Chapters 7 & 8 Flashcards
1
Q
What is used to remember things
A
Memory
2
Q
A method that uses many ways to understand certain things that go in and out of the brain
A
Information Processing
3
Q
Altering information to get it ready for further processing by another system
A
Encoding
4
Q
Holding of information until it can be reconstructed later
A
Storage
5
Q
Recalling information that has been held
A
Retrieval
6
Q
Using the senses to be able to remember something for a shortest period of time
A
Sensory Memories
7
Q
Remembering something for a period of time that is small enough to ensure room will be freed up regularly for incoming information
A
Short-Term Memory
8
Q
Over and over recitation of information to keep it in short term memory without interruption of other stimuli
A
Rehearsal
9
Q
Separating information into alike groups
A
Chunking
10
Q
Remembering how/what to do rather than just storing information; for a short period of time
A
Working Memory
11
Q
Talking and hearing of working memory
A
Phonological Loop
12
Q
Seeing and assuming
A
Visuospatial Sketchpad
13
Q
Gets things done by distracting one part of brain to something else
A
Central Executive
14
Q
Intertwining information in long term memory
A
Episodic Buffer
15
Q
Never being able to forget the information that enters this location of memory
A
Long-Term Memory
16
Q
Repeating information you already know
A
Maintenance Rehearsal
17
Q
Learning new information and connecting it to old information
A
Elaborative Rehearsal
18
Q
The ability to retain knowledge
A
Memory
19
Q
A continuum including attention, sensation, perception, learning, memory and cognition
A
Information Processing
20
Q
The transformation of information from one form to another that must be done before any further processing can occur
A
Encoding
21
Q
Retention of information that can be later reconstructed into usable memories
A
Storage
22
Q
Recovery of stored information
A
Retrieval
23
Q
First stage of model that holds large amounts of incoming data for a very brief amount of time
A
Sensory Memories
24
Q
Second stage of model that holds a small amount of information for a limited time that is soon discarded if not processed further
A
Short-Term Memory
25
Repetition of information
Rehearsal
26
The process of grouping similar and meaningful information together (grouping)
Chunking
27
Active manipulation of multiple types of information simultaneously that involves active manipulation of information
Working Memory
28
The working memory component responsible for verbal and auditory information
Phonological Loop
29
Holds visual and spatial information
Visuospatial Sketchpad
30
Manages the work of the other components by directing attention to particular tasks
Central Executive
31
Provides a mechanism for combining information stored in long term memory
Episodic Buffer
32
Final stage of model that is the location of permanent memories obtained through rehearsal
Long-Term Memory
33
Simple repetition of material
Maintenance Rehearsal
34
Linking new material to things you already know
Elaborative Rehearsal
35
Memories that are gathered knowingly
Declarative/Explicit Memory
36
Where parts of the brain are associated with the declarative memory?
Hippocampus and Cerebral Cortex
37
"Already know" information categorized in the brain
Semantic Memory
38
Information already known because of doing/seeing it before
Episodic Memory
39
Information retained because it pertains to oneself, includes both semantic and episodic memory
Autobiographical Memory
40
Not knowing that memories are being retrieved/why they're memories in the first place
Nondeclarative/Implicit Memory
41
Implicit memory of physical movement and knowing how to do it
Procedural Memories
42
Something causes a reaction that influences the way one acts towards a different stimulus
Priming
43
Having certain emotions without knowing why or what caused it
Classical Conditioning
44
Not being able to learn anything new
Anterograde Amnesia
45
Knowing the meaning of things but unaware of why it is capable
Amnesia
46
Consciously retrieved memories that are easy to verbalize
Declarative/Explicit Memories
47
A general knowledge memory in the form of word meanings and facts that are organized according to categories
Semantic Memory
48
A memory from personal experience that includes specific information about events, objects and people that is organized as a timeline
Episodic Memory
49
Semantic or episodic memories that reference the self
Autobiographical Memory
50
Unconsciously and effortlessly retrieved memories that are difficult to verbalize
Aware of outcomes, but unaware of the info processing that led to that outcome
Nondeclarative/Implicit Memories
51
An implicit memory for how to carry out skilled movement, such as motor skills
Procedural Memories
52
A change in a response to a stimulus as a result of exposure to a previous stimulus
Priming
53
Results when we learn that a stimulus signals an important upcoming event
Involuntary and unconscious emotional responses we have to the world around us
Classical Conditioning
54
Inability to form new memories
Anterograde Amnesia
55
Maintain their semantic knowledge but do not recall how they acquired it
Amnesia
56
The view of the mind being a place including many smaller things
Connectionism
57
Individuals sort information differently than others based on previous encounters
Spreading Activation Model
58
What is known to happen in certain situations and things
Schema
59
Something that helps the recall of previous memories
Cue
60
New information is related to long term memories
Encoding Specificity
61
Good to help learn new information
