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PSY cognitive > ass hats > Flashcards

ass hats Flashcards

1
Q

echoic memory

A

auditory sensory memory; has an upper limit of two seconds

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2
Q

sensory memory

A

information from the outside world is initially processed by our senses

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3
Q

iconic memory

A

visual sensory memory; has an upper limit of one second

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4
Q

short term memory

A

attended information retained for ~18 seconds max

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5
Q

long term memory

A

information that is stored for an undefined amount of time that can be brought back to short term memory for immediate usage

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6
Q

divisions of long term memory

A

long term memory =explicit (episodic/sematic))

long term memory=implicit(procedural/priming)

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7
Q

implicit memory

A

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.

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8
Q

explicit memory

A

conscious, intentional recollection of factual information, previous experiences, and concept

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9
Q

episodic memory

A

events and experiences

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10
Q

sematic memory

A

concepts and facts

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11
Q

procedural memory

A

how to do things (instructions)

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12
Q

priming

A

stimulus exposure affects responses to a later stimulus

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13
Q

decay

A

without rehearsal and over the period of ~20 seconds, memory traces are lost

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14
Q

passive distribution (with decay)

A
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15
Q

inference

A

competing material causes us to forge u “active disruption

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16
Q

inference (types)

A

-Proactive interference
-retroactive inference

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17
Q

memory phenomena (types)

A

-butcher on the bus phenomena
-tip of the tongue phenomena

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18
Q

Ebbinghaus curve

A
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19
Q

importance of Ebbinghaus curve

A
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20
Q

brown peterson task

A

Accuracy declined over time because rehearsal of items was prevented (studied short term memory)

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21
Q

how to improve memory/remember more (WAYS)

A

chunking, generate info, distribute learning, emphasize deep processing, method of loci

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22
Q

chunking

A

strategy used to increase the capacity of STM by arranging elements in groups (chunks)
E.g., 808-599-8468 instead of 8085998468

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23
Q

generate information

A

self generated information can lead to much better memory
Don’t just read or listen, take notes or make flashcards

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24
Q

distribute learning

A

Engaging in adequate rehearsal of information is needed for long term retention

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25
Q

emphasize deep processing

A

how often you go over material is less critical than the depth of processing you engage in
Method of Loci: (i.e., memory palac

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26
Q

method of loci

A

(i.e., memory palace): taking an imaginary walk along a familiar path where images of items to be remembered are associated with certain location

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27
Q

proactive interference

A

old learning interferes with new learning (lose old learning)

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28
Q

retroactive interference

A

new learning interferes with old memory

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29
Q

Words with a high degree of imagery =

A

concrete

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30
Q

Words that don’t easily elicit a mental image =

A

abstract

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31
Q

false memories

A

failure to distinguish between memories of real events and memories of imagined events, particularly vividly imagined events

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32
Q

eidetic imagery and photographic memory =

A

different

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33
Q

flashbulb memories

A

vivid, detailed memories of significant events
High confidence in recall, very low accuracy

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34
Q

amnesia

A

loss of memories, such as facts, information, and experience

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35
Q

types of amnesia

A

-Anterograde amnesia
-retrograde amnesia

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36
Q

Anterograde amnesia

A

impaired capacity for new learning

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37
Q

Retrograde amnesia

A

loss of information that was acquired before the onset of amnesia

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38
Q

spreading activation (meaning)

A
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39
Q

synethesia

A

condition where a stimulus appropriate to one sense (e.g., a sound) triggers an experience appropriate to another sense (e.g., color)

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40
Q

Eidetic imagery

A

images projected onto the external world that persist for a minute or more even after a stimulus (e.g., a picture) is removed

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41
Q

scanning mental images (2 methods)

A

-objective + Categorical Differences

42
Q

Objective distances

A

true distances between objects in the real world

43
Q

Categorical distance

A

number of units traversed during mental scanning (e.g., number of landmarks on a map, number of rooms, number of counties in a state)

44
Q

IMAGERY

A

picturing things or imagine experiences

45
Q

imagination is an example of _________.

