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Essay Quiz
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1

Know the System

Relate: Define short-term memory;
Define long-term memory

Continuing on with our computer analogy, we know that a computer is actually a system of several components. These components work together to accomplish the task at hand. So, too, does your brain!

  1. The system of memory that your brain operates on is called the _________________________________.
  2. To further help us understand the different types of memory, let's extend our example to how we use the Internet. For example, when you bring up your home page the images come up on your computer screen. The images will stay there until you click on a new page or close the home page. If you do not save this information, your computer will not recall this it.
    In your brain this is called ________________________________________.
  3. If you start to write a psychology paper or start an e-mail, your computer will remember everything that you have written for a short period of time.
    In your brain this is called __________________________________________.
  4. But, if you do not save your work or finish you email, your writing will disappear. Unless you are a programmer, you will no longer be able to retrieve the information.
    In your brain this is called __________________________________________.
  5. When you save information on your computer, you should have a system that helps you remember where you put your information. For example, it is helpful to keep your psychology papers in a different folder than your photos. We tend to save things that are alike in the same area.
    In your brain this would be called ___________________________________.

2

Know Your Files

Relate: Define long-term memory
  1. Let's look a little closer at your files. If you look in the folders on your computer, you may find several different types of information. For example, there is an "Applications" folder that contains all of the programs you have installed on your computer and holds all of the information you need to use.
    In you brain this is called: ____________________________________________.
  2. It is likely that you also have a "Documents" folder. You use this folder to hold research and information you have recorded.
    In your brain this is called: _________________________________________.
  3. Many people maintain an address book or a contact list on their computers. This lists the names, e-mail addresses, and phone numbers of various contacts. Most word processing systems also have a spell checker program to evaluate and correct spelling errors in written documents.
    This type of memory in your brain would be called: ________________________________.
  4. Many people are beginning to store their photos on their computers. These are memories of specific moments and times in your life.
    This type of memory in your brain would be called _______________________________.

3

I Forgot

Remember: Define forgetting

One flaw in our computer analogy is in the poor explanation of "forgetting." If our brain was truly like a computer, then recall would be perfect. But, our brains are fallible. Why is this? Please explain your answer.


4

He Said/She Said

Relate: Describe the constructive process of memory;
Compare and contrast implicit and explicit memory

Have you ever had an argument where someone insisted they said something while you were sure they didn't? Or a disagreement about something you remember telling them, while they insist you didn't? Like many people, you may feel absolutely certain that what you remember is correct.

  1. Think about the last time you had a "he said/she said"-type argument. Describe it in as much detail as you can:

The book discusses several theories explaining how we create and organize information. For each of the concepts listed below, list how this may have effected both your perception and the perception of the other person/people involved in the argument.

  1. Constructive Processes

    You:
    ________________________________________________________________________________
    Them:
    ________________________________________________________________________________

  2. Schemas

    You:
    ________________________________________________________________________________
    Them:
    ________________________________________________________________________________

  3. Autobiographical Memory

    You:
    ________________________________________________________________________________
    Them:
    ________________________________________________________________________________


5

Are You Sure?

React: Compare and contrast implicit and explicit memory;
Describe the constructive process of memory;
Define forgetting

  1. Most of us are absolutely sure that our memories of events are accurate. However, we have learned from psychology that these memories, in actuality, are less accurate than we think. How does this impact your relationships? Explain your answer.
    ________________________________________________________________________________
  2. How can this new knowledge improve your relationships?
    ________________________________________________________________________________

6

A College Student's Dilemma

Remember: Discuss the process of categorizing the world;
Describe the processes that underlie reasoning and decision-making;
Explain how people approach and solve problems

Let's practice some reasoning techniques that should be familiar to you. In fact, it is one of the first things most students do when they begin college: planning your class schedule! This is often a daunting task because you must consider so many factors in your decision. Let's look at this process.

  1. There is usually a set number of credits that must be taken in order to graduate. So, if you took the number of credits required for your program and divided them by the number of quarters you plan to attend, you may find that you have to take 16 credit hours per quarter in order to graduate in four years. This process of using a mathematical formula to answer a question would be called a(n) ________________________________.
  2. If, however, you realized that 16 credit hours per quarter is not necessarily the best option for you, you may come to a different conclusion about what you should do. Perhaps it is very difficult for you to go to school in the summer and you want to take only four elective credits each summer. But, you have enough free time in the winter to take 18 credits. This type of problem solving would be called _________________________________.
  3. Now, which classes you choose to take in a given quarter may depend on your idea of what a given class may be like. If you wish to avoid hours with a calculator and choose to take Algebra I because you think it is an easier course, then you would be using a(n) _____________________ __________________ of what you believe Algebra I involves.
  4. Perhaps you decide that ALL math and science courses will be difficult; you have developed a(n) _____________________ of how these classes are experienced.
  5. You may go so far as to imagine your unpleasant-looking math professors staring at you from the podium. This is your _________________________ of what a math professor should be.
  6. To look at your class schedule options, you may sit down with a pencil and paper and write out various class combinations in order to find the one solution that best meets your needs. You would be doing a ___________ ________ ______________.
  7. But, your concept about certain classes may give you some trouble. For example, you may find out that many classes are either harder or easier than you anticipated. You must realize that you have a(n) __________________ __________ that may or may not be accurate.
  8. You must also be careful of __________________ _________________ to avoid becoming stuck in your own mental sets.

7

A Tree in the Woods

Relate: Discuss the process of categorizing the world;
Describe the processes that underlie reasoning and decision-making;
Explain how people approach and solve problems

Let's examine a common philosophical question: If a tree falls in the woods and there is no one there to hear it, does it make a sound?

