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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
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
26
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
27
proactive interference
old learning interferes with new learning (lose old learning)
28
retroactive interference
new learning interferes with old memory
29
Words with a high degree of imagery =
concrete
30
Words that don’t easily elicit a mental image =
abstract
31
false memories
failure to distinguish between memories of real events and memories of imagined events, particularly vividly imagined events
32
eidetic imagery and photographic memory =
different
33
flashbulb memories
vivid, detailed memories of significant events High confidence in recall, very low accuracy
34
amnesia
loss of memories, such as facts, information, and experience
35
types of amnesia
-Anterograde amnesia -retrograde amnesia
36
Anterograde amnesia
impaired capacity for new learning
37
Retrograde amnesia
loss of information that was acquired before the onset of amnesia
38
spreading activation (meaning)
39
synethesia
condition where a stimulus appropriate to one sense (e.g., a sound) triggers an experience appropriate to another sense (e.g., color)
40
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
41
scanning mental images (2 methods)
-objective + Categorical Differences
42
Objective distances
true distances between objects in the real world
43
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)
44
IMAGERY
picturing things or imagine experiences
45
imagination is an example of _________.
bottom up processing
46
concepts
ideas that represent a class or category of events, objects, or activities
47
types of concepts
-relational -Disjunctive -Conjunctive
48
conjuctive
simple concept defined by two or more attributes
49
example of a conjuctive
and
50
disjunctive
concept defined by one of two possible sets of attributes
51
example of a disjunctive
or (a strike in baseball is either a pitch down the middle or a swing and a miss)
52
relational
relationship between attributes is what determines the class to which an event will be assigned
53
example of a relational concept
marriage
54
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
55
exemplar
a specific instance -helps us handle specific cases or unusual or atypical instances (fruit: berries and cucumber)
56
Family resemblance
instances of concepts that possess overlapping features without any features being common to all
57
High prototypicality =
strong family resemblance
58
Low prototypicality =
weak family resemblance
59
dimensions of the Rosch’s hierarchical approach
-horizontal -vertical
60
horizontal dimension
distinguishes between different concepts at the same level of inclusiveness
61
vertical dimension
level of inclusiveness in a category
62
3 levels of the vertical dimension
-basic -subordinate -superordinate
63
basic
holds more information/specificities than superordinate
64
subordinate
corresponds to general categories
65
superordinte
corresponds to general categories
66
dual coding theory
theory that there are two ways of representing events, verbal and non-verbal
67
Logogens
units containing information underlying our use of a word
68
Imagens
units containing information that generate mental images
69
Concrete words can be coded by ______.
verbal and nonverbal systems
70
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
71
4 properties of language
-symbolic -sematic -generative -structured
72
symbolic
spoken sounds and written words are arbitrary
73
sematic
language conveys meaning
74
generative
a limited number of symbols can be combined in an infinite number of ways
75
structured
: sentences must be structured and follow certain rules
76
phonemes
smallest unit of a language and can be combined to create meaning (looks at the Abstract sound structure of language)
77
morphemes
smallest unit in language that carries meaning. (looks at the meaning/structure of words)
78
syntax
rules that govern how words and sentences are structured (grammar)
79
sematics
meaning of words and sentences
80
Language acquisition device
idea that children possess the capacity for general principles that apply to any natural language
81
“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
82
Main point of language
communication
83
Main point of communication
create understanding
84
Given-new contract:
acit agreement whereby the speakers agrees to connect new information to what the listener already knows
85
3 errors in children
-overextension -under extension -over regularizations
86
overextension
-incorrectly using a word to describe a wider set of objects or actions (Most common error)
87
underextension
incorrectly uses a word to describe a narrower set of objects or actions
88
over regularizations
when grammatical rules are incorrectly generalized to irregular cases
89
3 errors in adulthood
-phoneme exchanges -Consonant -vowel rule -Word exchanges
90
phoneme exchanges
accidentally saying rennis tacket
91
Consonant -vowel rule
consonants replace consonants and vowels replace vowels (e.g., tannes recket )
92
Word exchanges
saying “you can eat us watch” instead of “watch us eat” or “I have to fill up my gas with car”
93
3 Challenges of Language Perception
-Ambiguous boundaries -noise -Individual differences:
94
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
95
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
96
Ambiguous boundaries
spoken words are delivered quickly and mashed together without obvious breaks to indicate where one word ends and the other begins
97
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"). )
98
Speech perception uses _________.
both auditory cues and visual cues
99
nouns are acquired before ________
verbs
100
fast mapping
mapping of a word onto an underlying concept after only one exposure (sometimes leads to errors)
101
Words are acquired from ________.
concrete to more abstract

PSY cognitive (3 decks)

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