PSYC 1100 sec 35-47, Fall 2019: FINAL EXAM STUDY GUIDE
EXAM 3: MONDAY 12/9/29 1:00-3:00 P.M. IN SCHN 151
#2 LEAD PENCIL REQUIRED! and MUST HAVE STUDENT ID!
REVIEW SESSION: Friday 12/6/19 3:30-4:30 PM IN SCHN 151; bring questions to have answered, etc.
The final exam will have 50 multiple choice questions
drawn from lecture and textbook material and will be do-able
in one hour (or less). Don't expect the multiple choice format to mean
you'll just be looking through a list of alternatives trying
to recognize some familiar information. The emphasis
throughout will not be merely on rote memory for facts and
definitions, but rather on conceptual understanding of the
material. For example, unfamiliar questions related to the lecture
content may be included, requiring an application of the
knowledge you have gained so far. But not in a scary way. You will benefit from studying as if this were partly an essay exam, even though there will be only multiple choice questions on it!
The Final Exam is cumulative!
Roughly 1/3 of the exam will be on material from the first two exams; I
anticipate asking no more than 4-5 questions about Neuropsychology, and
no more than 9-10 questions on Learning. For the older material you
should review the relevant parts of the text, as listed on the syllabus;
but the things I ask will all have been covered explicitly in your
notes and the PowerPoint slides. The Exam 1 & 2 review sheets are still on the web page.
Check my web page: The web page I have posted for
PSYC 1100
is at
http://media.pluto.psy.uconn.edu/psyc1100.html, and from
there you can get to a rough outline of the course material
as well as to Prof. Turvey's old PSYC 132 exams.
The outline is just the text of my PowerPoint slides
-- it's by no means an
exhaustive account of all the course material, and it doesn't
contain all the detail you will need, but it does serve as an
outline of the material and a reminder of some key concepts
to know. You can also find my
study tips page (quite long, pretty useful)
.
Sample exams: Practice exam-taking using old exam questions!
PRACTICE EXAM QUESTIONS: Here are some questions from the exams of another professor who taught this course similarly to the way I do. I've taken questions from two of his exams and arranged them by topic for my class, so ignore the numbering of the items (and the chapter numbers, for that matter -- older edition of the textbook!). I strongly recommend not looking at the answer key until you've tried to discover the answers for yourself first.
The MEMORY and SENSATION and PERCEPTION QUESTIONS are the most relevant for the second exam, though the NEUROPSYCHOLOGY and LEARNING QUESTIONS remain somewhat useful since the exam is cumulative on the first exam material as well.
ANSWERS TO THE PRACTICE EXAM QUESTIONS. This will only help you if you
first make every effort to answer the questions on your own, using the
text and your notes. Ignore the advice to "look at the other exams too," because those exams are no longer available!
Lecture vs. text:
The lecture material is primary; use the text as a resource
to support and elaborate the lecture topics.
If something is covered in lecture, you will be responsible
for the lecture coverage and ALL of the required text
coverage of that topic as listed on the syllabus, unless I
specifically tell you to omit certain pages (see below).
If something is NOT covered in lecture, you will NOT be
responsible for the text coverage of that topic, unless I
specifically tell you to study certain pages (see below).
Page numbers for all required reading are listed on the
syllabus.
The Gleitman text isn't just a really long story that you
read straight through repeatedly. You should read all the assigned
material, probably at least twice. But then also use the
index to find answers to particular questions that come up in
your notes, your reading, or the old exams. Use the summary
points at the end of the chapters, and the contents at the
beginning of chapters, to help you identify what's there and
how it's organized.
What to study:
Start with the readings listed on the syllabus, and then here
are my comments and modifications:
Memory
SEVENTH edition: Ch. 7 pp. 233-242, 245-268, and Ch. 8 pp. 278-279 (not 280) on network models of generic memory; skip 243-244, nothing on mnemonics will appear on this exam.
Topics not explicitly covered in lecture -- read: Ch. 8 pp. 278-279 on generic and semantic memory
EIGHTH edition: Ch. 8 pp. 301-310, 312-339 (note fig. 8.20 on p 327 illustrates slightly different divisions of memory than I did -- so use mine!) and Ch. 9 pp. 346-348 (the section on "propositions" -- but note that this is about network models of generic/semantic memory as in the last sentence of that section which refers to "the arrangement of our knowledge within long-term memory": the focus is on spreading activation and priming as in the nurse-doctor example on p. 347); skip 310-312 "The Key Role For Memory Connections", nothing on mnemonics will appear on this exam.
