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Cognition Flashcards

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1
Q

Proposed the multi-store model of memory (also known as the modal model) was proposed which is a structural model

A

Richard Atkinson & Richard Shifflin

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2
Q

developed a model of working memory to provide a more accurate description of short-term memory

A

Alan Baddeley

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3
Q

Spacing Effect - learning spaced out for best result
Discovered forgetting curve

A

Hermann Ebbinghaus

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4
Q

found that as the snail learned, chemical signals changed the structure of the connections between cells, known as synapses, where the signals are sent and received
showed that short-term and long-term memories are formed by different signals

A

Eric Kandel

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5
Q

pioneered experimental work conducted on rats with surgically induced brain lesions, by damaging or removing specific areas of a rat’s cortex, either before or after the animals were trained in mazes and visual discrimination

A

Karl Lashley

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6
Q

Misinformation effect
research on human memory, notably false memories

A

Elizabeth Loftus

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7
Q

the first well-studied patient with amnesia
other patients with memory impairment were compared to him

A

H. M.

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8
Q

devised a novel technique to determine the number of digits that can be held directly accessible in memory, at any given point

A

Rajan Mahadevan

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9
Q

helped to found the new field of cognitive neuroscience, and developed Wordnet, a database of words linked by their semantic relations

A

George Miller

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10
Q

collections of case histories from the far borderlands of neurological experience

A

Oliver Sacks

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11
Q

Research focused on explaining the biochemical basis of learning and memory and focused on the origins of learning and animal behaviors at the cellular and molecular level

A

James Schwartz

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12
Q

documented the existence of iconic memory

A

George Sperling

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13
Q

conducted an experiment to determine whether the level of processing has an influence on recall

A

Fergus Craik & Endel Tulving

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14
Q

Universal Grammar - states that language is innate, or inborn, instead of learned, as is believed in behaviorism theory

A

Noam Chomsky

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15
Q

Insight learning - learning can occur when we gain insight into an entire situation, as opposed to focusing only on an individual part

A

Wolfgang Kohler

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16
Q

the development of the philosophy of radical behaviorism and for the further development of applied behavior analysis

A

B. F. Skinner

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17
Q

the triarchic theory of intelligence and several influential theories related to creativity, wisdom, thinking styles, love, hate, and leadership

A

Robert Sternberg

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18
Q

Confirmation Bias
His Rule Discovery Test proves that most people do not try at all to test their hypotheses critically but rather to confirm them

A

Peter Wason

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19
Q

Linguistic Determinism
the language you speak affects the way that you view and think about the world

A

Benjamin Lee Whorf

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20
Q

language attitudes as a way of thinking about or behaving towards something which formed or shaped by parents

A

Wallace Lambert

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21
Q

the persistence of learning over time through the storage and retrieval of information

A

Memory

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22
Q

The process of acquiring information and entering it into memory

A

Encoding

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23
Q

The process of maintaining information in memory over time

A

Storage

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24
Q

The process of recalling information stored in memory

A

Retrieval

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25
Q

Capacity:
Virtually everything you see (iconic) and hear (echoic) at one instant

Duration:
Eye-30 seconds
Ear-3 to 4 seconds

A

Sensory Memory

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26
Q

Capacity:
About 7 items in healthy adults

Duration:
Up to 18-20 seconds

A

Short-term Memory

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27
Q

Capacity:
Unlimited

Duration:
Relatively permanent

A

Long-term Memory

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28
Q

a newer understanding of short-term memory that involves conscious, active processing of incoming auditory and visual-spatial information, and of information retrieved from long-term memory.

A

Working Memory

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29
Q

Encoding of incidental information or well-learned material
Space - remembering where on a textbook page a term is
Time - noting the sequence of the day’s events
Frequency - keeping track of how many times something happens
Well learned Material - riding a bicycle

A

Automatic Processing

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30
Q

the processing of many aspects of a problem simultaneously; the brain’s natural mode of information processing for many functions, including vision

A

Parallel Processing

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31
Q

Must make an effort to process the information (rehearsal)

A

Effortful Processing

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32
Q

the conscious repetition of information, either to maintain it in consciousness or to encode it for storage.

A

Rehearsal

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33
Q

Describes how our memory is affected by the position of information in a sequence

A

Serial Position Effect

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34
Q

The enhanced ability to recall items from the beginning of the list

A

Primacy Effect

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35
Q

The enhanced ability to recall items from the end of the list

A

Recency Effect

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36
Q

When information in a list is unique or strange in some way, we remember it

A

Von Restorff Effect

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37
Q

Long term learning is promoted when learning events are spaced out in time, rather then presented in immediate succession

A

Spacing Effect

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38
Q

We remember words better that lend themselves to picture images rather than abstract low-imagery words

A

Visual Encoding

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39
Q

Remember sound of the word
Processing shallowly

A

Acoustic Encoding

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40
Q

Remember meaning
Processing deeply

A

Semantic Encoding

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41
Q

mental pictures; a powerful aid to effortful processing, especially when combined with encoding (visual encoding.)

