I'm more interested in updates have been implement to all four parts.
You have to do some research as there have been many changes. The main one is that now the exam is 60% MC and 40% Simulations. I know 5 years ago it was 70% MC 20%Simulations and 10% memo for FAR,REG, And Audit. This makes the exam a little more difficult than before cause now your brain can get up to 60% credit for recognizing the answers on a A to D format, and 40% credit for recalling them. This means that your brain will have to actually learn the material in depth to be able to pass. Bottom line, the exam is harder now than 5 years ago. The following might be able to explain to you what Im talking about.
Multiple choice, matching, and true-false questions require you to recognize the correct answer. Essay, fill-in-the-blank, and short answer questions require you to recall the information. Most of us agree that recognition tests are easier than recall tests. Why? In recognition tests, the information to be recalled is present, along with attractive alternatives. The task of recognition is to select the correct answer from among the alternatives. In recall, on the other hand, no possible answers are available (unless you cheat) but have to be generated. Unless you have absolutely no memory for the information, recognition is “easier” than recall.
Does the brain find recognition easier? What parts of the brain are active when recognizing information? What same and different parts of the brain are active while recalling information? Cabeza, Kapur, Craik, McIntosh, Houle, and Tulving used PET to address these questions.
Healthy young university students performed recognition and recall tasks while lying in the PET scan machine. In the study phase, the participant was shown word pairs, such as parents-piano. In the recognition condition, the participant was shown either the correct word pair again, such as parents-piano, or a pair in which the second word was incorrect, such as parents-wall. The participant was instructed to say the second word if he or she thought it was the correct one or else say “pass.” In the recall condition, the participant was shown the first word paired with word, such as parents-word?, and was instructed to say the second word out loud if it was remembered or else say “pass.”
The PET scans identified all brain activity occurring during these tasks. Brain activity during the recognition tasks would include that related to recognition but also activity related to reading, speaking, and generally attending to the task. To eliminate activity not related to the specific type of memory they were studying, Cabeza et al. had participants also read word pairs while being scanned. They subtracted brain activity resulting from this task from each of the memory tasks to obtain measures of brain activity related to specific recognition and recall processes.
KAREN: CAN YOU GET A HOLD OF DRAWINGS OF BRAINS SO I CAN LABEL THESE AREAS? DRAWING1: Right ventral surface of the cortex and cerebellum (like the top part of Fig 3.21 in Weitan, 4th ed. but unlabeled) DRAWING 2: Right medial surface of the cortex (like fig 3.18 in Weitan but unlabeled and without the limbic system colored in) I do have links to the virtual brain in For Students, but a drawing here would make the article summary comprehendible.
The right prefrontal cortex was active for both recognition and recall. This part of the brain is important for attempting to recover information in memory and is activated in all memory attempts, regardless of the success of the attempt. Similarly the anterior cingulate area was active for both memory tasks. The anterior cingulate cortex has been implicated in the initiation of many types of human behavior.
One brain area was more active during recognition than recall. The right inferior parietal cortex, which is important for perceptual processing was activated during recognition. Cabeza et al. argued that this area should be active if recognition involves comparing the presented word, such as piano, with perceptual information from the study phase, such as whether the physical stimulus, piano, was seen during the study phase.
Four brain areas were more active during recall than during recognition. Although the anterior cingulate area was activated in both memory tasks, it was more active during recall. Cabeza et al. speculated that this is because recall involves more initiation of activity to generate a response.
Three additional brain areas were more active during recall than recognition. These were the left cerebellum, the right thalamus area, and the right globus palladius. These three brain areas, along with the right prefrontal cortex, form a cognitive cerebello-thalamo-cortical pathway that has recently been traced out in the brain. Cabeza et al. conclude that the pathway that goes from the left cerebellum to the right frontal cortex is important for recall of episodic memory, such as the words in their paired associate task.
Cabeza et al. identified more brain areas that were important for recognition and recall than have been found with lesion studies. They concluded that lesion studies and neuroimaging studies complement each other and need to be integrated in cognitive neuroscience investigations of memory. In addition, they concluded that, since fewer brain areas are activated by recognition than recall, that recognition is indeed easier than recall.
Through God all things can happen!
“You never fail until you stop trying.”
― Albert Einstein
When I was young, I used to admire intelligent people;as I grow older, I admire kind people.
“Just keep swimming, just keep swimming.”
FAR= 72-84
Audit= 73-82
BEC= 74-75
Reg=77
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