Abstract: The aim of this investigation was to test long-term memory using two conditions: mental repetition and note-taking. It was hypothesised that the participants who were able to take notes will remember more of the critical words than the participants who used mental repetition. There were 22 year 11 students used, 3 male, 19 female, all relatively the same age group (15-16 years). 50 words were read out to two groups, one group able to take notes, and the other not able to. The participants were then quizzed to see how many critical words (words starting with s) they could remember.
POSSIBLE EXAM STYLE QUESTIONS ON MEMORY: • Psychology students sometimes revise for an exam by reading their notes over and over again. However, psychologists suggest that other memory improvement strategies may be more effective. • Explain how a student could use their knowledge of strategies for memory improvement (other than repetition) to help revise for a psychology exam. • Explain two differences between short-term memory and long-term memory in this Model • Explain two differences between short-term memory and long-term memory in this Model • Outline one strength and one limitation of the working memory model • In this experiment, participants were asked to look at a photograph rather than watch a live conversation. Explain one strength and one limitation of carrying out the experiment in this way.
Personality Check Point BEH 225 September 8, 2011 JEANNETTE DEZSOFI Personality Check Point In reviewing the information on personality tests, it appears there are many tests to choose from and each one will tell you a little something different about yourself. After completing the Jung personality test, provided online, and reviewing the results, I would have to say that it is fairly accurate based on how I look at myself. This particular test is an objective type of test. As the test says, however, the more you take the test and the more truthful you are with your answers, the more accurate the assessment will be. It is however, still a self-assessment and therefore may be skewed based on the perception you have of yourself as opposed to how someone else may see you.
SPA Lab 2: Lexical Decision Making Experiment Abstract Students from Sensation, Perception, and Action class partook in the lexical decision experiment during their own personal selected times. There were 26 participants that performed the experiment and 2 participants were dropped due to technical difficulties. It was hypothesized the reaction times were expected to be faster when an associated word was displayed rather than a non-word was displayed. The influence of a non- word's meaning on lexical decision reaction time (RT) was demonstrated through one experiment. The results supported the spreading activation research question since the word relatedness was affected by the response time.
PSYC1000 U01A1 Perceptions of Psychology Capella University April 29, 2012 U01A1-Perceptions of Psychology-Interpretation Sheet Describe any common elements among the statements made by your subjects. When I presented the questions to my subjects I noticed the quizzical look that they all had. All but one of the subjects replied to me with pretty much the same answer as to what the definition of psychology is, psychology is the study of the human brain. The majority of the subjects that I asked the questions to answered with thoughts of it having to do with human behavior and how each person does the things they do. Another common thing I noticed is that the majority of people said the role of the psychologist is to help people with the problems they are going through in their lives and they also added that it helps when people listen to them and not just hand them a pill for their problems and send them on their way out the door to deal with their problems on their own.
Psych 111 Reflection Papers Reflection Paper One: “His and Her Brains”, pg. 75 in Hockenbury Reflection Paper Two: “Is Human Freedom Just and Illusion”, p. 208 Hockenbury Reflection Paper Three: “Do Personality Factors Cause Disease”, p. 514 Hockenbury Students: All of the above paper topics come right from your text. Assess the page, read the critical thinking segment, and at the very least, answer the critical thinking questions that are prompted by the authors at the end of the segment. Remember however, these are reflection papers. So I want to hear your personal reflections on the material.
The goal is for the students to read as many types of books as possible, allowing exposure to different authors and writing styles. • Writing If one compares the writing skills of a student from an urban school and a suburban or parochial school, most times the student from the urban environment will lack basic structure especially within the use of grammar. • Grammar and Usage At Ben S. Carson, it is very rare that a student is heard using correct grammar usage. It is the goal of the Language Arts department to instill habits that will drive students to always be able to speak correctly, and when to deviate from using slang. • Reference-Study Reference-Study skills are a preparatory method to get students ready to do effective research.
Neither drill is exactly like the SAT test, and yet each one can exercise a different set of mental muscles. At first it's probably most helpful to do questions in chunks so that you can concentrate on the skills required for the different question types and engrain that skill set into your long-term memory.
English 10 Due: Friday, January 24 Atkinson Memoir Reading So far, you have done some memory writing and read three memoirs: "Salvation", "The Inheritance of Tools", and "Cut". Given the work with your own memory and the readings that you have done to this point, answer the following questions with several sentences each: 1. We know that our memories are faulty. Our brain is guilty of often filling in details that we may not be entirely accurate and can even shape the memory to what we want it to be much more than what it actually was. Are all portions of a memoir, narrative, or biography or autobiography true?
Tinto recently noted (1998) that while few issues in higher education have received as much attention, there is still much to learn. For the purpose of this exam question, the author will first briefly introduce Tinto’s model and then the paper will look at its key features, strengths and limitations to give the reader a clear background as to what the model is all about. The author will then conclude how relevant Tinto’s Model of Retention is. Vincent Tinto’s Model of Retention Vincent Tinto’s 1975 Student Integration Model (SIM) of attrition was intended to offer a longitudinal model which would explain all of the aspects and processes that influenced an individual’s decision to leave college or university. Tinto’s (1975) theory focused on how student’s lack of interaction within the higher education community leads to student departure.