learn meanings of words through a slow and painful process. At = first Helen's learning of language was procedural -- learning the = procedures for signing and acquiring it as a skill. I was only through = a much later painstaking process that she learned that these words meant = something in general and what they refered to specifically; i.e. = declarative knowledge. This seems to show how procedural knowledge and = declarative knowledge can interact. For Helen, procedural knowledge = lead to declarative knowledge.=20 ------_=_NextPart_001_01C70B42.11ABB680 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable =0A= =0A= =0A= =0A=
How does a person who = is both deaf and blind learn language?  Or more to the point, what, = if anything, can the acquisition of language in this type of person = tell us about procedural knowledge in particular and memory in = general?  Helen Keller contracted an illness at the age of eighteen = months, leaving her both deaf and blind.  Anne Sullivan (Helen's = teacher) began the extremely difficult task of teaching Helen how to use = and understand language.  She began by using sign language to spell = out simple words in the palm of Helen's hand; e.g. "d-o-l-l."  = Helen, through repitition, began to make these same signs on her = own.  She learned the simple procedures for signing to make a word, = but she still had know idea that she was spelling a word or that words = even existed.  She was merely going through the procedural = motions.  Until one day, Helen's teacher placed her hand under a = water spout and spelled the word "w-a-t-e-r."  This was a pivital = point in Helen's learning.  From this point on, she came to = understand that the words being spelled into her hand were the symbolic = representations of the actual objects in the world that she was = experiencing; they were "words" refering to the objects she was holding = and touching.  Gradually she learned that everything had a name, = and each name gave birth to a new thought.  She soon = learned the meanings of more abstract concepts such as "love" and "to = think," and began learning how to converse with others in a meaningful = way.  Yet, Helen's acquisition of the skill of using language did = not occur in the way those who can see and hear typically = learn language.  In the course of several = years, Helen had to learn the numberless idioms and = expressions that we often take for granted in everyday conversations = through constant repetition and imitation.  Helen had to learn = meanings of words through a slow and painful process.  At = first Helen's learning of language was procedural -- learning = the procedures for signing and acquiring it as a skill.  I was only = through a much later painstaking process that she learned that = these words meant something in general and what they refered to = specifically; i.e. declarative knowledge.  This seems to show = how procedural knowledge and declarative knowledge can = interact.  For Helen, procedural knowledge lead to declarative = knowledge. 
------_=_NextPart_001_01C70B42.11ABB680-- From psych3120@lists.csbs.utah.edu Sat Nov 18 21:41:55 2006 From: psych3120@lists.csbs.utah.edu (Keith Radley) Date: Sat, 18 Nov 2006 14:41:55 -0700 Subject: [Psych3120] Availablilty Heuristics Message-ID: --_17b61ca7-71a6-426a-ab3d-138b72c7cca1_ Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable When the topic of availability heuristics was brought up, I began to think = about such heuristics that I may be using. One example that came to mind w= as stingrays. For a long time, I believed stingrays to be relatively harml= ess animals. In fact, I had touched stingrays myself in the past. But sud= denly, my idea that stingrays were friendly changed with the death of Steve= Irwin and another man a short time after. Because these ideas of stingray= attacks are so recent and hotly covered, my perception of stingrays has be= en altered. I'm not sure that I would be very eager to go swimming with th= em anymore, or even touch them. It is incredible how press coverage of eve= nts like stingray attacks can change people's minds and opinions. The trut= h is, stingrays haven't changed at all. The stingrays I touched are no mor= e dangerous today then the day I touched them. It is actually worrisome ho= w much power press coverage has over us! _________________________________________________________________ Search from any Web page with powerful protection. Get the FREE Windows Liv= e Toolbar Today! http://get.live.com/toolbar/overview= --_17b61ca7-71a6-426a-ab3d-138b72c7cca1_ Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable When the topic of availability heuristics was brought up, I began to = think about such heuristics that I may be using.  One example that cam= e to mind was stingrays.  For a long time, I believed stingrays to be = relatively harmless animals.  In fact, I had touched stingrays myself = in the past.  But suddenly, my idea that stingrays were friendly chang= ed with the death of Steve Irwin and another man a short time after.  = Because these ideas of stingray attacks are so recent and hotly covered, my= perception of stingrays has been altered.  I'm not sure that I would = be very eager to go swimming with them anymore, or even touch them.  I= t is incredible how press coverage of events like stingray attacks can chan= ge people's minds and opinions.  The truth is, stingrays haven't chang= ed at all.  The stingrays I touched are no more dangerous today then t= he day I touched them.  It is actually worrisome how much power press = coverage has over us!
Search from any Web page with powerful pro= tection. Get the FREE Windows Live Toolbar Today! Try it now! = --_17b61ca7-71a6-426a-ab3d-138b72c7cca1_-- From psych3120@lists.csbs.utah.edu Sun Nov 19 01:27:17 2006 From: psych3120@lists.csbs.utah.edu (Ryan Boldrin) Date: Sat, 18 Nov 2006 17:27:17 -0800 (PST) Subject: [Psych3120] Hellen Keller Message-ID: <20061119012717.87203.qmail@web53607.mail.yahoo.com> I saw the play of Hellen Keller Recently at the Hale theater. It is an american story of overcoming tremendous odds and social stigmas to become as productive and inspiring a person as she was. I agree that proceeduaral memory can take place instead of visual or Auditory. Some of these processes seem to engage the "minds eye" of the visuo-spatial sketchpad. That explains some of the activity in the occipital centers of the brain even thought the person is blind. ____________________________________________________________________________________ Sponsored Link Don't quit your job - take classes online www.Classesusa.com From psych3120@lists.csbs.utah.edu Sun Nov 19 02:30:06 2006 From: psych3120@lists.csbs.utah.edu (Jacob Hansen) Date: Sat, 18 Nov 2006 19:30:06 -0700 Subject: [Psych3120] (no subject) Message-ID:

well with what we have been talking about in class and having the ability to learn and gather new information and the whole processing system, i have been going to school for over ten years now. i have noticed that i have been having a more difficult time learning new information. this phenomenon can be observed in my exam scores. yes i study, but i have to study and put forth more effort than i used to for memory acqusition.  i once could skim through the notes and text and bingo i could perform well on the exams, but now i find i must put forth more of an effort to study and retain the information.  i am glad i am learning this about the human system and can apply these princiiples to my study habbits.




JAKE
From psych3120@lists.csbs.utah.edu Sun Nov 19 20:15:54 2006 From: psych3120@lists.csbs.utah.edu (Jake Andreason) Date: Sun, 19 Nov 2006 13:15:54 -0700 Subject: [Psych3120] heuristics Message-ID: During thursdays lecture I thought the information on availability heuristics was pretty interesting. In my experience every generation seams to believe that violent crime rates increase with each new generation of people. You always hear them saying phrases like, " Back in my day you could leave your doors open all day and night and nothing would happen", or at least something to that effect. When we learned that availability heuristics work mainly just by giving you events that are more easily recalled it makes sense that these people think this way. Just the fact that years ago there was less media coverage on crimes would cause this way of thinking. It is kind of a relief for me too because now I can believe that our crime rates are being controlled we just hear about everything that occurs. _________________________________________________________________ Get FREE company branded e-mail accounts and business Web site from Microsoft Office Live http://clk.atdmt.com/MRT/go/mcrssaub0050001411mrt/direct/01/ From psych3120@lists.csbs.utah.edu Sun Nov 19 21:00:12 2006 From: psych3120@lists.csbs.utah.edu (Lexi Breeze) Date: Sun, 19 Nov 2006 14:00:12 -0700 Subject: [Psych3120] (no subject) Message-ID: Hey! So this week I thought I would talk a little about confirmation bias. One thing that I thought of during lecture on Thursday was when he was going over all the heuristics and it made me think about how similar they are for everyone and yet so different at the same time. Dr. Strayer was talking about the representativeness heuristic and about gambling. He said that if the roulette table has come up 8 times red, you're going to choose red because it's on a streak. But before he said that, I was thinking yeah, you're going to choose black, because it has done so many red it's bound to do black now. This is an example of how bias has an influence on this heuristic as well as my personal schemas that I have developed from my own personal experiences. Your own schemas can play a part in any of these heuristics and it just goes to show how different memories and processes can really be, when it's the same thing you're dealing with. _________________________________________________________________ Get FREE company branded e-mail accounts and business Web site from Microsoft Office Live http://clk.atdmt.com/MRT/go/mcrssaub0050001411mrt/direct/01/ From psych3120@lists.csbs.utah.edu Sun Nov 19 21:19:24 2006 From: psych3120@lists.csbs.utah.edu (jolene stehlin) Date: Sun, 19 Nov 2006 14:19:24 -0700 Subject: [Psych3120] (no subject) Message-ID: I really enjoyed learning about decision making during lecture this week and I'm excited for this next section of class. As we were learning about confirmation bias and the different heuristics I was thinking how not only are these the methods we use to make decisions, but they are also what we use to defend our decisions (often poor decisions). I love when we are learning about things in class that are easy to relate to. I can think of loads of examples when I use these processes everyday. _________________________________________________________________ Share your latest news with your friends with the Windows Live Spaces friends module. http://clk.atdmt.com/MSN/go/msnnkwsp0070000001msn/direct/01/?href=http://spaces.live.com/spacesapi.aspx?wx_action=create&wx_url=/friends.aspx&mk From psych3120@lists.csbs.utah.edu Mon Nov 20 00:05:08 2006 From: psych3120@lists.csbs.utah.edu (Sabreena Khan) Date: Sun, 19 Nov 2006 16:05:08 -0800 (PST) Subject: [Psych3120] regarding learning curves. Message-ID: <722667.73200.qm@web55406.mail.re4.yahoo.com> in class, we have found out about learning curves. these tell us that there is a lot of learning that happens shortly after learning something, and that there is a subsequent slow-down thereafter. what i was wondering is if there is a decrease in performance after...let me explain: there have been times that i learn something and i'm really good at it--right away. but then after i keep doing it, when i SHOULD be getting better, i actually will do worse at it for a while. this gets rather frustrating...but then it comes back. does that make sense? i wonder if this is accounted for. i'm sure i'm not the only one who this happens to..(haha..at least i HOPE i'm not...) sabreena khan ____________________________________________________________________________________ Sponsored Link Compare mortgage rates for today. Get up to 5 free quotes. Www2.nextag.com From psych3120@lists.csbs.utah.edu Mon Nov 20 00:04:01 2006 From: psych3120@lists.csbs.utah.edu (Kim Endersen) Date: Sun, 19 Nov 2006 16:04:01 -0800 (PST) Subject: [Psych3120] Heroes Message-ID: <321208.88810.qm@web35303.mail.mud.yahoo.com> --0-1300390102-1163981041=:88810 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit I was watching Heroes, which I'm completely addicted to, on Monday and they introduced a new character who could remember anything and everything she ever learned. I thought, "how great would it be to have that ability?" School would be so much easier and you would never have those awkward moments where you are talking to someone but can't for the life of you remember their name. And you would kick butt at "Jeopardy." And since I tend to over-analyze things, I kept thinking about how that "power" would work and what the downside to this would be. As we discussed in class, there doesn't appear to be any limit to how much info our long-term memory could hold, so, if you had this ability, by the time you were old you would be a literal well of knowledge, most of which would probably be useless. You would remember every episode of every television show you watched and the names of celebrity babies. I wonder if you would need retrieval cues to recall things, or if you could just remember anything you wanted by just wanting to remember it. The six seven sins of memory (transience, absentmindedness, blocking, misattribution, suggestibility, and bias) would not even be an issue. Persistence, however, would be a big problem. Painful experiences and traumatic events would be as painful 20 years down the road as they would the day they happened. But I still think it would be a cool ability to possess --------------------------------- Sponsored Link $420,000 Mortgage for $1,399/month - Think You Pay Too Much For Your Mortgage? Find Out! --0-1300390102-1163981041=:88810 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit I was watching Heroes, which I'm completely addicted to, on Monday and they introduced a new character who could remember anything and everything she ever learned.  I thought, "how great would it be to have that ability?" School would be so much easier and you would never have those awkward moments where you are talking to someone but can't for the life of you remember their name.  And you would kick butt at "Jeopardy."  And since I tend to over-analyze things, I kept thinking about how that "power" would work and what the downside to this would be.  As we discussed in class, there doesn't appear to be any limit to how much info our long-term memory could hold, so, if you had this ability, by the time you were old you would be a literal well of knowledge, most of which would probably be useless.  You would remember every episode of every television show you watched and the names of celebrity babies.  I wonder if you would need retrieval cues to recall things, or if you could just remember anything you wanted by just wanting to remember it.  The six seven sins of memory (transience, absentmindedness, blocking, misattribution, suggestibility, and bias) would not even be an issue.  Persistence, however, would be a big problem.  Painful experiences and traumatic events would be as painful 20 years down the road as they would the day they happened.  But I still think it would be a cool ability to possess

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$420,000 Mortgage for $1,399/month - Think You Pay Too Much For Your Mortgage? Find Out! --0-1300390102-1163981041=:88810-- From psych3120@lists.csbs.utah.edu Mon Nov 20 02:59:39 2006 From: psych3120@lists.csbs.utah.edu (William Gordon) Date: Sun, 19 Nov 2006 19:59:39 -0700 Subject: [Psych3120] They say ignorance is bliss... In-Reply-To: <200611191902.kAJJ23Sn028092@topo.csbs.utah.edu> Message-ID: I think it’s safe to say that those of us who have come this far in psychology are no longer (or shouldn’t be anyway) considered part of the general public. Why you ask? Simple, we understand things that the general public lacks. We are capable of using critical thinking to evaluate situations; we can see more than one side to stories (let’s hope so after all this constant reinforcement of Relativity); we will probably never be chosen for jury duty because those serpent-like lawyers know we know what they know, and we won’t be easily persuaded by there big smiles and BS eye-witness testimonies. I heard a quote in Tommy Boy with Chris F. that has stuck with me since the first time I saw the movie: “What the general public doesn’t know is what makes them the general public.” So hooray for you. Give yourself a pat on the back to, and in the name of, ending ignorance. And since I haven’t said it yet, assuming he reads this, thank you Dr. Strayer, for an informing semester. _________________________________________________________________ MSN Shopping has everything on your holiday list. Get expert picks by style, age, and price. Try it! http://shopping.msn.com/content/shp/?ctId=8000,ptnrid=176,ptnrdata=200601&tcode=wlmtagline From psych3120@lists.csbs.utah.edu Mon Nov 20 04:25:56 2006 From: psych3120@lists.csbs.utah.edu (ryan green) Date: Sun, 19 Nov 2006 20:25:56 -0800 (PST) Subject: [Psych3120] better late than never... Message-ID: <239544.38696.qm@web34305.mail.mud.yahoo.com> --0-893666129-1163996756=:38696 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit 5- Briefly describe Collins and Quillian's model of semantic memory. What are the five basic assumptions of the model? Provide evidence supporting the model. Why do typicality effects provide problems for the model and how have researchers modified the original ideas to accommodate typicality effects? Collins and Quillian’s model of semantic memory is called the Teachable Language Comprehender (TLC). It is known as a hierarchical theory and introduced the novel ideas of nodes and links. Nodes represent concepts such as red, bird, sleep and so forth. These nodes have levels of activation, meaning that they have some level of energy or excitement. The node will become activated, energized or excited by some stimulus in the environment such as a conversation or something you see. Links represent relationships between nodes or concepts. Links connect concepts based on their relatedness of meaning. Thus, semantic memory is assumed to be organized as a network of interrelated concepts where activation of one concept spreads through the links to activate or partially activate interconnected nodes. The model also assumes that there will be economy of representation. This means that the characteristics of any given node are simplifications of the concept and not elaborate, intricate descriptions of the concept. The elaboration comes through the linking of related nodes throughout the network. Testing their hypothesis entailed three aspects: 1. it was assumed that it takes time for activation to spread; 2. greater distances between nodes would amount to longer reaction times; 3. actual verification of the reaction times for items with 0, 1, and 2 links. The experiment results were consistent with what the model predicted. That is, a sentence like “A poodle is a poodle.” has 0 links and reaction time was faster. Furthermore, a sentence like “A poodle is a dog.” has 1 link and reaction time was therefore slower than sentences which had 0 links. Moreover, a sentence like “A poodle is an animal.” is separated by two links and reaction time was slower than sentences with 1 link. That is, 0<1<2. However, TLC couldn’t account for all phenomena and the model was later modified to account for typicality effects. Typicality effects occur when words such as canary, robin, and ostrich are all only one link away from the node bird but reaction time is faster for the more common or typical birds (canary, robin) than it is for less common or atypical bird (ostrich). That is to say, that even though all three bird types are separated by only one link, the more typical birds will still show a faster reaction time than atypical birds. Collins and Loftus modified the model by stating that reaction time not only depends on how many links one node is from another, but also by the strength or length of the links connecting the nodes. So, links that are stronger or shorter (better reinforced) have faster reaction time and links that are weaker or longer (less reinforced) have slower times. They also took into consideration semantic priming, the idea that concepts that are semantically related will have faster reaction times than those which do not have very close semantic relationships. Thus, activation of one concept then partially activates those of similar meaning. Ryan Green --------------------------------- Sponsored Link Mortgage rates near 39yr lows. $420,000 Mortgage for $1,399/mo - Calculate new house payment --0-893666129-1163996756=:38696 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
5- Briefly describe Collins and Quillian's model of semantic memory. What are the five basic assumptions of the model? Provide evidence supporting the model. Why do typicality effects provide problems for the model and how have researchers modified the original ideas to accommodate typicality effects?
 
            Collins and Quillian’s model of semantic memory is called the Teachable Language Comprehender (TLC).  It is known as a hierarchical theory and introduced the novel ideas of nodes and links. Nodes represent concepts such as red, bird, sleep and so forth. These nodes have levels of activation, meaning that they have some level of energy or excitement. The node will become activated, energized or excited by some stimulus in the environment such as a conversation or something you see. Links represent relationships between nodes or concepts. Links connect concepts based on their relatedness of meaning. Thus, semantic memory is assumed to be organized as a network of interrelated concepts where activation of one concept spreads through the links to activate or partially activate interconnected nodes. The model also assumes that there will be economy of representation. This means that the characteristics of any given node are simplifications of the concept and not elaborate, intricate descriptions of the concept. The elaboration comes through the linking of related nodes throughout the network.
              Testing their hypothesis entailed three aspects: 1. it was assumed that it takes time for activation to spread; 2. greater distances between nodes would amount to longer reaction times; 3. actual verification of the reaction times for items with 0, 1, and 2 links. The experiment results were consistent with what the model predicted. That is, a sentence like “A poodle is a poodle.” has 0 links and reaction time was faster. Furthermore, a sentence like “A poodle is a dog.” has 1 link and reaction time was therefore slower than sentences which had 0 links. Moreover, a sentence like “A poodle is an animal.” is separated by two links and reaction time was slower than sentences with 1 link. That is, 0<1<2.
           However, TLC couldn’t account for all phenomena and the model was later modified to account for typicality effects. Typicality effects occur when words such as canary, robin, and ostrich are all only one link away from the node bird but reaction time is faster for the more common or typical birds (canary, robin) than it is for less common or atypical bird (ostrich). That is to say, that even though all three bird types are separated by only one link, the more typical birds will still show a faster reaction time than atypical birds.
            Collins and Loftus modified the model by stating that reaction time not only depends on how many links one node is from another, but also by the strength or length of the links connecting the nodes. So, links that are stronger or shorter (better reinforced) have faster reaction time and links that are weaker or longer (less reinforced) have slower times. They also took into consideration semantic priming, the idea that concepts that are semantically related will have faster reaction times than those which do not have very close semantic relationships. Thus, activation of one concept then partially activates those of similar meaning.   
 
Ryan Green
 

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Mortgage rates near 39yr lows. $420,000 Mortgage for $1,399/mo - Calculate new house payment --0-893666129-1163996756=:38696-- From psych3120@lists.csbs.utah.edu Mon Nov 20 04:50:42 2006 From: psych3120@lists.csbs.utah.edu (Darin Mano) Date: Sun, 19 Nov 2006 21:50:42 -0700 Subject: [Psych3120] Heurestics Message-ID: <3b4d82fa0611192050i56b27624sd347e21e6fb0bbe5@mail.gmail.com> ------=_Part_92893_6269987.1163998242264 Content-Type: text/plain; charset=ISO-8859-1; format=flowed Content-Transfer-Encoding: 7bit Content-Disposition: inline Some of the things that we are learning right now remind me of some things I learned in my social psychology class. We leraned, in a different context, how people use different clues and shortcuts to make decisions. They are all really simple and second nature. We really are good at usings various sorts of imformation to make decisions. One thing that we discussed is that we often use things like other people's opinions or our personal memory to make decisions. The one that I really remember the most, and the one that scared me the most, is the sleeper effect. It is that when we first hear something like a commercial or some story that is hard to believe, we are good at analyzing the credibility of the source. We don't believe the things that we first learn or hear them. The problem is that as time passes, we forget the source of the imformation but remember the informtation itself. When that topic is brought of later, the information in salient in our minds but the source of the informatio is completely lost. This is a way that people or companies can influence us even if they don't have any reliable data or evidence to back themselves up. The sleeper effect is not exaclty like the heurestics that we are learning about in this class but they are similar. It really speaks to the falliability of our minds to process information and make educated decisions, especially with things that we aren't attending to as closely. Another thing that the last lesson we had reminded me of is the articles we read called set your phasers on stun. They were all catastrophic things that happened because of simple errors. It is really frightning to think of how big an impact our simple errors can make. -- Darin M. Mano ------=_Part_92893_6269987.1163998242264 Content-Type: text/html; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Content-Disposition: inline Some of the things that we are learning right now remind me of some things = I learned in my social psychology class.  We leraned, in a different c= ontext, how people use different clues and shortcuts to make decisions.&nbs= p; They are all really simple and second nature.  We really are good a= t usings various sorts of imformation to make decisions.  One thing th= at we discussed is that we often use things like other people's opinions or= our personal memory to make decisions.  The one that I really remembe= r the most, and the one that scared me the most, is the sleeper effect.&nbs= p; It is that when we first hear something like a commercial or some story = that is hard to believe, we are good at analyzing the credibility of the so= urce.  We don't believe the things that we first learn or hear them.&n= bsp; The problem is that as time passes, we forget the source of the imform= ation but remember the informtation itself.  When that topic is brough= t of later, the information in salient in our minds but the source of the i= nformatio is completely lost.  This is a way that people or companies = can influence us even if they don't have any reliable data or evidence to b= ack themselves up. =20

The sleeper effect is not exaclty like the heurestics that we are l= earning about in this class but they are similar.  It really speaks to= the falliability of our minds to process information and make educated dec= isions, especially with things that we aren't attending to as closely. = ; Another thing that the last lesson we had reminded me of is the articles = we read called set your phasers on stun.  They were all catastrophic t= hings that happened because of simple errors.  It is really frightning= to think of how big an impact our simple errors can make. =20

--
Darin M. Mano ------=_Part_92893_6269987.1163998242264-- From psych3120@lists.csbs.utah.edu Mon Nov 20 05:57:13 2006 From: psych3120@lists.csbs.utah.edu (Kasey lundgren) Date: Sun, 19 Nov 2006 21:57:13 -0800 (PST) Subject: [Psych3120] modes posting Message-ID: <209528.17638.qm@web33010.mail.mud.yahoo.com> --0-682725397-1164002233=:17638 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit ok i am going to go with the flow and write about the same things everyone else did..... HEURISTICS!!!!!!yippy! i actually thought this was pretty interesting. I really do use a lot of these processes in my everyday decision making and how i perceive things. I especially like anchoring heuristics, i have noticed that when the more appealing characteristic of something are listed at the beginning i tend to pay more attention to those and then fade of at the end and not really care what the last couple of things say. But, when the less interesting characteristics are first i tend to skip it and not even read through all the things. ...what's the point? right? i just assume if there is anything good to say about the product it would be at the beginning so if the beginning isn't interesting what's the point of continuing to read on. i should probably take more time to investigate the things i think are good and the ones i think aren't so good. --------------------------------- Sponsored Link Mortgage rates as low as 4.625% - $150,000 loan for $579 a month. Intro-*Terms --0-682725397-1164002233=:17638 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
ok i am going to go with the flow and write about the same things everyone else did.....
HEURISTICS!!!!!!yippy! i actually thought this was pretty interesting. I really do use a lot
of these processes in my everyday decision making and how i perceive things. I especially
like anchoring heuristics, i have noticed that when the more appealing characteristic of
something are listed at the beginning i tend to pay more attention to those and then fade
of at the end and not really care what the last couple of things say. But, when the less
interesting characteristics are first i tend to skip it and not even read through all the things.
...what's the point? right? i just assume if there is anything good to say about the product
it would be at the beginning so if the beginning isn't interesting what's the point of continuing
to read on. i should probably take more time to investigate the things i think are good
and the ones i think aren't so good.