Context-Dependent Memory
62
Learning and remembering when in same state of mind
Mood
63
Awareness
Cognitive State
64
Knowing something but not being able to think of the correct word at the time
Tip-Of-The-Tongue
65
Recreating a memory out of previous knowledge
Reconstructs
66
Something that severely happened that creates a strong memory
Flashbulb Memory
67
Not knowing something that you previously did
Forgetting
68
Process of recalling information due to passage of time
Decay
69
Information clashing with each other
Interference
70
Removing of bad memories
Motivated Forgetting
71
Neurons making changes in the connections with each other at the synapse
Synaptic Consolidation
72
2 neurons activating at the same time creating a greater communication between them
Long-Term Potentiation
73
View of the mind as an interconnected network made up of simpler units
Connectionism
74
A connectionist theory proposing that people organize general knowledge based on their individual experiences
Spreading Activation Model
75
He observed that memory does not work like a video recording of events
Frederic Barlett
76
Set of expectations about objects and situations
Schema
77
A stimulus that aids retrieval
Cue
78
Memories incorporate unique combinations of information when encoded
Encoding Specificity
79
Relevant to retrieving declarative memories but also explains some of the advantages of simulations in learning new procedures
Context-Dependent Memory
80
Most successful when learning and retrieval happened in the same state of mind
Mood
81
Retrieval cue demonstrated by clever experiments using bilingual speakers
Cognitive State
82
Retrieving another word that either starts with the same letter or has the same meaning but it is not the one you're looking for, but close
Tip-Of-The-Tongue
83
The rebuilding of a memory out of stored elements by blending retrieved information with new content currently present in working memory
Reconstructs
84
An especially vivid and detailed memory of an emotional event
Flashbulb Memory
85
A decrease in the ability to remember a previously formed memory
Forgetting
86
Reduction in ability to retrieve rarely used information over time
Decay
87
Competition between newer and older information in memory
Interference
88
Failure to retrieve negative memories
Motivated Forgetting
89
Forming new memories requires changes in the connections neurons make with one another at the synapse
Synaptic Consolidation
90
The enhancement of communication between two neurons resulting from their synchronous activations
Long-Term Potentiation
91
Neurotransmitter that plays an important role in memory and attention
Acetylcholine
92
One type of receptor is known as NMDA is a prime candidate for learning-related changes such as those observed in long term potentiation
Glutamate
93
The way one thinks
Cognition
94
What you already know because of other factors
Knowledge
95
Something you can picture because you've already seen it before
Mental Images
96
What you know from previous situations
Concepts
97
Something that is the average of everything in one group
Prototype
98
Something in a group that is used to broadcast the group
Exemplar
99
The way something is known for has the ability to change if there becomes a better way to present it
Concepts as Theories
100
What you already know creates ability to learn new things
Concepts and Schemas
101
Using abilities to name and identify everything
Concepts and the Brain
102
Something is not going as desired
Problem
103
The process of trying to fix what is not being desirable
Problem Solving
104
Figuring out what is wrong at a significant level
Understanding the Problem
105
Something that prevents accomplishment in figuring out what is wrong
Functional Fixedness
106
Creating ways to solve a problem and deciding what one will work best
Making a Plan
107
Time-consuming, exact, and reliable way to create an answer for a problem
Algorithms
108
Fast, effective way to create an answer for a problem that is not always accurate and doesn't always result in a solution
Heuristic
109
The simplicity of thinking of something predicts how often a situation happens
Availability Heuristic
110
How closely something relates to something else makes it more likely
Representativeness Heuristic
111
Something that is more easily distinguishable than something else is looked at to be better
Recognition Heuristic
112
Deciding on something because it felt like it was the right one
Affect Heuristic
113
Thinking out what will happen based on each choice and then deciding what one is best
Utility Theory
114
Deciding if your chosen solution is good enough or if you should pick a different one
Carrying out the Plan
115
Seeing if your decision accomplished what the goal was and if not, making a new one and trying again
Looking Back
116
Internal mental processes including information processing, thinking, reasoning, and problem solving
Cognition
117
The entire body of information acquired through study, investigation, observation and experience
Knowledge
118
A representation of any sensory experience that is stored in memory and can be retrieved for use later
Mental Images
119
An organizing principle derived from experience
Concepts
120
A representation fo a category formed by averaging all members of the category
Prototype
121
A specific member of a category used to represent the category that provides a better way of thinking about the variability of a category
Exemplar
122
Concepts can guide our thinking and be continually tested for accuracy against new, incoming information
Concepts as Theories
123
