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PSYO 2130 > CH7-9 > Flashcards

CH7-9 Flashcards

1
Q

The mental imagery debate surrounds?

A

Whether our mental images resemble perceptions (analog code) or language (propositional code)

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2
Q

Pavio’s Dual Coding Theory

A

People code using Propositional and Analog coding.

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3
Q

Concreteness effect

A

Two codes are better than one.

We remember concrete nouns better than abstract nouns because they can be be stored with propositional AND analog code

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4
Q

Mental rotation

A

supports analog coding
Parietal lobes (responsible for visuo-spatial representations) more active with more rotation.
Elderly people perform rotation tasks more slowly (age not associated with other kinds of imagery)

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5
Q

size support for analog code

A

Increased time to make decisions for ‘small’ mental images (like a mouse next to an elephant)

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6
Q

distance support for analog code

experiment

A

Takes longer to make decisions about mentally distant things.
Experiment: mental island - takes longer to get to further places.

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7
Q

magnitude/shape support for analog code

experiment

A

larger differences are easier to discern

clock experiment
shape differences of american states.

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8
Q

Shared activation between visual perception and imagery

A

70-90% of the same brain regions activated.

Damage to visual cortex leads to parallel problems in visual perception and imagery

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9
Q

Retinopy in V1

A

V1 cells involved in visual perception
Radioactive tracer injected showed topographical representation of actual image in cells of V1.
So there is a neural substrate the produce images mentally.

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10
Q

fMRI of visual cortex showed (for perception/imagery)

A

signal change high in visual cortex for visual stimulus being turned on.
Nearly as much activation for imagining the same stimulus.

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11
Q

patient MGS (occipital lobe excision)

A

Reduced field of view in perception and imagery

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12
Q

Visuo-spatal neglect support for analog code

A

neglect in perception and when they draw from memory

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13
Q

gender comparisons

A
  • small differences in cog ability
  • More gender differences in spatial ability. Males better at mental rotation, taken away when task explained differently
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14
Q

prosopagnosia evidence for analog code

A

difficulty imagining faces too

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15
Q

PPA and FFA

A

represent important places and specialize inf aces. Light up when we imagine important places and faces too!

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16
Q

Evidence for propositional code

A
  • not enough space for analog code
  • Unable to reinterpret a mental image (embedded images)
  • a strong propositional code can overwhelm a weak analog code (duck facing left)
  • some patients with perception issues have fine imagery
  • perception relies on bottom-up and top-down processing
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17
Q

Using analog AND propositional coding

A

likely that analog code used for simple images and propositional code used for more complex images

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18
Q

Demand characteristics

A

all the cues that might convey the experimenter’s hypothesis to the participant
- includes experimenter expectancy

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19
Q

masking effect

A

people see/imagine better with a line on either side of the target (masking stimuli)
- disproves demand characteristic challenges of analog theory

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20
Q

auditory imagery proof

A

time to travel between two different pitch longer than time to travel between two close pitches.

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21
Q

spatial cognition

A

a larger topic that includes research on cognitive maps.

  • Refers to a tree of cognitive activities
    (1) our thoughts about cog maps
    (2) how we remember the world we navigate
    (3) how we keep track of objects in a spatial array
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22
Q

Cognitive Maps

metacognition

A
  • Large individual differences in spatial-cognition, but people are good at judging their ability to find their way
  • differences related to differences in visuospatial sketchpad and spatial skills
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23
Q

three geographic attributes represented by cog maps

A

1 - distance
2 - shape
3 - relative position

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24
Q

mistakes made in cog maps

A

They are usually accurate but mistakes come from our tendency to see the world as more orderly than it really is and heuristics.

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25
Q

Distance estimates often distorted by (3)

A

The number of intervening cities
Category membership
Whether the destination is a landmark

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26
Q

border bias

A

people estimate that distance between locations is larger if they are separated by a geographic border

demonstrates the Same Category Heuristic

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27
Q

Landmark effect

A

tendency to provide shorter distance estimates when traveling TO a landmark, rather than a nonlandmark

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28
Q

90 degree angle heuristic

A

people tend to represent angles on mental maps as being closer to 90 degrees than they actually are

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29
Q

symmetry heuristic

A

We remember figures as being more symmetrical than they are in real life.

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30
Q

Rotation heuristic

A

we remember slightly tilted geographic structures as being more vertical or horizontal than they actually are.

Requires rotating a SINGLE coastline/country/building so that its border is oriented vertical or horizontal

  • eg forgetting that some American cities are north of Canadian cities
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31
Q

Alignment Heuristic

A
  • We remember a series of geographic structures as being arranged in a straighter line that they really are.
  • Requires lining up SEVERAL separate countries/buildings/figures to be in a straight row.
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32
Q

spatial framework model

A

The above/below dimension is especially important for our thinking.
Front/back is moderately important and right/left is least important.

