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Cognitive Psychology > Chapter 8 General Knowledge > Flashcards

Chapter 8 General Knowledge Flashcards

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1
Q

What is semantic memory

A

General knowledge, lexical or language knowledge, and conceptual knowledge

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2
Q

What is situated cognition approach

A

Our knowledge depends on the context surrounding us

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3
Q

Semantic memory allows us to…

A

Organize objects according to concepts,
Make inferences going beyond the information given,
Decide which objects are similar

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4
Q

What is inference

A

The logical interpretations and conclusion that were never part of the original stimulus

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5
Q

What is episodic memory

A

Memory that contains information about events that have happened to us

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6
Q

What is category

A

A set of objects that belong together which the cognitive system considers to be at least partly equivalent

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7
Q

What is concept

A

A mental representations of a category

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8
Q

What is a prototype

A

The item that is most typical and representative of the category

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9
Q

What is the prototype approach

A

We decide whether an item belongs to a category by comparing that item with a prototype
Eleanor Rosch

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10
Q

What is a graded structure

A

Members of categories are not all crated equally

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11
Q

What is the typicality effect

A

When judging whether an item belongs to a particular category, typical items are judged

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12
Q

What is the semantic priming effect

A

People respond faster to an item if it was proceeded by an item with similar meaning

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13
Q

What is family resemblance

A

No single attribute shared by all examples of a concept
Each example has at least one attribute in common with some other examples of the concept

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14
Q

Levels of categorization

A

Superorduabte, basic, subordinate levels
Basic level names are used to identify objects
Rosch and colleagues (1976)

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15
Q

Conclusions about the prototype approach

A

The approach an account for our ability to form concepts for groups that are loosely structured

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16
Q

What is the exemplar approach

A

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

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17
Q

Comparing the Prototype and Exemplar Approaches

A

Both compare a new item against a stored representation of the category.
prototype approach:
-> Stored representation is a typical member of the category.
exemplar approach:
-> Stored representation is a collection of numerous specific members of the category.

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18
Q

Superordiante- level categories

A

Higher-level or more general categories
Animals, tools, buildings, (super broad)

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19
Q

Basic-level categories

A

Moderately specific categories
Chairs, dogs, classrooms

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20
Q

Subordinate level categories

A

Lover-level or more specific categories
Golden retriever, desk chair, lecture hall

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21
Q

Pros of the exemplar approach

A

No need to perform abstraction process

argues that the prototype approach would
force you to discard useful, specific data about individual cases

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22
Q

Cons of the exemplar approach

A

more suitable for categories with relatively few members

Individual differences in representations may be substantial.

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23
Q

ACT-R

A

Adapted control of thought-rational
Attempts to account for a wide variety of cognitive tasks

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24
Q

The parallel distributed processing approach (PDP)

A

Cognitive processes can be represented by a model in which activation flows through networks that link together a large number of simple, neuron-like units.

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25
Q

What is a node

A

One unit located within the network

26
Q

What is spreading activation

A

A single activation expands or spreads from one node to the other connected nodes

27
Q

Four general characteristics of PDP

A

Based on parallel operations, rather then serial operations
Network contains nodes which are counted with many links
Spreading activation
Situated cognition

28
Q

What is declarative knowlange

A

Knowledge about facts and things

29
Q

Propositional network

A

A pattern of interconnected propositions

30
Q

What is proposition

A

Smallest unit of knowledge that can be judged wither true or false

31
Q

What is situated cognition

A

The current context often activities only certain components of a concept’s meaning

32
Q

What is spontaneous generalization

A

Using individual cases to draw a conclusion about a general category

33
Q

What is default assignment

A

Drawing a conclusion about a specific member of a category using our category knowledge

34
Q

More information about PDP

A

Slides 467 to 471!!

35
Q

Graceful degradation

A

The brains ability to provide partial memory
(Tip of the tongue, brain function after an accident or stroke)

36
Q

Schema

A

Generalization, well-integrated knowledge about a situation, an event or a person

37
Q

Background on schemas

A

Schema theories propose that our memories encode “generic” information about a situation, then use this information to understand and remember new examples of the schema.
“This is just like what happened when . . .”