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Mortgage rates as low as 4.625% - $150,000 loan for $579 a month. Intro-*Terms --0-682725397-1164002233=:17638-- From psych3120@lists.csbs.utah.edu Mon Nov 20 07:01:10 2006 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Sun, 19 Nov 2006 23:01:10 -0800 (PST) Subject: [Psych3120] Power Function Learning Message-ID: <452798.91205.qm@web56507.mail.re3.yahoo.com> --0-682132161-1164006070=:91205 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit I find the power function of learning somewhat comforting. It's good to know that everyone makes smaller improvements later in the training of a skill. This is just one more thing I've learned in this class that provokes the "oh yeah, that's true" response. I guess I knew that's how things worked but didn't stop to really think about it or compare other peoples skills. For example when I started playing the piano I learned a lot all at once and picked it up pretty fast. But now I have to practice a lot to make any improvements from where I am.. at least it definitely feels that way. Debra Hanger --------------------------------- Sponsored Link $420,000 Mortgage for $1,399/month - Think You Pay Too Much For Your Mortgage? Find Out! --0-682132161-1164006070=:91205 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
I find the power function of learning somewhat comforting.  It's good to know that everyone makes smaller improvements later in the training of a skill.  This is just one more thing I've learned in this class that provokes the "oh yeah, that's true" response.  I guess I knew that's how things worked but didn't stop to really think about it or compare other peoples skills.  For example when I started playing the piano I learned a lot all at once and picked it up pretty fast.  But now I have to practice a lot to make any improvements from where I am.. at least it definitely feels that way. 
Debra Hanger

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$420,000 Mortgage for $1,399/month - Think You Pay Too Much For Your Mortgage? Find Out! --0-682132161-1164006070=:91205-- From psych3120@lists.csbs.utah.edu Mon Nov 20 16:12:15 2006 From: psych3120@lists.csbs.utah.edu (Katie) Date: Mon, 20 Nov 2006 09:12:15 -0700 Subject: [Psych3120] "Cognitive Itch" Message-ID: <4E9A09E16264024C80C968D5CFCCB7AB041C17@xeoni.digitalbreakdown.com> This is a multi-part message in MIME format. ------_=_NextPart_001_01C70CBE.A5383AD6 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable There is this thing that I know happens to most of us, and it happened = to me a few times this weekend- so I decided to look into it a little = and find out what is happening in our minds when there is a song or tune = stuck on repeat in our minds. Studies have shown that about 99% of = people report having songs stuck in their head at some time, half = reporting it happens frequently. The key things that make a song more = likely to get stuck are simple tunes, repititions, and unexpected = shifts. These things cause what it known as a "cognitive itch" kind of = like a scratch on a record so it plays over and over. Musical memories = are stored in our auditory cortex and research has shown that at these = times where we are not actually hearing music, our auditory cortex is = still active and we are perceptually hearing it.=20 =20 Katie Johnson =20 =20 =20 =20 Here is an interesting article I found on the subject: =20 http://www.livescience.com/humanbiology/050526_music_memory.html ------_=_NextPart_001_01C70CBE.A5383AD6 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable =0A= =0A= =0A= =0A=
There is this thing = that I know happens to most of us, and it happened to me a few times = this weekend- so I decided to look into it a little and find out what is = happening in our minds when there is a song or tune stuck on repeat in = our minds. Studies have shown that = about 99% of people report having songs stuck in their head at some = time, half reporting it happens frequently. The key things that make a = song more likely to get stuck are simple tunes, repititions, = and unexpected shifts. These things cause what it known as a "cognitive = itch" kind of like a scratch on a record so it plays over and over. = Musical memories are stored in our auditory cortex and research has = shown that at these times where we are not actually hearing music, our = auditory cortex is still active and we are perceptually hearing it. =
=0A=
 
=0A=
Katie Johnson
=0A=
 
=0A=
 
=0A=
 
=0A=
 
=0A=
Here is an interesting article I = found on the subject:
=0A=
 
=0A=
http://www.livescience.com/humanbiology/050526_music_memory.html ------_=_NextPart_001_01C70CBE.A5383AD6-- From psych3120@lists.csbs.utah.edu Mon Nov 20 22:32:08 2006 From: psych3120@lists.csbs.utah.edu (tucker voss) Date: Mon, 20 Nov 2006 15:32:08 -0700 Subject: [Psych3120] (no subject) Message-ID: I thought that it was interesting when we were talking about decision making and Dr. Strayer gave us the example with the four cards E, K, 4, 7 and said a card with a vowel on it will have an even number on the other side, then he asked us which ones to flip. It was interesting how almost everyone said to flip the 4 card, which was the positive evidence, but not many people said to flip the 7 card, which was negative evidence. That was a really good way to show the class how people tend to focus on the positive evidence and usually overlook the negative evidence. _________________________________________________________________ Get free, personalized commercial-free online radio with MSN Radio powered by Pandora http://radio.msn.com/?icid=T002MSN03A07001 From psych3120@lists.csbs.utah.edu Tue Nov 21 00:13:19 2006 From: psych3120@lists.csbs.utah.edu (Jennifer Adams) Date: Mon, 20 Nov 2006 17:13:19 -0700 Subject: [Psych3120] How problem solving uses memory Message-ID: This is a multi-part message in MIME format. ------=_NextPart_000_007C_01C70CC7.2D5B6CA0 Content-Type: multipart/alternative; boundary="----=_NextPart_001_007D_01C70CC7.2D5B6CA0" ------=_NextPart_001_007D_01C70CC7.2D5B6CA0 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable =20 I think it is so interesting to break apart how our brain works and functions. It is so different for me than other =93brain=94 classes = where we just learned what parts of the brain were responsible for what automatic processes, but I like that this class tells us how things are perceived = as well. It=92s not just about one area of the brain firing when its = =91number comes up=92, but a connection and overlapping process that is amazing! =20 =20 ------=_NextPart_001_007D_01C70CC7.2D5B6CA0 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable

I think it is so interesting to break = apart how our brain works and functions. It is so different for me than other = “brain” classes where we just learned what parts of the brain were responsible = for what automatic processes, but I like that this class tells us how things are perceived as well. It’s not just about one area of the brain = firing when its ‘number comes up’, but a connection and overlapping = process that is amazing!

 

 

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The= one thing I found interesting was the different things Dr. Strayer talked = about casinos. I haven't really ever been to casinos so I didn't really kno= w all the different tactics they use to try to get people to spend their mo= ney away trying to win more money. How they have no clocks and the windows = are shaded so you don't know what time of day it is. All the different sign= s mentioning people who winned but never actually giving you the number of = people who have lossed. When someone actually does win the noise coming fro= m their machine makes everyone feel like a winner and spend even more money= to try to actually become a winner. It's just interesting how these casino= s use these methods and many people know this but still go and spend more t= hen we should and rarely gain anything from it. Also with the roulette tabl= e example where even if we stopped to think about it and realized that just= because it has been running red doesn't mean that red is going to be the color to sta= y with because it is on a streak but there is still an equal chance for eit= her color to come up we still get ourselves to believe different.=0A=0A=0A = =0A________________________________________________________________________= ____________=0ASponsored Link=0A=0AMortgage rates near 39yr lows. =0A$420k = for $1,399/mo. Calculate new payment! =0Awww.LowerMyBills.com/lre --0-1461192717-1164073618=:51036 Content-Type: text/html; charset=ascii Content-Transfer-Encoding: quoted-printable
So everyone seems to be talking about heuristics and c= onfirmation bias. The one thing I found interesting was the different thing= s Dr. Strayer talked about casinos. I haven't really ever been to= casinos so I didn't really know all the different tactics they use to= try to get people to spend their money away trying to win more m= oney. How they have no clocks and the windows are shaded so you don't = know what time of day it is. All the different signs mentioning people who = winned but never actually giving you the number of people who have lossed. = When someone actually does win the noise coming from their machine makes ev= eryone feel like a winner and spend even more money to try to actually beco= me a winner. It's just interesting how these casinos use these methods and = many people know this but still go and spend more then we should and rarely gain anything f= rom it. Also with the roulette table example where even if we stopped to th= ink about it and realized that just because it has been running red doesn't= mean that red is going to be the color to stay with because it is on a str= eak but there is still an equal chance for either color to come up we still= get ourselves to believe different.

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= =0ADon't quit your job - take classes online= and earn your degree in 1 year. Start Today= --0-1461192717-1164073618=:51036-- From psych3120@lists.csbs.utah.edu Tue Nov 21 01:09:37 2006 From: psych3120@lists.csbs.utah.edu (Natalie Mitchell) Date: Mon, 20 Nov 2006 18:09:37 -0700 Subject: [Psych3120] confirmation bias Message-ID: Confirmation bias is a human tendency that can make us very stubborn and unwavering in regards to our opinions. We seek out and interpret information in a way that confirms our preconceptions. Studies have shown that individuals actively search for, or give more weight to, information that confirms their beliefs, while at the same time ignoring or underweighing information that may go against their beliefs. This concept is useful in that it helps us understand how we are able to hold on to particular mindsets so strongly, even in the face of opposing evidence. Confirmation bias is a human characteristic that would do us well to be aware of, because understanding our biases will enable individuals to stop seeing in such "black or white" terms. _________________________________________________________________ All-in-one security and maintenance for your PC.  Get a free 90-day trial! http://clk.atdmt.com/MSN/go/msnnkwlo0050000002msn/direct/01/?href=http://clk.atdmt.com/MSN/go/msnnkwlo0050000001msn/direct/01/?href=http://www.windowsonecare.com/?sc_cid=msn_hotmail From psych3120@lists.csbs.utah.edu Tue Nov 21 05:12:21 2006 From: psych3120@lists.csbs.utah.edu (Sabreena Khan) Date: Mon, 20 Nov 2006 21:12:21 -0800 (PST) Subject: [Psych3120] memory retrieval and instances Message-ID: <621319.53031.qm@web55411.mail.re4.yahoo.com> as the number of performances increases, the chance that an instance will be retrieved in a fast manner. so. if one has a photographic memory, does that mean that they are faster at everything? because they have the memory that's...well...i guess "ready to be retrieved, or accessed", does that make them faster?? i mean, let's say that they only learn something once... does this make sense?? sabreena.khan ____________________________________________________________________________________ Sponsored Link Don't quit your job - take classes online www.Classesusa.com From psych3120@lists.csbs.utah.edu Tue Nov 21 05:46:09 2006 From: psych3120@lists.csbs.utah.edu (Reed Dow) Date: Mon, 20 Nov 2006 22:46:09 -0700 Subject: [Psych3120] heuristics in everyday decisions Message-ID:

After the lecture on Thursday I began thinking about heuristics and how they affect my life every day. I notice that I use heuristics in almost every decision I make. When it comes to everyday decisions, like what kind of cereal to buy, how late I should stay up, how I should respond to a comment, or if I should go out for lunch I rarely sit down and think about all of the possible advantages and disadvantages. I usually make the decision based on very little information and use minimal processing power (thinking). For example, if I found a hair in my last bowl of cheerios (even though it was probably mine) I would remember that as I looked at the wall full of cereal boxes, and while the chances of finding a hair in any bowl of cereal are probably the same, I would choose anything besides cheerios because my most recent and available memory of cheerios included a hair. I noticed that I tend to use heuristics less when a big decision has to be made. I would surely sit down and think about the pros and cons of buying a house.


Share your latest news with your friends with the Windows Live Spaces friends module. From psych3120@lists.csbs.utah.edu Tue Nov 21 06:37:14 2006 From: psych3120@lists.csbs.utah.edu (Brett Larsen) Date: Mon, 20 Nov 2006 23:37:14 -0700 Subject: [Psych3120] Response Message-ID: In response to Jake Andreasons comment on heuristics in violence in the media... Although it was a very good point to bring up into class, i have thought this for years, i believe that the media loves to give people the most dramatic news, which is smart because it gets ratings, but it is not at all representive of real life. It is making everyone so paranoid and i hate it for that. Have you noticed that no one will let their kids trick-or-treat anymore? This is why we allowed congress to pass the patriot act. Why are we so sure that everyone is out to get us. I think it is because the news reports the most emotionally charged things they can find. The government loves it because it is easy to control people who are scared. _________________________________________________________________ Stay up-to-date with your friends through the Windows Live Spaces friends list. http://clk.atdmt.com/MSN/go/msnnkwsp0070000001msn/direct/01/?href=http://spaces.live.com/spacesapi.aspx?wx_action=create&wx_url=/friends.aspx&mk From psych3120@lists.csbs.utah.edu Tue Nov 21 07:01:21 2006 From: psych3120@lists.csbs.utah.edu (Claudia Guarderas) Date: Tue, 21 Nov 2006 00:01:21 -0700 Subject: [Psych3120] (no subject) Message-ID: ------=_Part_17906_18108305.1164092481281 Content-Type: text/plain; charset=ISO-8859-1; format=flowed Content-Transfer-Encoding: 7bit Content-Disposition: inline I found the lecture on learning particularly interesting. I work at a call center where we take calls for over 500 different companies, all quite different from one another. This past week we just finished training some new operators who seem to do quite well on the phone even though they've never before worked at a call center. I guess that's where the power function learning curve would come in handy. This info was particularly interesting because what I do is difficult to explain to new operators but once they get the hang of it, it seems that the procedural knowledge just kicks in and takes over. ------=_Part_17906_18108305.1164092481281 Content-Type: text/html; charset=ISO-8859-1 Content-Transfer-Encoding: 7bit Content-Disposition: inline

I found the lecture on learning particularly interesting. I work at a call center where we take calls for over 500 different companies, all quite different from one another. This past week we just finished training some new operators who seem to do quite well on the phone even though they've never before worked at a call center. I guess that's where the power function learning curve would come in handy. This info was particularly interesting because what I do is difficult to explain to new operators but once they get the hang of it, it seems that the procedural knowledge just kicks in and takes over.

------=_Part_17906_18108305.1164092481281-- From psych3120@lists.csbs.utah.edu Tue Nov 21 07:27:56 2006 From: psych3120@lists.csbs.utah.edu (Dan Laxman) Date: Tue, 21 Nov 2006 07:27:56 +0000 Subject: [Psych3120] Drunk Driving & Eyewitness Memory Message-ID: The day after our exam I had the "opportunity" to be a witness to a drunk driving accident. I was coming home late on I-15 and noticed a guy just in front of me in the next lane start to weave. There was no way I was going to stay near him, so I gunned it and got about 75 feet ahead. I looked in my review mirror and noticed him starting to weave all over the place. My guess is that he over corrected and went straight into the side wall. So I pulled over and "got" to call 911 for the first time in my life. I walked back to the accident and found that they were okay--physically at least--they weren't thinking very straight as they were trying to free the car that was now facing backward from the wall so they could drive off (and pull into oncoming traffic and get hit!). Anyway, an officer arrived first and asked us what happened. A woman who had also pulled over and was behind the drunk driver began to tell him what happened and how she saw me pull ahead. While she was telling what happened, for a second I could see the swerving car in /front/ of me. But when she said that she saw me gun it and get ahead of them I realized I couldn't have been behind. Then I remembered that I had been in front watching it in my review mirror. It really surprised me how something that had happened only 5 minutes earlier could already be changed in my mind. An interpolated event had already led to a recoded engram. It left me to wonder if what I remember now (seeing the car swerve and crash in my review mirror) is the original engram or if its the encoded engram. I still felt comfortable enough to write a statement of what I saw (the accident part). However, I could not identify them in a line-up. Of course, I didn't really try that hard to pay attention to what they driver and passenger's looked like--it was very clear to the police that they were the ones that crashed into the wall...and from how they smelled the police could easily see why. Anyway, it really made drunk driving real for me. I for myself don't drink at all, let alone when driving. But as I thought about the incident the next day I realized that if they had loss control of their vehicle just a couple minutes earlier it could have easily involved me. Their drunk driving could have left me writing this from the hospital. Ironically, as I got on the freeway right before the accident, I remembered something I'd seen in a driver's training video that said that on weekends 1 out of 4 drivers between 10 PM and 2 AM are impaired (from alcohol or otherwise). This all happened on a Saturday morning at 1 AM. So, if you're out on the road that late on the weekends, here's just a heads up: be careful, you don't know how much the driver in the car next to you had. -Dan Laxman From psych3120@lists.csbs.utah.edu Tue Nov 21 14:18:26 2006 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Tue, 21 Nov 2006 08:18:26 -0600 Subject: [Psych3120] decision making (Romney Stevens) Message-ID: <20061121081826.snmzvvcz4s0s4gs8@wm.integrity.com> We spent most of the time on Thursday talking about how heuristics can lead us to the wrong conclusions, but isn't it usually the case that the opposite is true? The reason we develop heuristics is because they help us to make decisions quickly and although they don't guaruntee the correct answer like algorithms do, they do help us to decide things more accurately than if we just had to guess. From psych3120@lists.csbs.utah.edu Tue Nov 21 16:52:08 2006 From: psych3120@lists.csbs.utah.edu (Kevin Mangum) Date: Tue, 21 Nov 2006 08:52:08 -0800 (PST) Subject: [Psych3120] heuristic Message-ID: <109902.38260.qm@web52601.mail.yahoo.com> --0-1393956794-1164127928=:38260 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit In the dictionary a heuristic is a replicable method or approach for directing ones attention in learning, discovery, or problem-solving. It is originally derived from the Greek "heurisko" (εὑρίσκω), which means "I find". it's interesting to me that if you go into a casino, you Will see evidence of heuristics everywhere. in casinos they don't have clocks so they can keep you there longer. they also do this with computer games. in windows they have a little clock at the bottom right hand corner, but in computer games that goes away, so you'll play longer! --------------------------------- Sponsored Link Mortgage rates near 39yr lows. $510,000 Mortgage for $1,698/mo - Calculate new house payment --0-1393956794-1164127928=:38260 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit In the dictionary a heuristic is a replicable method or approach for directing ones attention in learning, discovery, or problem-solving. It is originally derived from the Greek "heurisko" (εὑρίσκω), which means "I find". it's interesting to me that if you go into a casino, you Will see evidence of heuristics everywhere. in casinos they don't have clocks so they can keep you there longer. they also do this with computer games. in windows they have a little clock at the bottom right hand corner, but in computer games that goes away, so you'll play longer!

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Mortgage rates near 39yr lows. $510,000 Mortgage for $1,698/mo - Calculate new house payment --0-1393956794-1164127928=:38260-- From psych3120@lists.csbs.utah.edu Tue Nov 21 17:26:24 2006 From: psych3120@lists.csbs.utah.edu (Aubrey Wilkinson) Date: Tue, 21 Nov 2006 10:26:24 -0700 Subject: [Psych3120] confirmationally biased. In-Reply-To: <200611211412.kALEBV1c022273@topo.csbs.utah.edu> Message-ID:


I have learned about the confirmation bias before, in previous classes, but I guess I've never actually stopped to think about how it really applied to me. Since we talked about it in class, I've realized how much I honestly do this. I pass a split second judgment on someone, and from there on out, expect them to behave in a specific way... and it always seems to work, which reinforces my views on specific groups of people. I guess I was never perceptive enough to realize that it was actually my behavior to THEM that caused them to act that way. but there also seems to be an exception to this rule, when people surprise me. I expect something out of them, but get something entirely different. I don't know what that's all about, or if it's necessarily termed, but it happens from time to time. ...so there's that.

From psych3120@lists.csbs.utah.edu Tue Nov 21 20:40:54 2006 From: psych3120@lists.csbs.utah.edu (alan richmond) Date: Tue, 21 Nov 2006 12:40:54 -0800 (PST) Subject: [Psych3120] thinking out side of the box Message-ID: <423904.32541.qm@web50302.mail.yahoo.com> Todays lecture about problem solving and thinking out side of the box just served to reconfirm in my mind that I am not terribly good at thinking outside of the box when it comes to problem solving. I have always been a straight forward literal thinking style of individual so when problems come up I am more inclined to run through a series of "known" solutions or steps in order to try and solve the problem and when this doesn't work I have a hard time finding a solution that does work. Today's lecture also makes me wonder how well I would do on the GRE if the problems used in today's lecture are similar to one's on the GRE. Alan Richmond ____________________________________________________________________________________ Sponsored Link Compare mortgage rates for today. Get up to 5 free quotes. www2.nextag.com From psych3120@lists.csbs.utah.edu Tue Nov 21 20:42:50 2006 From: psych3120@lists.csbs.utah.edu (laura cervantes) Date: Tue, 21 Nov 2006 13:42:50 -0700 Subject: [Psych3120] weekly posting Message-ID: It is interesting how we use our common knowledge to solve things. For example, when we were asked in how many ways we can use a coat hanger, I knew we had to think outside the box so I made an effort to think of non traditional ways to use a coat hanger but I had to make a concious effort at it. the other examples were too confusing for me to really understand but I guess I got the main idea behind it Laura Brunello _________________________________________________________________ Get the latest Windows Live Messenger 8.1 Beta version. Join now. http://ideas.live.com From psych3120@lists.csbs.utah.edu Tue Nov 21 21:40:19 2006 From: psych3120@lists.csbs.utah.edu (Benjamin Divine) Date: Tue, 21 Nov 2006 13:40:19 -0800 (PST) Subject: [Psych3120] Incubation: Not just for newborns Message-ID: <20061121214019.76013.qmail@web42104.mail.mud.yahoo.com> --0-87469930-1164145219=:75627 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit I believe that each of us go through some kind of problem solving episodes each day we live. They may range from extremely complex to rather simple or regular problems. In fact, I am currently working on solving a problem as I write. The problem is this: I am required to write a research paper for one of my other psych classes. Everything has been running smoothly with this paper until it was time to write the abstract!! The goal is to summarize my entire paper (15 pages) in 120 words or less in the abstract. There would be way over 120 words if I summarized every little aspect of my paper. I tried thinking about it for awhile and wrote a few rough drafts but they all turned out to include over 140 words!! So, I decided to sit on it for awhile and not worry about it for an hour or so. I now realize that I had engaged in some form of an incubation period where I did not think about the abstract for a few hours and I set the problem aside for a moment (I think I watched a movie or something). I then went back to the problem a little later and found that words just kept coming to mind that were much more concise and exact thus achieving my goal of 120 words or less and making my abstract sound more professional. This short form of incubation aided solutions to spring into my mind after I had let the problem settle for awhile. --------------------------------- Sponsored Link Want a degree but can't afford to quit? Online degrees from top schools - in as fast as 1 year --0-87469930-1164145219=:75627 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit I believe that each of us go through some kind of problem solving episodes each day we live.  They may range from extremely complex to rather simple or regular problems.  In fact, I am currently working on solving a problem as I write.  The problem is this: I am required to write a research paper for one of my other psych classes.  Everything has been running smoothly with this paper until it was time to write the abstract!!  The goal is to summarize my entire paper (15 pages) in 120 words or less in the abstract.  There would be way over 120 words if I summarized every little aspect of my paper.  I tried thinking about it for awhile and wrote a few rough drafts but they all turned out to include over 140 words!!  So, I decided to sit on it for awhile and not worry about it for an hour or so.  I now realize that I had engaged in some form of an incubation period where I did not think about the abstract for a few hours and I set the problem aside for a moment (I think I watched a movie or something).  I then went back to the problem a little later and found that words just kept coming to mind that were much more concise and exact thus achieving my goal of 120 words or less and making my abstract sound more professional.  This short form of incubation aided solutions to spring into my mind after I had let the problem settle for awhile. 

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Want a degree but can't afford to quit? Online degrees from top schools - in as fast as 1 year --0-87469930-1164145219=:75627-- From psych3120@lists.csbs.utah.edu Wed Nov 22 04:37:18 2006 From: psych3120@lists.csbs.utah.edu (Emily Slager) Date: Tue, 21 Nov 2006 21:37:18 -0700 Subject: [Psych3120] Messege for the Board Message-ID: <759c1ffd0611212037g49691bd5h4f18c757cf650819@mail.gmail.com> ------=_Part_27635_10838401.1164170238062 Content-Type: text/plain; charset=UTF-8; format=flowed Content-Transfer-Encoding: 7bit Content-Disposition: inline Hello All! I thought today's class was very fun. I've always loved riddles and problem solving. I used to think that some "Functional Fixedness" was not seen so much in artists. My cousin is an artist, and her house is full of using things for their uncustomary purposes. To allow her varnishing (on her floor) dry, she created a balance beam with a big piece of wood and two couches. It made total sense, but I never would have thought of it--I would just have gone in another enterence to the house and avoided the room altogether. But then I married a man who is a National Math Merit Scholar (almost perfect GRE, etc). And he acts in much the same way! He's built many "contraptions" by thinking outside the box about any and all items. And since then, I feel like it's not just an artist who can manipulate purposes, it is smart people as well. Today really showed me that. Emily Slager ------=_Part_27635_10838401.1164170238062 Content-Type: text/html; charset=UTF-8 Content-Transfer-Encoding: 7bit Content-Disposition: inline Hello All!
   I thought today's class was very fun.  I've always loved riddles and problem solving.  I used to think that some "Functional Fixedness" was not seen so much in artists.  My cousin is an artist, and her house is full of using things for their uncustomary purposes.  To allow her varnishing (on her floor) dry, she created a balance beam with a big piece of wood and two couches.  It made total sense, but I never would have thought of it--I would just have gone in another enterence to the house and avoided the room altogether.  But then I married a man who is a National Math Merit Scholar (almost perfect GRE, etc).  And he acts in much the same way!  He's built many "contraptions" by thinking outside the box about any and all items.  And since then, I feel like it's not just an artist who can manipulate purposes, it is smart people as well.  Today really showed me that.
         Emily Slager
------=_Part_27635_10838401.1164170238062-- From psych3120@lists.csbs.utah.edu Wed Nov 22 05:29:19 2006 From: psych3120@lists.csbs.utah.edu (JESSE SITTERUD) Date: Tue, 21 Nov 2006 22:29:19 -0700 Subject: [Psych3120] Problem solving Message-ID: As soon as i read the lecture on problem solving it immediatly hit home with my experiences with my work. I manage a group home for individuals with mental disabilities. Some of the individuals that I support in the group home require me to run through a problem solving training with them on a daily basis. To put extremely simply I am to bring up a previous situation(or theoretical situtaiton) that they exeperienced and reacted to in a problemac way and go over ways that they could have assessed and reacted to the situation differently. Believe me when I say it sounds a lot easier than it really is. As stated in the lecture it is very very time consuming, requires many steps, the need for analogies, and the solutions can ofetn be counterintuitive. Problem solving is a major process alone, not to mention going through the steps with a person having a mental disability. But I can honestly say that when I do problem solving training with these individuals it also works as a problem solving training for myself. Just running through the process with someone esle helps to better draw conclusions, understand, and assess a situation. _________________________________________________________________ View Athlete’s Collections with Live Search http://sportmaps.live.com/index.html?source=hmemailtaglinenov06&FORM=MGAC01 From psych3120@lists.csbs.utah.edu Wed Nov 22 20:57:48 2006 From: psych3120@lists.csbs.utah.edu (Jennifer Adams) Date: Wed, 22 Nov 2006 13:57:48 -0700 Subject: [Psych3120] Think outside the box Message-ID: This is a multi-part message in MIME format. ------=_NextPart_000_0039_01C70E3E.31AED0D0 Content-Type: multipart/alternative; boundary="----=_NextPart_001_003A_01C70E3E.31AED0D0" ------=_NextPart_001_003A_01C70E3E.31AED0D0 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: 7bit Like many of the previous postings, I love to solve puzzles. If any of you get the Sunday paper, the smaller insert paper called the Parade Magazine has an article called Ask Marilyn. She has puzzles and brain teasers in there all the time. I was able to quickly guess the letter that came next in the series Dr. Strayer showed (OTTFFSS----E(ight)) because she has a lot of people write in with those types of tricks. If I ever see letters in a series like that, I know to mentally stroll through the lists I know of---days of the week (MTWTFSS) or even months of the year (JFMAMJJASOND). I also love to do Soduku puzzles and things like that. It forces your brain to stretch, and it really does happen more easily when you do it regularly! ------=_NextPart_001_003A_01C70E3E.31AED0D0 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable

Like many of the previous postings, I = love to solve puzzles. If any of you get the Sunday paper, the smaller insert = paper called the Parade Magazine has an article called Ask Marilyn. She has = puzzles and brain teasers in there all the time. I was able to quickly guess the = letter that came next in the series Dr. Strayer showed (OTTFFSS----E(ight)) = because she has a lot of people write in with those types of tricks. If I ever = see letters in a series like that, I know to mentally stroll through the = lists I know of---days of the week (MTWTFSS) or even months of the year = (JFMAMJJASOND). I also love to do Soduku puzzles and things like that. It forces your = brain to stretch, and it really does happen more easily when you do it = regularly!

