4-1 Module Four Lab Worksheet
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?
Describe a real or hypothetical example of a situation that demonstrates encoding specificity. Ensure that your example is original and not from course materials.
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.
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!
Did your results conform to those predicted for this lab? Why or why not?
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.
Compare and contrast levels of processing with encoding specificity. Describe a difference and a similarity