A

Imagery

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42
Q

Based on the assumption that you can best remember places that you are familiar with, so if you can link something you need to remember with a place that you know very well, the location will serve as a clue that will help you remember

A

Method of Loci

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43
Q

Short stories that contain information that has to be remembered. unlike memorization by repetition, the narrative puts the unorganized information into meaningful context, because as we know the long term memory is coded semantically

A

Narrative Chaining

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44
Q

Acronyms, narrative chaining, method of loci, etc.

A

Mnemonics

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45
Q

Involves reducing long strings of information that can be difficult to remember down into shorter, more manageable, meaningful chucks

A

Chucking

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46
Q

A system or organization in which people or groups are ranked one above the other according to status or authority

A

Hierarchies

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47
Q

much of what we sense, we never notice

A

Forgetting as an encoding failure

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48
Q

a momentary sensory memory of visual stimuli; a photographic or picture-image memory lasting no more than a few tenths of a second.

A

Iconic Memory

49
Q

a momentary sensory memory of auditory stimuli; if attention is elsewhere, sounds and words can still be recalled within 3 or 4 seconds.

A

Echoic Memory

50
Q

an increase in a cell’s firing potential after brief, rapid stimulation. Believed to be a neural basis for learning and memory

A

Long-term Potentiation

51
Q

a clear memory of an emotionally significant moment or event

A

Flashbulb Memory

52
Q

A significant memory loss that is too extensive to be due to normal forgetting

A

Amnesia

53
Q

Loss of memory of past events (brain injury or disease)

A

Retrograde Amnesia

54
Q

Cannot form or store new memories (brain injury or disease)

A

Anterograde Amnesia

55
Q

A form of amnesia which occurs in otherwise healthy people. Involves loss of important personal information (functional amnesia)

A

Psychogenic Amnesia

56
Q

Forgets the past and their identities

A

Fugue State

57
Q

Experience memory loss which is restricted to a particular period of time (ex. violent crime)

A

Dissociative Amnesia

58
Q

The course of forgetting is initially rapid and then levels off with time

A

Forgetting as a storage problem

59
Q

Without conscious recall
Motor skills (Procedural), Cognitive skills (Procedural), Processed by the cerebellum

A

Implicit Memory

60
Q

Memories we have to consciously recall
Facts (Semantic), Personal (Semantic/Episodic), Processed by hippocampus

A

Explicit Memory

61
Q

a neural center located in the limbic system; helps process explicit memories for storage

A

Hippocampus

62
Q

No outside influence to assist in remembering

A

Recall

63
Q

Memory is influenced by outside factors

A

Recognition

64
Q

Once something is learned, it is easier to learn it a second time

A

Relearning

65
Q

The activation, often unconsciously, of particular associations in memory

A

Priming

66
Q

These are the best cues when we form them at the time we encode the memory

A

Associations

67
Q

Putting yourself back in the context where you experienced something

A

Context Effects

68
Q

The uncanny sensation that you’ve already experienced something, even when you know you never have
Most often happens to people between the ages of 15 and 25
Most often happens to people who travel a lot, remember their dreams, or who are stressed
Temporal lobe of the brain helps us remember familiar experiences … but nothing has been proven as to why people experience it

A

Deja vu

69
Q

Remembering to do something in the future

A

Prospective memory

70
Q

Consistency between one’s mood state and the emotional context of memories recalled
During positive mood states, individuals will tend to retrieve pleasant memories, whereas during negative mood states, negative thoughts and associations will more likely come to mind

A

Mood Congruent Memory

71
Q

Moods affect our interpretation of events
Moods affect our attention to new information

A

Moods and Memory

72
Q

Information that we learn in one state (happy, sad, drunk, etc) is more easily recalled in that state

A

State Dependent Memory

73
Q

The learning of some items may interfere with the retrieval of others

A

Interference

74
Q

Old information interferes with new information

A

Proactive Interference

75
Q

New information interferes with old information

A

Retroactive Interference

76
Q

pushing anxiety-causing thoughts out of conscious awareness

A

Repression

77
Q

We construct memories as we encode them
We alter memories as we remember them

A

Memory Construction (Things to remember)

78
Q

After exposure to subtle misinformation many people misremember (easier to do after memory has faded)

A

Misinformation Effect

79
Q

Impaired memory of how, when, or where information was learned despite good memory for the information itself

A

Source Amnesia

80
Q

2-to3 year olds have the worst accuracy, they omit stuff that happens and add stuff that didn’t
Mere accurate as age increases
Maxes out at about 12 years of age
Repeatedly being subjected to leading questions (misinformation effect) can lead to false memories
Children tend to say what they think you want to hear, especially authority figure