 

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The extra connections that we make in the brain during these exercises can allow higher functioning of the individual to continue, even if they have the disease. There will be multiple paths to the same resources in the mind. This allows the behavior to remain more stable even when the synapses have been damaged by the disease. It is like having a backup connection to a file. So puzzle on... --- 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. Think outside the box (Jennifer Adams) > > --__--__-- > > Message: 1 > From: "Jennifer Adams" > To: "psych3120 " > Date: Wed, 22 Nov 2006 13:57:48 -0700 > Subject: [Psych3120] Think outside the box > Reply-To: psych3120@lists.csbs.utah.edu > > This is a multi-part message in MIME format. > > ------=_NextPart_000_0039_01C70E3E.31AED0D0 > Content-Type: multipart/alternative; > > boundary="----=_NextPart_001_003A_01C70E3E.31AED0D0" > > > ------=_NextPart_001_003A_01C70E3E.31AED0D0 > Content-Type: text/plain; > charset="iso-8859-1" > Content-Transfer-Encoding: 7bit > > > > Like many of the previous postings, I love to solve > puzzles. If any of you > get the Sunday paper, the smaller insert paper > called the Parade Magazine > has an article called Ask Marilyn. She has puzzles > and brain teasers in > there all the time. I was able to quickly guess the > letter that came next in > the series Dr. Strayer showed (OTTFFSS----E(ight)) > because she has a lot of > people write in with those types of tricks. If I > ever see letters in a > series like that, I know to mentally stroll through > the lists I know > of---days of the week (MTWTFSS) or even months of > the year (JFMAMJJASOND). I > also love to do Soduku puzzles and things like that. > It forces your brain to > stretch, and it really does happen more easily when > you do it regularly! > > > > > ------=_NextPart_001_003A_01C70E3E.31AED0D0 > Content-Type: text/html; > charset="iso-8859-1" > Content-Transfer-Encoding: quoted-printable > > xmlns:o=3D"urn:schemas-microsoft-com:office:office" > = > xmlns:w=3D"urn:schemas-microsoft-com:office:word" = > xmlns=3D"http://www.w3.org/TR/REC-html40"> > > > CONTENT=3D"text/html; = > charset=3Dus-ascii"> > (filtered medium)"> > > > > > > > background=3D"cid:image001.jpg@01C70E3E.31307910" = > lang=3DEN-US > link=3Dblue vlink=3Dpurple = > style=3D'margin-left:37.5pt;margin-top:15.0pt'> > v:src=3D"cid:image001.jpg@01C70E3E.31307910" > v:shapes=3D"_x0000_Mail" = > width=3D0 > height=3D0 class=3Dshape > style=3D'display:none;width:0;height:0'> > >
> >

Lt BT"> style=3D'font-size: > 12.0pt;font-family:"Futura Lt BT"'>Like many of the > previous postings, I = > love > to solve puzzles. If any of you get the Sunday > paper, the smaller insert = > paper > called the Parade Magazine has an article called Ask > Marilyn. She has = > puzzles > and brain teasers in there all the time. I was able > to quickly guess the = > letter > that came next in the series Dr. Strayer showed > (OTTFFSS----E(ight)) = > because > she has a lot of people write in with those types of > tricks. If I ever = > see > letters in a series like that, I know to mentally > stroll through the = > lists I > know of---days of the week (MTWTFSS) or even months > of the year = > (JFMAMJJASOND). > I also love to do Soduku puzzles and things like > that. It forces your = > brain to > stretch, and it really does happen more easily when > you do it = > regularly!

> >

Lt BT"> style=3D'font-size: > 12.0pt;font-family:"Futura Lt > BT"'> 

> >
> > > > > === message truncated === ____________________________________________________________________________________ Yahoo! Music Unlimited Access over 1 million songs. http://music.yahoo.com/unlimited From psych3120@lists.csbs.utah.edu Sat Nov 25 00:18:38 2006 From: psych3120@lists.csbs.utah.edu (Keith Radley) Date: Fri, 24 Nov 2006 17:18:38 -0700 Subject: [Psych3120] Einstellung Phenomena and analogies Message-ID: --_ec4d40ae-e5db-417a-a3b6-c19a511d1a2b_ Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable I work in an elementary school and I often have the opportunity to go into = classrooms and help students with their class work. I run into lots of pro= blems with kids and the Einstellung phenomena. It is pretty common to see = this during math work. Sometimes I will show kids a faster way to solve pr= oblems or one that may be easier for them to use, but they will continue to= use the way they have previously learned. I also see them use analogies a= lot of times. They will try to solve problems in a way that they have alr= eady learned, even though that method of problem solving may not be applica= ble to that particular problem. Until now, I didn't know that these occurr= ences had names. It is pretty interesting to see them occur on a regular b= asis! _________________________________________________________________ Express yourself with gadgets on Windows Live Spaces http://discoverspaces.live.com?source=3Dhmtag1&loc=3Dus= --_ec4d40ae-e5db-417a-a3b6-c19a511d1a2b_ Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable I work in an elementary school and I often have the opportunity to go= into classrooms and help students with their class work.  I run into = lots of problems with kids and the Einstellung phenomena.  It is prett= y common to see this during math work.  Sometimes I will show kids a f= aster way to solve problems or one that may be easier for them to use, but = they will continue to use the way they have previously learned.  I als= o see them use analogies a lot of times.  They will try to solve probl= ems in a way that they have already learned, even though that method of pro= blem solving may not be applicable to that particular problem.  Until = now, I didn't know that these occurrences had names.  It is pretty int= eresting to see them occur on a regular basis!
Express yourself = with gadgets on Windows Live Spaces Try it! = --_ec4d40ae-e5db-417a-a3b6-c19a511d1a2b_-- From psych3120@lists.csbs.utah.edu Sat Nov 25 08:16:45 2006 From: psych3120@lists.csbs.utah.edu (Paul Rudd) Date: Sat, 25 Nov 2006 00:16:45 -0800 (PST) Subject: [Psych3120] Problem solving In-Reply-To: <200611241902.kAOJ22GM004380@topo.csbs.utah.edu> Message-ID: <181271.83920.qm@web34811.mail.mud.yahoo.com> Problem solving in class was discussing taking problems and solving them by using objects in an uncharacteristic way. This technique of solving problems is difficult to master for many, but once someone learns to think outside the box, many problems become much easier. The tendency for people is to use previously solved problems to help solve current problems. so, theoretically the more problems someone solves the easier they will be able to solve new problems. Even if the problem at hand is something entirely new, at the least the seasoned problem solver will know what will not work. Hopefully, they can come up with an answer after eliminating what doesn't work. ____________________________________________________________________________________ Do you Yahoo!? Everyone is raving about the all-new Yahoo! Mail beta. http://new.mail.yahoo.com From psych3120@lists.csbs.utah.edu Sat Nov 25 16:18:37 2006 From: psych3120@lists.csbs.utah.edu (Darin Mano) Date: Sat, 25 Nov 2006 08:18:37 -0800 Subject: [Psych3120] problem solving and design Message-ID: <3b4d82fa0611250818rcd276bcj6fe03c9d2252c54b@mail.gmail.com> ------=_Part_64615_5490421.1164471517241 Content-Type: text/plain; charset=ISO-8859-1; format=flowed Content-Transfer-Encoding: 7bit Content-Disposition: inline I am taking a architectural design studio. It is basically a class where we are given a design problem or program. We are then told that we need to come up with a design that answers all the design criteria and contains meaning. The class is run as a series of critiques. We first come up with an idea and then present it to the teacher. It is a rigorous process to come up with something that the teacher agrees with. The design process is basically an organized problem solving task. It was really interesting to learn this last lesson because it is exctly what I am doing in my design class. Usually, we will be given a design problem and feel overwhelmed by it. It takes a lot of thinking and analyzing before we understand what is happening. There is usually, for me, a moment where something comes to mind that really makes a lot of sense. It is an "insight" or a come to life moment. This is how we can come up with an initial idea. A commonly held strategy is that when we are stuck in a problem, putting it away for a while helps to get that insight. This is a period of incubation. Verification is after you come up with an initial design idea, you work through all the different criteria and fit your idea to them in order to answer all or as many of them as possible. The strategy to improve are also used. I often split up the initial problem into a set of sub goals or think of it in a broad general way to understand what is happening. There are many other ways that people improve their problem solving skills. Everyone works in a different way and some things that work for others do not work for me etc. It is fun to understand this relationship from a psychological point of view. -- Darin M. Mano ------=_Part_64615_5490421.1164471517241 Content-Type: text/html; charset=ISO-8859-1 Content-Transfer-Encoding: 7bit Content-Disposition: inline I am taking a architectural design studio.  It is basically a class where we are given a design problem or program.  We are then told that we need to come up with a design that answers all the design criteria and contains meaning. The class is run as a series of critiques.  We first come up with an idea and then present it to the teacher.  It is a rigorous process to come up with something that the teacher agrees with.  The design process is basically an organized problem solving task.  It was really interesting to learn this last lesson because it is exctly what I am doing in my design class.

Usually, we will be given a design problem and feel overwhelmed by it.  It takes a lot of thinking and analyzing before we understand what is happening.  There is usually, for me, a moment where something comes to mind that really makes a lot of sense.  It is an "insight" or a come to life moment.  This is how we can come up with an initial idea.  A commonly held strategy is that when we are stuck in a problem, putting it away for a while helps to get that insight.  This is a period of incubation.  Verification is after you come up with an initial design idea, you work through all the different criteria and fit your idea to them in order to answer all or as many of them as possible. 

The strategy to improve are also used.  I often split up the initial problem into a set of sub goals or think of it in a broad general way to understand what is happening.  There are many other ways that people improve their problem solving skills.  Everyone works in a different way and some things that work for others do not work for me etc.  It is fun to understand this relationship from a psychological point of view.



--
Darin M. Mano ------=_Part_64615_5490421.1164471517241-- From psych3120@lists.csbs.utah.edu Sat Nov 25 19:01:40 2006 From: psych3120@lists.csbs.utah.edu (Chad C Moffitt) Date: Sat, 25 Nov 2006 12:01:40 -0700 Subject: [Psych3120] Unfixing a cheese grater Message-ID: This is a multi-part message in MIME format. ------_=_NextPart_001_01C710C4.23BCE1A1 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable The discussion in class about functional fixedness reminded me of an = experience I had a few years ago. I spent some time in the Micronesian = islands visiting a friend from the states who moved there to teach at = the university. One time there was a huge cultural celebration taking = place and some of the members of the village where we we living had the = dilema of grating a seemingly insurmountable amount of taro in just a = few hours. Seeing that we were not making much progress, my friend had = a flash of insight. We decided to make a mass-producing taro grating = machine using the hub from his truck. We jacked up his truck, took off = the wheel from the hub, found the best piece of tin we could find, = cleaned it up real good, puched holes in it with a hammer and nail, and = bolted it onto the hub. My friend then started his truck and put it in = first gear so the "grater" would spin at idle speed. I put a bit bowl = under the grater, grabbed a huge chunk of taro and went to town. The = locals all had a good laugh, but we did make short work of grating all = that taro. This seems to be a good example of creative problem solving, = in which we thought out side of the box and used the hub of a vehicle in = a way not at all characteristic of how a hub is normally used (as a = cheese grater) to break through funtional fixedness.=20 ------_=_NextPart_001_01C710C4.23BCE1A1 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable =0A= =0A= =0A= =0A=
The discussion in class = about functional fixedness reminded me of an experience I had a few = years ago.  I spent some time in the Micronesian = islands visiting a friend from the states who moved there to teach = at the university.  One time there was a huge cultural celebration = taking place and some of the members of the village where we we living = had the dilema of grating a seemingly insurmountable amount of taro = in just a few hours.  Seeing that we were not making much = progress, my friend had a flash of insight.  We decided = to make a mass-producing taro grating machine using the hub from = his truck.  We jacked up his truck, took off the wheel from = the hub, found the best piece of tin we could = find, cleaned it up real good, puched holes in it with a hammer and = nail, and bolted it onto the hub.  My friend then started his truck = and put it in first gear so the "grater" would spin at idle = speed.  I put a bit bowl under the grater, grabbed a huge chunk of = taro and went to town.  The locals all had a good laugh, but we did = make short work of grating all that taro.  This seems to be a = good example of creative problem solving, in which we thought out = side of the box and used the hub of a vehicle in a way not at all = characteristic of how a hub is normally used (as a cheese grater) to = break through funtional fixedness. 
------_=_NextPart_001_01C710C4.23BCE1A1-- From psych3120@lists.csbs.utah.edu Sun Nov 26 23:14:05 2006 From: psych3120@lists.csbs.utah.edu (Jake Andreason) Date: Sun, 26 Nov 2006 16:14:05 -0700 Subject: [Psych3120] (no subject) Message-ID: Tuesdays lecture had a few points that kind of made me think. With problem solving it always seams like some people are better at it then others. From what was discussed in class it's just a matter of thinking outside the box and use everyday items in some new way. I've been able to do this with a few problems, but one of my family members is really good at this. He has pretty much found many different ways to get around functional fixedness. We were working on a AC system on a truck one afternoon and figured out that it needed one little part to get the compressor to work properly. We went to part stores and found out this one little part cost 90.00. So he figured out he could use a paper clip in it's place to bipass the problem and it has worked fine ever since. I just thought that was a good example of problem solving. _________________________________________________________________ Get free, personalized commercial-free online radio with MSN Radio powered by Pandora http://radio.msn.com/?icid=T002MSN03A07001 From psych3120@lists.csbs.utah.edu Mon Nov 27 00:16:46 2006 From: psych3120@lists.csbs.utah.edu (Lexi Breeze) Date: Sun, 26 Nov 2006 17:16:46 -0700 Subject: [Psych3120] (no subject) Message-ID: Hey! So this week I want to talk about the Incubation effect with problem solving. I have used this for years and years and never knew it was really something people knew that helps solve problems. I think what happens to me is I have a problem and there are words or processes that I know, and they are right there but blocking comes into play and they can't seem to come to mind so that I can use them. So what I have always done is I will set them aside and go do something else for a while and when I come back to it, all of the sudden it's right there and I know what to do and I'm able to solve it. It is awesome to be finding out all these things and practices that you have always done are really things that will help you and make sense. It's nice to be able to put a name to something and be able to really know that you're doing something useful. Insight is also a crazy thing. This happens with my husband a lot, he will be trying to think of something and all of the sudden it just pops into mind. It's funny. _________________________________________________________________ View Athlete’s Collections with Live Search http://sportmaps.live.com/index.html?source=hmemailtaglinenov06&FORM=MGAC01 From psych3120@lists.csbs.utah.edu Mon Nov 27 00:19:42 2006 From: psych3120@lists.csbs.utah.edu (Alisha Christiasnen) Date: Sun, 26 Nov 2006 16:19:42 -0800 (PST) Subject: [Psych3120] Out of the ordinary Message-ID: <20061127001942.54203.qmail@web56606.mail.re3.yahoo.com> --0-1457974767-1164586782=:53759 Content-Type: text/plain; charset=ascii Content-Transfer-Encoding: quoted-printable During this last week we talked about how we use things for other then thei= r what they were originally designed for. Christmas is a wonderful time to = let your creativity and improvising skills come in handy to use things outs= ide of their normal use for your home decorations. Right now my room mate's= mother is putting up decoration and there is one thing that she gets comme= nts on for creativity. She has many pictures hanging throughout the house a= nd during the christmast season she even includes those with her christmas = decorations by taping wrapping paper to the front and then tying ribbon aro= und the frame to make it look like presents hanging from the walls.=0A=0A__= ________________________________________________=0ADo You Yahoo!?=0ATired o= f spam? Yahoo! Mail has the best spam protection around =0Ahttp://mail.yah= oo.com --0-1457974767-1164586782=:53759 Content-Type: text/html; charset=ascii Content-Transfer-Encoding: quoted-printable
During this last week we talked about how we use thing= s for other then their what they were originally designed for. Christmas is=  a wonderful time to let your creativity and improvising skills come i= n handy to use things outside of their normal use for your home decora= tions. Right now my room mate's mother is putting up decoration and th= ere is one thing that she gets comments on for creativity. She has many pic= tures hanging throughout the house and during the christmast season she eve= n includes those with her christmas decorations by taping wrapping paper to= the front and then tying ribbon around the frame to make it look like pres= ents hanging from the walls.

______________________________= ____________________
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http://mail.yahoo.com --0-1457974767-1164586782=:53759-- From psych3120@lists.csbs.utah.edu Mon Nov 27 01:44:29 2006 From: psych3120@lists.csbs.utah.edu (Brett Larsen) Date: Sun, 26 Nov 2006 18:44:29 -0700 Subject: [Psych3120] Amnesia Message-ID: This has to do with something that we covered a couple weeks back but i just thought of a question that i didnt think about at the time. In my abnormal psych class we were talking about amnesia and its effects. We were talking about how usually when people get amnesia it is common for them to forget an entire day or part of the day before the trauma that caused the amnesia actually occured. Why is it that we forget the most current information in our brain? If it is already in long term memory why is it that we forget just the day that the trauma occured why not more? shouldnt a brain injury effect across a whole spectrum of past memories too? _________________________________________________________________ Fixing up the home? Live Search can help http://imagine-windowslive.com/search/kits/default.aspx?kit=improve&locale=en-US&source=hmemailtaglinenov06&FORM=WLMTAG From psych3120@lists.csbs.utah.edu Mon Nov 27 01:57:59 2006 From: psych3120@lists.csbs.utah.edu (Jennie Ruff) Date: Sun, 26 Nov 2006 18:57:59 -0700 Subject: [Psych3120] Problem Solving & the GRE In-Reply-To: <20061115205735.13EB5676F2@mprdmxin.myway.com> References: <20061115205735.13EB5676F2@mprdmxin.myway.com> Message-ID: <17DE9157-9A42-49C1-B5D0-AE1F8362DD2E@impulsion-sim.com> In Tuesday's lecture on Problem Solving, Prof. Strayer mentioned that many of the problems he was having us solve as a class were similar to those on the GRE. As a sophomore, I don't actually have to take that particular test for another year or so, but if those problems are any indication I should probably start studying right now. I have always had difficulty with math and with problems of the nature of the ones discussed in class. I've never had problems with essays or multiple choice questions of facts, but logic problems have always been, well, a problem. Studying has never seemed to help much either, so I was wondering, does anyone who has taken the GRE have any tips or tactics on how exactly to study for these type of questions? From psych3120@lists.csbs.utah.edu Mon Nov 27 03:12:33 2006 From: psych3120@lists.csbs.utah.edu (Katie) Date: Sun, 26 Nov 2006 20:12:33 -0700 Subject: [Psych3120] Universality of functional fixedness Message-ID: <4E9A09E16264024C80C968D5CFCCB7AB041C1D@xeoni.digitalbreakdown.com> This is a multi-part message in MIME format. ------_=_NextPart_001_01C711D1.E17742B8 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable With the story about the makeshift cheese grater and the locals being = amused, I looked up some information on the universality of functional = fixedness. In a recent study, German and Barret (2005) found some = preliminary evidence that people from less indistrialized societies also = experience functional fixedness.=20 Katie Johnson Functional Fixedness Universal? We may ask ourselves if functional fixedness varies across environments, = cultures, or history. In a recent study, preliminary evidence supporting = the universality of functional fixedness was found (German & Barret, = 2005). The study=92s purpose was to test if individuals from = non-industrialized societies, specifically with low exposure to = =93high-tech=94 artifacts, demonstrated functional fixedness. The study = tested "The Shuar", hunter-horticulturalists of the Amazon region of = Ecuador, and compared them to a control baseline condition of = participants to provide these results. The Shuar community had only been = exposed to a limited amount of industrialized artifacts, such as = machetes, axes, cooking pots, nails, shotguns, and fishhooks, all = considered =93low-tech=94. Two tasks were assessed to participants for = the study: the box task, where participants had to build a tower to help = a characer from a fictional storyline to reach another character with a = limited set of varied materials; the spoon task, where participants were = also given a problem to solve based on a fictional story of a rabbit = that had to cross a river (materials were used to represent settings) = and they were given varied materials including a spoon.In the box-task, = participants were slower to select the materials than participants in = control conditions, but no difference in time to solve the problem was = seen. In the spoon task, participants were slower in selection and = completion of task. Results showed that Individuals from non-industrial = (=93technologically sparse cultures=94) were susceptible to functional = fixedness. They were faster to use artifacts without priming than when = design function was explained to them. This occurred even though = participants were less exposed to industrialized manufactured artifacts, = and that the few artifacts they currently use were used in multiple ways = regardless of their design.(German & Barret, 2005) ------_=_NextPart_001_01C711D1.E17742B8 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Universality of functional fixedness

With the story about the makeshift cheese grater and = the locals being amused, I looked up some information on the = universality of functional fixedness. In a recent study, German and = Barret (2005) found some preliminary evidence that people from less = indistrialized societies also experience functional fixedness.

Katie Johnson


Functional Fixedness Universal?
We may ask ourselves if functional fixedness varies across environments, = cultures, or history. In a recent study, preliminary evidence supporting = the universality of functional fixedness was found (German & Barret, = 2005). The study’s purpose was to test if individuals from = non-industrialized societies, specifically with low exposure to = “high-tech” artifacts, demonstrated functional fixedness. The = study tested "The Shuar", hunter-horticulturalists of the = Amazon region of Ecuador, and compared them to a control baseline = condition of participants to provide these results. The Shuar community = had only been exposed to a limited amount of industrialized artifacts, = such as machetes, axes, cooking pots, nails, shotguns, and fishhooks, = all considered “low-tech”. Two tasks were assessed to = participants for the study: the box task, where participants had to = build a tower to help a characer from a fictional storyline to reach = another character with a limited set of varied materials; the spoon = task, where participants were also given a problem to solve based on a = fictional story of a rabbit that had to cross a river (materials were = used to represent settings) and they were given varied materials = including a spoon.In the box-task, participants were slower to select = the materials than participants in control conditions, but no difference = in time to solve the problem was seen. In the spoon task, participants = were slower in selection and completion of task. Results showed that = Individuals from non-industrial (“technologically sparse = cultures”) were susceptible to functional fixedness. They were = faster to use artifacts without priming than when design function was = explained to them. This occurred even though participants were less = exposed to industrialized manufactured artifacts, and that the few = artifacts they currently use were used in multiple ways regardless of = their design.(German & Barret, 2005)

------_=_NextPart_001_01C711D1.E17742B8-- From psych3120@lists.csbs.utah.edu Mon Nov 27 03:20:16 2006 From: psych3120@lists.csbs.utah.edu (Jacob Hansen) Date: Sun, 26 Nov 2006 20:20:16 -0700 Subject: [Psych3120] weekly submission Message-ID:



well seing as every submission has been on problem solving, i will put in my two cents.  my work as a landscape contractor requires me every day to solve problems, and this is why i think i love the job so much, becauseit is not dull and it really requires me to think.  as much as i try to plan on what could possibly happen during the day there always seems to be ten or fifteen other variables that come into the daily plan.  so it takes a few minutes to step back and analize the situation and come up with the best solution for the day. 




