Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
Weekly Writing Assignment in Memory Psychology
7th Weekly Writing Task
The topic of Memory is covered in this Exam Part. This assignment is open book and open notes, but it must reflect each student’s individual thoughts, learning, and ideas. Consult the instructor if you have any questions.
The Weekly Writing Assignments place a strong emphasis on explaining concepts learned in class. Students should explain, describe, and elaborate in their own words rather than using direct quotes from the source material. Answers that have too much overlap with source materials or other submitted answers will need to be revised and resubmitted before a score can be given. Students should never share their answers with one another. Your work should be original to you. If a student is unsure or struggling with a question’s answer, they should consult with the instructor.
Students should have studied the assigned readings, taken the required chapter quiz(zes), and attended the associated online lectures before beginning this Exam Part.
Reading:
Memory and Network Models, Chapter 6 of the Digital Text
Quizzes for each chapter are available online.
D6 – (based on chapter 6 in Digital text)
Notes for the lecture:
LN10Memory
Students should use their preferred word processing program to answer the following questions and then submit a digital version (MSWord .doc or .docx, Rich Text .rtf, or Adobe Reader .pdf file formats accepted, contact instructor if you need help saving your work in one of these formats on your word processor of choice).
Because this is an open book online testing format, answers should be a little more developed than they might be on an in-class exam. Excessive length, on the other hand, is unnecessary. The majority of questions can be answered in one or two short paragraphs. Questions worth more points, such as 10 vs. 5 points, should have more detailed answers.
Question A (7 points): What is the Modal Model of Memory and how does it work? For each module, describe the purpose, types of representations, capacity limitations, and proposed encoding processes. A good response will include bottlenecks in information flow and aspects of the framework that we now believe are incorrect (see digital text for more).
Define: Declarative/Explicit, Nondeclarative/Implicit, Perceptual Priming, Procedural, Episodic/Event, Episodic/Event, Episodic/Event, Episodic/Event, Episodic/Event, Episodic/Event, Episodic/Event, Episodic/Event, Episodic/Event Memory systems based on semantics and facts
Question C (7 points): Compare and contrast the approaches to explaining the operation of immediate memory that are based on short-term memory (STM) and working memory (WM). A good answer will explain the differences between STM and WM span tests (e.g., digit span vs. sentence span).
Explain how Baddeley’s original Working Memory model (presented in both lecture and digital text) was updated to act as a more sophisticated immediate memory system supporting complex cognition in Question D (5 points). Note: Both the lecture notes and the digital text discuss the updated model.
Question E (5 points): Describe the ACT Memory/Problem Solving model, its major modules, and the different types of representations each uses. Describe how the ACT model would mimic a teacher’s response to a question. Explain how the ACT model could be used to simulate an action like a teacher biting an apple.
RUBRIC |
||||||
Excellent Quality 95-100%
|
Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
|||
Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
|||
Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
|||
You Can Also Place the Order at www.collegepaper.us/orders/ordernow or www.crucialessay.com/orders/ordernow
Weekly Writing Assignment in Memory Psychology |
Weekly Writing Assignment in Memory Psychology