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PSYC 2700 Study Guide Exam Questions And Actual Answers.
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  • PSYC 2700

Craik and Lockhart's levels of processing - Answer Deeper processing leads to better encoding and retrieval Hyde and Jenkins' free recall experiment—Independent variables, task, results, conclusions - Answer Independent variables 1—Depth of processing of words 2—Intent to learn: I...

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  • November 8, 2024
  • 25
  • 2024/2025
  • Exam (elaborations)
  • Questions & answers

Subjects

  • levels of processing approach

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  • PSYC 2700
  • PSYC 2700

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PSYC 2700 Study Guide Exam
Questions And Actual Answers.
Craik and Lockhart's levels of processing - Answer Deeper processing leads to better encoding and
retrieval



Hyde and Jenkins' free recall experiment—Independent variables, task, results, conclusions - Answer
Independent variables

1—Depth of processing of words

2—Intent to learn: Intentional (participants knew they were participating in free recall) or incidental



Task

1—Given a list of words

2—Recall words



Results

1—Deep processing lead to better recall

2—Intent to learn did no lead to better recall



Conclusions—supports levels of processing approach



Generation effect - Answer When learners generate the items to be memorized, retrieval is superior



Graf's and Slamencka generation effect experiment—Independent variables, task, results, conclusions -
Answer Independent variables

1—Generation and control

2—Relationships between word pairs



Task

,1—Given pairs of words or asked to generate a second word given the first word

2—Given trios of words, recall which word was part of a pair



Results—responses were more accurate for words that had been generated



Conclusions—supports levels of processing approach



Auto reference effect - Answer Information retrieval is superior when the learners relate the material
to be memorized to their personal experiences



Kirker, Kuiper and Rogers' auto reference effect experiment—Task, results, conclusions - Answer Task

1—Participants are shown a list of adjectives and are asked if they apply to them

2—Asked to recall words



Results—recall was better for words that the subjects said applied to themselves



Conclusions—supports levels of processing approach



Cohen, Conway and Stanhope's long term retention experiment—Independent variables, task, results -
Answer Independent variables—retrieval intervals



Task

1—Took cognitive psychology class

2—Asked to recall subject matter learned previously

3—Specify confidence rating



Results—confidence ratings decreased with time but actual remembered material remained steady



Massed learning - Answer When the study time devoted to any given item is not subject to any
interruptions of the intervening items or intervening time

, Distributed learning - Answer When a measurable time lag separates study episodes for a given time



Keppel's massed vs distributed learning experiment—Independent variables, task, results, conclusion -
Answer Independent variables

1—Learning condition: Massed (no inter study interval) vs distributed (inter study interval)

2—Retention interval (time between learning and recall): 1 vs 8 days



Task

1—Given a list of adjectives paired with nonsense syllables

2—Participants must learn to generate the adjectives from the nonsense syllables



Results

1—No difference in conditions after 1 day

2—After 8 days, distributed practice led to superior recall



Conclusion—taking breaks helps with learning



Capeda, Pashler, Rohrer, Vul and Wixted's and inter study and retention interval experiment—
Independent variables, task, conclusion - Answer Independent variables

1—Length of inter study interval

2—Length of retention interval



Task

1—Given obscure trivia facts

2—Tested recall and recognition



Conclusion—maximum recall when inter study interval is several months and retention interval is several
years

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