JAKE
From psych3120@lists.csbs.utah.edu Mon Nov 27 04:03:38 2006 From: psych3120@lists.csbs.utah.edu (Ariann Beglarian) Date: Sun, 26 Nov 2006 20:03:38 -0800 (PST) Subject: [Psych3120] the complexity of memory Message-ID: <429487.63097.qm@web31610.mail.mud.yahoo.com> In the lecture declarative vs. procedural memory, when we were discussing Andersons process-based theory, it kind of shocked me how complicated that type of processing could get. To get from A to E (as in the lecture) already has four steps (must go from A-B, B-C, C-D, and D-E)...imagine going from A to Z in this fashion, that would be so many steps just to reach Z! Either this is an extremely fast process, or memory just works that way in the beginning processes, then (of course) comes building productions, leading to composition (if I'm not mistaken) which is why (after years of practice and years of consistent execution of the alphabet in a certain sequence) we can move so very quickly from A-Z. At least I think thats how it goes. So how old were we when our memory processes were so slow? Of course we're alittle slow when we learn new things, but does Andersons step by step process occur when learning all new things, or is this type of memory processing found mostly in younger children, before frameworks of memory have been constructed? Hmmm...I wonder...Is it just performance that speeds up or is it learning and retrieval as well? Just some food for thought.... ____________________________________________________________________________________ Do you Yahoo!? Everyone is raving about the all-new Yahoo! Mail beta. http://new.mail.yahoo.com From psych3120@lists.csbs.utah.edu Mon Nov 27 04:45:27 2006 From: psych3120@lists.csbs.utah.edu (William Gordon) Date: Sun, 26 Nov 2006 21:45:27 -0700 Subject: [Psych3120] A.H. In-Reply-To: <200611200453.kAK4qWbp004348@topo.csbs.utah.edu> Message-ID: Now that we’ve talked about the availability heuristic, I see it everywhere, especially within my dad. His whole paradigm is based on how easily he can recall certain events. It’s sad really. I try to talk to him about certain things, but he seems to think he knows better because he can recall several examples of an event. For example, Dr. Strayer mentioned that crime rate has gone way down, but the amount of publicity that crime receives has gone way up. My dad seems to think that crime rate is high because he works where there’s a significant amount of crime, then he goes home and watches all the crime on the news. Even when I provide him with contrary information that may discredit his opinion, he’ll kinda agree, but the changes of opinion never really seem to set in. He just goes off of what he knows. Availability heuristic. _________________________________________________________________ Get free, personalized commercial-free online radio with MSN Radio powered by Pandora http://radio.msn.com/?icid=T002MSN03A07001 From psych3120@lists.csbs.utah.edu Mon Nov 27 04:49:02 2006 From: psych3120@lists.csbs.utah.edu (Kasey lundgren) Date: Sun, 26 Nov 2006 20:49:02 -0800 (PST) Subject: [Psych3120] modes posting Message-ID: <372279.59990.qm@web33005.mail.mud.yahoo.com> --0-1662983803-1164602942=:59990 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit i really liked the problem solving lecture because it gave me a little insight into the GRE, and I'm not going to lie it kinda freaked me out. You wouldn't think that it would be so hard to think outside the box but i think we are so programmed to look for the complexity of a problem that we have a hard time seeing the most common easy answer to the problem. As he was giving the examples i think i got one out of the five or six right... it was pretty crazy. The four factors used in creative problem solving are very helpful to know, i think the only one i ever do is incubation because i can remember from elementary school the teachers always telling you to pass up a problem if you don't know it and then some back to it later. i think the test was pretty hard but i was satisfied with my score.....i hope you all did well. --------------------------------- Everyone is raving about the all-new Yahoo! Mail beta. --0-1662983803-1164602942=:59990 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
i really liked the problem solving lecture because it gave me a little insight into the GRE,
and I'm not going to lie it kinda freaked me out. You wouldn't think that it would be so
hard to think outside the box but i think we are so programmed to look for the complexity
of a problem that we have a hard time seeing the most common easy answer to the
problem. As he was giving the examples i think i got one out of the five or six right...
it was pretty crazy.  The four factors used in creative problem solving are very helpful
to know, i think the only one i ever do is incubation because i can remember from
elementary school the teachers always telling you to pass up a problem if you don't know
it and then some back to it later. i think the test was pretty hard but i was satisfied with my
score.....i hope you all did well.

Everyone is raving about the all-new Yahoo! Mail beta. --0-1662983803-1164602942=:59990-- From psych3120@lists.csbs.utah.edu Mon Nov 27 06:18:41 2006 From: psych3120@lists.csbs.utah.edu (ryan green) Date: Sun, 26 Nov 2006 22:18:41 -0800 (PST) Subject: [Psych3120] Seven Sins Message-ID: <497568.62991.qm@web34303.mail.mud.yahoo.com> --0-1945600347-1164608321=:62991 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit 7- 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 are as follows. 1. Transience: the phenomenon that memories fade from the specific to the general or gist. For example, when you slowly forget how bad your stupid-cheating girlfriend hurt you. This tells us that memory isn’t 100% consistent and is in fact susceptible to decay. 2. Absent mindedness: the phenomenon of everyday memory failure, probably due to insufficient attention, coding or busyness. For example, when you go buy an Einstein Bros. bagel sandwich and the Times and as you’re getting into your car, you put the sandwich and the newspaper on top of the car and casually drive away as your sandwich and newspaper gracefully fly into the street. This tells us that without appropriate attention and encoding we may forget to do certain activities. We may even forget whether or not we’ve completed certain tasks such as mailing a letter. 3. Blocking: the phenomenon whereby we have properly encoded the information, but we are unable to retrieve it. The tip-of-the-tongue phenomenon is a good example of this. We know that we know, but we are nonetheless unable to spit it out. This phenomenon tells us that memory is not just based on encoding information, but also largely due to the ability to retrieve information. 4. Misattribution: the phenomenon where you have remembered the appropriate information, but you have attributed the memory to the wrong context or situation. For example, when, after 10 years, you finally see your stupid-cheating girlfriend again, you remember that you know her, but you think it’s because she was one of your classmates when she actually was never your classmate. This tells us that memory is fallible and that we are likely to assign false contexts or situations to specific memories. 5. Suggestibility: the tendency to incorporate information provided by others into your own recollection of a memory. In the mid 80’s when there was an increased report of child abuse by kids who were in therapy. The therapists had suggested that they potentially were abused and the kids formed memories of abuse based on leading questions. This tells us that even after memories are encoded, that they can be recoded to the point where they don’t reflect the original/true situation at all. 6. Bias: the tendency to have your attitudes, experiences, and beliefs skew how you recall a memory. Bias is also likely to distort current and future situations. For example if I saw my good friend hit another person, my preconceived idea that he is a good guy and would never hurt someone is likely to cause me to recall that he didn’t actually hit the person, he just pushed them. This tells us that memory isn’t 100% objective truth and that it is susceptible to subjective manipulations whether conscious or unconscious. 7. Persistence: the tendency for memories to remain salient due to constant rehearsal and rumination. It is the failure to forget. For example, if I saw someone kill my cat with their car and I continually played the scene back in my mind, I would be reinforcing that memory so that I wouldn’t be able to forget. This tells us that memories are less likely to fade if we continually rehearse them in our minds. Long live the King! Ryan Green --------------------------------- Want to start your own business? Learn how on Yahoo! Small Business. --0-1945600347-1164608321=:62991 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
7- 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 are as follows. 1. Transience: the phenomenon that memories fade from the specific to the general or gist. For example, when you slowly forget how bad your stupid-cheating girlfriend hurt you. This tells us that memory isn’t 100% consistent and is in fact susceptible to decay. 2. Absent mindedness: the phenomenon of everyday memory failure, probably due to insufficient attention, coding or busyness. For example, when you go buy an Einstein Bros. bagel sandwich and the Times and as you’re getting into your car, you put the sandwich and the newspaper on top of the car and casually drive away as your sandwich and newspaper gracefully fly into the street. This tells us that without appropriate attention and encoding we may forget to do certain activities. We may even forget whether or not we’ve completed certain tasks such as mailing a letter. 3. Blocking: the phenomenon whereby we have properly encoded the information, but we are unable to retrieve it. The tip-of-the-tongue phenomenon is a good example of this. We know that we know, but we are nonetheless unable to spit it out. This phenomenon tells us that memory is not just based on encoding information, but also largely due to the ability to retrieve information. 4. Misattribution: the phenomenon where you have remembered the appropriate information, but you have attributed the memory to the wrong context or situation. For example, when, after 10 years, you finally see your stupid-cheating girlfriend again, you remember that you know her, but you think it’s because she was one of your classmates when she actually was never your classmate. This tells us that memory is fallible and that we are likely to assign false contexts or situations to specific memories. 5. Suggestibility: the tendency to incorporate information provided by others into your own recollection of a memory. In the mid 80’s when there was an increased report of child abuse by kids who were in therapy. The therapists had suggested that they potentially were abused and the kids formed memories of abuse based on leading questions. This tells us that even after memories are encoded, that they can be recoded to the point where they don’t reflect the original/true situation at all. 6. Bias: the tendency to have your attitudes, experiences, and beliefs skew how you recall a memory. Bias is also likely to distort current and future situations. For example if I saw my good friend hit another person, my preconceived idea that he is a good guy and would never hurt someone is likely to cause me to recall that he didn’t actually hit the person, he just pushed them. This tells us that memory isn’t 100% objective truth and that it is susceptible to subjective manipulations whether conscious or unconscious. 7. Persistence: the tendency for memories to remain salient due to constant rehearsal and rumination. It is the failure to forget. For example, if I saw someone kill my cat with their car and I continually played the scene back in my mind, I would be reinforcing that memory so that I wouldn’t be able to forget. This tells us that memories are less likely to fade if we continually rehearse them in our minds. Long live the King!       
 
Ryan Green

Want to start your own business? Learn how on Yahoo! Small Business. --0-1945600347-1164608321=:62991-- From psych3120@lists.csbs.utah.edu Mon Nov 27 06:30:10 2006 From: psych3120@lists.csbs.utah.edu (Becca Vrabel) Date: Mon, 27 Nov 2006 06:30:10 +0000 Subject: [Psych3120] GRE Message-ID: I am very nervous to take the GRE. Strayer was talking with us about how unpredictive the test is of our performance in grad school. It just seems silly to rely on this test so highly! I know that there are a lot of practice courses we can take. What are some other ways we can prep ourselves? _________________________________________________________________ Get free, personalized commercial-free online radio with MSN Radio powered by Pandora http://radio.msn.com/?icid=T002MSN03A07001 From psych3120@lists.csbs.utah.edu Mon Nov 27 06:38:27 2006 From: psych3120@lists.csbs.utah.edu (Ryan Boldrin) Date: Sun, 26 Nov 2006 22:38:27 -0800 (PST) Subject: [Psych3120] Amnesia Message-ID: <272565.66367.qm@web53601.mail.yahoo.com> I read someones comment about Amnesia. That the information that was stored that day is usually forgotten. I wonder if there is a self preservation mechanism at work. Protecting the individual from processing a traumatic memory while they are physically recovering from their injury. The memories are already in long term storage. They should have some of the recency effect to help accessibility. But it is still these more recent additions to the LT store that are not accessible. Could it also be possible that there is a Time element required to cure or solidify these memories? It might be like wet paint. It is dry but still soft and easily deformed before it has cured completely. ____________________________________________________________________________________ Do you Yahoo!? Everyone is raving about the all-new Yahoo! Mail beta. http://new.mail.yahoo.com From psych3120@lists.csbs.utah.edu Mon Nov 27 07:51:30 2006 From: psych3120@lists.csbs.utah.edu (Reed Dow) Date: Mon, 27 Nov 2006 00:51:30 -0700 Subject: [Psych3120] problem solving skills In-Reply-To: <200611270621.kAR6KWtY006665@topo.csbs.utah.edu> Message-ID: I really enjoyed Tuesday's class, not only because of the fun puzzles and problems we had, but because combating functional fixedness and learning to think outside of the box can really help a person in all areas of life. I work in customer service at a store and if any other employee doesn't know what to tell a customer about something, they send the person to us in customer service, so we get all sorts of odd questions, inquiries, complaints and our job is to come up with answers and solutions. Often, the solution is not very obvious and requires some thought and creativity, which is why I was so happy to learn about methods of increasing creativity and thinking outside of the box. I tried applying some of the techniques and didn't really notice any difference in the speed or quantity of solutions I could come up with. After a couple days of doing this however, I began to feel more confident about my method of finding a solution, I noticed that by engaging in a certain thought process that involved clearly stating the problem to myself, identifying several things which must be accomplished to come up with a solution, eliminating obviously wrong solutions, and then working through the possibly correct solutions until I noticed a relationship between them that would lead me to a solution, or experiencing a sudden moment of inspiration, I think I was able to increase my problem solving ability a little. I imagine it's an ongoing process thought, and I hope that if I continue to practice some of the methods talked about in class, I will be able to improve more. Reed _________________________________________________________________ MSN Shopping has everything on your holiday list. Get expert picks by style, age, and price. Try it! http://shopping.msn.com/content/shp/?ctId=8000,ptnrid=176,ptnrdata=200601&tcode=wlmtagline From psych3120@lists.csbs.utah.edu Mon Nov 27 18:23:59 2006 From: psych3120@lists.csbs.utah.edu (Jennifer Adams) Date: Mon, 27 Nov 2006 11:23:59 -0700 Subject: [Psych3120] Problem solving Message-ID: This is a multi-part message in MIME format. ------=_NextPart_000_0073_01C71216.88DAA740 Content-Type: multipart/alternative; boundary="----=_NextPart_001_0074_01C71216.88DAA740" ------=_NextPart_001_0074_01C71216.88DAA740 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable =20 I think it=92s interesting to see how we solve problems. I just spent = the holiday weekend with family, and we had a few babies and small children around. If you have ever watched a toddler try to solve a problem, = you=92ll see what we=92ve discussed in class at the most basic level. The thing = that I noticed was that small children don=92t always use a systematic method. = If they get a piece of a puzzle to fit, the next piece is a whole new = problem. They come at it each time with no preset ideas as to how to get it to = fit. They just start shoving it into place. Only after they are shown how to = do it will they turn the piece over and around. It is amazing to see when = their =93aha=94 moment comes and they get it to fit. Because of this, I think = that problem solving does improve with practice. Practicing this type of = problem solving--- I think it will really help for the GRE. It=92s all about = learning to change the way you see things.=20 ------=_NextPart_001_0074_01C71216.88DAA740 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable

I think it’s interesting to see = how we solve problems. I just spent the holiday weekend with family, and we had = a few babies and small children around. If you have ever watched a toddler try = to solve a problem, you’ll see what we’ve discussed in class at = the most basic level. The thing that I noticed was that small children = don’t always use a systematic method. If they get a piece of a puzzle to fit, = the next piece is a whole new problem. They come at it each time with no = preset ideas as to how to get it to fit. They just start shoving it into place. = Only after they are shown how to do it will they turn the piece over and = around. It is amazing to see when their “aha” moment comes and they get = it to fit.  Because of this, I think that problem solving does improve with = practice.  Practicing this type of problem solving--- I think it will really help = for the GRE. It’s all about learning to change the way you see things. =

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So the plot was about this guy who planted bombs all over the city and Bruce Willis and Samuel Jackson had to use a bunch of problem solving methods to defuse the bombs. The funny thing was, in order to defuse one of the bombs they had to brake through their functional fixedness and solve the water jug problem; like the ones we did in class. _________________________________________________________________ View Athlete’s Collections with Live Search http://sportmaps.live.com/index.html?source=hmemailtaglinenov06&FORM=MGAC01 From psych3120@lists.csbs.utah.edu Tue Nov 28 01:59:46 2006 From: psych3120@lists.csbs.utah.edu (Sabreena Khan) Date: Mon, 27 Nov 2006 17:59:46 -0800 (PST) Subject: [Psych3120] problem solving. Message-ID: <901499.83277.qm@web55406.mail.re4.yahoo.com> okay. so, wow. class on thursday was kind of a little kick in the face for me when it comes to problem solving. when i was in junior high, i think, i was in a "special kids" math class---for smart kids! and it was actually a problem solving class. i don't really remember much that i learned in it, though...i remember it being really hard, though...with questions like that damned "2 trains" problem. and i have loved classes like calculus and statistics to the max! but the thing is...i had such a hard time with those silly old brain teasers that we did in class. what does that mean?? sabreena ____________________________________________________________________________________ Do you Yahoo!? Everyone is raving about the all-new Yahoo! Mail beta. http://new.mail.yahoo.com From psych3120@lists.csbs.utah.edu Tue Nov 28 04:20:55 2006 From: psych3120@lists.csbs.utah.edu (jolene stehlin) Date: Mon, 27 Nov 2006 21:20:55 -0700 Subject: [Psych3120] (no subject) Message-ID: Last Tuesday in lecture when we were doing those decision making examples, I got a little worried. I haven't taken the GRE's yet, and when I found out that the test is comprised of a lot of those types of questions, it made me nervous. I'm not good at "thinking outside of the box" in those types of situations. I consider myself a fairly creative person, but that's pretty much in things related to art. However, it is good to knowing the different types of problem solving is a definite advantage. _________________________________________________________________ Share your latest news with your friends with the Windows Live Spaces friends module. http://clk.atdmt.com/MSN/go/msnnkwsp0070000001msn/direct/01/?href=http://spaces.live.com/spacesapi.aspx?wx_action=create&wx_url=/friends.aspx&mk From psych3120@lists.csbs.utah.edu Tue Nov 28 05:49:01 2006 From: psych3120@lists.csbs.utah.edu (Jennifer Adams) Date: Mon, 27 Nov 2006 22:49:01 -0700 Subject: [Psych3120] Confusing Message-ID: This is a multi-part message in MIME format. ------=_NextPart_000_0000_01C71276.3BE8C560 Content-Type: multipart/alternative; boundary="----=_NextPart_001_0001_01C71276.3BE8C560" ------=_NextPart_001_0001_01C71276.3BE8C560 Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: 7bit Has anyone looked over the notes for tomorrow's class? Ugg. It looks a bit confusing. It looks like the info is from question 5 in the study guide. Good luck to us all. ------=_NextPart_001_0001_01C71276.3BE8C560 Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

Has anyone looked over the notes for tomorrow’s class? Ugg. It looks a bit confusing. It looks like the = info is from question 5 in the study guide. Good luck to us = all.

 

 

 

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The children I used to work with were between the ages of 3 and 5 and watching them play was sometimes one of the most entertaining things; basically because of how creative they were and the ingenuity they would apply to their games which gets back to topic of functional fixedness. It would seem that when one is that young it's much easier to see how things can work in many different ways and it's probably because their brains are so young that they haven't had a chance to get used to seeing things in one and only one particular way. ------=_Part_3028_32906557.1164694680085 Content-Type: text/html; charset=ISO-8859-1 Content-Transfer-Encoding: 7bit Content-Disposition: inline

I found the topic of functional fixedness very appealing and it reminded me of the year I spent working with children at a day care center. The children I used to work with were between the ages of 3 and 5 and watching them play was sometimes one of the most entertaining things; basically because of how creative they were and the ingenuity they would apply to their games which gets back to topic of functional fixedness. It would seem that when one is that young it's much easier to see how things can work in many different ways and it's probably because their brains are so young that they haven't had a chance to get used to seeing things in one and only one particular way.

------=_Part_3028_32906557.1164694680085-- From psych3120@lists.csbs.utah.edu Tue Nov 28 06:31:05 2006 From: psych3120@lists.csbs.utah.edu (Dan Laxman) Date: Tue, 28 Nov 2006 06:31:05 +0000 Subject: [Psych3120] Reply to Becca Vrabel about GRE--I took it 2 hours ago. Message-ID: I actually just finished the GRE about 2 hours ago. This was the second time I took it. There are plenty of test prep materials out there. Here's a few things I would recommend: 1. Take a practice test. Actually, take several. In particular, download the computer adaptive test from the GRE website: www.gre.org (It's called powerprep software). I strongly recommend doing this so that you know what to expect and know how to pace yourself--I took way too long on several questions the first time I took it and only finished half the questions. I paced myself a lot better today and had studied more. My quantitative score went up 250 points! I think most of that is because I answered all the questions. So, make sure you keep moving on the exam. (I still had to randomly guess on the last three--I don't know if I would recommend doing that or not. I've heard that you get penalized more for not answering than for being wrong, but I'm not sure). The practice test will help you to know how to pace yourself. Spend more time on the first 5-10 questions. They are more important, but make sure to get to all the questions. 2. Start reviewing early: you can only learn so many vocab words and the math they test you on--I took those classes 10 years ago. 3. I recommend getting a test prep book. Kaplan seems to have some good stuff. ETS, the people who make the test, also makes one that has actual past GRE's, which is helpful, but it doesn't have all the "shortcuts" that Kaplan tells you about. I did not enroll in a course, but I prefer to study on my own anyway. It kind of depends on whether you need a refresher or to relearn the material. It can also be helpful in "making" you study. I wish I had studied a little each week over the summer rather than trying to cram it in on top of everything else I'm doing while school is in session. 4. Merriam-Webster has a book called "Meriam Webster's Vocabulary Builder". I found this to be helpful--it organizes words by their root and that makes it easier to retain them--at least it does for me. The verbal part of the test basically tests vocabulary and some reading comprehension as well. 5. For the writing part, taking a writing class and learning how to present an argument would be the best prep. The topics are listed on the GRE website under test prep., but there are over a hundred of each kind. I do recommend, though, that you look at some of them with your smart friends and discuss how you would argue for or against a topic and also, for the second writing topic, how well the argument is crafted. Practice will be helpful, even if you are not given the topic you prepared for on test day (which you likely won't). 6. The GRE is going to change in the Fall of next year. The changes I've heard about is the verbal section is supposed to include words that normal people would know, you get a calculator on the math part, and some other changes. I would think, though, that you would prepare for these test questions the same way you do for the current format. The "tricks" that Kaplan and other test prep people teach you might change, but the underlying knowledge of formulas, how to use them, and how to problem solve is still the same. Hope that helps! Good luck to all! Just to tie this back to cognitive psychology: I had an insight, or a sudden perception of useful and proper relations today while taking the GRE. I was working on a difficult math problem. I was given a shape, some lengths, and the measure of an angle, the area of the shape and was supposed to find another length. I looked at it and was able to get the height of the shape, but I could not figure out how to get the other length. I was about to give up, but I knew that there was something I needed to use the angle for. Suddenly, the pieces fell into place and the solution sprang into my mind. I realized that I had part of the length from an isosceles triangle and could deduce the other length which gave me the missing piece to figure out the length of the side the question was asking about. Just a side note, in my experience, not always, but most of the time the solution to the problem requires that you use all the information in the problem. I didn't see very many, if any, problems that gave unnecessary information--though that is possible. Thanks, Dan Laxman From psych3120@lists.csbs.utah.edu Tue Nov 28 07:25:12 2006 From: psych3120@lists.csbs.utah.edu (Kim Endersen) Date: Mon, 27 Nov 2006 23:25:12 -0800 (PST) Subject: [Psych3120] Functional Fixedness Message-ID: <856271.33561.qm@web35309.mail.mud.yahoo.com> --0-81832972-1164698712=:33561 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit I am the worst when it comes to functional fixedness. I would love to be able to look at an object and see an entirely different use for it than what is socially prescribed. I was watching a tv talk show the other day when I was stuck home with a cold and on it they had a clothing designer who's challenge was to create an outfit out of everyday kitchen utensils. Well the outfit he came up with was brilliant. I can't remember everything it entailed, but he made a dress and for that dress he made a belt out of ladles and things. My personal favorite thing he created were the models oven mitt boots. They were so cute. I was so impressed and I thought to myself, "I could have never come up with that." It looks like functional fixedness wasn't a problem for that designer. --------------------------------- Check out the all-new Yahoo! Mail beta - Fire up a more powerful email and get things done faster. --0-81832972-1164698712=:33561 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit I am the worst when it comes to functional fixedness.  I would love to be able to look at an object and see an entirely different use for it than what is socially prescribed.  I was watching a tv talk show the other day when I was stuck home with a cold and on it they had a clothing designer who's challenge was to create an outfit out of everyday kitchen utensils.  Well the outfit he came up with was brilliant.  I can't remember everything it entailed, but he made a dress and for that dress he made a belt out of ladles and things.  My personal favorite thing he created were the models oven mitt boots.  They were so cute.  I was so impressed and I thought to myself, "I could have never come up with that."  It looks like functional fixedness wasn't a problem for that designer.

Check out the all-new Yahoo! Mail beta - Fire up a more powerful email and get things done faster. --0-81832972-1164698712=:33561-- From psych3120@lists.csbs.utah.edu Tue Nov 28 16:28:13 2006 From: psych3120@lists.csbs.utah.edu (Aubrey Wilkinson) Date: Tue, 28 Nov 2006 09:28:13 -0700 Subject: [Psych3120] pressure In-Reply-To: <200611271903.kARJ2YdI014085@topo.csbs.utah.edu> Message-ID:
so I was thinking.. about the whole problem solving thing, and I realized that I definitely do my best problem solving under pressure or when there is a sense of urgency. (clearly I've become accustomed to creating this urgency for myself by procrastinating my posting till the morning of.) I know this boost in performance under pressure happens for many people, though I don't think for everyone, probably depending on how well people deal with stressful situations. does anyone know of any studies or stats on this?
From psych3120@lists.csbs.utah.edu Tue Nov 28 21:10:45 2006 From: psych3120@lists.csbs.utah.edu (Benjamin Divine) Date: Tue, 28 Nov 2006 13:10:45 -0800 (PST) Subject: [Psych3120] Now you see it, now you dont... Message-ID: <20061128211045.55622.qmail@web42109.mail.mud.yahoo.com> --0-1369125623-1164748245=:55572 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit We have previously discussed our perceptions of ambiguous figures in an earlier lecture. It was interesting to see a different perspective on how we can view the same stimulus in two different fashions. Using the 3D box example, one can view this box as either slanting upwards or downwards (not simultaneously). Neural network models might explain this phenomena as many different neurons firing at once which ultimately (depending on which output you utilize) can be viewed in multiple manners. This would explain the two different interpretations one may have when viewing this 3D cube (one pattern association leads to one viewing perspective and the second pattern association generates to the other). --------------------------------- Cheap Talk? Check out Yahoo! Messenger's low PC-to-Phone call rates. --0-1369125623-1164748245=:55572 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit We have previously discussed our perceptions of ambiguous figures in an earlier lecture.  It was interesting to see a different perspective on how we can view the same stimulus in two different fashions.  Using the 3D box example, one can view this box as either slanting upwards or downwards (not simultaneously).  Neural network models might explain this phenomena as many different neurons firing at once which ultimately (depending on which output you utilize) can be viewed in multiple manners.  This would explain the two different interpretations one may have when viewing this 3D cube (one pattern association leads to one viewing perspective and the second pattern association generates to the other). 

