Unit 2 Learning Goals.docx

PSYC 360: Unit 2 Learning Goals Chapter 5 Explain why the partial-report method is better suited to assess the capacity of sensory memory. Compare and contrast short-term and working memory, describing the structural features of each model. Describe how the results of the Sternberg Search support...

PSYC 360: Unit 2 Learning Goals Chapter 5 Explain why the partial-report method is better suited to assess the capacity of sensory memory. Compare and contrast short-term and working memory, describing the structural features of each model. Describe how the results of the Sternberg Search support a serial exhaustive model of STM search. Address the role of individual differences in working memory and make an argument for/against app-based learning programs purported to strengthen executive function. Summarize the main arguments from Bialystok and Craik (2022). Additionally, describe the individual differences in bilingual experience that may modulate the relationship between bilingualism and executive function (as discussed in de Bruin, 2019). Differentiate between the primacy and recency effect in the serial position effect, providing an explanation for why each phenomena occur. Additionally, describe how Giovannelli et al. (2022) uses an emotional context to reduce the oblivion effect. Chapter 6 Sketch the structure of long-term memory, elaborating on the functions of each component. Analyze case studies and discuss what, across cases, the pattern of memory loss suggests about how memory is stored in the brain. Explain how personal semantic memories demonstrate the connection between episodic and semantic memory. Describe the pattern of forgetting over time via the remember/know task. Differentiate between explicit and implicit memory tasks, using Graf et al. (1985) and Snyder et al. (2014) as examples. Chapter 7 Distinguish between elaborative rehearsal and maintenance rehearsal. Identify which methods of encoding information are effective in increasing retrieval from long-term memory. Explain the mechanism behind the Production Effect and speculate as to how changes to the manipulation might impact the results. Define consolidation and reconsolidation. Address how evidence from Nader et al. (2000) supports this distinction. Explore the relationship between sleep, rest and memory consolidation as described in Wang et al. (2021). Describe the ways in which encoding and retrieval interact to affect long-term memory. Apply findings in encoding, retrieval and consolidation to your everyday life as a student.  Chapter 8 Describe the constructive nature of memory, illustrate with examples from memory errors and false memories.  Explain how the DRM paradigm has been used to study false memories and address potential explanations for this phenomenon. Sketch how memories are distributed across the lifespan, elaborating on the theoretical explanations for both childhood amnesia and the reminiscence bump. Explore the role of future thinking among individuals with HSAM (as discussed in Gibson, Ford, & Robinson, 2022). Address the role of the amygdala in the relationship between emotions and memory. Compare and contrast some of the views regarding flashbulb memory. Demonstrate the frailty of eyewitness testimony with empirically-backed research. Sketch the experimental conditions in Camp, Wesstein, and de Bruin (2011) as well as the main results in Blank et al. (2020). Explain what the results of each of these studies contribute to the eyewitness memory literature.