University of South Florida Language Comprehension Questions Read and respond to the questions provided below under “Specific Question Prompt Instructions”

University of South Florida Language Comprehension Questions Read and respond to the questions provided below under “Specific Question Prompt Instructions”. Your response must include references to the lecture, powerpoint, and/or text to ensure you have studied the material before you begin applying the material. See the rubric for guidelines regarding the exact manner in which you should reference the material. Your response must be ONE page in length and must be written in essay style consisting of paragraphs. There is no need to refer to the question numbers in your response. See the rubric for guidelines on how you will be graded with regard to length. Find ONE article to support your answer to the questions, and refer to it ANYWHERE in your response and upload the article with your Word document. If you include a quotation, you must explain what your quotation means and why it is relevant. Refer to the rubric to see how you will be graded in reference to incorporating the article within the text of your response. Include a reference page in APA style for each submission. The articles must be 7 to 20 pages long, published within the last 10 years, and peer reviewed. See the rubric for specifics on how you will be graded.

Deliverables:

Submit a Word document via Canvas with your written response. You can keep the original DOC file. No other formats will be accepted.
NOTE. Be sure to save your file as: EXP13-(LastName).(file extension) (e.g., EXP13-yourlastname.doc)
One article in pdf format. No other format will be accepted. If your file cannot be read, you will not receive points. Links to the .pdf will not be accepted. You must download the article from the website in .pdf format and upload it to the link provided as only .pdf. The written portion of the assignment will be only accepted in .doc, or .docx formats.

SPECIFIC QUESTION PROMPT INSTRUCTIONS

Droodles

A droodle is said to be a combination of a doodle and a riddle. Initially the droodle looks like an odd “picture.” Often, a label applied to the droodle makes the “picture” obvious. Droodles are a fun way to take a look at the issue of top-down and bottom-up processing. The droodles (use at least 5 different ones) can be used as stimuli for a demonstration.

Group 1 is told to look at the stimuli and that there will be a test later. Group 2 is told what the label is for each droodle. Both have the same amount of time to look at the stimuli. Both groups are asked to reproduce as many of the “pictures” as possible. Students find it easier to reproduce the pictures in Group 2 in which a label is offered for each picture. A website that has a number of different droodles is http://www.archimedes-lab.org/droodles_answ.html. (Links to an external site.)

A few examples of droodles are presented below.

The explanations for the droodles are:

A. A Frisbee about ready to hit someone in the head
B. An ant peeing on an electric fence
C. A tree with part of it missing after a beaver got to it
D. A smiley face with a bandana on it
E. Canoe tipping over so that you see the bottom side (and two people falling out the other side).
F. Office with a desk and boxes handing from the ceiling.

Questions:

Explain why the droodles are easier to remember when a label is attached.
What do these results suggest about the contributions of top-down processing?