Cheap Talk? Check out Yahoo! Messenger's low PC-to-Phone call rates. --0-1369125623-1164748245=:55572-- From psych3120@lists.csbs.utah.edu Tue Nov 28 22:04:30 2006 From: psych3120@lists.csbs.utah.edu (laura cervantes) Date: Tue, 28 Nov 2006 15:04:30 -0700 Subject: [Psych3120] weekly posting Message-ID: One of the things that I found most interesting in class today was how scientists are working on making computers smarter. I am always amazed where we are technologically. Still, I found the class to be very difficult because I have never really understood the neural network connections very well. I know that memory is in the connections, but the synapse and neurons and all of that is just a nightmare for me. Laura Brunello _________________________________________________________________ View Athlete’s Collections with Live Search http://sportmaps.live.com/index.html?source=hmemailtaglinenov06&FORM=MGAC01 From psych3120@lists.csbs.utah.edu Tue Nov 28 22:23:18 2006 From: psych3120@lists.csbs.utah.edu (Kevin Mangum) Date: Tue, 28 Nov 2006 14:23:18 -0800 (PST) Subject: [Psych3120] cognitive psych Message-ID: <141829.78355.qm@web52615.mail.yahoo.com> --0-2048570734-1164752598=:78355 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit At Carnegie Mellon university there is research going on about odor and neuron firing. they say, "There is a clear link between which odor is being presented and the time at which inhibitory neurons fire. This timing controls which excitatory neurons are active and at which time. This modulation contributes to the generation of reliable temporal patterns of neuronal activity," said Nathan Urban, an assistant professor of biological sciences at the Mellon College of Science at Carnegie Mellon. "Our results indicate that the latency period before a single granule cell fires is associated with a specific odor, thus linking the timing of inhibitory modulation of mitral cell activity to odor identity. In other words, the timing of granule cell firing conveys different messages. In this case, the messages relay which odor is present," explained Urban. --------------------------------- Everyone is raving about the all-new Yahoo! Mail beta. --0-2048570734-1164752598=:78355 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit At Carnegie Mellon university there is research going on about odor and neuron firing. they say, "There is a clear link between which odor is being presented and the time at which inhibitory neurons fire. This timing controls which excitatory neurons are active and at which time. This modulation contributes to the generation of reliable temporal patterns of neuronal activity," said Nathan Urban, an assistant professor of biological sciences at the Mellon College of Science at Carnegie Mellon. "Our results indicate that the latency period before a single granule cell fires is associated with a specific odor, thus linking the timing of inhibitory modulation of mitral cell activity to odor identity. In other words, the timing of granule cell firing conveys different messages. In this case, the messages relay which odor is present," explained Urban. 

Everyone is raving about the all-new Yahoo! Mail beta. --0-2048570734-1164752598=:78355-- From psych3120@lists.csbs.utah.edu Wed Nov 29 03:35:49 2006 From: psych3120@lists.csbs.utah.edu (Emily Slager) Date: Tue, 28 Nov 2006 20:35:49 -0700 Subject: [Psych3120] Messege for the Board Message-ID: <759c1ffd0611281935g22f468ebu57950f015fb649af@mail.gmail.com> ------=_Part_8876_28681990.1164771349817 Content-Type: text/plain; charset=UTF-8; format=flowed Content-Transfer-Encoding: 7bit Content-Disposition: inline Hello to you all! I have a friend who is getting his PhD. in Computer Science. We were doing a cross-word puzzle together and there was a question about nural networks in the brain. Right away I said, "I should know this" (since I'm a psychology major). But I had no clue what the answer was. Right away, however, he knew the correct answer! That is because (as we learned today) models for computers are highly derived from the biological model of the neural networks of the brain. I thought today's class was pretty confusing since I'm not used to learning about anatomy, biology, or computers! But I sort of grasped the main concept: brains are increadably intelligent because they do not simply work under INPUT-->OUTPUT means. Instead, they have what Dr. Strayer described as a Hidden Layer. This is where everything gets perceived in many ways. Likewise, a computer would not be considered smart if it was just robotic. instead, the more that a computer can interpret while getting an input the smarter it will seem. Emily Slager ------=_Part_8876_28681990.1164771349817 Content-Type: text/html; charset=UTF-8 Content-Transfer-Encoding: 7bit Content-Disposition: inline Hello to you all!
    I have a friend who is getting his PhD. in Computer Science.  We were doing a cross-word puzzle together and there was a question about nural networks in the brain.  Right away I said, "I should know this" (since I'm a psychology major).  But I had no clue what the answer was. Right away, however, he knew the correct answer!  That is because (as we learned today) models for computers are highly derived from the biological model of the neural networks of the brain.  I thought today's class was pretty confusing since I'm not used to learning about anatomy, biology, or computers!  But I sort of grasped the main concept:  brains are increadably intelligent because they do not simply work under INPUT-->OUTPUT means.  Instead, they have what Dr. Strayer described as a Hidden Layer.  This is where everything gets perceived in many ways.  Likewise, a computer would not be considered smart if it was just robotic.  instead, the more that a computer can interpret while getting an input the smarter it will seem. 
    
           Emily Slager
------=_Part_8876_28681990.1164771349817-- From psych3120@lists.csbs.utah.edu Wed Nov 29 08:20:05 2006 From: psych3120@lists.csbs.utah.edu (Ariann Beglarian) Date: Wed, 29 Nov 2006 00:20:05 -0800 (PST) Subject: [Psych3120] what did I learn today? Message-ID: <642346.20646.qm@web31614.mail.mud.yahoo.com> I actually think its pretty scary that people are trying to set computers up with neural networks similar to that of humans. Does anyone realize how potentially dangerous it could be for a piece of technology to become self aware and decide it no longer wants to be a "slave" to the humans? Terminator depicted a startling idea behind artificial intelligence! Also, I was shocked at how many memories can be stored in a neural network. One individual memory per every single neuron is infinite, and impressive! The fact that thousands of memories can be represented in the same space in incredible (memory capacity really MUST be infinite). Oh yeah, can you imagine how many prototypes exist in our neural networks? There must be a million! One to recognize different spiders, cats, cars, people...its amazing. ____________________________________________________________________________________ Do you Yahoo!? Everyone is raving about the all-new Yahoo! Mail beta. http://new.mail.yahoo.com From psych3120@lists.csbs.utah.edu Wed Nov 29 23:03:07 2006 From: psych3120@lists.csbs.utah.edu (Katie) Date: Wed, 29 Nov 2006 16:03:07 -0700 Subject: [Psych3120] (no subject) Message-ID: <4E9A09E16264024C80C968D5CFCCB7AB041C33@xeoni.digitalbreakdown.com> This is a multi-part message in MIME format. ------_=_NextPart_001_01C7140A.88B16D8A Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable I was watching Law and Order SVU last night and there was a witness who = had Broca's Aphasia due to a stroke. I took the opportunity to show off = my psychological knowledge to my husband and explained that Broca's area = is responsible for our ability to produce speech, that it's located in = the frontal lobe of the brain, and how the stroke would have damaged the = dominant hemisphere of the brain (which is the opposite of the dominant = side of the body- since most people are right handed, it's their left = brain hemisphere that is dominant). I like dissecting TV shows and = seeing if what they do is actually scientifically correct.=20 The thing that bothered me was that the man did have the ability to use = at least one side of his body- I remember he swiped a knife at an = officer, but apparantly he couldn't write, they had to play a guessing = game about what he had witnessed. I thought that if he had control of at = least one hand enough to be swinging a knife and making other arm and = hand movements, then why wasn't he writing down what he saw? I suppose = he could also have had an Apraxia (probably limb-kenetic). I know it's = just TV, I guess they can do whatever they want to fit what they need = into the script.=20 ------_=_NextPart_001_01C7140A.88B16D8A Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable =0A= =0A= =0A= =0A=
I was watching Law and = Order SVU last night and there was a witness who had Broca's = Aphasia due to a stroke. I took the opportunity to show off my = psychological knowledge to my husband and explained that = Broca's area is responsible for our ability to produce speech, that = it's located in the frontal lobe of the brain, and how the = stroke would have damaged the dominant hemisphere of the brain (which is = the opposite of the dominant side of the body- since most people are = right handed, it's their left brain hemisphere that is dominant). I = like dissecting TV shows and seeing if what they do is actually = scientifically correct.
=0A=
The thing that bothered = me was that the man did have the ability to use at least one side of his = body- I remember he swiped a knife at an officer, but apparantly he = couldn't write, they had to play a guessing game about what he had = witnessed. I thought that if he had control of at least one hand enough = to be swinging a knife and making other arm and hand = movements, then why wasn't he writing down what he saw? I = suppose he could also have had an Apraxia (probably limb-kenetic). I = know it's just TV, I guess they can do whatever they want = to fit what they need into the script. =
------_=_NextPart_001_01C7140A.88B16D8A-- From psych3120@lists.csbs.utah.edu Thu Nov 30 17:14:37 2006 From: psych3120@lists.csbs.utah.edu (tucker voss) Date: Thu, 30 Nov 2006 10:14:37 -0700 Subject: [Psych3120] (no subject) Message-ID: I think that it is interesting that within each neural network multiple memories can be stored using a pattern associator, and depending on the number of units in each pattern associator determines how many independent traces can be stored in that neural network. So if you have 1,000,000 independent units, then you would have 1000 independent traces. So the number of independent traces that can be stored is the sqrt of the number of total units there are. I also never knew that memories are stored in the synapse connection. _________________________________________________________________ MSN Shopping has everything on your holiday list. Get expert picks by style, age, and price. Try it! http://shopping.msn.com/content/shp/?ctId=8000,ptnrid=176,ptnrdata=200601&tcode=wlmtagline From psych3120@lists.csbs.utah.edu Thu Nov 30 19:23:17 2006 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Thu, 30 Nov 2006 13:23:17 -0600 Subject: [Psych3120] subliminal messages (Romney Stevens) Message-ID: <20061130132317.40qjl8r80cw0kc4o@wm.integrity.com> I thought today's lecture was very interesting stuff. One thing I was wondering about was subliminal messages. I understand how messages can't really be sent if they aren't seen long enough for the information to be processed, but I was wondering if there was any way that the information could be displayed long enough that it is processed and stored in short term memory, but it is over a short enough interval that it seems like the information wouldn't really be noticed. Maybe a short processing span can explain for some people's fervent belief in subliminal messages. From psych3120@lists.csbs.utah.edu Thu Nov 30 19:53:41 2006 From: psych3120@lists.csbs.utah.edu (Kevin Mangum) Date: Thu, 30 Nov 2006 11:53:41 -0800 (PST) Subject: [Psych3120] mental image Message-ID: <20061130195341.12835.qmail@web52614.mail.yahoo.com> --0-1708145029-1164916421=:11943 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit A mental image is a term used in philosophy and communication studies to describe the representation of an idea in a person's mind. According to some biologists and anthropologists, the ability to form and recall mental images, to learn about the world from them, and to communicate to others about them is unique to the human species, while others claim to have found evidence of this capacity in other species. This debate in the biological sciences is generally ignored in modern and historical philosophy, which tends to focus on human cognition. --------------------------------- Access over 1 million songs - Yahoo! Music Unlimited. --0-1708145029-1164916421=:11943 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
A mental image is a term used in philosophy and communication studies to describe the representation of an idea in a person's mind. According to some biologists and anthropologists, the ability to form and recall mental images, to learn about the world from them, and to communicate to others about them is unique to the human species, while others claim to have found evidence of this capacity in other species. This debate in the biological sciences is generally ignored in modern and historical philosophy, which tends to focus on human cognition.

Access over 1 million songs - Yahoo! Music Unlimited. --0-1708145029-1164916421=:11943-- From psych3120@lists.csbs.utah.edu Thu Nov 30 20:54:39 2006 From: psych3120@lists.csbs.utah.edu (Reed Dow) Date: Thu, 30 Nov 2006 13:54:39 -0700 Subject: [Psych3120] history of subliminal messaging in disney films Message-ID: It was cool to see some of the subliminal images that are hidden in pictures and movies. I heard about some of them, like in the Lion king where the dust spells 'sex' in the air. I was a little shocked at "The Rescuers", with the naked lady in the window. I did some research on these and according to the illustrators of the Lion King, the letters spell SFX which is an abbreviation for "special effects". Appearantly they meant it to be a signature of sorts. The nude woman in the window of "The Rescuers" was inserted by an angry ex-producer trying to sabatog the film. "The Rescuers" was released in 1977 and the explicit image wasn't discovered until the 90's, at which point Disney had to spend alot of money to take it out and re-release it. _________________________________________________________________ View Athlete’s Collections with Live Search http://sportmaps.live.com/index.html?source=hmemailtaglinenov06&FORM=MGAC01 From psych3120@lists.csbs.utah.edu Thu Nov 30 20:56:31 2006 From: psych3120@lists.csbs.utah.edu (alan richmond) Date: Thu, 30 Nov 2006 12:56:31 -0800 (PST) Subject: [Psych3120] Images and sexuality Message-ID: <32499.97453.qm@web50301.mail.yahoo.com> As I was riding home today and thinking about today's lecture and the part about subliminal messages a couple of things came to mind. While there is no empiracle evidence to suggest that subliminal messages affect our thoughts or behavior in any meaningful way on the subconscious level I wonder how our thoughts and behavior are affected once we bring these images to our conscious level as we did with some of these images today in class. The other thing was that it was interesting to me to note how much subliminal message seem to revolve around sex or sexuality. In the United States we are a very represed society where sex and sexuality are concerned and I wonder how large a role that this repression plays in the attempted use of sex or sexually suggestive material in subliminal messages. Alan Richmond ____________________________________________________________________________________ Do you Yahoo!? Everyone is raving about the all-new Yahoo! Mail beta. http://new.mail.yahoo.com From psych3120@lists.csbs.utah.edu Thu Nov 30 20:47:35 2006 From: psych3120@lists.csbs.utah.edu (jolene stehlin) Date: Thu, 30 Nov 2006 13:47:35 -0700 Subject: [Psych3120] (no subject) Message-ID: When we were listening to Stairway to Heaven at the beginning of class today, I thought to myself, "What are we doing? How is this related to psychology?" I thought it was a nice intro to the topic of parapsychology and I'm glad that we covered that in class. It was really interesting to learn about subliminal advertising, UFO's, palm reading, tarot cards, etc. That's what I love about psychology, it really does relate to everything! _________________________________________________________________ Talk now to your Hotmail contacts with Windows Live Messenger. http://clk.atdmt.com/MSN/go/msnnkwme0020000001msn/direct/01/?href=http://get.live.com/messenger/overview From psych3120@lists.csbs.utah.edu Thu Nov 30 21:42:31 2006 From: psych3120@lists.csbs.utah.edu (Kyle Murdock) Date: Thu, 30 Nov 2006 14:42:31 -0700 Subject: [Psych3120] parapsychology In-Reply-To: <200611301947.kAUJkxZh001142@topo.csbs.utah.edu> Message-ID:
I really liked the lecture today. I don't know who has enough time to figure out all the backwards messages in songs, or the hidden things in advertising. I liked how Dr. Strayer stated how we should be weary about what people are trying to tell us about hidden messages. These people have no real scientific data that we are really changed by these messages, and actually reall scientific data shows that we are not in any way altered by these types of things. I also liked how he told us a very logical explanation for the Area 51 controversy. People like to leave out other logical explanations and focus solely on what they think happened. Overall I was just impressed at how Dr. Strayer made us think about these out there ideas. Thanks,
 
Kyle Murdock

Fixing up the home? Live Search can help From psych3120@lists.csbs.utah.edu Wed Nov 1 00:21:24 2006 From: psych3120@lists.csbs.utah.edu (laura cervantes) Date: Tue, 31 Oct 2006 17:21:24 -0700 Subject: [Psych3120] weekly posting Message-ID: on the subject of memory, i found that it was very interesting how one type of memory, i think its sematic memory, you can improve performance, eventhough you might not remember having done that particular task like in the case study we saw today, i think that's pretty remarkable on the one hand, not having a memory of having done something must be awful but to be able to get better at a particular task, like drawing for instance is just amazing to me laura brunello _________________________________________________________________ Find a local pizza place, music store, museum and more…then map the best route! http://local.live.com?FORM=MGA001 From psych3120@lists.csbs.utah.edu Wed Nov 1 19:20:46 2006 From: psych3120@lists.csbs.utah.edu (Ryan Boldrin) Date: Wed, 1 Nov 2006 11:20:46 -0800 (PST) Subject: [Psych3120] Addictions Message-ID: <20061101192046.31015.qmail@web53614.mail.yahoo.com> The network model can be used to understand the nature of addictions too. When a habit is formed and becomes its own node in the memory chain. It networks to other thoughts and ideas (Like you have to have a cigarrette right after meals). After many experiences it doesn't take much to come across an idea that triggers/primes the habit node to fire. Then as long as you are in auto-pilot mode and not consciously thinking about present actions. The addiction can suggest itself to you. And you follow along without blinking. ____________________________________________________________________________________ Access over 1 million songs - Yahoo! Music Unlimited (http://music.yahoo.com/unlimited) From psych3120@lists.csbs.utah.edu Thu Nov 2 19:53:59 2006 From: psych3120@lists.csbs.utah.edu (Kevin Mangum) Date: Thu, 2 Nov 2006 11:53:59 -0800 (PST) Subject: [Psych3120] Hippocampus and its role in episodic memory devlopment Message-ID: <20061102195359.32200.qmail@web52602.mail.yahoo.com> --0-1316398354-1162497239=:30827 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit The formation of new episodic memories requires the wonderful hippocampus. hippo what? the hippocampus is located in the dorsal medial portion of the brain (underside, towards the center). Without a hippocampus, someone is able to form new procedual memories (such as playing the piano) but cannot remember the events during which they happened. Also the prefrontal cortex is involved in forming episodic memories --------------------------------- We have the perfect Group for you. Check out the handy changes to Yahoo! Groups. --0-1316398354-1162497239=:30827 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
The formation of new episodic memories requires the wonderful hippocampus. hippo what? the hippocampus is located in the dorsal medial portion of the brain (underside, towards the center). Without a hippocampus, someone is able to form new procedual memories (such as playing the piano) but cannot remember the events during which they happened. Also the prefrontal cortex is involved in forming episodic memories

We have the perfect Group for you. Check out the handy changes to Yahoo! Groups. --0-1316398354-1162497239=:30827-- From psych3120@lists.csbs.utah.edu Thu Nov 2 23:46:27 2006 From: psych3120@lists.csbs.utah.edu (alan richmond) Date: Thu, 2 Nov 2006 15:46:27 -0800 (PST) Subject: [Psych3120] How reliable is memory anyway? Message-ID: <20061102234627.27712.qmail@web50309.mail.yahoo.com> Last week as I was reading the New York Times for another class I ran across a small article concerning Elisabeth Loftus and how the defense team for I. "Scooter" Libbey was trying to get her to testify on his behalf and give an explanation concerning how the workload that he was under at the time that he was being questioned concerning his involvement in the leaking of classified information about CIA opperative Valerie Plame acted as an interpolation concerning his original emgram about the events causing him to not remeber events correctly(because the recoded engram was much more powerful than the origianl engram) as he was testifying to a grand jury rather than simply lieing to protect himself from being prosecuted thus helping him to face the perjury charges which he is now fighting. I wish I could follow this story just to see how it turns out. As I was thinking about this and recalling the lectures through out this section of the class I kept coming back to the question of just how reliable is our memory of the events that we have experienced and is our recall of them even accurate. Through out the lectures it would seem that as long as we have the appropriate recall ques than we are able to recall the memories with accuracy and if we do not have the appropriate recall ques than we are either not able to recall the memory accurately or we are not able to recall the memory at all. If we are not able to recall the memory correctly we have 7 "sins" of memory one of which may be playing a role in our inability to recall the memory correctly if at all. I wonder which of the 7 "sins" Ms. Loftus would use to explain I "Scooter" Libbey's incorrect recall of events should she choose to testify in his behalf. Alan Richmond ____________________________________________________________________________________ Get your email and see which of your friends are online - Right on the New Yahoo.com (http://www.yahoo.com/preview) From psych3120@lists.csbs.utah.edu Fri Nov 3 01:42:47 2006 From: psych3120@lists.csbs.utah.edu (Paul Rudd) Date: Thu, 2 Nov 2006 17:42:47 -0800 (PST) Subject: [Psych3120] Elements of Episodic Memory In-Reply-To: <200611021911.kA2JBImQ008116@topo.csbs.utah.edu> Message-ID: <20061103014247.16025.qmail@web34806.mail.mud.yahoo.com> During the class review today we discussed the elements of episodic memory. It seems that during an original event, we encode it, it goes through the cognitive environment, and makes an original engram. But after a period of time has gone by we forget some aspects of our original event. Then the event becomes an interpolated event and gets recoded in the cognitive environment, and finally becomes a recoded engram. The elements make more sense the more I think about it. Many of own experiences have been altered by this processes. I was never really aware of it until I get together with my siblings and hash events out. ____________________________________________________________________________________ Get your email and see which of your friends are online - Right on the New Yahoo.com (http://www.yahoo.com/preview) From psych3120@lists.csbs.utah.edu Fri Nov 3 21:28:41 2006 From: psych3120@lists.csbs.utah.edu (Keith Radley) Date: Fri, 3 Nov 2006 14:28:41 -0700 Subject: [Psych3120] Spreading activation and GRE Message-ID: --_8b2b11b2-2af8-4e90-aef5-93deb554460d_ Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Lately I have been preparing to take the psychology GRE. One of the questi= ons on a practice test I recently took asked about priming and the fact tha= t if, say, question 3 asks about one topic and question 4 asks about the sa= me topic, the second question will be answered faster than the first. Now = that we have talked about spreading activation, I can understand why this h= appens, instead of just knowing that it does. Thanks to that part of the s= emantic network already being activated, recall about related questions is = more easily retrieved. Hopefully the GRE will ask lots of primed questions= ! _________________________________________________________________ Call friends with PC-to-PC calling -- FREE http://get.live.com/messenger/overview= --_8b2b11b2-2af8-4e90-aef5-93deb554460d_ Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Lately I have been preparing to take the psychology GRE.  One of= the questions on a practice test I recently took asked about priming and t= he fact that if, say, question 3 asks about one topic and question 4 asks a= bout the same topic, the second question will be answered faster than the f= irst.  Now that we have talked about spreading activation, I can under= stand why this happens, instead of just knowing that it does.  Thanks = to that part of the semantic network already being activated, recall about = related questions is more easily retrieved.  Hopefully the GRE will as= k lots of primed questions!
Call friends with PC-to-PC calling -= - FREE C= onnect now! = --_8b2b11b2-2af8-4e90-aef5-93deb554460d_-- From psych3120@lists.csbs.utah.edu Fri Nov 3 22:39:36 2006 From: psych3120@lists.csbs.utah.edu (Jake Andreason) Date: Fri, 03 Nov 2006 15:39:36 -0700 Subject: [Psych3120] (no subject) Message-ID: I just wanted to make a couple comments about tuesdays lecture. I rescently have had the opportunity to see some videos with Clive in them. It was really interesting to see his behavior and thought processes. First he's just waiting there in a room and his wife comes in. He's extatic to see her but doesn't remember that she was just in there thirty seconds before. He carry's on a fairly normal conversation with her and remembers everything from the past that's in his long term memory, just nothing from short term. It was just interesting to see how he processes information. Throughout their conversation his wife continually asks him if he remembers her from before and he always says no it's the first time he's seen her. _________________________________________________________________ Use your PC to make calls at very low rates https://voiceoam.pcs.v2s.live.com/partnerredirect.aspx From psych3120@lists.csbs.utah.edu Fri Nov 3 23:04:08 2006 From: psych3120@lists.csbs.utah.edu (Jennifer Adams) Date: Fri, 3 Nov 2006 16:04:08 -0700 Subject: [Psych3120] eye witness "memory" Message-ID: This is a multi-part message in MIME format. ------=_NextPart_000_0055_01C6FF61.B1F34AA0 Content-Type: multipart/alternative; boundary="----=_NextPart_001_0056_01C6FF61.B1F34AA0" ------=_NextPart_001_0056_01C6FF61.B1F34AA0 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: 7bit I find it interesting that our government relies so heavily on eyewitness testimony. With all the technology available today, it surprises me that we still even allow this to be admissible in court! ------=_NextPart_001_0056_01C6FF61.B1F34AA0 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable

I find it interesting that our = government relies so heavily on eyewitness testimony. With all the technology = available today, it surprises me that we still even allow this to be admissible in = court!

