Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Perception And Cognition > All > Flashcards

All Flashcards

1
Q

Marr’s Levels of Analysis

A

Computation: what problem does cognition solve?
Algorithm: what processing steps does it follow?
Implementation: how is this physically carried out?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

How do we measure similarity?

A
  • confusability
  • reaction time
  • forced choice
  • likert scales
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Universal Law of Generalisation

A

The probability of generalising from one stimulus to another decreases exponentially as a function of dissimilarity.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Goldstone 1994 study

A
  • more MOPs increased similarity
  • more MIPs increased similarity
  • MIPs increased similarity more than MOPs
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Hodgetts and Hahn 2012 study

A

Found that square-triangle to square-square is 1 transformation, but other direction is two.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Deductive reasoning

A

Using facts to reach a logically certain conclusion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Inductive reasoning

A

Using facts to reach a plausible conclusion (but with room for doubt)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Valid outcomes of deductive reasoning

A
  • Modus ponens: valid argument by affirming the antecedent
  • Modus tollens: valid argument by denying the consequent
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Invalid outcomes of deductive reasoning

A
  • Affirming the consequent
  • Denying the antecedent
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Wason selection task

A

Rule: if there’s an R on one side, there’s a 2 on the other. Which cards do u flip?
- Most people will flip R and 2, which are both affirmatory arguments (modus ponens and affirming the consequent).
- They should flip R and 7 (modus ponens and modus tollens)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Indicative vs Deontic Arguments

A

Indicative: if this, then that.
Deontic: if this, then you should that.
People much better at checking the right things when it’s a Deontic argument

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Features of indicative arguments

A
  • premise diversity (ppl accept conclusion if premise is dissimilar)
  • premise-conclusion similarity (ppl accept conclusion if it is similar to premise)
  • premise monotonicity (ppl accept conclusion if there are more examples)
  • premise non-monotonicity (more examples makes argument weaker)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Logical fallacies

A
  • arguments from ignorance (better if in an epistemically closed system)
  • circular reasoning (better if alternative is not very plausible)
  • affirming consequent
  • denying antecedent
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Hahn and Oaksford 2007 study

A

Found that circular arguments were found to be more believable when the alternative was less plausible.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Social cognition and premise montonicity

A
  • when world generates data, similarity between premises is irrelevant and ppl revert to premise monotonicity
  • when human makes argument, similarity between premises is relevant and therefore non-monotonicity will appear
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Ransom, Perfors and Navarro study

A

Limitations: limited range of arguments and phenomena.
Results: premise non-monotonicity when relevant-relevant, neutral-relevant and neutral-random (in decreasing order), premise monotonicity when random-random

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Cognitive penetrability

A

The notion that perception can be influenced by knowledge, motivations or beliefs (New Look movement)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

New Look Movement

A

Bruner and Goodman: children estimated size of coins to be larger than identically sized discs
Proffitt et al: heavy backpacks make distances look further
Bhalla and Proffitt: tired people perceive slopes to be steeper
Things we want look closer than things we dong

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Inattentional blindness

A

Failure to notice a stimulus that would be easily noticeable if it were attended
Mack and Rock, 1998: gorilla experiment and judging cross size

20
Q

Unconscious interference and example

A

Perception arising from the minds guesswork and problem-solving.
Amodal completion: minds ability to complete views hidden behind occlusion

21
Q

Inattentional blindness and road safety

A

Scholl, Noles, Pasheva, Sussman: track 3 in 7 black circles. Red dot appeared. 70% of people not on a call noticed, but 10% of people on a call noticed.
Divided attention bad for when something unexpected happens, eg. child running across the road.

22
Q

Constructivist vs ecological approach

A

Constructivist: information received by senses is often ambiguous, so the mind actively uses clues and heuristics to construct what we experience.
Ecological: the environment contains enough disambiguating info, which we discern by actively exploring it.

23
Q

Seven sins of memory

A
  • absent mindedness
  • blocking (retrieval failure)
  • misattribution
  • persistence
  • bias
  • suggestibility
  • transience
24
Q

Blocking

A

The feeling of there being something interfering with access to memory, even though the memories are intact.
Eg. Tip of the tongue phenomenon.

25
Q

Downsides of persistence

A

Persistence: memories not fading over time.
Hyperthymestic syndrome/autobiographical memory (Jill Price)
PTSD: unwanted and persistent memories of trauma

26
Q

Source monitoring

A

Keeping track of the source of our memories

27
Q

Source misattribution and example

A

Mistakes in source monitoring.

Henkel and Franklin: patients saw magnifying glass and asked to imagine a lollipop. Later, they couldn’t remember which they saw vs. imagined.

28
Q

Reality monitoring framework

A

People often have trouble distinguishing memories of actual events with imagined memories.

29
Q

Consistency bias and example

A

The tendency to remember the impacts of events through the lens of their impact on us today.
Eg. Bartlett’s War on Ghosts story study

30
Q

Suggestibility

A

Our memories ability to be shaped and changed through leading questions and clues. Also in emotional situations.

31
Q

Desirable difficulties

A
  • retrieval practices
  • spaced practice
  • elaboration
32
Q

The generation effect

A

We better remember material that we generated ourselves than material we simply memorise.

33
Q

Testing effect

A

Roediger and Karpicke: restudying caused increased confidence, but self-testing caused increased retention.

34
Q

Biased competition

A

In cluttered environments, multiple stimuli will fall in receptive fields of overlapping neurons and will compete to drive the neural activity. Attention will bias this competition in favour of the attended info.

35
Q

Attentional network task

A

Measures:
- executive attention (how well people can resolve interference from conflicting info)
- spatial orienting (how well people can direct their attention to a location)
- alerting (how well people can prepare to respond when anticipating a target)

36
Q

Executive attention index

A

Executive attention index = incongruent reaction time - congruent reaction time

37
Q

Attentional capture

A

When something involuntarily captures our attention.

38
Q

Value-modulated attentional capture

A

Stimuli linked with reward/punishment grab attention even when it is counterproductive.

39
Q

Contextual cueing

A

Learned patterns guide attention even when we are not aware of them. Eg. Performing better in a task that you’ve seen before even though you don’t remember seeing it.

40
Q

Attentional blink

A

The difficulty to perceive and respond to the second target stimulus amid a rapid stream of stimuli if the observer has responded to the first target stimulus within 200-500ms before the second is presented.

41
Q

Emotion-induced blindness

A

The difficulty seeing a brief target if it follows soon after an emotion distractor.

42
Q

Dot probe test

A

Just before a target appears in one of two locations, the locations are briefly occupied with an emotional and non-emotional stimulus. People are often faster at responding to the target when it subsequently appears at the location of the emotional stimulus.

43
Q

Attentional bias modification

A

An attempt to combat clinical anxiety by altering attentional biases away from more emotional stimuli through training.

44
Q

The symmetry constraint

A

The constraint: the distance from A -> B = the distance from B -> A. Similarity must be the same.
However, because of asymmetrical knowledge, this is not always the case.

45
Q

Barrouillet et al. study

A

Found that adults are good with arguments abt the antecedent, less certain when the argument pertains to consequent.
Meanwhile, children assume all affirmatory arguments are true.

46
Q

Two-stage account (Chun and Potter)

A

Stage 1. All items rapidly seen.
Stage 2. Items held in short-lived sensory buffer, where they quickly decay unless consolidated into working memory.
Consolidations proceeds one at a time.

Perception And Cognition (1 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions