Valdosta State University Departmentof Psychology PSY310  Educational Psychology Instructor: John H. Hummel, Ph.D.

UNIT 5 PRACTICE QUIZ #1 Information Processing ANSWER KEY

1. Before you can "remember"something, what precondition must first be met? (Hint: it's specified inthe definition of memory) (2) INFORMATION MUST HAVE BEEN LEARNED

2. Define AUTOMATIZATION. (2) Where students can quickly (without conscious effort) remember information they have learned.

3. In which of the three "types"of LTM would information on how to use a computer to do word processingbe stored? (2) PROCEDURAL

4. There are FIVE information processingmodels presented in the text. One of the five was the Atkinson-Shiffrenmodel.

A. Name THREE of the remainingfour. (3)

CRAIK-LOCKHART; PAIVIO'S DUALCODE; BRANSFORD'S TRANSFER APPROPRIATE; PARALLEL DISTRIBUTED PROCESSING

B. Explain the features/componentsof one of the five models. (2)

C-L'S: THE MORE "CONSCIOUS" PROCESSING ONE DOES RELATIVE TO SOMETHING BEING SENSED, THE MORE LIKELY IT WILL BE TRANSFERRED TO LTM AND RETRIEVABLE.

A-S: ALL INFO. IS PROCESSED IN THE SAME ORDER (SENSORY-STM-LTM) AND IS ORGANIZED HIERARCHICALLY IN LTM.

PAIVIO'S THEORY FOCUSES ON THE ROLES VISUAL AND AUDITORY STIMULATION PLAY IN MEMORY. INFO. THAT IS LEARNED BIMODALLY IS LEARNED, RETAINED, AND RETRIEVED MORE EASILY THAN UNIMODALLY LEARNED INFO.

BRANSFORD'S THEORY (AKA CUE-DEPENDENT) EXTENDS, COGNITIVELY, THE ROLE OF GENERALIZATION INTO MEMORY. ESSENTIALLY IT SAYS THAT THE CONDITIONS IN WHICH ONE LEARNS INFO. AND THE CONDITIONS IN WHICH ONE ATTEMPTS TO REMEMBER LEARNED INFO. AFFECTS HOW  WELL ONE REMEMBERS.  THE MORE SIMILAR THE TWO SETTINGS, THE MORE ONE REMEMBERS.

PARALLEL PROCESSING SAYS THAT ALL LEVELS OF MEMORY ARE SIMULTANEOUSLY INVOLVED WHEN LEARNING/STORING/RETRIEVING INFO.

5. Describe the primacy effect.(2) STUFF LEARNED AT THE BEGINNING OF A SERIES/LESSON, ETC., IS MORE EASILY LEARNED AND RETAINED

6. If someone has learned something,the person doesn't forget it in the sense that "it's no longer there;"instead, the person simply isn't able to retrieve the information. Not being able to retrieve/remember previously learned material is often "accounted for" using the interference theory of forgetting (proactive and retroactiveinhibition), or cue-dependent forgetting (Bransford's transfer-appropriate

Last Updated: July15, 1997