Study questions for final exam (Part 2)

Please Read: 
-	Many questions ask to describe experiments for testing certain hypotheses. As a general rule, that description should include the design of the experiment, a graph the hypothesized results, and an interpretation of such results. The experimental design should include the independent variable/s (and levels), the dependent variable/s is, and whenever relevant, whether it is a within- or a between-subjects design. 
-	Whenever asked to provide an example, be prepared to offer an example other than the ones discussed in class and/or the textbook.

Long term memory 
1.	What is the ‘encoding specificity’ hypothesis (or state-dependent learning)? Describe an experiment that tests the ‘encoding specificity’ hypothesis. 
2.	Describe an experiment in normal subjects to test the hypothesis that ‘episodic memory’ and ‘perceptual priming’ rely on independent memory systems. 
3.	Explain the concept of double dissociation as it relates to ‘episodic memory’ and ‘priming’.
4.	Describe experiments on source memory as it relates to judgment of fame, judgment of truth, and misattribution of source.
5.	What is autobiographical memory? Name the properties characteristic of autobiographical memory (flashbulb memories). 
6.	What is proactive interference and how can it be tested? What is retroactive interference and how can it be tested?

Concepts and Generic Knowledge
1.	What is a concept? (L)
2.	Why/How are ‘concepts’ useful?
3.	Describe and compare the ‘classical’ and ‘prototype’ views of categorization. Which are some of the difficulties encountered by each view? Which are some of their strengths?
4.	Compare the ‘prototype’ and ‘exemplar’ views of categorization. Describe the differences and similarities between these two views.
5.	As novices gain expertise with category, they rely more (or less) on prototypes? Circle one 
More	Less	Describe an experiment that supports your answer.  
6.	How does the exemplar based theory explain typicality results?
7.	Describe evidence that supports the prototype view of categorization. Describe evidence that is difficult to reconcile with the prototype view.
8.	Describe Posner & Keele’s experiment on the development of prototypes. 
9.	“Entry point” is the level of abstraction at which the perceptual object first makes contact with the stored visual memory representation. According to Rosch’s theory of categorization, that level is called ______
10.	It is said that ‘basic’ level categories maximize within-category similarity and between-categories differences. Provide an example that illustrates this point.
11.	Which are some of the properties of ‘basic’ level categories. 
12.	Provide an example that illustrates the role of similarity in categorization (you need to provide an example other than the ones discussed in class or in the textbook).
13.	Provide an example that illustrates how similarity sometimes is insufficient or misleading.
14.	Define and give an example of  (a) a natural kind category, (b) a social category, (c) an artifact. How does the idea of ‘psychological essentialism’ relate to these three types of categories?
15.	Define ‘psychological essentialism’ and provide an example of it.  
16.	Stereotypes occur for a variety of reasons. Name and describe four cognitive mechanisms for stereotype bias. (L)
17.	Explain the relation between race and psychological essentialism (L)

Language Outline
1.	What was the behaviorist approach to language? How did it explain the acquisition of words and sentences? What problems are there with this approach? (In answering this, you might want to go back to notes your notes on behaviorism and cognitive science, in the first lecture)  
2.	How did Cognitive science’s approach (and Chomsky’s approach) differ from that of the behaviorists? (In answering this, you might want to go back to notes your notes on behaviorism and cognitive science, in the first lecture)
3.	What is coarticulation?  
4.	Explain context effects in speech perception.
5.	How is perceptual categorization of phonemes different from other types of categorization?  

6.	
7.	One way to describe language perception is via a hierarchical structure with levels such as ‘sentence’, ‘phrase’, ‘word’, ‘morpheme’, and ‘phoneme’. Illustrate this hierarchy for the sentence “The students hated my lectures”. (I don’t expect you to know all of the phonemes, so you have some wiggle room here, or you can ask one of your classmates who took linguistics).
8.	What are phonemes? What do the phonemes /b/ and /p/ have in common? /b/ and /d/ ? What do they have different?
9.	What are formants?
10.	What difficulties arise in trying to separate the speech stream into words? Do the breaks in the speech stream tend co-occur with the end of words?
11.	How is perceptual categorization of phonemes different from other types of categorizations? 
12.	Describe the phoneme identification task. 
13.	Describe the phoneme discrimination task.
14.	What are phonemes? Break down the following words into its constituent morphemes: ‘Bed’ (the place were you sleep), ‘Fed’ (the past tense of the verb ‘to feed’), ‘Crocodiles’.
15.	 Provide an example to illustrate that the phoneme-morpheme relation is not a one-to-one relation.
16.	Provide an example to illustrate the existence of rules that guide morphemic variation.
17.	What are ‘Phrase structure’ rules? Provide an example
18.	Explain the difference between descriptive rules and prescriptive rules of grammar (R )
19.	Provide two examples to illustrate that the relation between the sentence’s surface structure and its deep structure is not a one-to-one relation. 
20.	Explain the parsing heuristic of Late Closure
21.	What is lexical ambiguity? Are all meanings of an ambiguous word accessed? Only one consistent with the context?
22.	Describe phenomena indicating that top-down processing plays a role in speech perception at the lexical, semantic and syntactic levels.
23.	Give an example of a pragmatic violation. Describe it in relation to Grice’s rules. (L)
24.	 What do over-regularization errors by children tell us about the rules of grammar.
25.	Describe non-fluent aphasia (Broca’s aphasia). Which are the main symptoms? What is the main neural structure damaged? What is the relation between non-fluent aphasia and verbal short term memory? Do patients with non-fluent aphasia have only production problems? What other type of problems do they have?
26.	Describe fluent aphasia (Wernicke’s aphasia).