False Memory Essay Assignment Help
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
False Memory Essay Assignment Help
Background
It’s a common intuition that memory is like a video camera: we store a copy of whatever we were experiencing, and later we remember by playing it back. Among the many reasons this view of memory is incorrect is that it assumes our memory is always, or at least very often, accurate. But in fact, not only is memory inaccurate, it’s often less accurate than we think: we might be very confident in a memory only to realize it was totally wrong.
One way memory can be distorted is through misinformation. Loftus and Palmer (1974) showed participants a video clip of a car accident, then asked them to estimate the speed of one car in the video. However, one group of participants was asked how fast the car was going when it “smashed into” the other car, while the second group was asked how fast the car was going when it “hit” the other car. Participants who were asked the “smashed” question estimated much higher speeds than those asked the “hit” question, even though both groups of participants saw the same video–suggesting that memories can be distorted by how questions about the memory are framed. Worse still, we can be poor judges of our own memory accuracy: in one study of vivid, emotional flashbulb memories, confidence in the memories was extremely high, but those high-confidence memories were not any more accurate than typical memories (Talarico & Rubin, 2003).
We can also experience entirely false memories. In the Deese-Roediger-McDermott paradigm (Deese, 1959; Roediger & McDermott, 1995), participants see lists of words that are all related to a single “critical” word. For example, if the critical word was candy, participants might see words like sweet, chocolate, or bar. The important part of the paradigm is that the critical word (“candy”) is never presented to participants. Despite this, when asked to recall words later, many participants will falsely remember seeing the critical word, and most will be confident that their recollection is accurate.
Mostly, these misinformation and false memory effects happen because remembering is reconstructive. We don’t just press “play” on a video recording of the event; when we remember our brain is filling gaps and details and context every time we recall the event. Remembering is an active process, not the passive “playback” of recorded information, and that has practical implications. Consider that, when polled, people serving on a jury overwhelmingly indicate that eyewitness testimony is the most compelling evidence when trying to decide whether a defendant is guilty. But based on false memory and other memory distortions, shouldn’t jury members be much less trusting of eyewitness testimony than they are? If confidence is not as associated with memory accuracy as we think, then it becomes difficult to determine whose testimony to believe. And moreover, if memory is reconstructive, then the mere act of recalling the event may distort the memory, further clouding the issue.
Sequence of Events
The basic trial sequence for the encoding phase is as follows. Instructions are presented at the beginning of the experiment.
Fixation Point Duration determined by Fixation Point Duration Study Stimulus Duration determined by Study Stimulus Duration ITI Duration determined by ITI Durations The basic trial sequence for the Recognition test is as follows.
Fixation Point Duration determined by Recognition Test Fixation Point Duration Test Stimulus Maximum duration determined by Maximum Allowable RT Feedback Feedback on response accuracy can be displayed ITI Duration determined by ITI Durations Results and Output
For each participant, three tab-delimited text data files are saved in the Logfiles folder. The .log file (filename “Subject-Experiment Name.log”) is a standard Presentation logfile and contains detailed information about every event and response that occurred during the experiment. The summary file (filename: “Subject-Experiment Name-Summary.txt”) contains simple summary statistics (e.g., accuracy, RT) for relevant experiment conditions. The remaining file contains trial-level data. This is the file that would typically be used for running simple analyses. A brief example of this file and description of the column headings follows. Note that two tables are printed, one for encoding trials and one for test trials.
Column heading list for Encoding trials:
Block Identifies trial as Encoding Trial Number Trial number in the encoding block Study Word Study stimulus Word Group Word group/word list of the study stimulus Word Number Word number (1-15) of the study stimulus Column heading list for Recognition trials:
Block Identifies trial as Recognition Trial Number Trial number in the test block Word Group Word group the test stimulus belongs to Word Number Word number (1-15) of the test word Test Word Test stimulus Word Condition Target, Distractor, or Critical Word Response Participant’s response (2 = “old”, 3 = “new”) Accuracy Old/new response accuracy RT Reaction time (in ms) for the old/new response Configurations
Free Recall (default) Based on the free-recall version as in Roediger and McDermott (1995). Participants study 12 lists of 15 words each, performing a free-recall task after studying each list. Recognition Based on a recognition version of the experiment as conducted by Roediger and McDermott (1995). Participants study six lists of 15 words, then do a recognition memory task in which the critical word for each list is also presented. Stimuli
Stimuli are taken from a tab-delimited text file. The text file should contain 16 columns. Each row represents one word list, with the first column being the “critical” word, and the subsequent columns being the related words, listed in descending order of relatedness.
Port Codes
The table below describes how port codes are assigned to responses and stimulus events (if port codes are sent). In general, responses will have port codes less than 10, and stimulus events will have port codes 10 or higher. Note that based on parameter settings, some of the events listed below may not occur in the experiment.
1 Enter key 2 Left mouse button 3 Right mouse button 10 Fixation point onset 20 Study Word onset 20 Test Word onset (recognition test) Translations
Translations are included for the following languages: English, Spanish, German, French, Chinese, and Japanese. Use the Language parameter to select an available translation. A ‘Custom’ language file (and associated stimulus files, if necessary) is included for all experiments that can be modified to create new translations. Some experiments contain captions that should be translated manually as part of a parameter (for example, a statement describing a target stimulus or position). For this experiment, you should check the following parameters for those captions: Correct Feedback Caption and Incorrect Feedback Caption .
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
CLICK ON THE LINK HERE: https://www.perfectacademic.com/orders/ordernow
Also, you can place the order at www.collegepaper.us/orders/ordernow / www.phdwriters.us/orders/ordernow
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME]and Have It Done by Our PhD Qualified Writers!!