Sheen, Kemp, Rubin (2,6,15) pg 120
Distinguish a field view of a memory from an observer view of a memory. Why must observer memories be reconstructed, at least to some extent?
point of view taken during recollection was related to the purpose of the recall. Memories recalled from the observer's perspective must be reconstructed, because the original event must have been experienced from the field perspective.
Describe the critical difference in participants and methodology employed in Exp1. what would you had been asked to do if you been a participant in this study?
Of the 20 sets of twins, 36 disputed memories in total; 14 had disputed memories with their twin and 6 had no disputed memories. One of the interesting results of exp 1 was how many new disputed memories were discovered through the experiment.
After reading the study, pose an empirical question to be investigated? Are there any differences between trans-men (those taking testosterone) and cis-males and disputed memories.
Tuesday, September 27, 2016
Week 4
Noice (2,4,9) (pg 249)
What previous work has been done in analyzing expertise, and more specifically, in analyzing the expertise of professional actors?
Research has been done when it comes to professional acting. One, conducted by Oliver and Ericsson in 1986, where participants were required to learn large amounts of complex material. A second study by Intons-Peterson and Smyth looked at actors' specific ability to learn text.
Who were the participants in the study, and what were they required to do?
For the study, 7/9 participants were used who were considered experts as professional actors and had been active in professional theater for a minimum of five years. ( 2 were excluded from final analysis) The final 7 were asked to record themselves as they described the memorization process they used when learning a new role.
In considering the memory strategies employed by actors, can you find any lessons that might apply to your studying? It seems based off the research that recreating a reality where an actor understands their character's intentions behind the words used, was helpful in helping them learn their part. I think that by adding a visual picture to my use of memorization and even an emotion could help me remember important things. Also, if I ever act, to make sure I fully understand my character's internal process.
What previous work has been done in analyzing expertise, and more specifically, in analyzing the expertise of professional actors?
Research has been done when it comes to professional acting. One, conducted by Oliver and Ericsson in 1986, where participants were required to learn large amounts of complex material. A second study by Intons-Peterson and Smyth looked at actors' specific ability to learn text.
Who were the participants in the study, and what were they required to do?
For the study, 7/9 participants were used who were considered experts as professional actors and had been active in professional theater for a minimum of five years. ( 2 were excluded from final analysis) The final 7 were asked to record themselves as they described the memorization process they used when learning a new role.
In considering the memory strategies employed by actors, can you find any lessons that might apply to your studying? It seems based off the research that recreating a reality where an actor understands their character's intentions behind the words used, was helpful in helping them learn their part. I think that by adding a visual picture to my use of memorization and even an emotion could help me remember important things. Also, if I ever act, to make sure I fully understand my character's internal process.
Week 3
Schmidt & Williams 1,8,13
Schmidt, 1994, found that humorous sentences were recalled better than non-humorous sentences, but only under certain conditions. Describe these conditions.
Schmidt found that when relevant mnemonic variables are controlled, conditions leading to a humor effect are clearly limited. Schmidt also found that humorous sentences were recalled better than non-humorous sentences in lists containing both sentence types.
For each experiment, describe what you would have been asked to do?
For experiment 1: I would examine a picture for 15 seconds and then I would have a 15sec rating period where I would rate the humor of the cartoons and rate the difficulty level to understanding the humor. After the slide show, I would perform arithmetic for 5min. I would then be given 10min to recall the cartoons. Then unexpectedly I would have memory test I would write a brief description of each slide that I remembered and the caption.
Given the results of experiment 1, the researchers conclude that .... how did they arrive at this conclusion?
They found that memory effects in the analysis of weird/literal cartoons are more likely due to perception of humor rather than the resolution of incongruities. Also, the perception of humor was found to be more closely related to memory performance than is the putative resolution of cartoons that by definition do not contain incongruities.
Furnham & Bradly 5,6, 12
What predictions do the researches make regarding the effects of background music on the cognitive performance of introverts and extroverts?
