AP Psych Unit 5 Flashcards
Memory
the persistence of learning over time
What is the Atkinson - Shiffrin 3 stage model
Sensory, short term, and long term memory
Sensory memory
recording images of scenes or echos of sounds
Short term memory
What we briefly retain - active processing
Long term memory
the storage and recall of information over a long period of time
Encoding
Info gets into our brain
Central Executive
controlled processing in working memory
Rehearsal
Recalling the info in a form similar to what was encoded
Explicit memory
info we consciously have to work to remember
Implicit memory
info we remember cousinly and effortlessly
Echoic memory
auditory memories occur even without paying attention
Iconic memory
visual memories
Short term memory capacity
7 bits of info at one time
working memory capacity
3-4 items on info at a time
shallow processing
Encoding on a basic level, based on structure or appearance of words
deep processing
encoding based off of meaning of words
Chunking
grouping
Mnemonics
We use techniques that use vivid imagery and organizational devices
Peg word system
remember lists where each item is associated in imagination with a number–word pair
Hierarchies
Branching set categories and subcategories
Distributed practice
we practice overtime to better retain info
keyword method
a person uses what a word sounds like to help them visualize what the word is to tell them later on
spacing effect
Studying distributed overtime
testing effect
taking tests during the learn phase to facilitate retrieval from long term memory
Long term memory capacity
unlimited
role of the frontal lobes
memory retrieval and form long term memories
role of the hippocampus
saves explicit memories - when damaged disrupts the formation and recall of the memories
semantic memories
general knowledge
episodic memories
personal experienced events
infantile amnesia
can’t remember events prior to age 2-3
Role of the cerebellum
forms and stories conditioned responses and memories
Role of the basal ganglia
controls memories that we don’t remember forming
Where do the emotions trigger stress hormones that trigger activity
Amygdala
Flashbulb memories
memories that are affected by our emotional state
The changes of the synaptic levels
When memories form, neurons release neurotransmitters across synapses to other neurons
Long term potentiation
Increases activity in neural pathways leading to neural connections strengthening
Recall retention
Retrieving previously learned into without cues to help
Recognition retention
identify which stimuli match your storied info
relearning
it takes less work to learn info you have studied before
Priming
some cues trigger a thread of associations that bring us to a memory of a concept
context-dependent memory
retrieving a memory more easily when in the same context as when we formed the memory
Encoding specificity principle
memories are linked to the context in which they are created
State-dependent memory
memories can be tied to the emotional or physiological state we were in when the memory was formed
Mood congruent memory
we recall details that are consistent with one’s current mood
Positivity bias
Events that are processed more efficiently than events that aren’t that pleasant
Serial position effect
when learning info on a list, we recall the first and last items
Recency Effect
Remembering last items on a list
Primacy effect
Remembering first items on a list
Anterograde Amnesia
can’t form new longterm memories
Retrograde failure
we know something but can’t access it in our memory
Encoding failure
we do not notice most of the stimuli we are exposed too
Storage decay
memories encoded into long term memory will go away if remembered not used
retrieval failure
if we don’t have enough cues to help us remember a memory
tip of the tongue
one cannot quite recall a familiar word but can recall words of similar form and meaning
proactive interference
past is interfering with new memory
retroactive interference
new learning interferes with retrieval of previous memories
motivated forgetting
Sigmund Freud - choosing to forget memories
repression
the exclusion of distressing memories, thoughts, or feelings from the conscious mind
misinformation effect
misleading info in one’s memory of an event
discrepancy detection principle
if false info and the original info an event are not detected - info will change
Imagination effect
picturing an event
source amnesia
forgetting where the story came from and adding your own memories to it
deja vu
sense of familiarity kicks in too soon and our brain adds in prior knowledge
collective false memories
similar false memories are shared by many people
concepts
mental groups of events, objects people etc
prototypes
mental image of the best example of what we just learned/saw
trial and error
various possible solutions and fails
algorithm
step by step strategy for solving problems to find a solution
heuristics
short cut strategy that generates a solution fast
convergent thinking
the solution to a problem can be deduced by applying established rules and logical reasoning
divergent thinking
unstructured, free-form way of problem-solving
insight
sudden realization that leads to solution
confirmation bias
major obstacle in problem solving
fixation/mental set
tendency to get stuck in one way of thinking
intuition
effortless thinking - gut decisions
representative heuristic
based judgments on stereotypes
avalibility heuristic
we base our judgements on the amount of info in our memories
overconfidence
we overestimate the accuracy of our knowledge
belief perseverance
info clinging to our brains
framing
same issue presented in two different but logically equivalent ways to get diff answers
phonemes
smallest units of sound
morphemes
unit of meaning
grammar
rules for using words etc
semantics
the study of meaning in language
syntax
the way words are organized into sentences
receptive langauge
0-4 months - associating sound with facial movements
productive language
4 months - productive language
babbling stage
10 months - baby says incomplete words
one word stage
12 months - beginning of basic nouns
two word stage
form of words
telegraphic speech
children begin stringing more than two words together
statistical learning
infants quickly recognize patterns in words
universal grammar
human languages, as superficially diverse as they are
critical period
the development of vision and hearing