 

 

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Message-ID: This is a multi-part message in MIME format. ------_=_NextPart_001_01C7003B.F99C8FAF Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable A Popular Science article describes some research being conducted at MIT = involving Artificial Intelligence (AI) that may have revolutionary = implications for memory in the future. One computer science professor = there has had 100 electrodes surgically implanted in his arm along with = a chip that sends signals to a computer so that this computer can = "sense" and recognize the professor. When the professor enters the = room, the computer turns on and begins conversing with the professor. = The computer also "senses" when the professor is entering the building, = opening doors for him as he approaches. Right now the professor is = about to under go a surgical procedure in which other sensory signals = will be implanted in his brain, linking him with the "neurological = network" of the super-computer. Researchers at MIT are interested in = whether the professor can access the internet mentally, surfing the web = with his mind. This all seems like the stuff of science fiction, but = these researches predict that by the year 2035 mentally surfing the web = just may be part of reality. They also suggest that individuals will be = able to mentally "boot up" into the computer system to enhance and = revitalize cognitive processes, such as memory. People will not only be = able to log into the computer's "neurological network" and simulate = actual memories, but create and experience memories of experiences they = never had as well. Storing memories may be as simple as creating = computerized neurological network activity templates and loading them = into a computer system; accessing actual memories, even creating fake = ones, being the same as downloading these templates simply through = signals sent from a person's brain to the computer. Suddenly, the movie = Total Recall doesn't seem so far off.=20 ------_=_NextPart_001_01C7003B.F99C8FAF Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable =0A= =0A= =0A= =0A=
A Popular Science = article describes some research being conducted at MIT involving = Artificial Intelligence (AI) that may have revolutionary implications = for memory in the future.  One computer science professor there has = had 100 electrodes surgically implanted in his arm along with a chip = that sends signals to a computer so that this computer can "sense" and = recognize the professor.  When the professor enters the room, the = computer turns on and begins conversing with the professor.  The = computer also "senses" when the professor is entering the building, = opening doors for him as he approaches.  Right now the professor is = about to under go a surgical procedure in which other sensory signals = will be implanted in his brain, linking him with the "neurological = network" of the super-computer.  Researchers at MIT are interested = in whether the professor can access the internet mentally, surfing the = web with his mind.  This all seems like the stuff of science = fiction, but these researches predict that by the year 2035 mentally = surfing the web just may be part of reality.  They also suggest = that individuals will be able to mentally "boot up" into the computer = system to enhance and revitalize cognitive processes, such as = memory.  People will not only be able to log into the computer's = "neurological network" and simulate actual memories, but create and = experience memories of experiences they never had as well.  Storing = memories may be as simple as creating computerized neurological network = activity templates and loading them into a computer system; accessing = actual memories, even creating fake ones, being the same as = downloading these templates simply through signals sent from a = person's brain to the computer.  Suddenly, the movie Total = Recall doesn't seem so far off. 
------_=_NextPart_001_01C7003B.F99C8FAF-- From psych3120@lists.csbs.utah.edu Sat Nov 4 22:21:27 2006 From: psych3120@lists.csbs.utah.edu (Darin Mano) Date: Sat, 4 Nov 2006 15:21:27 -0700 Subject: [Psych3120] memory prototypes Message-ID: <3b4d82fa0611041421h4fb8f5e6t852e4bc5381ab034@mail.gmail.com> The idea of a prototype is really interesting to me. I have heard, both here and in other classes, that there is a lot of emperical evidence against it. But, it seem so intuitive. When I think of a chair it is the classic dinner chair that has four legs and a back made out of wood. A dog is medium sized not a huge german shepard or a poodle. I think that there must be something to the idea of protyping even if it is not the way that we store or retrieve information. I wonder if it is some sort of average of all the members of a category that combine to form a prototype. I think that would make sense but I have never read any data that would suggest that. I guess that it might be one of those things that is not clear and might never really be clear. Maybe it is a combination of all the different theories that we actually use in memory. Again, maybe it is all of the different theories at the same time. Maybe we aren't giving out minds enough credit in thinking that we only have one layer or method for memory. I think that the mind is something that is so complex and deep that we relly cannot understand even a small portion of how it works. -- Darin M. Mano From psych3120@lists.csbs.utah.edu Sun Nov 5 02:26:08 2006 From: psych3120@lists.csbs.utah.edu (Ariann Beglarian) Date: Sat, 4 Nov 2006 18:26:08 -0800 (PST) Subject: [Psych3120] The power of suggestion Message-ID: <20061105022608.4358.qmail@web31612.mail.mud.yahoo.com> Shorty after we reviewed the elements of episodic memory I was assigned to read an article on the construction of false childhood memories. Its amazing how much power suggestion really has. As with the Interpalated Event (like the cop leads a person who witnessed a crime to recall a gun being involved), there have been instances where people, by the mere power of suggestion and plausibility, recall being sexually abused in childhood when in reality they were not. The research shows that if an event is plausible enough (a gun being involved in a crime) and the event is suggested, it is likely a person will reconstruct the memory to include a gun that was never there in the first place (including both true and false recollections). It is amazing how ameable memories can be and how initially correct memories can be recoded to include events that never actually occurred. It leads one to wonder, how can you differentiate between the true event and details of the event, and the errors that occurred during recoding leading to false details? ____________________________________________________________________________________ Access over 1 million songs - Yahoo! Music Unlimited (http://music.yahoo.com/unlimited) From psych3120@lists.csbs.utah.edu Sun Nov 5 17:32:30 2006 From: psych3120@lists.csbs.utah.edu (Alisha Christiasnen) Date: Sun, 5 Nov 2006 09:32:30 -0800 (PST) Subject: [Psych3120] Robin or Canary Message-ID: <20061105173230.23096.qmail@web56611.mail.re3.yahoo.com> --0-1382454561-1162747950=:15571 Content-Type: text/plain; charset=ascii Content-Transfer-Encoding: quoted-printable I have played scattergories many times before, however I have never had an = understanding of how we are able to come with words for a certain subject t= hat start with a certain letter. Like what was said in class you would thi= nk this might be an easy task to do but when you actually sit down to play = it is a lot harder to come up with the words, especially words that no one = else will come up with so you can gain points. But now that I have learned = about the spreading activation process, it makes sense on why that is such = a difficult task to do. That for example if we were looking for things that= have the color red then only things that are red would be activated and th= at more familiar things will be activated before less familiar things, and = than things that have nothing to do with the color probably wouldn't be act= ivated at all. It's nice how our mind organizes things like that so we are = just randomly searching through every bit of information but instead we sta= rt with red and then go to fire engine or possibly start going through other colors.= =0A=0A --0-1382454561-1162747950=:15571 Content-Type: text/html; charset=ascii Content-Transfer-Encoding: quoted-printable
I have played scattergories many times before, however= I have never had an understanding of how we are able to come with words fo= r a certain subject that start with  a certain letter. Like what was s= aid in class you would think this might be an easy task to do but when you = actually sit down to play it is a lot harder to come up with the words, esp= ecially words that no one else will come up with so you can gain points. Bu= t now that I have learned about the spreading activation process, it makes = sense on why that is such a difficult task to do. That for example if we we= re looking for things that have the color red then only things that are red= would be activated and that more familiar things will be activated before = less familiar things, and than things that have nothing to do with the colo= r probably wouldn't be activated at all. It's nice how our mind organizes things like= that so we are just randomly searching through every bit of information bu= t instead we start with red and then go to fire engine or possibly start go= ing through other colors.

--0-1382454561-1162747950=:15571-- From psych3120@lists.csbs.utah.edu Sun Nov 5 19:19:34 2006 From: psych3120@lists.csbs.utah.edu (Lexi Breeze) Date: Sun, 05 Nov 2006 12:19:34 -0700 Subject: [Psych3120] (no subject) Message-ID: Hey! Well we have been talking a lot about the same kind of stuff, dealing with semantic memory this week and the review. One thing that stood out to me in this module was the serial positions effects, I just think it is very interesting. It's cool how your mind works, remembering specific things both from rehearsing them and from how recently you heard them, and I also think it's very cool how we know so much about the brain and how everything works in there. It's crazy to think that we are able to track thoughts, to know what parts of the brain are activated by certain types of stimuli and what happens in every kind of situation. The mind is amazing. In my gender class we are talking a lot about discrimination and stereotypes and one of my main points in the discussions is that there will always be stereotypes, just because the mind has to make categories in order to remember things and to know what to think about them, from the schema that it creates for them. It's hard for people to comprehend that the mind is pretty lazy, and doesn't want to have to make new categories every time someone doesn't fit every characteristic of the schema. One of the factors in memory and its seven deadly sins is aiding in the negative stereotypes that still exist. _________________________________________________________________ Try Search Survival Kits: Fix up your home and better handle your cash with Live Search! http://imagine-windowslive.com/search/kits/default.aspx?kit=improve&locale=en-US&source=hmtagline From psych3120@lists.csbs.utah.edu Sun Nov 5 21:26:43 2006 From: psych3120@lists.csbs.utah.edu (Jennie Ruff) Date: Sun, 5 Nov 2006 14:26:43 -0700 Subject: [Psych3120] Stereotypical In-Reply-To: References: Message-ID: <59E7DC1D-B936-4F7B-B534-FE1CF0041157@impulsion-sim.com> I think what Lexi said about gender-typical stereotypes and how our memories categorize information was very interesting. I'm also taking a Sociology of Gender class and sometimes it's very frustrating to be presented with some of the data on gender discrimination and know that it's my natural impulse to agree, even though I know that it isn't true. However, we obviously cannot let our "lazy" minds get away with this; the simple fact that our minds may first catagorize us into stereotyped and learned gender fields doesn't mean that we shouldn't continue to strive to overcome. From psych3120@lists.csbs.utah.edu Mon Nov 6 01:24:31 2006 From: psych3120@lists.csbs.utah.edu (Becca Vrabel) Date: Mon, 06 Nov 2006 01:24:31 +0000 Subject: [Psych3120] Chunking vs cramming Message-ID: In our review today we discussedt that studies show we remember things better if we study in chunks as opposed to cramming. To be honest, cramming works pretty well for me. When I try to study, lets say a week in advance, my attention is not there and I feel like I am going to forget everything. This ideal of chunking would work a lot better for me if I had more time =) I'm glad that cramming has worked so well for me. Also, in regards to state dependent memory, I always make sure to study after I eat and also eat breakfast the morning of the test so that I am in a similar physical state. =) _________________________________________________________________ All-in-one security and maintenance for your PC. Get a free 90-day trial! http://clk.atdmt.com/MSN/go/msnnkwlo0050000002msn/direct/01/?href=http://www.windowsonecare.com/?sc_cid=msn_hotmail From psych3120@lists.csbs.utah.edu Mon Nov 6 02:57:26 2006 From: psych3120@lists.csbs.utah.edu (William Gordon) Date: Sun, 05 Nov 2006 19:57:26 -0700 Subject: [Psych3120] Memory Killer In-Reply-To: <200611041902.kA4J29uw007389@topo.csbs.utah.edu> Message-ID: I found this on the internet and thought some might find it interesting. I guess state-dependent learning doesn’t apply if your state is high. Ya follow? "THC Invasion The relaxed feeling marijuana users experience is caused by THC (tetrahydrocannabinol), the active ingredient (most powerful chemical) in marijuana. But the chemical also causes negative side effects. Here's what happens: When a user smokes marijuana, the THC travels quickly through the bloodstream to the brain. That's when the problems start. In everyone's brain, there are special receptors, called cannabinoid receptors. They're located in several important brain regions, including the area that helps you remember things. THC attaches to the cannabinoid receptors and interferes with the brain's normal functioning. Trying to remember a phone number? Forget it, if THC has taken over." --Cate Baily _________________________________________________________________ Add a Yahoo! contact to Windows Live Messenger for a chance to win a free trip! http://www.imagine-windowslive.com/minisites/yahoo/default.aspx?locale=en-us&hmtagline From psych3120@lists.csbs.utah.edu Mon Nov 6 03:30:49 2006 From: psych3120@lists.csbs.utah.edu (JESSE SITTERUD) Date: Sun, 05 Nov 2006 20:30:49 -0700 Subject: [Psych3120] Practice=Perfect? Message-ID: I have always heard the saying that "practice makes perfect" and I have never agreed with it. First off, I do not believe that someone can be 100% and completely perfect at anything. Being perfect at anything is impossible in my mind. No matter how good you are at something it still requires more. practice. Take Michael Jordan for instance, it has been said that his is the perfection of basketball. But even with how good Jordan was he still had to practice to maintain his achieved status and he was constantly practicing to better his game. Jordan knew how good he was and yet he still pushed his physical boundaries to improve his skill. So if he was aware of how good he was and he still felt he needed improvement, then that means he didn't believe that he perfect. I interpret this to show that no matter how good a person is at something, that person will still feel that they need more practice and this will just continue to be an on going possess. We always want to have personal goals and push ourselves to achieve more. No matter how mastered a person has become they will always feel they can become even more. Which in turn means that regardless of practice, perfection is unattainable. It is an illusion that keeps us pushing ourselves and striving to achieve. _________________________________________________________________ Use your PC to make calls at very low rates https://voiceoam.pcs.v2s.live.com/partnerredirect.aspx From psych3120@lists.csbs.utah.edu Mon Nov 6 04:45:38 2006 From: psych3120@lists.csbs.utah.edu (Sabreena Khan) Date: Sun, 5 Nov 2006 20:45:38 -0800 (PST) Subject: [Psych3120] memory. Message-ID: <20061106044538.45451.qmail@web55401.mail.re4.yahoo.com> all right. my sister called me up yesterday and told me that someone tried to kidnap her 10 year old son on his way to school. as he was walking, a van pulled up, two men were inside and told him to get in. he ran as fast as he could, hopped a fence, and made it to school safely. after having told someone at school, the police come, and he is asked to give descriptions of the men. he is also asked, at a later time, to identify the van (because it was supposedly spotted at another school at some other time, the men trying the same thing.) it just seems really weird to me that they are depending on the memory of a child to take care of this situation. i mean..depending on the memory of ANYONE (after having learned about the unreliability of the human memory) seems absurd--but a child?? i think about the last time i went to smiths, or something, and i can't remember what my checker looked like. if i was asked to give a description of him/her, i wouldn't be able to do it!! something just doesn't seem right about this all.. sabreena.khan ____________________________________________________________________________________ Access over 1 million songs - Yahoo! Music Unlimited (http://music.yahoo.com/unlimited) From psych3120@lists.csbs.utah.edu Mon Nov 6 05:17:08 2006 From: psych3120@lists.csbs.utah.edu (Kasey lundgren) Date: Sun, 5 Nov 2006 21:17:08 -0800 (PST) Subject: [Psych3120] modes posting Message-ID: <20061106051708.10341.qmail@web33015.mail.mud.yahoo.com> --0-116008165-1162790228=:8522 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit i thought the scategory game was a really intersesting was of describing memory and show the class how sort term and long term memory are important for every day situations. The language comprehension model was also very interesting. How certain words have connectors to other things in your mind and how even related things have varying degrees of how connected they are to eachother. I am kinds scared for the tesr. I have had kind of a ruff time fully answering the questions on the study guide but i think eve gave a really good review session and pointed us in the right direction. If anyone has any helpful studing tips let me know kasey --------------------------------- Low, Low, Low Rates! Check out Yahoo! Messenger's cheap PC-to-Phone call rates. --0-116008165-1162790228=:8522 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
i thought the scategory game was a really intersesting was of describing memory and
show the class how sort term  and long term memory are important for every day
situations.  The language comprehension model
was also very interesting. How certain words have connectors to other things in
your mind and how even related things have varying degrees of how connected
they are to eachother. I am kinds scared for  the tesr. I have had kind of a ruff time fully answering
the questions on the study guide but i think eve gave a really good review session
and pointed us in the right direction. If anyone has any helpful studing tips let
 me know
kasey

Low, Low, Low Rates! Check out Yahoo! Messenger's cheap PC-to-Phone call rates. --0-116008165-1162790228=:8522-- From psych3120@lists.csbs.utah.edu Mon Nov 6 21:16:48 2006 From: psych3120@lists.csbs.utah.edu (Katie) Date: Mon, 6 Nov 2006 14:16:48 -0700 Subject: [Psych3120] Levels of processing Message-ID: <4E9A09E16264024C80C968D5CFCCB7AB017FE2@xeoni.digitalbreakdown.com> This is a multi-part message in MIME format. ------_=_NextPart_001_01C701E8.DE97BC38 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable I am reading the text chapters again in preparation for this week's = exam, and wanted to share some general thoughs on memory. I know I have = never spent much time thinking about memory and how it works, and it's = been so interesting, even if a little hard to follow at times. I am = always amazed at the types of experiements that researchers come up with = to test their theories on something, especially something as difficult = to understand as memory. My mind is always wondering and I seem to = remember the most random things at the strangest times. And there are = many things that I remember even though I don't want to, and things that = I do want to remember that are difficult to recall. For instance, when = I'm really really bored at work I'll thumb through the latest celebrity = gossip magazine from the waiting room. I really don't care about these = people, but if you ask me who so and so is dating or doing lately, I can = tell you. It's very embarrasing. But something I spend a lot of time = reviewing, I sometimes have a hard time remembering. Sometimes I feel = like the harder I try at studying, the harder it is to recall what I was = reading.=20 =20 Katie Johnson ------_=_NextPart_001_01C701E8.DE97BC38 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable =0A= =0A= =0A= =0A=
I am reading the text = chapters again in preparation for this week's exam, and wanted to = share some general thoughs on memory. I know I have never spent = much time thinking about memory and how it works, and it's been so = interesting, even if a little hard to follow at times. I am always = amazed at the types of experiements that researchers come up with = to test their theories on something, especially something as = difficult to understand as memory. My mind is always wondering and = I seem to remember the most random things at the strangest times. = And there are many things that I remember even though I don't want = to, and things that I do want to remember that are difficult to recall. = For instance, when I'm really really bored at work I'll thumb = through the latest celebrity gossip magazine from the waiting room. I = really don't care about these people, but if you ask me = who so and so is dating or doing lately, I can tell you. It's very = embarrasing. But something I spend a lot of time reviewing, I sometimes = have a hard time remembering. Sometimes I feel like the harder I = try at studying, the harder it is to recall what I was reading. =
=0A=
 
=0A=
Katie Johnson
------_=_NextPart_001_01C701E8.DE97BC38-- From psych3120@lists.csbs.utah.edu Mon Nov 6 22:18:44 2006 From: psych3120@lists.csbs.utah.edu (ryan green) Date: Mon, 6 Nov 2006 14:18:44 -0800 (PST) Subject: [Psych3120] I promise, or at least I've heard that it's ok... Message-ID: <20061106221844.20901.qmail@web34302.mail.mud.yahoo.com> --0-594632140-1162851524=:20724 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit 2- Describe the procedure Brown and Peterson used to study forgetting in short term memory. What were their conclusions about the loss of information from short term memory? Waugh and Norman challenged the conclusions drawn from the Brown-Peterson paradigm. Describe Waugh and Norman procedure and discuss what their results implied about forgetting in short term memory. Both Brown and the Petersons published similar findings at almost the same time, 1958 and 1959, respectively. They showed that if participants are distracted, they will tend to forget even a very small amount of information over a very short delay of time. The task they used was somewhat similar and is often referred to as the Brown-Peterson task. The task went like this: Subjects were presented a trigram of consonants such as TRG, and then a three digit number like 987. When the participants saw the number, they would then have to start counting backward by threes beginning with the number they were presented with (e.g. 987: 984, 981, 978¡K). Counting in this fashion was to inhibit the subjects from rehearsing the original consonant-based trigram. After some delay (between 0-18 seconds), the experimenter stopped the participant¡¦s counting and asked them to report what the original three consonants were. The results showed that when participants were asked to recall the trigram with a 0 second delay they were almost 100% correct. As time delay increased, the amount of correct responses dropped more and more with the increase of time. After an 18 second delay, only 10% of responses were correct. From this, they concluded that forgetting was due to decay of information over time. Just like ripples in a pond will dissipate as they spread out, so would memories as time increased. However, Waugh and Norman challenged the Brown-Peterson conclusions. They felt that loss of information could be due to either decay or interference (as counting backwards by threes would definitely interfere with remembering), because both co-varied with retention interval. To test this hypothesis, Waugh and Norman presented subjects with strings of digits. The digits were read at 1/second or 4/second. They were looking at whether recall varied as a function of time or a function of how many items were presented. The results showed a difference in recall accuracy from the 1/second groups and the 4/second groups. The 1/second groups showed a more pronounced decrease in relative accuracy, whereas, the 4/second groups showed a little better accuracy. Thus, Waugh and Norman argued that forgetting in short term memory was not necessarily due to decay, but largely due to interference where old information is replaced by new. That is, as the amount of distracters increased, the percentage of recall accuracy decreased. As the amount of distracters decreased, the amount of recall accuracy increased. (See Pg. 153 of text) Thanks, Ryan Green --------------------------------- Access over 1 million songs - Yahoo! Music Unlimited. --0-594632140-1162851524=:20724 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
2- Describe the procedure Brown and Peterson used to study forgetting in short term memory. What were their conclusions about the loss of information from short term memory? Waugh and Norman challenged the conclusions drawn from the Brown-Peterson paradigm. Describe Waugh and Norman procedure and discuss what their results implied about forgetting in short term memory.
 
Both Brown and the Petersons published similar findings at almost the same time, 1958 and 1959, respectively. They showed that if participants are distracted, they will tend to forget even a very small amount of information over a very short delay of time. The task they used was somewhat similar and is often referred to as the Brown-Peterson task. The task went like this: Subjects were presented a trigram of consonants such as TRG, and then a three digit number like 987. When the participants saw the number, they would then have to start counting backward by threes beginning with the number they were presented with (e.g. 987: 984, 981, 978¡K). Counting in this fashion was to inhibit the subjects from rehearsing the original consonant-based trigram. After some delay (between 0-18 seconds), the experimenter stopped the participant¡¦s counting and asked them to report what the original three consonants were. The results showed that when participants were asked to recall the trigram with a 0 second delay they were almost 100% correct. As time delay increased, the amount of correct responses dropped more and more with the increase of time. After an 18 second delay, only 10% of responses were correct. From this, they concluded that forgetting was due to decay of information over time. Just like ripples in a pond will dissipate as they spread out, so would memories as time increased.
            However, Waugh and Norman challenged the Brown-Peterson conclusions. They felt that loss of information could be due to either decay or interference (as counting backwards by threes would definitely interfere with remembering), because both co-varied with retention interval. To test this hypothesis, Waugh and Norman presented subjects with strings of digits. The digits were read at 1/second or 4/second. They were looking at whether recall varied as a function of time or a function of how many items were presented. The results showed a difference in recall accuracy from the 1/second groups and the 4/second groups. The 1/second groups showed a more pronounced decrease in relative accuracy, whereas, the 4/second groups showed a little better accuracy. Thus, Waugh and Norman argued that forgetting in short term memory was not necessarily due to decay, but largely due to interference where old information is replaced by new. That is, as the amount of distracters increased, the percentage of recall accuracy decreased. As the amount of distracters decreased, the amount of recall accuracy increased.   
 
(See Pg. 153 of text)
 
Thanks,
Ryan Green

Access over 1 million songs - Yahoo! Music Unlimited. --0-594632140-1162851524=:20724-- From psych3120@lists.csbs.utah.edu Tue Nov 7 01:20:24 2006 From: psych3120@lists.csbs.utah.edu (Kari Johnson) Date: Mon, 6 Nov 2006 18:20:24 -0700 Subject: [Psych3120] cramming for tests Message-ID: <10F0A00DF2B1C141ACE8EADC2FBC364101542C27@mail.sa.utah.edu> This is a multi-part message in MIME format. ------_=_NextPart_001_01C7020A.E6B51312 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable I'll be honest I am a definite crammer for tests!! As much as I would = like to be a student who slowly reads the material-- I always seem to be = cramming the day before the exam . . . generally I find that I am able = to do this with out any problems. After class the day (when we talked = about cramming or "chunking") I did a little research of my own and = cramming is truly not a good way to study and you retain more = information by "chunking" Sooo, I am going to test this out on myself . = . . with this classes last exam (not the one on Thursday) I am going to = make it a point to read every day and see what kind of test score I get = on the 3rd exam, if I do great-- I will see if this theory is better for = me! -Kari Johnson-Williams ------_=_NextPart_001_01C7020A.E6B51312 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable =0A= =0A= =0A= =0A=
I'll be honest I am a = definite crammer for tests!! As much as I would like to be a student who = slowly reads the material-- I always seem to be cramming the day before = the exam . . . generally I find that I am able to do this with out any = problems. After class the day (when we talked about cramming or = "chunking") I did a little research of my own and cramming is truly not = a good way to study and you retain more information by "chunking" Sooo, = I am going to test this out on myself . . . with this classes last exam = (not the one on Thursday) I am going to make it a point to read every = day and see what kind of test score I get on the 3rd exam, if I do = great-- I will see if this theory is better for me!
=0A=
-Kari = Johnson-Williams
------_=_NextPart_001_01C7020A.E6B51312-- From psych3120@lists.csbs.utah.edu Tue Nov 7 02:01:06 2006 From: psych3120@lists.csbs.utah.edu (hailey Woodside) Date: Mon, 06 Nov 2006 19:01:06 -0700 Subject: [Psych3120] test Message-ID:
I have been studying for our test the past few days and thinking about memory. I am usually pretty good about not cramming for tests, although it does rarely happen. But with most psych tests, like the one we have on thursday, it seems like there is so much information you have to remember and then access for the test. I always end up feeling like I just cram all the info into my head and remember it fine for the test, but afterwards the memory of the information doesnt seem to stick. But obviously I have encoded the info well enough to remember it for the test. I was just wondering what happens after the test? I know that I got really good scores on all my tests from last semester...but I would be pretty hard pressed to do that well againon the same tests now unless I did some serious reviewing.


"The greatest thing you will ever learn is just to love and be loved in return."
 
 

Try the new Live Search today! From psych3120@lists.csbs.utah.edu Tue Nov 7 02:34:31 2006 From: psych3120@lists.csbs.utah.edu (tucker voss) Date: Mon, 06 Nov 2006 19:34:31 -0700 Subject: [Psych3120] (no subject) Message-ID: I thought that it was interesting how in Needly’s experiment he was able to show and explain how giving people expectancies can help them read words that are not semantically related simply by planting priming thoughts in their head by telling them what to expect. But when you give a person an expectancy and the word is not related to the priming thought that has been planted, it will actually make it harder for the person to recognize and read the next word. It is also interesting how the time given in between the two words can effect how much expectancies will help or hurt you. _________________________________________________________________ All-in-one security and maintenance for your PC. Get a free 90-day trial! http://clk.atdmt.com/MSN/go/msnnkwlo0050000002msn/direct/01/?href=http://www.windowsonecare.com/?sc_cid=msn_hotmail From psych3120@lists.csbs.utah.edu Tue Nov 7 05:29:52 2006 From: psych3120@lists.csbs.utah.edu (Brett Larsen) Date: Mon, 06 Nov 2006 22:29:52 -0700 Subject: [Psych3120] question Message-ID: I already asked eve about this question after class the other day but i was wondering what you guys thought. In class we talked about the fact the distributed practice is better for remembering things than is massed practice. My question is: does that mean that it is better to take psychology classes throughout your college career one at a time or doing them all at once. Does one class interfere with another if you take one right after another. Although i realize it is not exactly the same thing as we were talking about before but, i still think there would be some instances that the classes might interfere with each other. Namley from my experiences of craming for two test in psychology that happend the same day. In some areas i think it is helpful to to take two psych classes at once because a lot of it overlapse but when it come to test day i think it takes a real toll on what you are tying to cram for. _________________________________________________________________ Use your PC to make calls at very low rates https://voiceoam.pcs.v2s.live.com/partnerredirect.aspx From psych3120@lists.csbs.utah.edu Tue Nov 7 06:06:15 2006 From: psych3120@lists.csbs.utah.edu (Dan Laxman) Date: Tue, 07 Nov 2006 06:06:15 +0000 Subject: [Psych3120] Do HM and Clive have the ability to form some semantic memories? In-Reply-To: <200611061903.kA6J2Xi9003502@topo.csbs.utah.edu> Message-ID: We discussed HM and Clive in class recently and discussed how they seem to be unable to create new explicit (episodic and semantic) memories though they can improve on procedural memories (as shown by their improved ability in the mirror-tracing task). One thing that I heard about (I believe) was HM (or someone who also lost their hippocampus and some of the surrounding areas) was that he added to his vocabulary some jargon that did not exist when he first lost his hippocampus. I believe it was some computer related term, though I don't remember the actual term. Anyway, I thought this was interesting because it suggests either there is yet another path that allows us to form new semantic memories (rather than going through the hippocampus) or somehow his brain has been able to form a new path, albeit a limited one. -Dan Laxman From psych3120@lists.csbs.utah.edu Tue Nov 7 18:33:13 2006 From: psych3120@lists.csbs.utah.edu (Natalie Mitchell) Date: Tue, 07 Nov 2006 11:33:13 -0700 Subject: [Psych3120] semantic relatedness Message-ID:
Last week we talked about semantic relatedness. I find this topic intriguing because I have always wondered how conversations just seem to manifest themselves.  Most of us have been nervous to go out with someone thinking "what will we talk about." Until now, I have been puzzled by how this process worked.  Semantic relatedness can almost be looked as a reason why we are so compatible with some individuals and not with others. For instance, there is no one who I can talk to like my sister, we can go on for hours and never not have something to talk about. It is a if our brains are following the same pathways.  Learning about semantic relatedness allows me to better understand why this is the case. We are attracted to people who have related to the world in a way that is similar to our own.  

