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the statistical analysis. My work culminated with my paper, "Teaching Students to
Remember Complex Material Through the Use of Professional Actors' Learning Strategies."
My paper accompanied a poster presentation at the Third Annual Tri-State Undergraduate
Psychology
Conference. In addition, I presented a related paper entitled "Type of Learning Strategy and
Verbatim Retention of Complex Material" at the ILLOWA (Illinois-Iowa) Conference the
following year. Again, I was involved in all aspects of the experiment, from typing the protocol
and administering it to the subjects, to analyzing the data and finally presenting my results.
The opportunity to perform this research was invaluable, particularly as I began taking
independent research seminars in my senior year. For the seminars, I was required to write an
extensive review of the literature and then design a research proposal on any topic of my
choice. Although I had participated in all aspects of research previously, this was my first
opportunity to select my own topic. I was immediately certain that I wanted to explore at human
memory. But I spent a long time considering what aspect of memory I found most intriguing
and possible to tackle within the confines of the research seminar. I had always been
interested in the legal implications of memory, so I to investigate eyewitness memory.
In retrospect, my choice was also informed by my recollection about an experiment I had read
about several years earlier. In the experiment, subjects read about Helen Keller. Later they
were given a recall test. Still later they were given an additional test to determine the source of
their knowledge about Helen Keller. The authors discovered that subjects could not determine
the source of their knowledge, that is, they could not distinguish whether specific details of
their knowledge about Helen Keller came from the information provided by the experimenters
or if the details came from another source at an earlier time. Once their new knowledge about
Helen Keller had been assimilated into their previous knowledge about Helen Keller, there was
no way to separate the information according to the source it came from.
I wondered what the implications of that conclusion would be for eyewitnesses. I wondered if
an eyewitness account could be corrupted by misleading post-event information. My research
proposal was entitled "The Rate of Memory Trace Decay and its Effect on Eyewitness
Accuracy." While I was not able to complete the experiment in its entirety, I was excited by the
fact that I created a possible research protocol. Immediately, I knew I wanted to pursue the
field of experimental psychology. My success in course work and my passion for research
demonstrated to me that I had both the interest and ability to enter this challenging and
rewording field.
I have dedicated my undergraduate years to preparing myself for graduate work in
experimental psychology. Once receive my doctorate, I intend to pursue research on human
memory while teaching psychology to undergraduates at a small, liberal arts college, similar to
the one I attended. It was, after all, my undergraduate research experience that gave me the
opportunity to come to psychology with an interest in counseling people, but to leave with a
passion for investigating the nature of human thinking. Undergraduates at smaller liberal art本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。