38
Q

Heuristic

A

A general rule that is typically accurate

39
Q

Script

A

Simple, well-structured sequence of events

40
Q

Life scripts

A

A list of events that a person believes would be most important throughout his or her lifetime
-people within a culture often share similar life
scripts
-violations of a familiar script can be surprising and unsettling

41
Q

Identifying the script in advance

A

Scripts are recalled more accurately of identified in advance
Trafimow and Wyer
Events in a sequence are more memorable if you understand that they are all part of a script

42
Q

Trafimow and Wyer (1993)

A

-scripts with irrelevant details
-script-identifying event, either first or last recall events
-Event recall was higher when the script- identifying event was presented first, rather than last.

43
Q

Brewer and Teryens (1981)

A

recall objects from an office waiting room highly likely to recall objects consistent
with “office schema”
“remembered” items that were not in the
room, but were consistent with “office schema”

44
Q

General Conclusions about Schemas and
Memory Selection

A

People seldom create a completely false
memory for a lengthy event that did not occur
When the information describes a major event that is inconsistent with the standard schema, people are likely to remember that event

45
Q

Boundary Extension

A

Out tendency to remember having viewed a greater portion of a scene than was actually shown

46
Q

Intraub and colleagues

A

see photo then draw replica of photo Participants consistently produced a
sketch that extended the boundaries beyond the view presented in the original photo.
activate a perceptual schema

47
Q

Abstraction

A

A memory process that stores the meaning of a message but not the exact words

48
Q

Verbatim Memory

A

Word-for-word recall
People usually have poor verbatim memory

49
Q

Constructive model of memory

A

People integrate information from individual sentences in order to construct larger ideas; later, they cannot untangle the constructed information from the verbatim sentences.

50
Q

Bransford and Franks (1971)

A

listen to sentences from several different stories
recognition test including new items
People were convinced that they had seen these new items before
False alarms were particularly likely for complex sentences consistent with the original schema.
False alarms were unlikely for sentences violating the meaning of the earlier sentences.

51
Q

False alarm

A

Occurs when people “remember” an item that was not originally presented

52
Q

Pragmatic view of memory

A

People pay attention to the aspect of a message that is most relevant to their current goals.

53
Q

Murphy and Shapiro (1994) insult study

A

read letters from “Samantha” to cousin or boyfriend
bland vs. sarcastic comments
recognition test on original, paraphrased, or irrelevant sentences
Correct recognition was higher for sentences from the sarcastic condition than for sentences in the bland condition.
more false alarms for paraphrases of bland sentences than sarcastic sentences
more accurate verbatim memory for the sarcastic version than for the bland version

54
Q

The Current Status of Schemas and Memory Abstraction

A

two compatible approaches
In many cases, we integrate information into large schemas.
In some cases, we know that specific words matter and pay close attention to precise wording.

55
Q

Memory integration

A

Background knowledge encourages people to take in new information in a schema-consistent fashion.
People may remember schema-consistent information, even though it was not part of the original stimulus material.
Schemas do not always operate. Factors such as delay before testing and task complexity influence the use of schemas.

56
Q

The Classic Research on Memory Integration

A

Schemas can influence our inferences when we are reading ambiguous or unclear material.
When we have the correct background knowledge, it is generally useful.

57
Q

Gender stereotypes

A

widely shared sets of beliefs about the characteristics of females and males

58
Q

Research About Memory Integration Based on Gender Stereotypes

A

When people know someone’s gender, they often draw conclusions about that individual’s personal characteristics

59
Q

Implicit Association Test (IAT)

A

based on the principle that people can mentally pair two related words together much more easily than they can pair two unrelated words

60
Q

Schemas often influence our cognitive processes:

A

in the initial selection of material in remembering visual scenes
in abstraction
in the final process of integration

61
Q

Summary

A

Slides 512-513

Cognitive Psychology (13 decks)

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