Reflective Writing sections in the ePortfolio Support area of the course. Also see the link to instructions on how to share your ePortfolio. Using the ePortfolio tool you selected, you must address th

Complete this template by replacing the bracketed text with the relevant information. All responses to lab questions should be in your own words or paraphrased.

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*Strong and Weak refer to the extent to which cue and target are related in meaning. Weak/Weak and Strong/Strong designate conditions where the cues, used at study and test, were the same. Weak/Strong and Strong/Weak designate conditions where the cues, used at study and test, were different.

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• Do your results support the encoding specificity hypothesis? Why or why not? Note: Consider what led to the best results—having strong semantic associations between cue and target, or matching cues at encoding and test?

According to my results, the hypothesis is true since after reading words, I was able to associate them with who I had covered in the previous test. The cue provided and the words were different which affected my readings since I felt that I had not encountered such words before. When provided a stronger cue, I was able to create a connection between the words therefore my results were better. A strong connection between words improved the results compared to a situation where the connection was minimal.

• Describe a real or hypothetical example of a situation that demonstrates encoding specificity. Ensure that your example is original and not from course materials

• I did algebra calculations long time ago which means that there was a possibility that I had forgotten most of the calculations. However, when I enrolled for a class previously, I was surprised to note that I could recall almost all details just after being introduced to the concepts. This happened because I was able to relate what I covered previously with what we were covering during the semester.

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• Insert a screenshot of the lab output below.

• Do your results support the levels of processing theory? Why or why not? Focus on how well you did in the test condition (relative to how you encoded) to answer this question.

According to the results, I was able to remember more words from the semantic task more than in the rhyme task while taking the test. This goes hand-in-hand with the theory since I used semantic information as a cue for retrieval. I took most of the time during letter processing and least time during semantic processing.

• What is meant by deep processing? How might you use this to improve memory in a real-world scenario? Describe a unique example. Be creative!

• Deep processing is a type of learning whereby one creates a connection between learned concepts making them to recall easily. This type of association can include associating learned concepts with past experience therefore making it easy to recall new concepts. By using this method of learning, one is able to enhance their retention level therefore transferring information into long-term memory. An example is trying to recall the number plate of a specific vehicle. One can recall unique numbers such as their date of birth. This will enable them to always recall the number plate each time that they will see the vehicle.

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• Insert a screenshot of the lab output below.

• Did your results conform to those predicted for this lab? Why or why not?

I scored high on related distractors since there were similar words which is closely related to the prediction. It happened because I was able to remember several related lure. However the results of original list were higher according to the results. For unrelated lure, the results were too low compared to the other two.

• How did this study set participants up to experience false memory? Deese, Roediger, and McDermott also found people can be confident in their selection of the false memory item. Why do you think that is? Your answer will be graded based on the depth of your thinking.

Force memory is visible to some of the words which seem to be related. An example is grouping a chair and a table together. This directs the reader to think that both have common characteristics therefore experiencing force memory. This happens since the quality of previous memory begins to decline. People can show confidence on false memory depending on their level of experience with what they are recalling since they feel that there is a deep connection between items.

Module Question

• Compare and contrast levels of processing with encoding specificity. Describe a difference and a similarity.

Both the levels of processing and encoding indicate how people store memory. Coding states that by creating a relationship between what we have learned and its context, it is easy to recall. This is closely related with levels of processing since the more one is able to create a coding the better they will be able to recall. However, the main difference between the two is that encoding is a simple method of recalling information compared to levels of processing since levels of processing require a deep processing style which also includes various encoding styles.

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