Stay in touch with old friends and meet new ones with Windows Live Spaces From psych3120@lists.csbs.utah.edu Tue Nov 7 20:33:18 2006 From: psych3120@lists.csbs.utah.edu (Benjamin Divine) Date: Tue, 7 Nov 2006 12:33:18 -0800 (PST) Subject: [Psych3120] Study Question # 3 (Serial Position Effects) Message-ID: <20061107203319.6330.qmail@web42110.mail.mud.yahoo.com> --0-1395815015-1162931598=:5717 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit To correctly understand the serial position effects, one must first understand how forgetting in "short term memory" is tested and plotted. Participants were given a random list of unrelated words of which they were supposed to recall after the words were presented. The results of this test have shown that participants are much more likely to recall words from the beginning and end of the list. The words recalled at the beginning constitute the "primacy effect" and the words recalled at the end make up the "recency effect." The reason for people to be more likely to remember words at the first is due to their rehearsal of these first words which then transfers this memory into long term memory. Rhundus tested this phenomena by having P's rehearse the first words out loud which showed to have an overlap effect with the primacy effect. Meaning, transfer to long term memory is primarily based on rehearsal from short term memory. Furthermore, Glanzer examined the effects of distractors on recency effects. He did this by providing set interference at the end of the word list and found that these distractors virtually eliminated the recency portion of the curve. However, primacy effects were not changed from these distractors suggesting that primacy effects utilize the ability to transfer STM to LTM and then retrieve it once again. Also, this proves that recency effects are based on our ability to read out recall from our working memory. So, after about 7(+/-2) words, most people's STM begins to fade forcing one to move stimulus into LTM (primacy). In addition, once the word list is finished, the words that are most active in our memory bank are the ones that have been read most recent and are being buffered in our STM (recency). --------------------------------- Sponsored Link Mortgage rates near 39yr lows. $420,000 Mortgage for $1,399/mo - Calculate new house payment --0-1395815015-1162931598=:5717 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit To correctly understand the serial position effects, one must first understand how forgetting in "short term memory" is tested and plotted.  Participants were given a random list of unrelated words of which they were supposed to recall after the words were presented.  The results of this test have shown that participants are much more likely to recall words from the beginning and end of the list.  The words recalled at the beginning constitute the "primacy effect" and the words recalled at the end make up the "recency effect."  The reason for people to be more likely to remember words at the first is due to their rehearsal of these first words which then transfers this memory into long term memory.  Rhundus tested this phenomena by having P's rehearse the first words out loud which showed to have an overlap effect with the primacy effect.  Meaning, transfer to long term memory is primarily based on rehearsal from short term memory.  Furthermore, Glanzer examined the effects of distractors on recency effects.  He did this by providing set interference at the end of the word list and found that these distractors virtually eliminated the recency portion of the curve.  However, primacy effects were not changed from these distractors suggesting that primacy effects utilize the ability to transfer STM to LTM and then retrieve it once again.  Also, this proves that recency effects are based on our ability to read out recall from our working memory.  So, after about 7(+/-2) words, most people's STM begins to fade forcing one to move stimulus into LTM (primacy).  In addition, once the word list is finished, the words that are most active in our memory bank are the ones that have been read most recent and are being buffered in our STM (recency). 

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Mortgage rates near 39yr lows. $420,000 Mortgage for $1,399/mo - Calculate new house payment --0-1395815015-1162931598=:5717-- From psych3120@lists.csbs.utah.edu Tue Nov 7 20:45:34 2006 From: psych3120@lists.csbs.utah.edu (laura cervantes) Date: Tue, 07 Nov 2006 13:45:34 -0700 Subject: [Psych3120] weekly posting Message-ID: there are a few ideas that i have learned in class to study better, for instance there's the nemonics? like using the first letter of each word to use as a cue. I've always had a very old style of learning so its hard for me to implement new methods but one that i definatly plan on implementing is the not cramming one, i plan on studying over a longer period of days rather than on just cramming everything on the last day or two. i hope it works Laura Brunello _________________________________________________________________ Use your PC to make calls at very low rates https://voiceoam.pcs.v2s.live.com/partnerredirect.aspx From psych3120@lists.csbs.utah.edu Wed Nov 8 00:50:22 2006 From: psych3120@lists.csbs.utah.edu (William Gordon) Date: Tue, 07 Nov 2006 17:50:22 -0700 Subject: [Psych3120] Official to the bone gristle study guide questions... In-Reply-To: <200611071902.kA7J22Ar017925@topo.csbs.utah.edu> Message-ID: I just wanted to thank Eve for the review last Thursday. It was very helpful, as usual. Also, i have a question for anyone who reads this. What exactly is economy of representation, definition wise? Also, how are people going about answering number four on the study guide? What are you using for examples How are you tying it into the "framework"? I also have a couple quick questions: 1. Have you ever been to Roscoe's Chicken and Waffles in Cali? 2. If all the sea creatures were taken out of the ocean, wouldn't the water level decrease? Wouldn't that mean the earth isn't really 3/4 water? Who figures those facts, anyway? Good luck on the test ya'll. _________________________________________________________________ Stay in touch with old friends and meet new ones with Windows Live Spaces http://clk.atdmt.com/MSN/go/msnnkwsp0070000001msn/direct/01/?href=http://spaces.live.com/spacesapi.aspx?wx_action=create&wx_url=/friends.aspx&mkt=en-us From psych3120@lists.csbs.utah.edu Wed Nov 8 01:26:52 2006 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Tue, 7 Nov 2006 17:26:52 -0800 (PST) Subject: [Psych3120] cram time Message-ID: <20061108012652.44954.qmail@web56503.mail.re3.yahoo.com> --0-201191275-1162949212=:41854 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit There has been a lot of talk about cramming lately. I get decent scores after cramming but get better scores if I study before hand then run over my notes again the night before. However this is a luxury I can't always afford because I've over loaded myself this semester. The other thing about cramming is the anxiety that comes with it. Although I tend to perform when on test, my anxiety the comes from worrying if I've studied enough always plagues me when I've waited until the last minute to study. I definitely would like to remedy myself of this problem but can't afford to quit my job. Se la vi. I've found the best way to study for this class is to follow along in class with the study guide and answer the questions as we go through things in class. Eve is also a big help for anyone who missed the test review. Debra Hanger --------------------------------- Sponsored Link Free Uniden 5.8GHz Phone System with Packet8 Internet Phone Service --0-201191275-1162949212=:41854 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
There has been a lot of talk about cramming lately.  I get decent scores after cramming but get better scores if I study before hand then run over my notes again the night before.  However this is a luxury I can't always afford because I've over loaded myself this semester.  The other thing about cramming is the anxiety that comes with it.  Although I tend to perform when on test, my anxiety the comes from worrying if I've studied enough always plagues me when I've waited until the last minute to study.  I definitely would like to remedy myself of this problem but can't afford to quit my job.  Se la vi.
I've found the best way to study for this class is to follow along in class with the study guide and answer the questions as we go through things in class.  Eve is also a big help for anyone who missed the test review.
Debra Hanger

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Free Uniden 5.8GHz Phone System with Packet8 Internet Phone Service --0-201191275-1162949212=:41854-- From psych3120@lists.csbs.utah.edu Wed Nov 8 01:48:34 2006 From: psych3120@lists.csbs.utah.edu (Emily Slager) Date: Tue, 7 Nov 2006 18:48:34 -0700 Subject: [Psych3120] Messsege for the Board Message-ID: <759c1ffd0611071748w7c88c6a8w6e892e7e47d25daf@mail.gmail.com> ------=_Part_17253_25556699.1162950514410 Content-Type: text/plain; charset=UTF-8; format=flowed Content-Transfer-Encoding: 7bit Content-Disposition: inline Hello! There was a girl in the school newspaper who was giving the argument that she studies best by cramming for tests. She also generalized this claim by saying that some people simply study better if they procrastinate until the night before the test and cram. I would make a scientific claim that people who cram the night before the test also do not get the higher grades in their classes, on average. Semantic memory comes when the knowledge that you know is put there in so many ways that you are unable to come up with the place or time that you learned it. If one studies for 7 consecutive nights before the test, they will have this memory in their Long Term memory storage center. It will have gotten there by deeply engraving it onto our memories. If a person actually understands the material by thinking critically about it, putting it into real life situations, and doing this many times in a row, the memory will become actual knowledge and remain with us even after the test! With that--good luck studying! Emily Slager ------=_Part_17253_25556699.1162950514410 Content-Type: text/html; charset=UTF-8 Content-Transfer-Encoding: 7bit Content-Disposition: inline Hello!
     There was a girl in the school newspaper who was giving the argument that she studies best by cramming for tests.  She also generalized this claim by saying that some people simply study better if they procrastinate until the night before the test and cram.  I would make a scientific claim that people who cram the night before the test also do not get the higher grades in their classes, on average.  Semantic memory comes when the knowledge that you know is put there in so many ways that you are unable to come up with the place or time that you learned it.  If one studies for 7 consecutive nights before the test, they will have this memory in their Long Term memory storage center.  It will have gotten there by deeply engraving it onto our memories.  If a person actually understands the material by thinking critically about it, putting it into real life situations, and doing this many times in a row, the memory will become actual knowledge and remain with us even after the test! 
        With that--good luck studying!
               Emily Slager
 ------=_Part_17253_25556699.1162950514410-- From psych3120@lists.csbs.utah.edu Wed Nov 8 02:44:17 2006 From: psych3120@lists.csbs.utah.edu (Kasey lundgren) Date: Tue, 7 Nov 2006 18:44:17 -0800 (PST) Subject: [Psych3120] just a little heads up! Message-ID: <20061108024417.44475.qmail@web33009.mail.mud.yahoo.com> --0-840161873-1162953857=:43344 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit i just wanted to give everyone a little heads up after going through past posting from previous years many students complained that they couldn't finish this test in time so i just wanted to pre-warn everyone to make sure your giving each answer thought but not spending too much time on it or you might have a hard time answering all the question in the allotted time. Another thing that helped me in the last test and hopefully this one is if you google any of the question most of the time an old message board from years past will come up and many of the questions were answered by previous students so it can be helpful if your stuck on anything or don't understand it , Good Luck everyone --------------------------------- Sponsored Link Free Uniden 5.8GHz Phone System with Packet8 Internet Phone Service --0-840161873-1162953857=:43344 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
i just wanted to give everyone a little heads up after going through past posting
from previous years many students complained that they couldn't finish this
test in time so i just wanted to pre-warn everyone to make sure your giving
each answer thought but not spending too much time on it or you might have
a hard time answering all the question in the allotted time. Another thing that helped
 me in the last
test and hopefully this one is if you google any of the question most of the time
an old message board from years past will come up and many of the questions
were answered by previous students so it can be helpful if your stuck on anything
or don't understand it , Good Luck everyone

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Free Uniden 5.8GHz Phone System with Packet8 Internet Phone Service --0-840161873-1162953857=:43344-- From psych3120@lists.csbs.utah.edu Wed Nov 8 18:25:47 2006 From: psych3120@lists.csbs.utah.edu (Kevin Mangum) Date: Wed, 8 Nov 2006 10:25:47 -0800 (PST) Subject: [Psych3120] prosodic cues Message-ID: <20061108182547.15178.qmail@web52611.mail.yahoo.com> --0-311224380-1163010347=:15097 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit In Wernick's area we understand language. Then sound travels down the arcuate fasiculus to broca's area, where speech is produced. Cognitively we have to process language.In linguistics, prosody is the intonation, rhythm, and lexical stress in speech. The prosodic features of a unit of speech, whether a syllable, word, phrase, or clause, are called suprasegmental features because they affect all the segments of the unit. These features are manifested, among other things, as syllable length, tone, and stress. --------------------------------- Sponsored Link For just $24.99/mo., Vonage offers unlimited local and long- distance calling. Sign up now. --0-311224380-1163010347=:15097 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit In Wernick's area we understand language. Then sound travels down the arcuate fasiculus to broca's area, where speech is produced. Cognitively we have to process language.In linguistics, prosody is the intonation, rhythm, and lexical stress in speech. The prosodic features of a unit of speech, whether a syllable, word, phrase, or clause, are called suprasegmental features because they affect all the segments of the unit. These features are manifested, among other things, as syllable length, tone, and stress.

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For just $24.99/mo., Vonage offers unlimited local and long- distance calling. Sign up now. --0-311224380-1163010347=:15097-- From psych3120@lists.csbs.utah.edu Wed Nov 8 19:11:56 2006 From: psych3120@lists.csbs.utah.edu (Reed Dow) Date: Wed, 08 Nov 2006 12:11:56 -0700 Subject: [Psych3120] RE: Psych3120 digest, Vol 1 #965 - 7 msgs In-Reply-To: <200611081904.kA8J3Z0M001560@topo.csbs.utah.edu> Message-ID: At first, after hearing of the pnemonic where a person pictures a number or object in a setting and then to recall the object only has to recall the setting I was skeptical and wondered how effective it could be. However, I tried this tactic and found that it worked amazingly well. I'm usually bad at remembering phone numbers and only after I have dialed a number like 30 times do I remember it. I tried using this technique to memorize a phone number that I was told just once and it worked! I pictured a 5 sitting on an ant hill, and an 8 in a tire swing and a 2 sitting on top of a chimney, etc etc. I went through the setting with the numbers several times in my mind, taking no more than 2 minutes. When I tried to recall the phone number I had a hard time, but when I explored my imaginary setting I could very easily see the numbers in the respective places, one after the other, and was able to recall the phone number. Now if I can only create a huge setting for the test. >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 #965 - 7 msgs >Date: Wed, 8 Nov 2006 12:03:35 -0700 (MST) > >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. Study Question # 3 (Serial Position Effects) (Benjamin Divine) > 2. weekly posting (laura cervantes) > 3. Official to the bone gristle study guide questions... (William >Gordon) > 4. cram time (dog_log1@yahoo.com) > 5. Messsege for the Board (Emily Slager) > 6. just a little heads up! (Kasey lundgren) > 7. prosodic cues (Kevin Mangum) > >--__--__-- > >Message: 1 >Date: Tue, 7 Nov 2006 12:33:18 -0800 (PST) >From: Benjamin Divine >To: Cognitive >Subject: [Psych3120] Study Question # 3 (Serial Position Effects) >Reply-To: psych3120@lists.csbs.utah.edu > >--0-1395815015-1162931598=:5717 >Content-Type: text/plain; charset=iso-8859-1 >Content-Transfer-Encoding: 8bit > >To correctly understand the serial position effects, one must first >understand how forgetting in "short term memory" is tested and plotted. >Participants were given a random list of unrelated words of which they were >supposed to recall after the words were presented. The results of this >test have shown that participants are much more likely to recall words from >the beginning and end of the list. The words recalled at the beginning >constitute the "primacy effect" and the words recalled at the end make up >the "recency effect." The reason for people to be more likely to remember >words at the first is due to their rehearsal of these first words which >then transfers this memory into long term memory. Rhundus tested this >phenomena by having P's rehearse the first words out loud which showed to >have an overlap effect with the primacy effect. Meaning, transfer to long >term memory is primarily based on rehearsal from short term memory. >Furthermore, Glanzer examined the effects > of distractors on recency effects. He did this by providing set >interference at the end of the word list and found that these distractors >virtually eliminated the recency portion of the curve. However, primacy >effects were not changed from these distractors suggesting that primacy >effects utilize the ability to transfer STM to LTM and then retrieve it >once again. Also, this proves that recency effects are based on our >ability to read out recall from our working memory. So, after about >7(+/-2) words, most people's STM begins to fade forcing one to move >stimulus into LTM (primacy). In addition, once the word list is finished, >the words that are most active in our memory bank are the ones that have >been read most recent and are being buffered in our STM (recency). > > >--------------------------------- >Sponsored Link > >Mortgage rates near 39yr lows. $420,000 Mortgage for $1,399/mo - Calculate >new house payment >--0-1395815015-1162931598=:5717 >Content-Type: text/html; charset=iso-8859-1 >Content-Transfer-Encoding: 8bit > >To correctly understand the serial position effects, one must first >understand how forgetting in "short term memory" is tested and >plotted.  Participants were given a random list of unrelated words of >which they were supposed to recall after the words were presented.  >The results of this test have shown that participants are much more likely >to recall words from the beginning and end of the list.  The words >recalled at the beginning constitute the "primacy effect" and the words >recalled at the end make up the "recency effect."  The reason for >people to be more likely to remember words at the first is due to their >rehearsal of these first words which then transfers this memory into long >term memory.  Rhundus tested this phenomena by having P's rehearse the >first words out loud which showed to have an overlap effect with the >primacy effect.  Meaning, transfer to long term memory is primarily >based on rehearsal from short term memory.  > Furthermore, Glanzer examined the effects of distractors on recency >effects.  He did this by providing set interference at the end of the >word list and found that these distractors virtually eliminated the recency >portion of the curve.  However, primacy effects were not changed from >these distractors suggesting that primacy effects utilize the ability to >transfer STM to LTM and then retrieve it once again.  Also, this >proves that recency effects are based on our ability to read out recall >from our working memory.  So, after about 7(+/-2) words, most people's >STM begins to fade forcing one to move stimulus into LTM (primacy).  >In addition, once the word list is finished, the words that are most active >in our memory bank are the ones that have been read most recent and are >being buffered in our STM (recency). 

> > >

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>
Mortgage rates near 39yr lows. $420,000 Mortgage for $1,399/mo - href="http://www.lowermybills.com/lre/index.jsp?sourceid=lmb-9069-16273&moid=4116">Calculate >new house payment >--0-1395815015-1162931598=:5717-- > >--__--__-- > >Message: 2 >From: "laura cervantes" >To: psych3120@lists.csbs.utah.edu >Date: Tue, 07 Nov 2006 13:45:34 -0700 >Subject: [Psych3120] weekly posting >Reply-To: psych3120@lists.csbs.utah.edu > >there are a few ideas that i have learned in class to study better, for >instance there's the nemonics? like using the first letter of each word to >use as a cue. I've always had a very old style of learning so its hard for >me to implement new methods but one that i definatly plan on implementing >is >the not cramming one, i plan on studying over a longer period of days >rather >than on just cramming everything on the last day or two. i hope it works >Laura Brunello > >_________________________________________________________________ >Use your PC to make calls at very low rates >https://voiceoam.pcs.v2s.live.com/partnerredirect.aspx > > >--__--__-- > >Message: 3 >From: "William Gordon" >To: psych3120@lists.csbs.utah.edu >Date: Tue, 07 Nov 2006 17:50:22 -0700 >Subject: [Psych3120] Official to the bone gristle study guide questions... >Reply-To: psych3120@lists.csbs.utah.edu > >I just wanted to thank Eve for the review last Thursday. It was very >helpful, as usual. Also, i have a question for anyone who reads this. >What >exactly is economy of representation, definition wise? >Also, how are people going about answering number four on the study guide? >What are you using for examples How are you tying it into the "framework"? >I also have a couple quick questions: >1. Have you ever been to Roscoe's Chicken and Waffles in Cali? >2. If all the sea creatures were taken out of the ocean, wouldn't the >water >level decrease? Wouldn't that mean the earth isn't really 3/4 water? Who >figures those facts, anyway? > >Good luck on the test ya'll. > >_________________________________________________________________ >Stay in touch with old friends and meet new ones with Windows Live Spaces >http://clk.atdmt.com/MSN/go/msnnkwsp0070000001msn/direct/01/?href=http://spaces.live.com/spacesapi.aspx?wx_action=create&wx_url=/friends.aspx&mkt=en-us > > >--__--__-- > >Message: 4 >Date: Tue, 7 Nov 2006 17:26:52 -0800 (PST) >From: >To: tech mode >Subject: [Psych3120] cram time >Reply-To: psych3120@lists.csbs.utah.edu > >--0-201191275-1162949212=:41854 >Content-Type: text/plain; charset=iso-8859-1 >Content-Transfer-Encoding: 8bit > >There has been a lot of talk about cramming lately. I get decent scores >after cramming but get better scores if I study before hand then run over >my notes again the night before. However this is a luxury I can't always >afford because I've over loaded myself this semester. The other thing >about cramming is the anxiety that comes with it. Although I tend to >perform when on test, my anxiety the comes from worrying if I've studied >enough always plagues me when I've waited until the last minute to study. >I definitely would like to remedy myself of this problem but can't afford >to quit my job. Se la vi. > I've found the best way to study for this class is to follow along in >class with the study guide and answer the questions as we go through things >in class. Eve is also a big help for anyone who missed the test review. > Debra Hanger > > >--------------------------------- >Sponsored Link > >Free Uniden 5.8GHz Phone System with Packet8 Internet Phone Service >--0-201191275-1162949212=:41854 >Content-Type: text/html; charset=iso-8859-1 >Content-Transfer-Encoding: 8bit > >
There has been a lot of talk about cramming lately.  I get decent >scores after cramming but get better scores if I study before hand >then run over my notes again the night before.  However this is a >luxury I can't always afford because I've over loaded myself this >semester.  The other thing about cramming is the anxiety that comes >with it.  Although I tend to perform when on test, my anxiety the >comes from worrying if I've studied enough always plagues me when I've >waited until the last minute to study.  I definitely would like to >remedy myself of this problem but can't afford to quit my job.  Se la >vi.
I've found the best way to study for this class is to >follow along in class with the study guide and answer the questions as we >go through things in class.  Eve is also a big help for anyone >who missed the test review.
Debra Hanger

> > >

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>Free Uniden 5.8GHz Phone System >with Packet8 Internet Phone Service >--0-201191275-1162949212=:41854-- > >--__--__-- > >Message: 5 >Date: Tue, 7 Nov 2006 18:48:34 -0700 >From: "Emily Slager" >To: "Cognitive Psychology" >Subject: [Psych3120] Messsege for the Board >Reply-To: psych3120@lists.csbs.utah.edu > >------=_Part_17253_25556699.1162950514410 >Content-Type: text/plain; charset=UTF-8; format=flowed >Content-Transfer-Encoding: 7bit >Content-Disposition: inline > >Hello! > There was a girl in the school newspaper who was giving the argument >that she studies best by cramming for tests. She also generalized this >claim by saying that some people simply study better if they procrastinate >until the night before the test and cram. I would make a scientific claim >that people who cram the night before the test also do not get the higher >grades in their classes, on average. Semantic memory comes when the >knowledge that you know is put there in so many ways that you are unable to >come up with the place or time that you learned it. If one studies for 7 >consecutive nights before the test, they will have this memory in their >Long >Term memory storage center. It will have gotten there by deeply engraving >it onto our memories. If a person actually understands the material by >thinking critically about it, putting it into real life situations, and >doing this many times in a row, the memory will become actual knowledge and >remain with us even after the test! > With that--good luck studying! > Emily Slager > >------=_Part_17253_25556699.1162950514410 >Content-Type: text/html; charset=UTF-8 >Content-Transfer-Encoding: 7bit >Content-Disposition: inline > >Hello!
>     There was a girl in the school newspaper who >was giving the argument that she studies best by cramming for >tests.  She also generalized this claim by saying that some people >simply study better if they procrastinate until the night before the >test and cram.  I would make a scientific claim that people who >cram the night before the test also do not get the higher grades in >their classes, on average.  Semantic memory comes when the >knowledge that you know is put there in so many ways that you are >unable to come up with the place or time that you learned it.  If >one studies for 7 consecutive nights before the test, they will have >this memory in their Long Term memory storage center.  It will >have gotten there by deeply engraving it onto our memories.  If a >person actually understands the material by thinking critically about >it, putting it into real life situations, and doing this many times in >a row, the memory will become actual knowledge and remain with us even >after the test! 
>        With that--good luck >studying!
>               >Emily Slager
> > >------=_Part_17253_25556699.1162950514410-- > >--__--__-- > >Message: 6 >Date: Tue, 7 Nov 2006 18:44:17 -0800 (PST) >From: Kasey lundgren >To: psych posting >Subject: [Psych3120] just a little heads up! >Reply-To: psych3120@lists.csbs.utah.edu > >--0-840161873-1162953857=:43344 >Content-Type: text/plain; charset=iso-8859-1 >Content-Transfer-Encoding: 8bit > >i just wanted to give everyone a little heads up after going through past >posting > from previous years many students complained that they couldn't finish >this > test in time so i just wanted to pre-warn everyone to make sure your >giving > each answer thought but not spending too much time on it or you might >have > a hard time answering all the question in the allotted time. Another >thing that helped > me in the last > test and hopefully this one is if you google any of the question most of >the time > an old message board from years past will come up and many of the >questions > were answered by previous students so it can be helpful if your stuck on >anything > or don't understand it , Good Luck everyone > > >--------------------------------- >Sponsored Link > >Free Uniden 5.8GHz Phone System with Packet8 Internet Phone Service >--0-840161873-1162953857=:43344 >Content-Type: text/html; charset=iso-8859-1 >Content-Transfer-Encoding: 8bit > >
i just wanted to give everyone a little heads up after going through >past posting
from previous years many students complained that >they couldn't finish this
test in time so i just wanted to >pre-warn everyone to make sure your giving
each answer thought >but not spending too much time on it or you might have
a hard >time answering all the question in the allotted time. Another thing >that helped
 me in the last
test and >hopefully this one is if you google any of the question most of the >time
an old message board from years past will come up and many >of the questions
were answered by previous students so it >can be helpful if your stuck on anything
or don't understand it >, Good Luck everyone

> > >

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>Free Uniden 5.8GHz Phone System >with Packet8 Internet Phone Service >--0-840161873-1162953857=:43344-- > >--__--__-- > >Message: 7 >Date: Wed, 8 Nov 2006 10:25:47 -0800 (PST) >From: Kevin Mangum >To: Psych3120 Clas board >Subject: [Psych3120] prosodic cues >Reply-To: psych3120@lists.csbs.utah.edu > >--0-311224380-1163010347=:15097 >Content-Type: text/plain; charset=iso-8859-1 >Content-Transfer-Encoding: 8bit > >In Wernick's area we understand language. Then sound travels down the >arcuate fasiculus to broca's area, where speech is produced. Cognitively we >have to process language.In linguistics, prosody is the intonation, rhythm, >and lexical stress in speech. The prosodic features of a unit of speech, >whether a syllable, word, phrase, or clause, are called suprasegmental >features because they affect all the segments of the unit. These features >are manifested, among other things, as syllable length, tone, and stress. > >--------------------------------- >Sponsored Link > >For just $24.99/mo., Vonage offers unlimited local and long- distance >calling. Sign up now. >--0-311224380-1163010347=:15097 >Content-Type: text/html; charset=iso-8859-1 >Content-Transfer-Encoding: 8bit > >In Wernick's area we understand language. Then sound travels down the >arcuate fasiculus to broca's area, where speech is produced. Cognitively we >have to process language.In linguistics, prosody is >the intonation, rhythm, and lexical stress in speech. The prosodic features >of a unit of speech, whether a syllable, word, phrase, or clause, are >called suprasegmental features because they affect >all the segments of the unit. These features are manifested, among other >things, as syllable length, tone, and stress.