Topics not explicitly covered in lecture -- read: Ch. 9 pp. 346-348 on generic and semantic memory
Brief outline:
[SOME MEMORY MATERIAL WAS COVERED ON EXAM 2:]
Long-term vs. short-term memory
- duration, capacity, psychological code, neural code,
forgetting
- flow of information in memory: maintenance and elaborative
rehearsal; primacy and recency effects in the serial position
curve
- STM as "working memory"
- depth of processing as determinant of successful encoding
in LTM
Kinds of memory
- long-term/short-term; episodic/generic; explicit/implicit;
declarative/procedural
- Henry Molaison ("H.M.") - anterograde amnesia for explicit memory,
resulting from surgical removal of hippocampus
Retrieval
- encoding specificity principle
- reconstructive processes in memory (Loftus)
Sensory Processes: Experiencing the World
SEVENTH edition: Ch. 4 pp. 119-124, 127-129, 136-153
Note figures 4.12 & 4.13 on the eye; 4.20 on lateral inhibition;
4.21 (& 4.11) on the visible spectrum; 4.24 on cone types; 4.28 on opponent
processes in color vision
Topics not explicitly covered in lecture -- read: 122-124 (on
psychophysics, but just for the basic idea of Weber's law, NOT for
Fechner's law); 141-144 (on brightness contrast and lateral inhibition)
EIGHTH edition: Ch. 4 pp. 134-139, 142-144, 160-179
Note figures 4.24 A&B on the eye; 4.31 on lateral inhibition;
4.32 (& 4.23) on the visible spectrum; 4.34 on cone types; 4.38 on opponent
processes in color vision
Topics not explicitly covered in lecture -- read: 136-139 (on
psychophysics, but just for the basic idea of Weber's law, NOT for
Fechner's law); 165-168 (on brightness contrast and lateral inhibition)
Perception: Knowing the World
These pages go along with the point we began the study of Sensory
Processes with: Sensations are about having experiences (like seeing
colors) but Perception is about having knowledge about the way things
are in the world, based on those experiences. The proximal
stimulus (the image produced on the retina) has to tell us something
about the distal stimulus (the actual object out in the world in front
of us). These pages give some examples of how we use certain information
or cues in the proximal stimulus to figure out depth or distance in the
world, in particular using interposition, linear perspective, and
relative size. Note that these few pages are mostly pictures so you
should examine the pictures to understand what they're about.
SEVENTH edition: Ch. 5 pp. 155-160
Other pages to read in Ch. 5:
161-162 apparent movement ("phi" phenomenon)
166-169 Gestalt psychology, principles of perceptual organization (in section on "perceptual parsing"), "figure and ground"
172-173 unconscious inference
EIGHTH edition: Ch. 5 pp. 200-203 (Distance Perception: Where Is It?)
Other pages to read in Ch. 5:
204-205 apparent movement ("phi" phenomenon)
184-187 Gestalt psychology, principles of perceptual organization (in section on "perceptual parsing"), "figure and ground"
197-198 unconscious inference
Names to know since Exam 2 (roughly in order of appearance in this course):
Henry Molaison ("H.M."), Fergus Craik & Endel Tulving, Elizabeth
Loftus, Johannes Müller, Thomas Young (trichromatic theory), Hermann von
Helmholtz (trichromatic theory, depth perception by unconscious
inference)
[not on the exam, but take a break for a minute...]
Forgetfulness
from Questions About Angels (1991)
Billy Collins
The name of the author is the first to go
followed obediently by the title, the plot,
the heartbreaking conclusion, the entire novel
which suddenly becomes one you have never read, never even
heard of,
as if, one by one, the memories you used to harbor
decided to retire to the southern hemisphere of the
brain,
to a little fishing village where there are no phones.
Long ago you kissed the nine Muses goodbye
and watched the quadratic equation pack its bag,
and even now as you memorize the order of the planets,
something else is slipping away, a state flower perhaps,
the address of an uncle, the capital of Paraguay.
Whatever it is you are struggling to remember
it is not poised on the tip of your tongue,
not even lurking in some obscure corner of your spleen.
It has floated away down a dark mythological river
whose name begins with an L as far as you can recall,
well on your own way to oblivion where you will join
those
who have even forgotten how to swim and how to ride a
bicycle.
No wonder you rise in the middle of the night
to look up the date of a famous battle in a book on war.
No wonder the moon in the window seems to have drifted
out of a love poem that you used to know by heart.
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