I'm looking for help with a help with a 52 question multiple choice quiz based off of the study guide attached. You would need to remain online with me and answer the questions as I copy and paste them to you 1 by 1. It is an online course, and the questions are delivered 1 by 1 with no option of going back and changing answers. Look through the study guide, and if you feel comfortable answering questions based off the material AND you have around 1 hour (or less depending on how quickly you can answer) to be available, I'd love your help! I tip well :)

Review Questions for Second Section of Course
Rehearsal Pathway & Long-Term Memory (LTM) Structure
What is the difference between maintenance and elaborative rehearsal? When would one want to
engage in just maintenance rehearsal?
How can one avoid the illusion of learning?
How can one ensure elaborative processing -- being able to overcome the serial position effect?
What is the main thrust of the Levels of Processing Theory? How do we create deeply processed
codes?
What are the limitations of the Levels of Processing Theory?
What contributes to the success in creating LTM codes according to the Transfer Appropriate
Processing Theory? Which type of processing will most often create a LTM code according to this
theory?
What contributes to the success in creating LTM codes according to the Dual Code Hypothesis?
Why is it important to increase personal meaningfulness in learning?
Can you describe the “cohesion” process and identify what factors influence this process?
Can you describe the various mnemonic techniques for encoding information? Can you take a list of
unrelated words and demonstrate how you would process the list using each of the techniques?
What are the key characteristics (properties) of LTM?
What is meant by lexical access and how might we view LTM as a lexicon (encyclopedia)?
What is the main difference between STM and LTM?
What is the difference between implicit and explicit memories? How can various types of knowledge
be learned implicitly and explicitly?
Can you distinguish between episodic and semantic memories? Why might semantic memories be
more beneficial to the learner?
What is meant by “priming?” How does priming lead to the Propaganda Effect?
Can you distinguish between declarative and procedural knowledge? Can you give examples of both
types of knowledge and of learning activities that use both types of knowledge?
How are procedures represented? Can you take a procedure and create a production system with
flow of control?
Why would we want to compose a production system? How do we compose a production system and
what is the risk in composing a production system (e.g., Einstellung Effect)? Exam 2 Review – Page 1 Representations of Conceptual Knowledge
What are the two key elements of conceptual categories?
In what ways can features of a concept be related? Can you give practical examples of concepts using
each rule?
How are natural conceptual categories different from concepts used in laboratory experiments
(artificial concepts)? Why do we study artificial concepts?
How does specific knowledge and training affect the level of category at which we typically process
information?
What evidence is there that we create and use prototypes in processing conceptual information?
How do prototypes lead to pseudo memories?
What are the differences and similarities between prototypes and exemplars (as proposed in Rosch’s
Exemplar Theory)?
Can you describe the TLC Model (including the idea of hierarchical representation with the two types
of links connecting concepts, the idea of cognitive economy, and fanning and intersection searches)?
Why was this approach replaced by the spreading activation model?
Can you describe the Feature Overlap Model and how links are created between concepts? How does
this model account for the category-size effect? What are the limitations of this model?
How does the Spreading Activation Model explain the role of experience? What is meant by “prestored knowledge?” What tends to influence the spread of activation?
Taking concepts such as house, bedroom, kitchen, and cooking; can you build different conceptual
networks based on the perspectives of the three network models?
How are semantic networks related to and different from connectionist theories (particularly in terms
of how the links function)?
How is a schema different from other knowledge representations? What are the typical characteristics
of a schema and how do these influence learning and representation of knowledge?
What is the relationship between script and schema? Representations of Imageral Knowledge
How do we know that images are fundamentally different from conceptual knowledge?

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• 1506665249-Review Questions for Second Section of Course r.docx