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Psychology Subject Test > Cognition > Flashcards

Cognition Flashcards

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0
Q

Reaction time

A

Research method to study cognition. Elapsed time btw stimulus presentation and the subjects response to it

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1
Q

Edward Tichener

A

Structuralism. Break consciousness Down into its elements using introspection-asking subjects to report on their current conscious experiences.

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2
Q

Eye movements

A

Method to study cognition. An “on-line” measure of info processing

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3
Q

Brain imaging

A

Method to study cognition. Used to associate various cognitive processes with various parts of the brain

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4
Q

Hermann Ebbinghaus

A

Studied memory w nonsense syllables. Created a forgetting curve where there is a steep drop, and then plateaus

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5
Q

Encoding

A

Putting information into memory

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6
Q

Storage

A

Retaining information in memory

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7
Q

Retrieval

A

Recovering the information in memory. (Tip of the tongue phenom is a prob w retrieval).

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8
Q

Recall

A

Reproducing information you have previously been exposed to

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9
Q

Recognition

A

Realizing that a certain stimulus is one you’ve seen or heard before

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10
Q

Generation- recognition theory

A

An attempt to explain why you can usually recognize more than you can recall; model suggests that recall involves the Same mental process involved in recognition plus another process not required for recognition

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11
Q

Recent effect

A

Words presented at the end of a list are remembered best

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12
Q

Primacy effect

A

Words presented at the beginning of a list are remembered second best

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13
Q

Clustering

A

When asked to recall a list of words, ppl tend to recall words belonging to the same category

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14
Q

Stage theory of memory

A

Sensory memory, short term (working), long term

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15
Q

Whole report vs partial report procedure

A

Both had a 3x3 matrix of letters that flashed across the screen for a fraction of a second. Whole- asked to recall as many items as possible. 4 items seemed to be limit. Partial- asked to recall one row (didn’t know which one) recall was nearly perfect suggesting 9 item limit. Spelling. Decaying memory was problem in first set up

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16
Q

Short term memory

A

Miller found can hold 7 chunks of info at a time. Info can stay here for 20 (no rehearsal) or longer if we rehearse it (Maintenence rehearsal). Items encoded phonologically.

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17
Q

Long term memory

A

Permanent storehouse of experiences, knowledge, and skills. Get info into long term by organizing the info & associating it w info already in long term memory (elaborative). Items encoded by meaning

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18
Q

Procedural memory (long term)

A

Remembering how to do things

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19
Q

Declarative memory (long term)

A

Semantic- remembering general knowledge. Esp meaning of words and concepts
Episodic- remembering particular events you have personally experienced

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20
Q

Semantic verification task

A

Method used to investigate the organization of semantic memory

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21
Q

Spreading activation model

A

Collins and Loftus. Semantic memory organized into map of interconnected concepts; the key is the distance btw the concepts

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22
Q

Semantic feature comparison model

A

Smith, Shoben, and Rips. Semantic memory contains feature lists of concepts; the key is the amount of overlap in the feature lists of the concepts

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23
Q

Levels of processing theory

A

Craik and Lockhart. Challenges stage theory. What determines how long u remember material is not what memory system it goes into (only 1), but the way you process it. 1.physical (least effort) 2. Acoustical 3. Semantic (deepest level)

24
Q

Paivio’s dual-code hypothesis

A

Info can be stored in 2 ways: visually (concrete info) & verbally (abstract info)

25
Q

Schema

A

We interpret our experiences, and therefore remember them, in terms of our existing conceptual frameworks (schemata)

26
Q

Decay theory

A

If info in long term memory is not used or rehearsed, it will eventually be forgotten. Drawback is it doesn’t take into account info you’ve learned in the meantime

27
Q

Inhibition theory

A

Forgetting is due to activities that have taken place btw original learning & later attempt to recall. Proactive- info u learn first interferes w what u learn later
Retroactive- info u learn later interferes w info u learned first

28
Q

Encoding specificity

A

Recall will be best if the context at recall is same as the context during original encoding

29
Q

State- dependent learning

A

Recall will be better if your psychological or physical state at recall is same as time of encoding

30
Q

The method of loci

A

A system of associating information w some sequence of places w which you are familiar. I.e on way from dorm to class

31
Q

Bartlett

A

Found that prior knowledge and expectations influence recall

32
Q

Elizabeth Loftus

A

Studies the in accuracy of eye-witness testimony, and later Inaccuracy of repressed memories

33
Q

Zeigarnik effect

A

Tendency to remember incomplete tasks better than completed tasks

34
Q

Luchins water- jar problem

A

Illuminated that we have mental sets , a tendency to keep repeating solns that worked in other situations, when it comes to problem solving. Can potentially be ineffective

35
Q

Functional fixedness

A

The ability to use a familiar object in an unfamiliar way

36
Q

Creativity- divergent thinking

A

Attempting to produce as many creative answers to a question as possible

37
Q

Decision making- heuristics

A

Short cuts and rules of thumb we can use in making decisions

38
Q

Availability heuristic

A

Making decisions about frequencies based upon how easy it is to imagine the items involved

39
Q

Representativeness heuristic

A

Categorizing things on the basis of whether they fit the prototypical image of the category

40
Q

Base-rate fallacy

A

Ignoring the numerical info about the items being referred to when categorizing them

41
Q

Phonemes

A

The smallest sound units of language. Field contains 4 phonemes- f, ei, l, d.

42
Q

Morphemes

A

Smallest units of meaning in a language. Walked contains 2- walk & ed

43
Q

Semantics

A

Deals with the meaning of words and sentences

44
Q

Syntax

A

Deals w the grammatical arrangement of words in sentences

45
Q

Surface structure

A

The actual order of words in a sentence

46
Q

Deep structure

A

An underlying form that specifies the meaning of the sentence

47
Q

Transformational rules

A

Tells us how we can change from one sentence form to another (ie from active to passive voice)

48
Q

Whorfian hypothesis

A

The hypothesis that language determines how reality is perceived

49
Q

Macoby & jacklin

A

Found evidence of better verbal abilities in girls over boys

50
Q

Spearman (intelligence)

A

General unitary factor called g

51
Q

Louis thurstone

A

7 “primary mental abilities” e.g verbal comprehension, number ability, etc. used factor analysis with factors more specific than g, but more general than s.

52
Q

Sternberg’s triarchic theory

A

3 aspects to intelligence- componential (test performance), experiential (creativity), and contextual (street smarts/ business sense).

53
Q

Gardeners theory of multiple intelligences

A

Seven defined: linguistic, logical mathematical ability, spatial ability, musical ability, bodily, interpersonal, and intrapersonal

54
Q

Fluid intelligence- Cattell

A

Increases through childhood & adolescence, levels off in young adulthood, and begins a decline w advanced age

55
Q

Crystallized intelligence

A

Increases throughout the lifespan

56
Q

Arthur Jensen

A

IQ almost entirely genetic in nature- can’t teach someone to score higher

57
Q

Parallel distributed processing

A

Proposed that info processing is distributed across the brain and is done in a parallel fashion

58
Q

Metacognition and metamemory

A

Refer to a persons ability to think about and monitor cognition and memory. Ability to reflect

Psychology Subject Test (8 decks)

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