A

bottom up processing

46
Q

concepts

A

ideas that represent a class or category of events, objects, or activities

47
Q

types of concepts

A

-relational
-Disjunctive
-Conjunctive

48
Q

conjuctive

A

simple concept defined by two or more attributes

49
Q

example of a conjuctive

A

and

50
Q

disjunctive

A

concept defined by one of two possible sets of attributes

51
Q

example of a disjunctive

A

or (a strike in baseball is either a pitch down the middle or a swing and a miss)

52
Q

relational

A

relationship between attributes is what determines the class to which an event will be assigned

53
Q

example of a relational concept

A

marriage

54
Q

prototypes

A

an average/ideal representation of a pattern or category

-fast and usually good enough to recognize what belongs to a certain category or concept

55
Q

exemplar

A

a specific instance
-helps us handle specific cases or unusual or atypical instances (fruit: berries and cucumber)

56
Q

Family resemblance

A

instances of concepts that possess overlapping features without any features being common to all

57
Q

High prototypicality =

A

strong family resemblance

58
Q

Low prototypicality =

A

weak family resemblance

59
Q

dimensions of the Rosch’s hierarchical approach

A

-horizontal
-vertical

60
Q

horizontal dimension

A

distinguishes between different concepts at the same level of inclusiveness

61
Q

vertical dimension

A

level of inclusiveness in a category

62
Q

3 levels of the vertical dimension

A

-basic
-subordinate
-superordinate

63
Q

basic

A

holds more information/specificities than superordinate

64
Q

subordinate

A

corresponds to general categories

65
Q

superordinte

A

corresponds to general categories

66
Q

dual coding theory

A

theory that there are two ways of representing events, verbal and non-verbal

67
Q

Logogens

A

units containing information underlying our use of a word

68
Q

Imagens

A

units containing information that generate mental images

69
Q

Concrete words can be coded by ______.

A

verbal and nonverbal systems

70
Q

language

A

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

71
Q

4 properties of language

A

-symbolic
-sematic
-generative
-structured

72
Q

symbolic

A

spoken sounds and written words are arbitrary

73
Q

sematic

A

language conveys meaning

74
Q

generative

A

a limited number of symbols can be combined in an infinite number of ways

75
Q

structured

A

: sentences must be structured and follow certain rules

76
Q

phonemes

A

smallest unit of a language and can be combined to create meaning (looks at the Abstract sound structure of language)

77
Q

morphemes

A

smallest unit in language that carries meaning.
(looks at the meaning/structure of words)

78
Q

syntax

A

rules that govern how words and sentences are structured (grammar)

79
Q

sematics

A

meaning of words and sentences

80
Q

Language acquisition device

A

idea that children possess the capacity for general principles that apply to any natural language

81
Q

“Poverty of the stimulus” argument

A

argument that the linguistic environment to which a child is exposed to is not good enough to enable language acquisition on its own

82
Q

Main point of language

A

communication

83
Q

Main point of communication

A

create understanding

84
Q

Given-new contract:

A

acit agreement whereby the speakers agrees to connect new information to what the listener already knows

85
Q

3 errors in children

A

-overextension
-under extension
-over regularizations

86
Q

overextension

A

-incorrectly using a word to describe a wider set of objects or actions
(Most common error)

87
Q

underextension

A

incorrectly uses a word to describe a narrower set of objects or actions

88
Q

over regularizations

A

when grammatical rules are incorrectly generalized to irregular cases

89
Q

3 errors in adulthood

A

-phoneme exchanges
-Consonant -vowel rule
-Word exchanges

90
Q

phoneme exchanges

A

accidentally saying rennis tacket

91
Q

Consonant -vowel rule

A

consonants replace consonants and vowels replace vowels (e.g., tannes recket )

92
Q

Word exchanges

A

saying “you can eat us watch” instead of “watch us eat” or “I have to fill up my gas with car”

93
Q

3 Challenges of Language Perception

A

-Ambiguous boundaries
-noise
-Individual differences:

94
Q

Individual differences:

A

people’s voices differ in pitch, tone, pronunciation, accent, etc. Must filter out all these differences to understand what someone is trying to say

95
Q

noise

A

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

96
Q

Ambiguous boundaries

A

spoken words are delivered quickly and mashed together without obvious breaks to indicate where one word ends and the other begins

97
Q

McGurk & McDonald (1976) effect

A

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”). )

98
Q

Speech perception uses _________.

A

both auditory cues and visual cues

99
Q

nouns are acquired before ________

A

verbs

100
Q

fast mapping

A

mapping of a word onto an underlying concept after only one exposure
(sometimes leads to errors)

101
Q

Words are acquired from ________.

A

concrete to more abstract

PSY cognitive (3 decks)

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