Exam2diagramsFINAL

Using the Atkinson-Shiffrin Modal Model, explain how information moves from sensory memory to long-term memory, and identify the processes involved. Which of the following sequences best represents this flow?

• Sensory input → Attention → Short-term memory → Rehearsal → Storage → Long-term memory

• Sensory input → Storage → Long-term memory → Attention → Short-term memory

• Sensory input → Retrieval → Short-term memory → Rehearsal → Long-term memory

• Sensory input → Rehearsal → Storage → Sensory memory → Long-term memory

Strategically analyze the role of rehearsal in the Atkinson-Shiffrin Modal Model. Why is rehearsal important for transferring information from short-term memory to long-term memory?

• Rehearsal increases the likelihood that information will be stored in long-term memory by repeated processing.

• Rehearsal allows information to bypass short-term memory and go directly to long-term memory.

• Rehearsal is only necessary for sensory memory, not for long-term memory.

• Rehearsal decreases the chance of forgetting by keeping information in sensory memory.

Analyze the three levels of processing described by Craik & Lockhart and explain how each type of encoding might affect a student's ability to recall information during an exam. Use evidence from the diagram to support your reasoning.

• Shallow processing leads to better recall because it focuses on the physical structure of information.

• Intermediate processing is most effective for recall as it emphasizes the sound of words.

• Deep processing enhances recall by focusing on the meaning of information, making it easier to retrieve during exams.

• All levels of processing are equally effective for recall.

Given the examples of questions used to elicit encoding at different levels, design a study plan that incorporates all three types of encoding to maximize learning. Justify your approach based on the information in the diagram.

• Focus only on structural encoding by rewriting notes in capital letters.

• Use phonemic encoding by creating rhymes for all vocabulary words.

• Combine structural, phonemic, and semantic encoding by using visual cues, rhymes, and meaningful sentences for each concept.

• Rely solely on semantic encoding by making sentences for every term.

Evaluate the effectiveness of semantic encoding compared to structural and phonemic encoding in the context of long-term memory retention. Use reasoning and evidence from the diagram to support your answer.

• Semantic encoding is less effective than structural encoding for long-term retention.

• Phonemic encoding is equally effective as semantic encoding for long-term retention.

• Semantic encoding is more effective for long-term retention because it emphasizes the meaning of information.

• Structural encoding is the most effective for long-term retention.

Based on the list of words provided, which word would you need to remember if instructed to recall the last word starting with the letter "G"? Explain your reasoning.

• GOAT

• GLAD

• GOLD

• BARN

Based on the Craik & Watkins (1973) study, analyze the relationship between rehearsal and short-term memory (STM) recall. Which interpretation best explains the actual data compared to the predicted outcomes?

• The actual data shows that increased rehearsal always leads to higher STM recall, matching the predicted function of rehearsal.

• The actual data suggests that rehearsal only improves STM recall when it is elaborative, not when it is non-elaborative.

• The actual data indicates that rehearsal has no effect on STM recall, regardless of elaboration.

• The actual data demonstrates that STM recall decreases as rehearsal increases.

If you were to design a follow-up experiment to Craik & Lockhart (1972), how might you strategically manipulate the instructions to participants in order to test the effect of intentional versus incidental learning on long-term memory, and what evidence would you use to support your design?

• Assign one group to intentionally memorize words and another to perform a non-memory-related task, then compare recall scores to see if intentional learning leads to better long-term memory.

• Have all groups perform the same task and compare their recall scores to see if there is any difference.

• Assign all participants to count letters only and measure their reaction times.

• Ask participants to guess the purpose of the experiment and use their guesses as evidence.

Based on the Craik & Lockhart (1972) study, what reasoning can you use to predict the recall performance of participants who engage in deep processing versus those who engage in shallow processing, and why?

• Participants who engage in deep processing (finding synonyms) are likely to have better recall because this requires semantic analysis, which strengthens memory traces.

• Participants who engage in shallow processing (counting t's) will have better recall because it is a faster task.

• Both groups will have the same recall performance because the type of processing does not matter.

• Participants who engage in shallow processing will have better recall because they are more focused on details.

Based on the Craik & Lockhart (1972) study, analyze the graph and reason which type of processing leads to the highest recall and explain why this might be the case.

• Inc-Shallow processing leads to the highest recall because it requires less cognitive effort.

• Intentional processing leads to the highest recall because participants are told to remember.

• Inc-Deep processing leads to the highest recall because deeper processing enhances memory retention.

• All types of processing lead to similar recall rates.