A

Children as eyewitnesses

81
Q

Mental processes associated with thinking, knowing, remembering, and communicating
Is based on the use of concepts
We filter new information through the lens of concepts
Remember information based on concepts

A

Cognition

82
Q

The basic building block of thought

A

Concept

83
Q

The best example of a particular category or concept

A

Prototype

84
Q

Step by step procedure that guarantees a solution. This is a very long and drawn out way of doing things

A

Algorithm

85
Q

Apply the trail and error strategy (try different ways until you get it right) or rule of thumb strategy (this usually worked before so try it again)

A

Heuristic

86
Q

Sudden flashes of inspiration without repeated trials or continuous practices (Ah Ha moments)

A

Insight

87
Q

Ability to transcend traditional ideas, rules, patterns, etc.

A

Creativity

88
Q

The way the mind generates ideas beyond normal expectations and rote thinking – what is usually referred to thinking outside the box, and is often associated with creativity

A

Divergent Thinker

89
Q

The solution to a problem can be deduced by applying established rules and logical reasoning. This type of reasoning involves solving a problem within the context of known information and narrowing down the solution based on logical inference

A

Convergent Thinker

90
Q

Expertise
Imagination
Adventurousness
Intrinsic motivation
Creative environment

A

Components of Creativity

91
Q

To form concepts that organize our world, overcome obstacles, and make efficient decisions and judgements

A

Thinking

92
Q

Belief in one way, favoritism, prejudice, intolerance

A

Biases

93
Q

Tendency to search for information that supports our belief

A

Confirmation Bias

94
Q

tendency for our preexisting beliefs to distort logical thinking

A

Belief Bias

95
Q

the inability to see a problem from a new perspective; an impediment to problem solving

A

Fixation

96
Q

Tendency to repeat solutions that have worked in the past

A

Mental Set

97
Q

Perceiving functions of objects to be fixed and unchanging

A

Functional Fixedness

98
Q

flexible, rational thought becomes difficult during these times

A

Stress

99
Q

A mental shortcut by which new situation is judged by how well it matches a stereotypical model or a particular prototype

A

Representative Heuristic

100
Q

Estimating the probability of certain events in terms of how readily they come to mind

A

Availability Heuristic

101
Q

the tendency to be more confident than correct and to overestimate the accuracy of our beliefs and judgements

A

Overconfidence

102
Q

How an issue is framed can significantly affect people’s perceptions, decisions, and judgements

A

Framing

103
Q

Tendency to hold on to belief even after it is discredited

A

Belief Perseverance

104
Q

an effortless, immediate, automatic feeling or thought, as contrasted with explicit, conscious reasoning.

A

Intuition

105
Q

Our spoken, written, or signed words and the ways we combine them to communicate meaning

A

Language

106
Q

The process by which information is exchanged

A

Communication

107
Q

The smallest distinctive sound units in a language
Some phonemes are not found in all language (no ‘th’ sound in French)
There are 44 sounds in the English language

A

Phoneme

108
Q

The smallest units that carry meaning in a given language
Made up of phonemes
Can be words or prefixes or suffixes

A

Morpheme

109
Q

The system of rules that enable us to communicate with one another. These rules guide us in deriving meaning from sounds (semantics) and in ordering words into sentences (syntax)

A

Grammar

110
Q

A system of rules used to derive meaning from morphemes, words, and sentences
Sentence structure and spelling of a word aid us in deriving meaning

A

Semantics

111
Q

A system of rules for word order

A

Syntax

112
Q

Ability to understand what is said to and about them
Development starts at 4 months of age when babies start to recognize differences in speech sounds

A

Receptive Language

113
Q

Ability to produce words, matures after receptive languages
Recognize noun-verb differences

A

Productive Language

114
Q

Not imitation of adult speech
Includes sounds of various languages
Some sounds not found in any languages
Deaf infants babble too
10 months, babbling resembles native language
10 months, sounds outside of native language disappear

A

Babbling Stage

115
Q

Around 1st birthday, learn sounds carry meaning and begin to use sounds to communicate meaning
Sounds usually refer to things that move or can be played with

A

One-word Stage

116
Q

Around 2nd birthday, telegraphic speech (noun and verbs: doggy bark)
Follows syntax rules
Will quickly begin uttering longer phrases

A

Two-word Stage

117
Q

speech that consists of minimalistic sentences. This form of speech characterizes early toddlerhood and is the first evidence of sentence formation

A

Telegraphic Speech

118
Q

All human language have nouns, verbs, and adjectives as grammatical building blocks
Humans are born with a built-in predisposition to learn grammar rules

A

Universal Grammar

119
Q

Language determines the way we think
Language can affect the sense of self that people have
Words influence our thinking about colors since it is used to classify and remember colors
Children’s thinking develops with their language

A

Linguistic Determinism

Psychology (8 decks)

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