> > >

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>For just $24.99/mo., Vonage offers unlimited local and long- distance >calling. href="http://clk.atdmt.com/VON/go/yhxxxvon1080000018von/direct/01/">Sign up >now. >--0-311224380-1163010347=:15097-- > > >--__--__-- > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > > >End of Psych3120 Digest _________________________________________________________________ Add a Yahoo! contact to Windows Live Messenger for a chance to win a free trip! http://www.imagine-windowslive.com/minisites/yahoo/default.aspx?locale=en-us&hmtagline From psych3120@lists.csbs.utah.edu Wed Nov 8 19:25:40 2006 From: psych3120@lists.csbs.utah.edu (Paige) Date: Wed, 8 Nov 2006 14:25:40 -0500 (EST) Subject: [Psych3120] Question number 2 Message-ID: <20061108192540.3598D75738@mprdmxin.myway.com> --MYWAYBOUNDARY_000__ea757f03c5d31f9bee8004f41709f04b Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit This is what I have so far for question number two. If anyone believes that I am missing something, please add to it. Good luck to everyone. Brown and Peterson both studied how information was lost in short-term or working memory. Their focus was on if information decayed over time. They first presented subjects with a trigram (an example XQJ). Then gave them a number and asked the subject to count backwards by 3’s. Each participant counted backwards for X amount of seconds and then recalled the trigram. They found that the longer people counted, the less they would be able to recall the trigram. However, this does not prove decay. Instead it would prove interference because the numbers would be interfering from the individual remembering the trigram. Waugh and Norman challenged this procedure by coming up with a new experiment. They wanted to know if recall varies as a function of time or items. In their study, subjects were presented with a string of sixteen digits. These strings of digits were either read either digit one per second, or four digits per second. If decay is true, then recall on digits read one per second will be worse than recall of digits read four digits per second. However, they their findings were the other way around. Participants who had one digit read per second recalled more numbers than participants who had four digits read per second. This suggests that information is lost in short-term memory through interference rather than decay. _______________________________________________ No banners. No pop-ups. No kidding. Make My Way your home on the Web - http://dell.myway.com --MYWAYBOUNDARY_000__ea757f03c5d31f9bee8004f41709f04b Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: 7bit

This is what I have so far for question number two. If anyone believes that I am missing something, please add to it. Good luck to everyone.

Brown and Peterson both studied how information was lost in short-term or working memory. Their focus was on if information decayed over time. They first presented subjects with a trigram (an example XQJ). Then gave them a number and asked the subject to count backwards by 3’s. Each participant counted backwards for X amount of seconds and then recalled the trigram. They found that the longer people counted, the less they would be able to recall the trigram. However, this does not prove decay. Instead it would prove interference because the numbers would be interfering from the individual remembering the trigram.

Waugh and Norman challenged this procedure by coming up with a new experiment. They wanted to know if recall varies as a function of time or items. In their study, subjects were presented with a string of sixteen digits. These strings of digits were either read either digit one per second, or four digits per second. If decay is true, then recall on digits read one per second will be worse than recall of digits read four digits per second. However, they their findings were the other way around. Participants who had one digit read per second recalled more numbers than participants who had four digits read per second. This suggests that information is lost in short-term memory through interference rather than decay.






No banners. No pop-ups. No kidding.
Make My Way your home on the Web - http://dell.myway.com --MYWAYBOUNDARY_000__ea757f03c5d31f9bee8004f41709f04b-- From psych3120@lists.csbs.utah.edu Wed Nov 8 19:47:28 2006 From: psych3120@lists.csbs.utah.edu (Paige) Date: Wed, 8 Nov 2006 14:47:28 -0500 (EST) Subject: [Psych3120] Question number 2 Message-ID: <20061108194728.966DA99E29@mprdmxin.myway.com> --MYWAYBOUNDARY_000__9bf1289b020585499ecd89f2092cfbef Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit This is what I have so far for question number two. If anyone believes that I am missing something, please add to it. Good luck to everyone. Brown and Peterson both studied how information was lost in short-term or working memory. Their focus was on if information decayed over time. They first presented subjects with a trigram (an example XQJ). Then gave them a number and asked the subject to count backwards by 3’s. Each participant counted backwards for X amount of seconds and then recalled the trigram. They found that the longer people counted, the less they would be able to recall the trigram. However, this does not prove decay. Instead it would prove interference because the numbers would be interfering from the individual remembering the trigram. Waugh and Norman challenged this procedure by coming up with a new experiment. They wanted to know if recall varies as a function of time or items. In their study, subjects were presented with a string of sixteen digits. These strings of digits were either read either digit one per second, or four digits per second. If decay is true, then recall on digits read one per second will be worse than recall of digits read four digits per second. However, they their findings were the other way around. Participants who had one digit read per second recalled more numbers than participants who had four digits read per second. This suggests that information is lost in short-term memory through interference rather than decay. -Paige Baucom No banners. No pop-ups. No kidding.Make My Way your home on the Web - http://dell.myway.com _______________________________________________ No banners. No pop-ups. No kidding. Make My Way your home on the Web - http://dell.myway.com --MYWAYBOUNDARY_000__9bf1289b020585499ecd89f2092cfbef Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: 7bit

This is what I have so far for question number two. If anyone believes that I am missing something, please add to it. Good luck to everyone.

Brown and Peterson both studied how information was lost in short-term or working memory. Their focus was on if information decayed over time. They first presented subjects with a trigram (an example XQJ). Then gave them a number and asked the subject to count backwards by 3’s. Each participant counted backwards for X amount of seconds and then recalled the trigram. They found that the longer people counted, the less they would be able to recall the trigram. However, this does not prove decay. Instead it would prove interference because the numbers would be interfering from the individual remembering the trigram.

Waugh and Norman challenged this procedure by coming up with a new experiment. They wanted to know if recall varies as a function of time or items. In their study, subjects were presented with a string of sixteen digits. These strings of digits were either read either digit one per second, or four digits per second. If decay is true, then recall on digits read one per second will be worse than recall of digits read four digits per second. However, they their findings were the other way around. Participants who had one digit read per second recalled more numbers than participants who had four digits read per second. This suggests that information is lost in short-term memory through interference rather than decay.

-Paige Baucom




No banners. No pop-ups. No kidding.
Make My Way your home on the Web - http://dell.myway.com


No banners. No pop-ups. No kidding.
Make My Way your home on the Web - http://dell.myway.com --MYWAYBOUNDARY_000__9bf1289b020585499ecd89f2092cfbef-- From psych3120@lists.csbs.utah.edu Wed Nov 8 20:10:05 2006 From: psych3120@lists.csbs.utah.edu (Ryan Boldrin) Date: Wed, 8 Nov 2006 12:10:05 -0800 (PST) Subject: [Psych3120] Test prep Message-ID: <20061108201005.97484.qmail@web53601.mail.yahoo.com> Certainly cramming works in a pinch. But I do not remember those fact today with any accuracy. There is a halo knowledge that is left but It is not accissible to me now. I read a book some time ago by Tony Buzan. It was called "Use both sides of your brain". He discusses the mnemonic strategies that we have just touched on in class. He was student in the English school system and went to Oxford on a scholarship. He uses a technique called Mind-Mapping. It looks like the Priming charts that we have seen, and ideas are connected together around a main topic with lines defining the relationship. It looks like a large molecule on the page. I have tried this approach and it works well for the test and also future recall. Especially for you visual learners who were raised with too much television. ____________________________________________________________________________________ Do you Yahoo!? Everyone is raving about the all-new Yahoo! Mail. http://new.mail.yahoo.com From psych3120@lists.csbs.utah.edu Wed Nov 8 22:12:27 2006 From: psych3120@lists.csbs.utah.edu (alan richmond) Date: Wed, 8 Nov 2006 14:12:27 -0800 (PST) Subject: [Psych3120] test Message-ID: <20061108221227.56342.qmail@web50308.mail.yahoo.com> I just wanted to take a second and wish every one well on the test. Since the theme for this weeks message board seems to be how best to study for the test whether to use mnemonics, cramming, or any other way that works let me tell you my strategy for this semester. Since this is my last semester and I am doing well enough in my classes to insure that I will pass one of them in order to get the 3 credit hours that I need I simply don't care about how I perform on any of the tests that I take. This has lead to a much reduced anxiety level on my part concerning testing and I think it has helped to improve my test performance. I do take the time to ask questions and to study but I am not so concerned about maintaining as high of performance this semester as I have been in past semesters. Any ways as I said before I just wanted to wish everyone good luck on the test and which ever way works best for you put it to work. Alan Richmond ____________________________________________________________________________________ Yahoo! Music Unlimited Access over 1 million songs. http://music.yahoo.com/unlimited From psych3120@lists.csbs.utah.edu Thu Nov 9 00:15:30 2006 From: psych3120@lists.csbs.utah.edu (Jennifer Adams) Date: Wed, 8 Nov 2006 17:15:30 -0700 Subject: [Psych3120] Economy of Representation Message-ID: This is a multi-part message in MIME format. ------=_NextPart_000_0022_01C70359.B5BCCB10 Content-Type: multipart/alternative; boundary="----=_NextPart_001_0023_01C70359.B5BCCB10" ------=_NextPart_001_0023_01C70359.B5BCCB10 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable =20 To answer the question about the Economy of Representation, I think the = most basic way to look at it is this. If you think of economy, or economical, = it means being frugal or not wasting---among other things. The same applies = to this concept. If we have an economy of representations, our brain will = be frugal and find the most simple (or =93economical=94) link between two = related concepts, or nodes. An example was used that robins and canaries are = linked through the =93birds=94 node. That is the most simple way to link them. = Our brain doesn=92t try to link them in other ways, like the color of their breast, or the length of their beak, etc. We will find the easiest, most simple link possible, thus saving energy and brain power!=20 =20 =20 ------=_NextPart_001_0023_01C70359.B5BCCB10 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable

To answer the question about the Economy of Representation, I = think the most basic way to look at it is this. If you think of economy, or = economical, it means being frugal or not wasting---among other things. The same = applies to this concept. If we have an economy of representations, our brain will = be frugal and find the most simple (or “economical”) link = between two related concepts, or nodes. An example was used that robins and canaries = are linked through the “birds” node. That is the most simple way = to link them. Our brain doesn’t try to link them in other ways, like = the color of their breast, or the length of their beak, etc. We will find = the easiest, most simple link possible, thus saving energy and brain power! =

 

 

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This time around, I started reviewing the information much earlier and used mnemonic devises to help remember the material. I also tried to study in different locations so that I would have more retrieval cues. All in all I feel good about the exam and I'm sure I will use these techniques in the future. If I remember ;) _________________________________________________________________ Stay in touch with old friends and meet new ones with Windows Live Spaces http://clk.atdmt.com/MSN/go/msnnkwsp0070000001msn/direct/01/?href=http://spaces.live.com/spacesapi.aspx?wx_action=create&wx_url=/friends.aspx&mkt=en-us From psych3120@lists.csbs.utah.edu Thu Nov 9 23:00:09 2006 From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu) Date: Thu, 09 Nov 2006 17:00:09 -0600 Subject: [Psych3120] reviewing for the exam (Romney Stevens Message-ID: <20061109170009.o1nc3yzbsc8k4800@wm.integrity.com> Studying for those essay questions really helped me to better understand the concepts of the models that we talked about, but I still don't really understand why Collins and Quillian's model and Collins and the modifications of that model are so important. It seems like the neural network models do a much better job of explaining how semantic memory works. I'm not saying that there is no use in the teachable language comrehender model, but I believe that it's main use is that it lead to the development of the neural network models. From psych3120@lists.csbs.utah.edu Fri Nov 10 07:06:20 2006 From: psych3120@lists.csbs.utah.edu (Dan Laxman) Date: Fri, 10 Nov 2006 07:06:20 +0000 Subject: [Psych3120] Recency Effect In-Reply-To: <200611081950.kA8JnWPL002156@topo.csbs.utah.edu> Message-ID: We talked about the recency effect being due to readout of the words that were still in the short term memory. Evidence for that came from the study where the researchers introduced interference after they finished telling the participants the list of words. Interference prevented the subjects from rehearsing the information and recency effect disappeared. I wanted to add another way researchers looked at recency effect and short term memory. It's very similar: instead of interference they just had the participants wait about a minute before reporting. Doing so resulted in the recency effect largely disappearing. There was still a "trace" of it left because the participants rehearsed those words in STM during the minute break and move them into LTM along with the words at the beginning of the list. They weren't able to move all of the words to the LTM. This could be because they lost a lot of words while trying to rehearse the words at the begining of the list. Thus the rehearsal of the words at the beginning of the list could be considered interference. Hope the test went well for everyone! Have a great weekend! -Dan Laxman From psych3120@lists.csbs.utah.edu Fri Nov 10 16:19:09 2006 From: psych3120@lists.csbs.utah.edu (Becca Vrabel) Date: Fri, 10 Nov 2006 16:19:09 +0000 Subject: [Psych3120] mneumonics Message-ID: So I have been trying to use the mneumonics strategy to memorize things. So far it hasn't really worked! I find that I can memorize things relatively well. As soon as I start to fuss around with placing things in my house or at a bizarre location, I tend to remember the place but not the items. What's my problem! _________________________________________________________________ Get FREE company branded e-mail accounts and business Web site from Microsoft Office Live http://clk.atdmt.com/MRT/go/mcrssaub0050001411mrt/direct/01/ From psych3120@lists.csbs.utah.edu Fri Nov 10 16:20:31 2006 From: psych3120@lists.csbs.utah.edu (Keith Radley) Date: Fri, 10 Nov 2006 09:20:31 -0700 Subject: [Psych3120] (no subject) Message-ID: --_a55594b7-134b-4ec8-8829-dd45038ff3cd_ Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Before every test I take, I can usually look around the room and see a hand= ful of people doing some last minute cramming. For a long time I would lau= gh to myself and think about the unfortunate fate of those people who seeme= d to have forgotten everything just minutes prior to the test. Now, I wond= er if a skimming through notes is really that bad of an idea. From what we= have discussed about spreading activation, looking over notes before a tes= t could possibly activate nodes and help someone to perform better on an ex= am. I don't know if there is any actual research supporting this hypothesi= s, but I think it would be interesting to try out. Maybe I'll have to try = it out and see if I'm able to get better grades on tests. _________________________________________________________________ Express yourself with gadgets on Windows Live Spaces http://discoverspaces.live.com?source=3Dhmtag1&loc=3Dus= --_a55594b7-134b-4ec8-8829-dd45038ff3cd_ Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Before every test I take, I can usually look around the room and see = a handful of people doing some last minute cramming.  For a long time = I would laugh to myself and think about the unfortunate fate of those peopl= e who seemed to have forgotten everything just minutes prior to the test.&n= bsp; Now, I wonder if a skimming through notes is really that bad of an ide= a.  From what we have discussed about spreading activation, looking ov= er notes before a test could possibly activate nodes and help someone to pe= rform better on an exam.  I don't know if there is any actual research= supporting this hypothesis, but I think it would be interesting to try out= .  Maybe I'll have to try it out and see if I'm able to get better gra= des on tests.
Express yourself with gadgets on Windows Live Spac= es Try it! = --_a55594b7-134b-4ec8-8829-dd45038ff3cd_-- From psych3120@lists.csbs.utah.edu Fri Nov 10 20:31:23 2006 From: psych3120@lists.csbs.utah.edu (ryan green) Date: Fri, 10 Nov 2006 12:31:23 -0800 (PST) Subject: [Psych3120] petition/protest Message-ID: <20061110203123.55667.qmail@web34311.mail.mud.yahoo.com> --0-1932314590-1163190683=:54157 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit Hi all, I'm starting a petition to coerce Dr. Strayer into limiting the amount of essay questions for the 3rd and final test down to 3!!!! I think 3rd test 3 essays is a zippy theme that I hope you all will get stoked about! There will also be a rally with picket signs and catchy slogans for all those who are energetic activists. There will also be face painting for the youngsters. And Eve, just in case your wondering if this actually counts as a post, the answer is an emphatic "YES!" Thanks! luv ya! Ryan Green --------------------------------- Everyone is raving about the all-new Yahoo! Mail beta. --0-1932314590-1163190683=:54157 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
Hi all,
 
I'm starting a petition to coerce Dr. Strayer into limiting the amount of essay questions for the 3rd and final test down to 3!!!! I think 3rd test 3 essays is a zippy theme that I hope you all will get stoked about!  
There will also be a rally with picket signs and catchy slogans for all those who are energetic activists. There will also be face painting for the youngsters.
 
And Eve, just in case your wondering if this actually counts as a post, the answer is an emphatic "YES!" Thanks! luv ya!
 
Ryan Green

Everyone is raving about the all-new Yahoo! Mail beta. --0-1932314590-1163190683=:54157-- From psych3120@lists.csbs.utah.edu Fri Nov 10 20:58:00 2006 From: psych3120@lists.csbs.utah.edu (Darin Mano) Date: Fri, 10 Nov 2006 13:58:00 -0700 Subject: [Psych3120] mnemonics Message-ID: <3b4d82fa0611101258k21ed8f59v9d98cc2d4981d93b@mail.gmail.com> That was a pretty tough test. I just barely had enough time to answer all of the questions. I this that it was a good representation of all the things that we have learned throughout the semester. I just wish that I had more time to write the essay more clearly. Anyway, it is really interesting how I am able to see different aspects of class in my other classes. It was really interesting this last week because just as we were learning about memory we had a similar discussion in one of my ARchitecture classses. I was learning about "Place Memory" in this class. It is about how architecture and other places can elicit memories. One of the main terms that we were learning about was mnemonics. We learned about it a little differenty. It was not a scientific definintion or anything. But, the two topics do correlate. Especially how we learned about the fact that context is embedded in memory. I was able to bring that into the discussion of how architecture influences memory. -- Darin M. Mano From psych3120@lists.csbs.utah.edu Fri Nov 10 21:22:34 2006 From: psych3120@lists.csbs.utah.edu (Paul Rudd) Date: Fri, 10 Nov 2006 13:22:34 -0800 (PST) Subject: [Psych3120] TA's doing their thing In-Reply-To: <200611101905.kAAJ4k5T028773@topo.csbs.utah.edu> Message-ID: <20061110212234.96567.qmail@web34803.mail.mud.yahoo.com> We must all thank Eve for the awesome review she gave before the test. She did a great job of hinting (telling) what was going to be on the test. Without her, my study efforts would have gone to other topics. So, Thank You very much Eve! As far as the test goes, there was nothing on it that was unexpected. It was very straight forward. I think the hardese part of the exam was suffering from hand cramps from writting. ____________________________________________________________________________________ Cheap talk? Check out Yahoo! Messenger's low PC-to-Phone call rates. http://voice.yahoo.com From psych3120@lists.csbs.utah.edu Sat Nov 11 00:40:50 2006 From: psych3120@lists.csbs.utah.edu (Chad C Moffitt) Date: Fri, 10 Nov 2006 17:40:50 -0700 Subject: [Psych3120] response to Becca Message-ID: This is a multi-part message in MIME format. ------_=_NextPart_001_01C7052A.0946E642 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable For this weeks posting, I would like to respond to Becca and say: You = have no problem. I was just thinking how Im the same way. I think it = reflects more on how mneumonic remembering is an individualistic thing. = Some mnemonics work well for some people, and different ones for other = people; and some people get by without using them at all. I tend to be = in the latter category. I have a somewhat short attention span anyway, = so, like you, by the time I use mental effort to create a story or = bizzare situation, I forget why I am doing it. This comes with an = exception, however. I am a visual learner, and find that if I visualize = a concept or list of related words by themselves, without placing them = in some story or scene, I remember that concept or those words just as = well as if I had placed them in some scene. The point, I believe, is = not whether you are using a particular mnemonic, but that you are using = something that will make the subject matter meaningfull to you. It is = the meaning that counts, and not the mnemonic per se. =20 ------_=_NextPart_001_01C7052A.0946E642 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable =0A= =0A= =0A= =0A=
For this weeks posting, = I would like to respond to Becca and say: You have no problem.  I = was just thinking how Im the same way.  I think it reflects more on = how mneumonic remembering is an individualistic thing.  Some = mnemonics work well for some people, and different ones for other = people; and some people get by without using them at all.  I tend = to be in the latter category.  I have a somewhat short attention = span anyway, so, like you, by the time I use mental effort to create a = story or bizzare situation, I forget why I am doing it.  This comes = with an exception, however.  I am a visual learner, and find that = if I visualize a concept or list of related words by themselves, = without placing them in some story or scene, I remember that = concept or those words just as well as if I had placed them in some = scene.  The point, I believe, is not whether you are = using a particular mnemonic, but that you are using something that will = make the subject matter meaningfull to you.  It is the meaning that = counts, and not the mnemonic per = se.  
------_=_NextPart_001_01C7052A.0946E642-- From psych3120@lists.csbs.utah.edu Sat Nov 11 22:05:51 2006 From: psych3120@lists.csbs.utah.edu (William Gordon) Date: Sat, 11 Nov 2006 15:05:51 -0700 Subject: [Psych3120] Thanks Jennifer In-Reply-To: <200611091914.kA9JDYLT015156@topo.csbs.utah.edu> Message-ID: for answering my economy question even though it didn't come through til after the test. I still appreciate it. Also, how 'bout that test, huh? I barely finished in time, and there were still tons of people when time was up. By the way, Mr. Ryan Green, you have my signature. But I won't be able to attend the protest, for I hope to remain anonymous...(hopefully someone besides me finds that somewhat funny) _________________________________________________________________ Get today's hot entertainment gossip http://movies.msn.com/movies/hotgossip?icid=T002MSN03A07001 From psych3120@lists.csbs.utah.edu Sun Nov 12 19:41:27 2006 From: psych3120@lists.csbs.utah.edu (Lexi Breeze) Date: Sun, 12 Nov 2006 12:41:27 -0700 Subject: [Psych3120] (no subject) Message-ID: Hey! So there isn't much to talk about as far as class discussion and lecture for this week, so I will talk about my little memory lapse. I completely forgot about the test. I knew it was coming, I knew it was Thursday, and I had kind of a busy week and I had been planning when I was going to study for it and when that time came, I just didn't remember at all that we had a test. I remembered that morning right when I woke up. I don't know what node got activated to spread it to let me know the test was that day, but I freaked out. I decided I would miss my first class because it's pointless, and use that time to study. So instead of distributed studying I had to massively cram, but I think it was ok because since it was right before the test I had some recency effect going for me. I probably had every one of the seven sins helping me to forget about it. But I think I did pretty well, considering. And maybe I just needed to be taught a lesson so this doesn't happen again! _________________________________________________________________ All-in-one security and maintenance for your PC. Get a free 90-day trial! http://clk.atdmt.com/MSN/go/msnnkwlo0050000002msn/direct/01/?href=http://www.windowsonecare.com/?sc_cid=msn_hotmail From psych3120@lists.csbs.utah.edu Sun Nov 12 23:40:28 2006 From: psych3120@lists.csbs.utah.edu (Jacob Hansen) Date: Sun, 12 Nov 2006 16:40:28 -0700 Subject: [Psych3120] (no subject) Message-ID:



that was a great test right, well i felt that it went better than last test.  i want to thank eve for that killer review session because it helped out so much.  now i guess it is time to buckle down for the end of the semester push. i get so tired at the end of the semester and seeing as how this is to me my last one i am getting excited, but i just need to remember that if one does not finish strong it does no good to have to retake any classes.  so i am excited to go to class and not miss even one of them...


JAKE
From psych3120@lists.csbs.utah.edu Sun Nov 12 23:51:44 2006 From: psych3120@lists.csbs.utah.edu (Becca Vrabel) Date: Sun, 12 Nov 2006 23:51:44 +0000 Subject: [Psych3120] the exam Message-ID: I thought that the multiple choice questions were really confusing. I remember Eve telling us that they would be....but, man! I really like how the tests are structured. The study guides are sweet. I feel like I actually start learning and remembering the information when I answer the essay questions. When we are given lectures, I take notes, but don't necessarily learn the information. _________________________________________________________________ Try Search Survival Kits: Fix up your home and better handle your cash with Live Search! http://imagine-windowslive.com/search/kits/default.aspx?kit=improve&locale=en-US&source=hmtagline From psych3120@lists.csbs.utah.edu Sun Nov 12 23:57:27 2006 From: psych3120@lists.csbs.utah.edu (Jennie Ruff) Date: Sun, 12 Nov 2006 16:57:27 -0700 Subject: [Psych3120] (no subject) In-Reply-To: References: Message-ID: <079571D8-7175-403C-BD14-4234A9086C0E@impulsion-sim.com> Like everyone else I was quite nervous about that test. I hadn't really paid that great of attention in class, and despite a week or so of studying for bits at a time I crammed a huge amount the night before and still didn't feel so confident. I do however want to share something that was very helpful to me, on this test and the first one; I used the multiple choice questions to remind me of things I wanted to say in the essay questions. I really think that it was useful thi