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Anatomy > Chapter 7 Psych > Flashcards

Chapter 7 Psych Flashcards

1
Q

The cognitive revolution

A

the study of internal mental processes became an acceptable target for research

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2
Q

The Atkinson-Shiffrin (or multi-store) model of memory:

A

stimulus - sensory organs - sensory memory - short-term memory -& Long-term memory

  • information is rehearsed
  • some information is encoded into long-term memory
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3
Q

sensory organs

A

senses, eyes/ears etc.

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4
Q

sensory memory

A

limitless, but short lived

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5
Q

short-term memory

A

lasts 30 seconds 7 + - 2 items

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6
Q

long-term memory

A

unlimited, but not always accessible

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7
Q

iconic memory

A

visual sensory store (no more than 1 second)

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8
Q

echoic memory

A

auditory sensory store (no more than 5 second)

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9
Q

the whole report condition

A

flashing letters at someone then asking them to report them back (can usually report 3-4 letters of the 12)

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10
Q

the partial report condition

A

hearing a tone while looking at letters to decide which row to report. (people can report back 3-4 letters out of 4)

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11
Q

attention

A

helps select a portion of the sensory memory for further processing

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12
Q

change blindness

A

showing someone a change in a picture, easier when presented simotainiously

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13
Q

chunking

A

letters places randomly vs. connecting to larger units (FBIUSATGIF)

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14
Q

the serial position effect

A

if given a long list of words you’re most likely to remember the first few and last few

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15
Q

primary effect

A

remembering the first few words in a list

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16
Q

recency effect

A

remembering the last few words in a list

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17
Q

proactive interference

A

after hearing the first few words this makes it hard to remember other information

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18
Q

retroactive interference

A

information presented later makes it hard to remember stuff from before

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19
Q

short-term memory

A

working memory & rehearsal (repeating in head)

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20
Q

phonological loop

A

for keeping sound-based information active with rehearsal

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21
Q

the word length effect

A

easier to remember short words

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22
Q

visuospatial sketchpad

A

for representing visual information and where objects are in space understanding traffic flow

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23
Q

feature binding

A

seeing something as a whole rather than a collection of features

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24
Q

episodic buffer

A

for representing combined auditory, visual, and knowledge from long-term memory store

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25
Q

central executive

A

for coordinating the functions of the 3 storage systems and directing attention to sensory inputs

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26
Q

declarative memory

A

memories that involve our conscious minds and that we can describe verbally

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27
Q

non-declarative memory (or implicit)

A

memory for previously learned skills and association that guide our thoughts feeling and actions automatically and unconsciously

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28
Q

episodic memory

A

memory for specific autobiographical events in ones life

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29
Q

semantic memory

A

general knowledge about the world that does not accessing the details of any particular life experience (knowing the difference between a leprechaun and an elf)

30
Q

edouard claparede

A

shook the amnesia lady hand with pin

31
Q

procedural memory

A

knowledge about how to preform actions (ex. dance routines)

32
Q

priming

A

involves an unconscious influence of an experience on our subsequent thoughts or behaviours

33
Q

Donald Hebb

A

‘cells that fire together, wire together’

34
Q

Long-term potentiation

A

when neurons across the brain fire at the same time, the bond between them get stronger

35
Q

consolidation

A

the capacity to remember an event over the long-term release on a binding together of strong connections between the pattern of neural firing that is associated with that experience

36
Q

H.M (Henry Molaison)

A

had brain surgery to stop his epilepsy but as a result suffered from amnesia

37
Q

Anterograde Amnesia

A

in inability to remember any event occurring after some brain altering experience

38
Q

retrograde amnesia

A

not remembering experiences that occurred for some period of time before the brain trauma or surgery

39
Q

encoding

A

information is converted for storage

40
Q

storage

A

information is retained in memory

41
Q

retrieval

A

information is recovered from memory when needed

42
Q

rote learning

A

merely repeating information over and over again with the goal of remembering it for long-term

43
Q

Craik & Watkins study

A
  • when participants said numbers, then repeated a word a few times, then say the numbers again.
  • the amount of time repeating the word had no effect on the likelyhood of remembering them
44
Q

mindless repitions and rote learning is also called

A

maintanence rehearsal

45
Q

maintenance rehearsal

A

supports keeping information active in working memory, but is a poor way of achieving long-term remembering

46
Q

elaborative rehearsal

A

thinking about the information we ant to remember later in as many ways as possible at the level of meaning

47
Q

shallow processing

A

thinking about the process of the word

48
Q

intemediate processing

A

thinking about what the word sounds like

49
Q

deep processing

A

thinking about the meaning of the word

50
Q

self-reference effect

A

thinking about information in a way that related to ourselves and our other personal experience

51
Q

survival processing

A

thinking about information in a way that relates to personal survival

52
Q

recognition

A

identifying something that you’ve experienced

53
Q

recall

A

requires bringing to mind details about a prior experience

54
Q

retrieval cues

A

ex. matches make you think about fire

55
Q

encoding specificity

A

successful remembering depends on the degree of match between the current situation & the event that we are tying to remember

56
Q

context dependent memory

A

remembering memories of a place when you are there

57
Q

state-dependent learning

A

ex. studying while high, take test while high

58
Q

mood-dependent learning

A

remembering will be more successful when a persons mood is the same while testing while it was while studying

59
Q

the role of emotion in remembering

A

higher emotion leads to better learning

60
Q

Neilson and Colleagues Study

A

shown a list of words then one group a pic of surgery and other instruction on how to brush your teeth. surgery pic helped remember more

61
Q

flashbulb memory

A

events so emotional and shocking that you will never forget any detail (not true, less accurate after time) (ppl feel more confident talking about these memories)

62
Q

Hermann Ebbinghaus

A
  • first to discover forgetting curve

- studied his own memory of mixing words

63
Q

Mnemonics

A

methods for making information memorable (do kids play cards on family game sunday)

64
Q

Elaborative rehearsal

A

the more you think about something the more likely you are to remember it

65
Q

guided imagery

A

a technique meant to help individuals remember and event from earlier in their life by having them imagine what that type of event might have been like

66
Q

imagination inflation

A

the more a person imagines what an event would be like, the more likely why will be to become convinced that the imagined event actually happened to them

67
Q

schemas

A

general knowledge in memory about what features are typical for certain types of situations

68
Q

Deese- Roediger- Mcdermott ( or DRM) effect

A

people will think they saw a word on the list when they didn’t. ex. all words associated with sleeping but the word sleep wasn’t there but they think they saw it

69
Q

The misinformation effect

A

when biasing questions can alter an eyewitnesses memory for the event that they witnessed ex. stop sign, yield sign. ex. car ‘smashed’ ‘hit’

70
Q

Bruck and Ceci study

A

junior cleaning or not then asked children different questions. tell adults what they want to hear

Anatomy (6 decks)

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