  1. How can you use an algorithm to answer this question?
    ________________________________________________________________________________
  2. How can you use a heuristic processing?
    ________________________________________________________________________________
  3. Describe your three stages:

    I. Preparation
    ________________________________________________________________________________
    II. Production of solutions
    ________________________________________________________________________________
    III. Evaluation of solutions
    ________________________________________________________________________________
  4. How can you use a means end analysis?
    ________________________________________________________________________________

8

Now, look over this additional information:

  • Sound is not what we think of as "sound." Sound is a wave.
  • Waves do not make a sound until they bump up against something else.
  • In the case of sound, our eardrums translate the waves.
  • There are thousands of radio and TV waves coming into this room at this second. Do you hear sound?

Now, using this new information, go through the philosophical question again.

  1. How can you use an algorithm to answer this question?
    _______________________________________________________________________________
  2. How can you use a heuristic processing?
    _______________________________________________________________________________
  3. Describe your three stages:
    I. Preparation
    _______________________________________________________________________________
    II. Production of solutions
    _______________________________________________________________________________
    III. Evaluation of solutions
    _______________________________________________________________________________
  4. How can you use a means end analysis?
    _______________________________________________________________________________
  5. Could you come to a different conclusion with the new information?
    _______________________________________________________________________________
  6. Many students go through the steps you have just completed and conclude that the tree does not make a sound. Despite their logic, others may not accept this conclusion. Why?
    _______________________________________________________________________________

9

Is It Really There?

React: Discuss the process of categorizing the world;
Describe the processes that underlie reasoning and decision-making;
Explain how people approach and solve problems

Now look at the critical thinking skills discussed above. Using this information as well as information included below, respond to the following questions.

  • Light is a wave
  • We believe that light only becomes what an object we see when it bumps up against our eyes.
  • In the absence of light, objects that we see are longer seen.
  • There are thousands of TV signals coming into the room, yet you do not see any of them.
  1. If you leave your room and there is no one there to see it, does it still exist? Support your answer.
    _______________________________________________________________________________

10

The World is Flat

React: Discuss the process of categorizing the world;
Describe the processes that underlie reasoning and decision-making;
Explain how people approach and solve problems

  1. At one point in human history we could use excellent scientific method and critical think skills to conclude that the world is flat. This is a commonly accepted fact among our ancestors. As we learned more and changed perspective we know believe and accept that the world is actually round. Could it be that there are many things that we accept as fact that are not? Justify your answers.
    ________________________________________________________________________________
  2. What do you accept as "fact" that may not be true?
    ________________________________________________________________________________

11

Baaababababba

Remember: Describe how people use language;
Explain how language develops

Look at the following sentences. For each stage of language, write what the child might say to communicate the message.

  1. I want a cookie.
    1. Babble
      ________________________________________________________________________________
    2. Telegraphic speech
      ________________________________________________________________________________
    3. Overgeneralization
      ________________________________________________________________________________
  2. I am tired.
    1. Babble
      ________________________________________________________________________________
    2. Telegraphic speech
      ________________________________________________________________________________
    3. Overgeneralization
      ________________________________________________________________________________
  3. Where is Mommy?
    1. Babble
      ________________________________________________________________________________
    2. Telegraphic speech
      ________________________________________________________________________________
    3. Overgeneralization
      ________________________________________________________________________________
  4. I want to go to the park.
    1. Babble
      ________________________________________________________________________________
    2. Telegraphic speech
      ________________________________________________________________________________
    3. Overgeneralization
      ________________________________________________________________________________
  5. I am hungry.
    1. Babble
      ________________________________________________________________________________
    2. Telegraphic speech
      ________________________________________________________________________________
    3. Overgeneralization
      ________________________________________________________________________________
  6. I like that toy.
    1. Babble
      ________________________________________________________________________________
    2. Telegraphic speech
      ________________________________________________________________________________
    3. Overgeneralization
      ________________________________________________________________________________

12

What Do You Think?

Remember: Describe how people use language;
Explain how language develops

The textbook explains several theories of language and why humans develop this particular capability. Using the information from the text to support your work, describe your personal theory of why and how humans learn to speak in complex systems.
13

the case of ... rob steere, the man who knew too much
Rob Steere worked as a document archivist for a large university for almost a decade. His job entailed filing away books, documents, artifacts, multimedia, and other records in a large warehouse—and Rob was very good at it. Despite the complex filing system, Rob saw the logic behind it; and he knew where he could find just about any archived record that was called for.

Realizing that computer tracking eliminated the need to organize the archives topically, the university administrators last year instituted a new computerized filing system that would reorder the archives according to how densely the records could be filed together, thereby saving a great deal of expensive storage space. Since that time, though, Rob has gone from being one of the most efficient archive specialists working at this warehouse to one of the least efficient. He often gets lost and confused when trying to locate records, and he has repeatedly stored materials in the wrong place. Rob just cannot seem to make sense of the new filing system, and he has been looking for a new position elsewhere.

  1. Is it reasonable to expect that anyone would be able to make good sense of a filing system such as this new one? Why or why not?
  2. How would Rob's knowledge of the earlier filing system and the location of various archived records be organized in his memory?
  3. Would the levels-of-processing theory predict that Rob (and other archivists) would have much more trouble with this new filing system than with the old one? Explain.
  4. Why might Rob be having so much difficulty finding archived records under the new system? Why might he have developed his problem of filing records in the wrong place?
  5. What advice would you give Rob for making the adjustment to this new filing system?








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