The third exam will cover material mainly since the second exam (Lectures 21-27), starting with the topic of Human Memory -- but Human Memory was actually begun in Lecture 21 (the recorded lecture, still available) before the second exam, so that material is also part of what's covered on the third exam. The Biology unit (Neuropsychology) and Behavior unit (Learning and conditioning) are NOT covered on the exam; the entire Mind unit (Memory and Sensation and Perception) is.

THE THIRD EXAM IS NOT CUMULATIVE, with the exception that memory material in Lecture 21, immediately before the second exam, is covered on the third exam as well.

The third exam will have 30 multiple choice questions drawn from lecture 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!

Lecture vs. text:
IMPORTANT: By "text" I mean the pdf excerpts linked under "COURSE INFORMATION" on the HuskyCT left menu (as well as below), NOT "OpenStax Psychology, 2nd edition" as listed on the syllabus. DO NOT STUDY FROM THE "OPENSTAX" ONLINE TEXTBOOK -- it's not connected to our class material like the pdf readings are.

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 the text coverage of that topic, 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 readings are listed on HuskyCT under the left menu link "COURSE INFORMATION", as well as on this study guide (see below).

The pdf readings are not 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 search through it to find answers to particular questions that come up in your notes and your reading. When included, 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.

MEMORY - Brief outline [including memory material that 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)
Generic memory

SENSATION AND PERCEPTION - Brief overview [see slides for more content]:
We began the study of Sensory Processes with the distinction between Sensation and Perception:
Sensations are about having experiences, like seeing colors or hearing the sound of a voice or musical instrument. We looked at the nature of light and how it affects aspects of our nervous system to produce visual experiences of color, brightness, and related phenomena.
Perceptions are about having knowledge about the objects and events in the world, based on those experiences. The proximal stimulus (the image projected onto the retina) has to tell us something about the distal stimulus (the actual object out in the world in front of us). The retinal image doesn't contain enough information to do that, so it seems we have to supplement it in various ways.
We saw some examples of how we may 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.
We also saw examples of how we may use innate principles of perceptual organization to interpret the raw sensations in an image as forms and objects.
The slides and optional text convey much of this in pictures so you can examine the pictures to understand what they're about.

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)

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.