The hypothesis tested was that introverts and extroverts will perform equally well on tasks that are completed in silence; however in the presence of distracting music the introverts will not perform as well as the extroverts.
What would you do?
I would first complete a pre-test questionnaire then be given a series of tasks to do one at a time that include; a memory test, reading comprehension, and treatment and control conditions
One task would be done in silence and another while the radio is played in the background. After completing both tests, I would then complete a post-test questionnaire and be finished.
Were the experimental findings consistent with the reported behavior of extroverts and introverts in their daily lives? Explain?
The experimental findings were consistent in showing that those who don't listen to music when studying found music distracting during the experiment. Extroverts who usually study with the music on at home showed similar results during the experiments while introverts found the music to be more distracting and it adversely affected their performance most likely because they weren't used to it though that could change.
Schmidt, 1994, found that humorous sentences were recalled better than non-humorous sentences, but only under certain conditions. Describe these conditions.
Schmidt found that when relevant mnemonic variables are controlled, conditions leading to a humor effect are clearly limited. Schmidt also found that humorous sentences were recalled better than non-humorous sentences in lists containing both sentence types.
For each experiment, describe what you would have been asked to do?
For experiment 1: I would examine a picture for 15 seconds and then I would have a 15sec rating period where I would rate the humor of the cartoons and rate the difficulty level to understanding the humor. After the slide show, I would perform arithmetic for 5min. I would then be given 10min to recall the cartoons. Then unexpectedly I would have memory test I would write a brief description of each slide that I remembered and the caption.
Given the results of experiment 1, the researchers conclude that .... how did they arrive at this conclusion?
They found that memory effects in the analysis of weird/literal cartoons are more likely due to perception of humor rather than the resolution of incongruities. Also, the perception of humor was found to be more closely related to memory performance than is the putative resolution of cartoons that by definition do not contain incongruities.
Furnham & Bradly 5,6, 12
What predictions do the researches make regarding the effects of background music on the cognitive performance of introverts and extroverts?
The hypothesis tested was that introverts and extroverts will perform equally well on tasks that are completed in silence; however in the presence of distracting music the introverts will not perform as well as the extroverts.
What would you do?
I would first complete a pre-test questionnaire then be given a series of tasks to do one at a time that include; a memory test, reading comprehension, and treatment and control conditions
One task would be done in silence and another while the radio is played in the background. After completing both tests, I would then complete a post-test questionnaire and be finished.
Were the experimental findings consistent with the reported behavior of extroverts and introverts in their daily lives? Explain?
The experimental findings were consistent in showing that those who don't listen to music when studying found music distracting during the experiment. Extroverts who usually study with the music on at home showed similar results during the experiments while introverts found the music to be more distracting and it adversely affected their performance most likely because they weren't used to it though that could change.
Monday, September 26, 2016
Week 2
Sing & Rosen
5. Describe the auhors' hypothesis.
In summary, the authors' hypothesized that embeds can have any effect, both positive or negative, on advertising's effectiveness. They also were seeking answers to how the embeds effectiveness varies across product categories and types of embeds used.
6. Describe what you would have been asked to do, had you been a participant in this experiment?
Had I been a a participant, I would have been asked to look at a roll of pictures (ads) appearing one at a time on the screen in front of me. I would then be asked to look at the picture on the screen for as long as as I desired. Once I was done looking at the picture I would say"ok"and then the attendant would remove the picture from the screen and then present to me a set of questions to answer. This process would repeat for the three remaining filler ads in the product category.
7. Did any of the measures of advertising effectiveness yield positive effects of subliminal embeds? were there any evident trends or hints of possible effects?
The study was inconclusive. There was no statistical significance shown at any level for embeds effectiveness. The study did show, however, that embedding sex-or-death-related-words or pictures in advertising is not likely to create the substantial positive or negative attitude and behavior change hypothesized by keys. With a mixture of data results and interpretations, the authors suggest more research be made in this area.