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33
Q

Situated cognition approach

A

We make use of helpful information in the immediate env or situation. Therefore, our knowledge depends on the context that surrounds us.

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34
Q

inference

A

logical interpretations and conclusions that were never part of the original stimulus

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35
Q

encyclopedic information

A

the kind of info you could look up.

You lose the context of first learning, but hold onto the content.

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36
Q

Lexical knowledge

A

Everything we know about words and about the relationships between words

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37
Q

Conceptual knowledge

A

Our mental representations, or understanding of information.

eg. the concept of bachelor.
eg. a square has four sides.

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38
Q

3 types of semantic memory

A

encyclopedic
lexical
conceptual

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39
Q

Semantic memory

A

your organized knowledge about the world

divided into categories and concepts

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40
Q

category

A

a set of objects that belong together

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41
Q

concept

A

mental representation of a category

42
Q

levels of categorization

A 
basic = chair
superordinate = furniture
subordinate = lazyboy
43
Q

effect of expertise on categorization

A

more subordinate categorization

44
Q

neural representation of categorization

A

superordinate decisions have unique prefrontal activity consistent with search for semantic memory and language.

subordinate decisions include activation in occipital (visual analysis) and parietal regions (visual search)

45
Q

prototype model for categorization

A

you decide whether a particular item belongs to a category by comparing it with a prototype

46
Q

prototype

A

the item that is the best, most typical example of the category

a mental abstractions based on all of your life experiences

47
Q

Graded structure of prototype model

A

objects in categories differ in prototypicality.

48
Q

Typicality effect

A

we are faster to name typical members of a category

49
Q

semantic priming effect

A

prototypes are judged more quickly than nonprototypes after semantic priming.

see ‘red’ and then mudd red splotch. Will take longer agree that it is red. Negative priming

50
Q

family resemblance

A

prototypical members share more features with other members in the category.

51
Q

prototype of compassionate love

  • typicality effect
A

Typical words for describing compassionate love had a faster response time than nontypical descriptors.

52
Q

prototype of ‘being there’ for a romantic partner

A

Knowledge of Indicators Scale scores high for people who choose typical descriptors. People with high scores remember more details from the relationship story

53
Q

advantages of prototype approach

A
  • accounts for loosely structured groups of concepts

- Can be applied to social relationships, non-social categories and inanimate objects.

54
Q

disadvantage of prototype approach

A

Doesn’t acknowledge that concepts can be unstable and variable based on culture and current events (911)

55
Q

Exemplar approach

A

We first learn information about some specific examples of a concept; then we classify each new stimulus by deciding how closely it resembles all of those specific examples.

  • like in abnormal psych
  • involves common and uncommon examples
56
Q

downside of exemplar

A

your memory would become overcrowded with exemplars so it is perhaps more suitable for smaller categories.

57
Q

spreading activation model

A

concept stimulus activates a node that spreads activation to connected nodes

  • seen in priming (nurse primes you to the word doctor)
58
Q

Adaptive control of thought

A

A model that tries to account for all knowledge
All ideas can be presented propositionally.
We have a propositional network - complex
Links between nodes become stronger the more they are used

59
Q

Proposition

A

the shortest possible statement that can be judged as true or false

60
Q

Parallel Distributed processing

A

= connectionism, neural networks

  • Knowledge isn’t represented in the node, it is in the pattern of activation
  • Activation weights. As we learn, these weights change.
  • Excitatory or inhib activation
  • Accounts for misinformation and still finding right response
  • spontaneous generalization and default assignment
61
Q

spontaneous generalization

A

Drawing a conclusion about a general category

We construct a memory by connecting stored pieces

62
Q

default assignment

A

drawing a conclusion about a specific member of a category by applying the spontaneous generalization

63
Q

graceful degradation

A

If knowledge is in the pattern of activation, some activity can degrade over time. But we still retain our knowledge because everything else is converging and lights it up again.

Tip of the tongue phenomenon. Waiting for activation to converge on the word.

64
Q

Schemas

A

Generalized knowledge

Kind of heuristic

65
Q

schema therapy

A

clinician and client explore client’s core beliefs and create more helpful strategies

66
Q

Scripts

A

A common kind of schema
Generalized sequence
We get discomfort when we aren’t following the script.

