Cognition unit test
A test on this unit alone, marked as a percentage and a letter grade — for the test your class is actually sitting, rather than for May. Answer everything, then submit once: seeing the answer to question 3 before attempting question 4 makes the final percentage meaningless.
Confirmation bias
Representativeness heuristic
Functional fixedness
Sensation vs perception
Explicit vs implicit memory
Anchoring
Working memory model
Spacing effect
Levels of processing
Linguistic relativity
Selective attention
Chunking
Short answer 1. Define or explain: Language acquisition
3 ptsShort answer 2. Define or explain: Framing
3 ptsShort answer 3. Define or explain: Perceptual set
3 ptsShort answer 4. Define or explain: Encoding, storage, retrieval
3 ptsFree response
7 ptsARTICLE ANALYSIS QUESTION (AAQ). Using the source provided, respond to all parts of the question. Write the response to each part in complete sentences, using appropriate psychological terminology. THE SOURCE (summarized from Loftus & Palmer, 1974, Journal of Verbal Learning and Verbal Behavior): Introduction. The research examined whether the wording of a question asked after a witnessed event alters what a person reports remembering about that event. Experiment 1. 45 university students watched seven short films of traffic accidents, each between five and thirty seconds long. After each film, participants wrote an account of the accident and then answered a series of questions. One critical question asked how fast the cars were going when they contacted each other; participants were randomly assigned to a version in which the verb was smashed, collided, bumped, hit, or contacted. Mean speed estimates rose steadily as the verb became more forceful, from about 32 miles per hour for contacted to about 41 miles per hour for smashed. Experiment 2. 150 students watched a film of a multiple-car accident lasting less than a minute. Fifty were asked how fast the cars were going when they smashed into each other, fifty were asked how fast they were going when they hit each other, and fifty were asked no question about speed. One week later, all participants returned and answered a set of questions that included, without any film being shown again, whether they had seen broken glass. There was no broken glass in the film. Of those who had been asked the smashed question, 16 reported seeing broken glass; of those asked the hit question, 7 did; and of the control participants, 6 did. Discussion. The authors argue that information supplied after an event is integrated with the memory of the event itself, so that the resulting memory is a reconstruction rather than a stored recording.
A. Identify the research method used in Experiment 2.
B. State the operational definition of the dependent variable in Experiment 2.
C. Describe what the difference between the smashed group and the control group in Experiment 2 indicates.
D. Identify at least one ethical guideline the researchers would have needed to apply in this study.
E. Explain the extent to which the research findings may or may not be generalizable, using specific and relevant evidence from the study.
F. Explain how at least one of the research findings supports or refutes the claim that memory is reconstructive rather than a faithful recording of experience.