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COGNITIVE PSYCHOLOGY > CHAPTER 8 > Flashcards

CHAPTER 8 Flashcards

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1
Q

the use of multiple
approaches and techniques to address a problem.

A

Converging Operations

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2
Q

is the fundamental unit of symbolic
knowledge, or knowledge of correspondence
between symbols and their meaning.

A

Concept

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3
Q

is a hierarchy of concepts; a category is a
concept with members.

A

Category

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4
Q

are groupings that occur
naturally in the world, like birds or trees

A

Natural categories

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5
Q

takes a different approach:
grouping things together not by their defining
features but rather by their similarity to an average
model of the category.

A

Prototype theory

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5
Q

are groupings that are designed
or invented by humans to serve particular purposes
or functions, like automobiles and kitchen
appliances.

A

Artifact categories

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6
Q

defining features something must have to be
considered an example of a category

A

Core

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7
Q

Tested the notion that we come
to understand the importance of defining features only as we grow older

A

Keil & Batterman

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8
Q

based view of meaning - holds that people understand & categorize concepts in terms of implicit theories or general ideas they have regarding those concepts

A

Theory/Explanation

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9
Q

Isolate features of a good
sport.

A

Feature-based

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10
Q

find characteristic features
of a good sport.

A

Prototype View

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11
Q

find some good examples
you have known in your life.

A

Exemplar View

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12
Q

use of experience to
construct an explanation for what makes
someone a good sport.

A

Theory-Based View

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13
Q

holds that certain categories have an
underlying reality that cannot be observed directly.

A

Essentialism

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14
Q

Beliefs about the characteristics of
groups are often associated with the devaluation of these groups & increased prejudice

A

Essentialist

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15
Q

suggest that knowledge is represented in our minds in the form of concepts that are connected with each other in a web-like form.

A

Semantic-network Models

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15
Q

is a web of elements of meaning
(nodes) in which the elements are connected with each other through links.

A

Semantic network

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16
Q

Defines each mammal by unique features (e.g., rabbit: fur, ears, hopping)

A

Feature-based theory

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16
Q

are elements that are typically
concepts.

A

Nodes

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17
Q

Organizes knowledge by comparing features of concepts directly

A

Semantic Features Theory

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18
Q

connection between the nodes

A

Relationships

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18
Q

Compares all mammals
across shared features

A

Semantic features theory

19
Q

showed that semantic learning can still occur without a fully functioning hippocampus

A

H.M. Case Study

20
Q

It is a mental framework for organizing
knowledge.

have several characteristics
that ensure wide flexibility

A

Schemas

21
Q

● Facts
● Abstraction
● Relationships
● Memories
● Schemas

A

FARMS

22
Q

people may extend the boundaries of that scene in their minds & remember details they had not actually seen

A

Boundary Extension

23
Q

Contains information about the particular order in which things occur

less flexible than schemas

A

SCRIPTS

24
Q

tables, menu, food, check, money

A

Props

25
Q

customer, waiter, cook, cashier

A

Roles

26
Q

customer is hungry

A

Opening Conditions

27
Q

entering, ordering, eating, exiting

A

Scenes

28
Q

customer has less money, owner
has more money, customer is no longer
hungry

A

Results

29
Q

● Props
● Roles
● Opening conditions
● Scenes
● Results

A

PORRS

30
Q

also may come into play in regard to the
ways in which experts converse with one another

A

Scripts

31
Q

Specialized vocabulary commonly used
within a group, such as a profession or trade.

A

Jargon

32
Q

if both typical & atypical actions are provided, the atypical info will be recalled more
readily

A

Typicality Effect

33
Q

Acquired by practicing the implementation
of a procedure

A

Procedural knowledge representation

34
Q

is handled through a linear sequence of
operations, one operation at a time.

A

Information

35
Q

instructions regarding procedures for implementing a task

A

Structure of rules

36
Q

instructions for implementing a subtask within a larger task governed by a routine

A

Subroutines

37
Q

● Perceptual, motor, and cognitive skills
(procedural knowledge)
● Associative knowledge (classical and
operant conditioning
● Priming (Activation of related mental
pathways)
● Simple non associative knowledge
(habituation and sensitization)

A

PAPS

38
Q

flaws in the instruction for the conditions or
for executing the actions.

A

Bugs

39
Q

Habituation, reduced response to repeated
stimuli and sensitization, increased
response to repeated stimuli

A

Simple Non Associative Knowledge

39
Q

Implicit knowledge that is difficult to verbalize; includes various types of mental representations beyond just procedural
knowledge

A

Nondeclarative Knowledge

40
Q

Learning through associations like classical or
operant conditioning

A

Simple Associative Knowledge

40
Q

The activation of related information
pathways that makes it easier to retrieve similar information later

A

Priming

41
Q

is a model of information processing that integrates a network representation for declarative knowledge and a production system representation for procedural knowledge

A

The ACT-R (where the R stands for rational)

42
Q

Spreading activation within the network from one node to another. But the amount of information (number of nodes)

A

Declarative Knowledge within ACT

43
Q

inspired information-processing theories assume that humans, like computers, process information serially.

A

Computer

43
Q

Acquisition of procedural knowledge through a framework that represents such knowledge in production systems, progressing through three stages: Cognitive, Associative, and Autonomous

A

Procedural Knowledge within ACT-R

44
Q

involves the two complementary processes of generalization and discrimination. We learn to generalize existing rules to apply them to new conditions.

A

Production Tuning

45
Q

the broader field of cognitive psychology strives for domain general understandings of cognitive processes

A

1960s through the mid 1970s-

46
Q

the balance shifted to domain specificity
due to demonstrations of the role of specific
knowledge in chess playing

A

Late 1970s

47
Q

argued for extreme domain specificity, proposing that the mind is modular, divided into discrete modules operating independently

A

“The Modularity of Mind” by Fodor (1983)

COGNITIVE PSYCHOLOGY (6 decks)

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