67
Q

Schemas + comprehension

A

Aid comprehension

Figuring out what a story is about

68
Q

Schemas + memory

A

We will remember schema-consistent things even if they aren’t there
We don’t remember small schema-inconsistent thing
We will remember notable schema-inconsistent things

69
Q

boundary extension

A

We reportedly recall more info than we are actually presented with.
We understand a photo by activating perceptual schemas - includes mental representations of what is outside the boundaries of the photo.
- Important inplications for eyewitness testimony

70
Q

abstraction

A

a memory process that stores the meaning of a message, rather than the exact words

gist from verbatim

71
Q

false alarm

A

when people ‘remember’ an item that was not originally presented

  • abstraction
  • reflect constructive model of memory
72
Q

constructive model of memory

A
  • integrate info from ind instances to construct larger ideas
  • Can’t locate the source, just know the facts
73
Q

Pragmatic view of memory

A

people pay attention to the aspect of a message that is most relevant to their current goals.
- only remember verbatim for flirting, insults etc.

74
Q

constructive and pragmatic views of memory of compatible?

A

Yes.

We integrate info to create schemas, but will remember verbatim when it is in our best interest (pragmatic)

75
Q

memory integration

A

our background knowledge encourages us to take in new info in a schema-consistent fashion.

  • remember schema-consistent details even if they weren’t there
  • more likely to do this if you are doing two things at once
  • integrate your cultural expectations
  • integrate gender stereotypes
76
Q

gender stereotypes

A

gender-consistent phrases generate no ERP change. Gender-inconsistent phrases do create significant ERP changes.

people with strong gender stereotypes respond quickly when men was paired with math and slowly when it was paired with arts.

77
Q

phoneme

A

smallest unit of sound

78
Q

morpheme

A

smallest unit of meaning

Some work on their own, some must be paired with other morphemes to make a word

79
Q

syntax

A

word order

80
Q

grammar

A

syntax + morphemes

81
Q

semantics

A

from grammar comes meaning

Did you see my keys? vs. You did see my keys.

82
Q

pragmatics

A

social rules of speech.

Your word choices and tone

83
Q

transformational grammar

A

Chomsky’s theory that was debunked
Surface structure deep structure

Children born with innate ability to learn to read. Language is modular

transformational rules used to change deep structure into a written/spoken surface structure

84
Q

ambiguous sentences and surface/deep structure

A

Same surface structure, diff deep structure

85
Q

Cognitive functional approach to language

A

Focus on the function of language in everyday life
Cognitive processes are intertwined with language skills.
We use language strategically to focus the listener’s attention.

86
Q

Affect of negatives on comprehension

A

slow us down and make it harder.

Actual as well as implied negatives.

87
Q

passive voice - comprehension

A

inhibits comprehension.
Different surface structure for an active voice sentence with the same deep structure.
You take the importance away from the subject.

88
Q

Nested structure/complex syntax

A

embedded phrases in sentences.

Puts huge demands on our working memory.

89
Q

Ambiguity

- effect on comprehension

A
  • two possible meanings are activated and we must figure out which one to suppress
  • The good enough approach
90
Q

The good enough approach

A

Approach to comprehension that says we frequently process only part of a sentence.
Allows us to read quickly and supplement with top-down processing, but it sometimes trips us up.

91
Q

neurolinguistics

A

study of how the brain processes language

92
Q

aphasia

A

people who have difficulty communicating as a result of damage to the brain.

93
Q

Broca’s aphasia

A

Trouble producing language. Sometimes trouble with language comprehension possible too.

94
Q

Wernicke’s aphasia

A

trouble comprehending language. Garbled speech. Sometimes trouble producing language as well.

95
Q

Hemispheric specialization in language

A

Left: dominant in language processing in most people.
- Speech perception, analysis, ambiguous words

Right - abstract language tasks
- Emotion, humour, metaphor, non-dominant meaning of ambiguous words

96
Q

Graded Cognitive Task - PET

Neurolinguistics

A
  • subtractive technique to isolate areas of the brain involved in reading.
  • occipital cortex for seeing
  • temporal cortex for hearing word
  • motor cortex for reading aloud
  • frontal and temporal areas for word association
97
Q

fMRI language-localizer task

A

compensates for the problem of ind differences in brain structure.
Left frontal lobe responds uniquely to language tasks.

Right hemisphere responds to subtle differences (A vs the)

98
Q

The mirror system

A

Network of neurons in the brain’s motor cortex that are activated when you watch someone perform a task.

  • Similar response to doing the task yourself
  • More response when you are familiar with the action.
  • Involved in language comprehension
99
Q

letter-sound correspondence

A

poor in english

100
Q

dual route hypothesis

A

skilled readers employ direct-access and indirect-access routes

101
Q

Direct-access route

A

More common for words in english that we couldn’t possible sound out.
Exception words.

Reading odd words in your head doesn’t interfere with correct pronunciation of normal words out loud.

102
Q

Indirect access route

A

TUrn the word into internal sound before understanding.

  • more common if the word has regular spelling
  • Supported by word studies where we say LION-BARE are related.

PSYO 2130 (3 decks)

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