Two lab studies both using independent measures design were carried out. The independent variable in both of the experiments was the verb used in the sentence. The dependant variable in experiment 1 was the PP’s speed estimate, whereas in experiment 2, the dependant variable was whether or not the PP’s believed they saw glass. The PP’s for experiment 1 were 45 students at the University of Washington and for experiment 2 there were 150 student participants. The PP’s were shown 7 short film clips from safety films for driver education of traffic collisions.
University of Phoenix Material Week Two Quiz Multiple Choice: Read each question and select the correct answer. 1. A company wants to use a psychological test to screen for emotional stability for a sensitive position. Which of the following tests is the best choice for the company to use? a. Cognitive Assessment System b. Weschler Adult Intelligence Scale (WAIS-IV) c. Woodcock-Johnson d. Sixteen Personality Factors (16PF) 2.
Introduction: The background of this lab is that we have been learning this for about 2 weeks in class. We took notes and we were given the lab to see what we learned from the notes. In this lab we was to find out what we had to transfer the DNA to mRNA and that to tRNA. The from tRNA chain we had to look on the back of the data table and find out the Amino acid sequence. Then from there
PSY 102: Psychology in the Modern World Your Name: Instructor: Bob Melara Your Section: FALL 2012 Your TA’s Name: ** Answer the questions in your own words, Type your answers, make sure you answer all parts, print the answered homework and take it with you to your next recitation! Only the two lowest homework grades can be dropped ** Homework #12 (Memory) 1. a) Define memory, and b) explain how flashbulb memories differ from other memories. 2. a) What is the difference between iconic memory and echoic memory? b) What is the difference between short-term memory and working memory? c) Describe the capacity and duration of short-term memory and long-term memory?
The Muller-Lyer visual illusion: Dependency on the presence of “distance cues”? Abstract The assumption that distance cues are responsible for the functioning of the Muller-Lyer illusion was examined by presenting three conditions with varying degrees of ambiguity. Eighteen participants made up a mixed gender sample of university students who were presented with a Powerpoint presentation of 32 trials depicting the Muller-Lyer figure, Necker cube components and a combination of Muller-Lyer and Necker components. Participants were instructed to record where they perceived the figure to be divided. Single and repeated measure t-tests were produced using SPSS.
a. Cognitive Assessment System b. Weschler Adult Intelligence Scale (WAIS-IV) c. Woodcock-Johnson d. Sixteen Personality Factors (16PF) 2. ________ testing uses ambiguous or unstructured testing stimuli to which a person responds freely to the testing stimuli. ________ is an example of this type of testing. a. Objective; MMPI b. Projective; TAT c. Functional; NEO-PI-R d. Intelligence; Stanford-Binet 3.
Abstract Fonts can attract different kinds of attention, and also different levels of processing and memory. In this experiment we were particularly interested to see if font styles have any influence on people’s abilities to recall information with the three specific font styles we chose: normal (Times New Roman), all-capitalized and cursive. Our hypothesis was that it was much easier to remember something if the information appeared in the normal font. The participants were college students in a Cognitive Psychology course (N = 27). Each participant received a one-page fictional story and was then tested on recall of the important points covered in the story.
RUNNING HEAD: KREY Memory: Commonality of Association Stephanie Krey St. Catharine College Abstract An experiment was conducted to test memory using high and low commonality with word association. There were twelve participants for this experiment: 10 females, 2 males: ranging from eighteen to fifty eight years of age. This experiment used a two by three mixed factorial design for experiment and a two by three ANOVA factorial design for the results. The participants were informed of their task of after being read the list of thirteen stimulus words and their thirteen responses; they were to respond with what they remember the response to the stimulus to be. The results concluded that the high commonality association had more meaningfulness in regards to memory than did the low commonality association words.
The results suggest that participants took shorter time to read the nonsense words than that of reading the incongruent words. These findings maintain the hypothesis for the Stroop colour word task. Comparison of Reaction Times for the Stroop Colour Word Task The Stroop effect was discovered by John Ridley Stroop (1935), involving cognitive interference in colour-word processing tasks and continues to captivate experimenting in psychology to this day. Cattell in 1886 was doing his own dissertation under Whundt, and this influenced Stroop's research some 50 years earlier by reporting
Abstract This paper examines the effects of the type of loci on memory recall. The participants, 667 undergraduate students from the University of Western Sydney, were randomly allocated to the “university” loci group or the “home” loci group. They were asked to recall words that were read out to them by the experimenter and were tested on the number of words recalled correctly with and without the use of loci. Results did not support previous findings and the hypothesis; that different types of loci have affects on memory recall. However the hypothesis that the method of loci improves memory recall was supported.