Shapes memory storage and retrieval of information relevant to the concept and allows us to predict new facts about that concept
Concepts and Schema
124
Naming things based on what type of thing it is and what biological part uses it
Concepts and the Brain
125
A situation in which a current state is separated from an ideal state by obstacles
Problem
126
The use of information to meet a specific goal
Problem Solving
127
Relevant data should be collected, analyzed and organized to frame the situation in a useful way
Understand the Problem
128
A possible barrier o successful problem solving in which a concept is considered only in its most typical form
Functional Fixedness
129
First generate possible solutions and then choose the best one to implement
Make a Plan
130
A precise, step-by-step of rules that will reliably generate a solution to a problem
Algorithms
131
A shortcut to problem solving (rule of thumb) that does not always guarantee a solution but is quick and effective
Heuristic
132
A rule of thumb in which the frequency of an event's occurrence is predicted by the ease with which the event is brought to mind
Availability Heuristic
133
A rule of thumb in which stimuli similar to a prototype are believed to be more likely than stimuli that are dissimilar to a prototype
Judging and categorizing based on appearance
Representativeness Heuristic
134
A rule of thumb in which a higher value is placed on the more easily recognized alternative
Recognition Heuristic
135
A rule of thumb in which we choose between alternatives based on emotional or gut reactions to stimuli
Affect Heuristic
136
We compute the expected outcomes of our choices and select the best likely one
Utility Theory
137
Your belief that you can implement a particular solution will determine whether you can decide to pursuer that solution or look for another one
Carry Out the Plan
138
Measurement of success is needed, evaluation is an ongoing process but is important once a solution has been fully implemented
Look Back
139
Using sound and hand movements to get a point across to someone else
Language
140
The complexity of how one talks may alter their thinking process
Benjamin Lee Whorf's Hypothesis
141
Not being able to talk or comprehend words
Aphasia
142
Speech is broken and slow but it makes sense
Broca's
143
Speech is accurate and comprehendable but is nonsense and meaningless
Wernicke's
144
A system for communicating thoughts and feelings using arbitrary signals
Language
145
Examines the effect of having a rich vocabulary on a person's ability to think about a topic
Benjamin Lee Whorf's Hypothesis
146
Basic speech sounds
Phonemes
147
Meaningful units
| Combined speech sounds into phrases and sentences
Morphemes
148
The loss of the ability to speak or understand language
Aphasia
149
Knowing how to do things
Intelligence
150
How intelligence is measured
IQ
151
Looking at how well someone is able to do all types of things
General Intelligence
152
Being able to comprehend when lacking previous experience
Fluid Intelligence
153
Being able to comprehend things with experiences
Crystallized Intelligence
154
Having a low IQ score indicates that one has this; can also be divided into 4 different types
Intellectual Disability
155
Having a high IQ score makes someone to be considered
Gifted
156
People with high IQ more likely than not have...
Better physical health, emotional stability, occupational attainment and social satisfaction throughout adult life
157
The ability to understand complex ideas, adapt effectively to the environment, learn from experience, engage in reasoning, and overcome obstacles
Intelligence
158
He identified children from low economic classes that would benefit from special help
Devised items that they believed would indicate children's mental age relative to their peers
Alfred Binet
159
Adapted first test for use in the US and renamed his revised version
Lewis Terman
160
A measure of individual intelligence relative to a statistically normal curve
Intelligence Quotient
161
A measure of an individual's overall intelligence as opposed to specific abilities
General Intelligence
162
The ability to think logically without the need to use learned knowledge
Fluid Intelligence
163
The ability to think logically using specific learned knowledge
Crystallized Intelligence
164
A condition diagnosed in individuals with IQ scores below 70 and poor adaptive behaviors
Intellectual Disability
165
An extreme of intelligence defined as having an IQ score of 130 or greater
Gifted
166
Person must identify an item amongst other choices
Recognition
167
Person must retrieve info using effort
Recall
168
Individual shows how much time (or effort) is saved when learning material for second time
Relearning
169
Unable to recall events prior to an accident
Retrograde
170
Unable to store new memories
Anterograde
171
Asked people questions about a car accident to prove that memory isn't as good as we think it is and that memories can be wrong
Elizabeth Loftus
172
Intelligence is related to mental speed
Thought intelligence was an inherited trait
Measurement Pioneer
Galton
173
Deviation IQ
| Based on observation that scores on IQ tests are normally distributed
Weschsler Bellevue Test
174
Assess potential over a range of tasks
IQ Test
175
Measures potential for specific tasks
Aptitude Test
176
Measures learning and subject mastery (intellectual potential)
Achievement Test
177
The G Factor
| Intelligence is due to ONE factor which determines our abilities in all intellectual activities
Charles Spearman
178
Mental Abilities
| Intelligence is made up of a number of different factors
Thurston
