ass hats Flashcards
echoic memory
auditory sensory memory; has an upper limit of two seconds
sensory memory
information from the outside world is initially processed by our senses
iconic memory
visual sensory memory; has an upper limit of one second
short term memory
attended information retained for ~18 seconds max
long term memory
information that is stored for an undefined amount of time that can be brought back to short term memory for immediate usage
divisions of long term memory
long term memory =explicit (episodic/sematic))
long term memory=implicit(procedural/priming)
implicit memory
unconscious or automatic memory, which refers to the information that we do not store purposely and is unintentionally memorized; we cannot consciously bring that memory into awareness.
explicit memory
conscious, intentional recollection of factual information, previous experiences, and concept
episodic memory
events and experiences
sematic memory
concepts and facts
procedural memory
how to do things (instructions)
priming
stimulus exposure affects responses to a later stimulus
decay
without rehearsal and over the period of ~20 seconds, memory traces are lost
passive distribution (with decay)
inference
competing material causes us to forge u “active disruption
inference (types)
-Proactive interference
-retroactive inference
memory phenomena (types)
-butcher on the bus phenomena
-tip of the tongue phenomena
Ebbinghaus curve
importance of Ebbinghaus curve
brown peterson task
Accuracy declined over time because rehearsal of items was prevented (studied short term memory)
how to improve memory/remember more (WAYS)
chunking, generate info, distribute learning, emphasize deep processing, method of loci
chunking
strategy used to increase the capacity of STM by arranging elements in groups (chunks)
E.g., 808-599-8468 instead of 8085998468
generate information
self generated information can lead to much better memory
Don’t just read or listen, take notes or make flashcards
distribute learning
Engaging in adequate rehearsal of information is needed for long term retention
emphasize deep processing
how often you go over material is less critical than the depth of processing you engage in
Method of Loci: (i.e., memory palac
method of loci
(i.e., memory palace): taking an imaginary walk along a familiar path where images of items to be remembered are associated with certain location
proactive interference
old learning interferes with new learning (lose old learning)
retroactive interference
new learning interferes with old memory
Words with a high degree of imagery =
concrete
Words that don’t easily elicit a mental image =
abstract
false memories
failure to distinguish between memories of real events and memories of imagined events, particularly vividly imagined events
eidetic imagery and photographic memory =
different
flashbulb memories
vivid, detailed memories of significant events
High confidence in recall, very low accuracy
amnesia
loss of memories, such as facts, information, and experience
types of amnesia
-Anterograde amnesia
-retrograde amnesia
Anterograde amnesia
impaired capacity for new learning
Retrograde amnesia
loss of information that was acquired before the onset of amnesia
spreading activation (meaning)
synethesia
condition where a stimulus appropriate to one sense (e.g., a sound) triggers an experience appropriate to another sense (e.g., color)
Eidetic imagery
images projected onto the external world that persist for a minute or more even after a stimulus (e.g., a picture) is removed
scanning mental images (2 methods)
-objective + Categorical Differences
Objective distances
true distances between objects in the real world
Categorical distance
number of units traversed during mental scanning (e.g., number of landmarks on a map, number of rooms, number of counties in a state)
IMAGERY
picturing things or imagine experiences
imagination is an example of _________.
bottom up processing
concepts
ideas that represent a class or category of events, objects, or activities
types of concepts
-relational
-Disjunctive
-Conjunctive
conjuctive
simple concept defined by two or more attributes
example of a conjuctive
and
disjunctive
concept defined by one of two possible sets of attributes
example of a disjunctive
or (a strike in baseball is either a pitch down the middle or a swing and a miss)
relational
relationship between attributes is what determines the class to which an event will be assigned
example of a relational concept
marriage
prototypes
an average/ideal representation of a pattern or category
-fast and usually good enough to recognize what belongs to a certain category or concept
exemplar
a specific instance
-helps us handle specific cases or unusual or atypical instances (fruit: berries and cucumber)
Family resemblance
instances of concepts that possess overlapping features without any features being common to all
High prototypicality =
strong family resemblance
Low prototypicality =
weak family resemblance
dimensions of the Rosch’s hierarchical approach
-horizontal
-vertical
horizontal dimension
distinguishes between different concepts at the same level of inclusiveness
vertical dimension
level of inclusiveness in a category
3 levels of the vertical dimension
-basic
-subordinate
-superordinate
basic
holds more information/specificities than superordinate
subordinate
corresponds to general categories
superordinte
corresponds to general categories
dual coding theory
theory that there are two ways of representing events, verbal and non-verbal
Logogens
units containing information underlying our use of a word
Imagens
units containing information that generate mental images
Concrete words can be coded by ______.
verbal and nonverbal systems
language
consists of symbols that convey meaning plus rules for combining those symbols that can be used to generate an infinite variety of messages that an express our feelings, thoughts, ideas, and experiences
4 properties of language
-symbolic
-sematic
-generative
-structured
symbolic
spoken sounds and written words are arbitrary
sematic
language conveys meaning
generative
a limited number of symbols can be combined in an infinite number of ways
structured
: sentences must be structured and follow certain rules
phonemes
smallest unit of a language and can be combined to create meaning (looks at the Abstract sound structure of language)
morphemes
smallest unit in language that carries meaning.
(looks at the meaning/structure of words)
syntax
rules that govern how words and sentences are structured (grammar)
sematics
meaning of words and sentences
Language acquisition device
idea that children possess the capacity for general principles that apply to any natural language
“Poverty of the stimulus” argument
argument that the linguistic environment to which a child is exposed to is not good enough to enable language acquisition on its own
Main point of language
communication
Main point of communication
create understanding
Given-new contract:
acit agreement whereby the speakers agrees to connect new information to what the listener already knows
3 errors in children
-overextension
-under extension
-over regularizations
overextension
-incorrectly using a word to describe a wider set of objects or actions
(Most common error)
underextension
incorrectly uses a word to describe a narrower set of objects or actions
over regularizations
when grammatical rules are incorrectly generalized to irregular cases
3 errors in adulthood
-phoneme exchanges
-Consonant -vowel rule
-Word exchanges
phoneme exchanges
accidentally saying rennis tacket
Consonant -vowel rule
consonants replace consonants and vowels replace vowels (e.g., tannes recket )
Word exchanges
saying “you can eat us watch” instead of “watch us eat” or “I have to fill up my gas with car”
3 Challenges of Language Perception
-Ambiguous boundaries
-noise
-Individual differences:
Individual differences:
people’s voices differ in pitch, tone, pronunciation, accent, etc. Must filter out all these differences to understand what someone is trying to say
noise
sound arrives only at our two ears and all the sounds in our environment all overlap and come in at all the same time, so it makes it difficult to extract only the important sounds
Ambiguous boundaries
spoken words are delivered quickly and mashed together without obvious breaks to indicate where one word ends and the other begins
McGurk & McDonald (1976) effect
perceptual phenomenon that demonstrates how the integration of auditory and visual information can affect speech perception.
( people hear a sound that doesn’t match the lip movements they see (e.g., hearing “ba” while seeing lip movements for “ga”), they often perceive a completely different sound (e.g., “da”). )
Speech perception uses _________.
both auditory cues and visual cues
nouns are acquired before ________
verbs
fast mapping
mapping of a word onto an underlying concept after only one exposure
(sometimes leads to errors)
Words are acquired from ________.
concrete to more abstract