Slayer & Johnson
What does previous experimental research suggest about the link between cell-phone usage and driving ability? Previous research shows a correlation between all-phone use and motor accidents. Research also suggests that using a cell-phone while driving has a negative impact on one's driving.
What does the previous research suggest about working memory tasks and driving ability? How are these studies limited in their ability to generalize to cell-phone usage? Research shows that working memory tasks, mental arithmetic tasks, and reasoning tasks disrupt stimulated-driving performance. Research is limited, however, because many factors could affect one's driving including road conditions, emotional state, type of car, etc.
For each experiment, describe what you would have been asked to do, had you been a participant.
For the first experiment, I would have been asked to perform a stimulated driving task whereas if I saw a flickering red light I would make a braking response as fast as possible. Likewise, if i saw a flickering green light I would continue driving. For the second experiment, I would do the same thing but during the first lap/phase it would be on an easy and predictable course and the second lap would be on a challenging and unpredictable lap. After the warmup phase, I would do the same thing in a single task mode and dual task mode using a cell phone.
Some question whether a cellular phone conversation while driving is really any different from talking to another occupant in the car while driving. what do the researchers have to say about this distinction? Evidence shows that in-person conversations are modulated by driving difficulty, so that as the demands of driving increase, participation by all participants in a conversation decreases. Also, when the drive engages in a cell-phone conversation, he or she is no longer solely in control of the dynamics of the conversation.
5. Describe the auhors' hypothesis.
In summary, the authors' hypothesized that embeds can have any effect, both positive or negative, on advertising's effectiveness. They also were seeking answers to how the embeds effectiveness varies across product categories and types of embeds used.
6. Describe what you would have been asked to do, had you been a participant in this experiment?
Had I been a a participant, I would have been asked to look at a roll of pictures (ads) appearing one at a time on the screen in front of me. I would then be asked to look at the picture on the screen for as long as as I desired. Once I was done looking at the picture I would say"ok"and then the attendant would remove the picture from the screen and then present to me a set of questions to answer. This process would repeat for the three remaining filler ads in the product category.
7. Did any of the measures of advertising effectiveness yield positive effects of subliminal embeds? were there any evident trends or hints of possible effects?
The study was inconclusive. There was no statistical significance shown at any level for embeds effectiveness. The study did show, however, that embedding sex-or-death-related-words or pictures in advertising is not likely to create the substantial positive or negative attitude and behavior change hypothesized by keys. With a mixture of data results and interpretations, the authors suggest more research be made in this area.
Slayer & Johnson
What does previous experimental research suggest about the link between cell-phone usage and driving ability? Previous research shows a correlation between all-phone use and motor accidents. Research also suggests that using a cell-phone while driving has a negative impact on one's driving.
What does the previous research suggest about working memory tasks and driving ability? How are these studies limited in their ability to generalize to cell-phone usage? Research shows that working memory tasks, mental arithmetic tasks, and reasoning tasks disrupt stimulated-driving performance. Research is limited, however, because many factors could affect one's driving including road conditions, emotional state, type of car, etc.
For each experiment, describe what you would have been asked to do, had you been a participant.
For the first experiment, I would have been asked to perform a stimulated driving task whereas if I saw a flickering red light I would make a braking response as fast as possible. Likewise, if i saw a flickering green light I would continue driving. For the second experiment, I would do the same thing but during the first lap/phase it would be on an easy and predictable course and the second lap would be on a challenging and unpredictable lap. After the warmup phase, I would do the same thing in a single task mode and dual task mode using a cell phone.
Some question whether a cellular phone conversation while driving is really any different from talking to another occupant in the car while driving. what do the researchers have to say about this distinction? Evidence shows that in-person conversations are modulated by driving difficulty, so that as the demands of driving increase, participation by all participants in a conversation decreases. Also, when the drive engages in a cell-phone conversation, he or she is no longer solely in control of the dynamics of the conversation.
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