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Cognitive Psychology > Chapter 8 > Flashcards

Chapter 8 Flashcards

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1
Q

refers to the logical interpretations or conclusions that go beyond the original material.

A

Inference

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2
Q

the concept of an apple depends on the other concepts to which it is connected

A

network model

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3
Q

information is influenced by your _ _. this allows you to go beyond this information in the stimulus in a useful fashion. for example making predictions about other stimuli.

A

General Knowledge

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4
Q

refers to our organized knowledge about the world, lexical and or language knowledge and conceptual knowledge

A

Semantic Memory

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5
Q

information and events that occurred to us.

A

Episodic Memory

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6
Q

teguichigalpa is the capital of Honduras. is an example of

A

Semantic Memory

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7
Q

this morning in my geography class i learned that teguichigalpa is the capital of Honduras is an example of

A

Episodic Memory

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8
Q

_ helps us determine location, read sentences solve problems and make decisions. categories and concepts are essential in order to make sense of your knowledge

A

Semantic Memory

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9
Q

is a set of objects that belong together

A

Categories

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10
Q

fruit represents a certain __ of food items

A

Category

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11
Q

refers to your mental representation of a category. the physical category called fruit is stored as a mental representation within your cerebral cortex

A

Concepts

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12
Q

__ allows you to make inferences when you encounter new examples from a category

A

Concepts

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13
Q

is the item that is the best, most typical example of a category; a___ therefore is the ideal representation of this category

A

Prototype

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14
Q

according to ___ you decide whether a particular item belongs to a category by comparing this item with its prototype

A

Prototype approach

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15
Q

the members of a prototype differ in ____ or the degree to which they are representative of their category.

A

prototypicality

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16
Q

a robin and a sparrow are prototypical birds while a penguine and an astrich are nonprototypes is an examples o

A

prototypicality

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17
Q

begins with the most representative or prototypical member and it continues on through the categories nonprototypical members

A

Graded Structure

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18
Q

characteristics of prototypes

A

-they are supplied as examples of a category, prototypes are judged more quickly than nonprototypes after semantic priming, prototypes share attributes in a family resemblance category

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19
Q

people judge typical items (prototypes) faster than items that are not typical (nonprototypes)

A

typicality effect

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20
Q

when people judge robin more quickly than a penguin belonging to the category of a bird is an example of

A

typicality effect

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21
Q

people respond faster to an item if it was preceded by an item of similar meaning.

A

Semantic Priming Effect

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22
Q

no single attribute is shared by all examples of a concept however each example has at least one attribute in common with some other example of the concept

A

Family Resemblance Category

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23
Q

the most prototypical item has the largest number of attributes in common with other items in the category

A

example of family resemblance category

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24
Q

they are higher-level and more general categories, for example furniture, animal and tools.

A

Superordinate level categories

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25
Q

are moderately specific examples dog, chair, screwdriver

A

Basic Level Categories

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26
Q

low level or more specific categories desk chair, collie and phillip screwdriver.

A

subordinate level Categories

27
Q

__ __ are more useful than any other category level

A

Basic level categories

28
Q

__ level categories are used to identify objects, are more likely to produce the semantic priming effect, and activate different areas of the brain

A

Basic Level Categories

29
Q

__ lobe is active when you need to find the category belonging to a subordinate level category

A

Parietal

30
Q

__ is active when you need to find the category belonging to a superordinate term

A

Prefrontal Cortex

31
Q

Our notion of the ideal ___ can change with the passage of time and as context change

A

Prototype

32
Q

problem with prototype approach

A

items sometimes stop being prototypes, we often do store specific information about individual examples of a category

33
Q

first learn some specific examples of a concept, then classify each new stimulus by deciding
how closely it resembles those specific examples

A

exemplar approach

34
Q

would argue your concept of dog would include information about numerous examples of dogs you have known

A

examplar approach

35
Q

would argue that your ___ of a dog would be an idealized representation of a dog with average size for a dog and average features but not like any particular dog youve ever seen

A

prototype approach

36
Q

numerous specific members of a category

A

exemplar approach

37
Q

a typical member of a category

A

prototype approach

38
Q

problem with the exemplar approach

A

Our semantic memory would become polluted with all the
different examples, and we would have trouble sorting through the categories of things, Can have substantially different examples

39
Q

are concerned about the interconnections among related items, proposes a netlike organization of concepts in memory with numerous interconnections. the meaning of a concept depends on theconcepts to which it is connected

A

network model approach

40
Q

each concept is represented as a ___ or one unit located within the network.

A

node

41
Q

when a node is activated it expands or spreads from that node to other connected nodes a process called

A

Spreading activation

42
Q

is an acronym for adaptive control of thought rational this approach attempts to account for a wide variety of tasks. it includes memory, learning , spatial cognition language reasoning, problem solving and decision making.

A

ACT-R

43
Q

knowledge about facts and things.

A

Declarative Knowledge

44
Q

the meaning of a sentence is represented by___ ___ which is a pattern of interconnected propositions.

A

Propositional knowledge

45
Q

the smallest unit of knowledge that people can judge to be either true or false.

A

propositions

46
Q

susan gave a cat to maria, the cat was white, maria is the president of the club are examples of

A

propositions

47
Q

theories propose that people encode “generic”
information about a situation, then use this information
to understand and remember new examples of the
schema

A

schema

48
Q

the clinician and the client may work together in order to explore the clients core beliefs and create appropirate new more helpful strategies

A

schema therapy

49
Q

my boss praised me but i did not deserve it, the therapist can help modify her intreptation of the word praise is an example of

A

schema therapy

50
Q

simple, well structured sequence of events in a specific order associated with a highly familiar activity. this is also a kind of schema

A

Script

51
Q

at a restaurant, sitting down looking at the menu, eating the food and paying the bill is an example of a

A

script

52
Q

is a list of events that a person believes would be most important throughout his or her lifetime.

A

life scripts

53
Q

schema and memory

A

if you are presented an image of an office you are more likely to recall items that are consistent with your schema of an office. you are also likely to remember schema consistent items that were never present in the room. you show better recall for material that violates our expectations of a schema when it is especially vivid and surprising.

54
Q

refers to our tendency to remember having viewed a greater portion of a scene than was actually shown. (material is visual)

A

Boundary Extensions

55
Q

showing a narrow photo of garbage can and the individual is asked to replicate the image and they make it a more complete figure is an example of

A

Boundary Extension

56
Q

Boundary Extension and eye witness

A

they may recall seeing a feature of a suspects face when these features were actually not visible at the scene of the crime.

57
Q

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

A

abstraction

58
Q

you can probably remember the concept of family resemblance but not recall any specific sentence in its exact original form is an example of

A

abstraction

59
Q

word for word recall. (this kind of memory is very poor even if a few minutes have passed)

A

verbatim memory

60
Q

occurs when people remember an item that was not originally presented. more likely to commit this kind of error if it follows the original schema.

A

false alarm

61
Q

people integrate information from individual sentences in order to construct larger ideas. later they believe that they have already seen those complex sentences because they have combined the various facts in memory.

A

Constructive model of memory

62
Q

proposes that people pay attention to the aspect of a message that is most relevant to their current goals. (gist of the sentence, they know they do not to remember word for word, they need to pay attention to the specific wording then they know that their verbatim memory needs to be highly accurate. (pay attention to precise wording)

A

Pragmatic view of memory

63
Q

our background knowledge encourages us to take in new information in a schema consistent fashion. schema consistent integration is more likely if there is a delay.

A

Memory Integration

Cognitive Psychology (13 decks)

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