Cognition Flashcards
1
Q
Behaviourism
A
- The stimulus and response and environmental contingencies shape the person
2
Q
Skinner
A
- People do things because of reward and punishment
3
Q
Rats Maze Experiment
A
- If don’t give food (reward), rat will not learn the maze
- If given food (reward), rats will be inclined to learn the maze
4
Q
Limitations of Cognitive Overload
A
- Making machines that match our capabilities
- E.G. Designing xbox controllers for human hands
5
Q
Mental Chronometry
A
Measuring how long thoughts take
Measured with:
- Simple Reaction Time: press button to any light
- Choice Reaction Time: press one button to red light and another button to green light
- Choice RT - Simple RT = Estimate of stimulus evaluation time
- Measured how long mental chronometry is BUT DOESN’T WORK
6
Q
Memory Scanning Task
A
Docs
7
Q
Prospect Theory
A
Docs
8
Q
Selective Attention Test
A
- Focused Attention - Concentrated on specific task
- E.G. Listening to lecturer
- Diffused Attention - Occurs subconsciously
- E.G. Shower thoughts
9
Q
Why is Attention Limited?
A
- Hardware limitations - We have evolved for survival instincts. We are NOT evolved to use complex technology
- Limited Attention Resources - We don’t have cognitive capacity
10
Q
Selection for Action Theory
A
- We can only pay attention to some things because we can’t do anything with the information if we do process it all
- We select information we can act on
11
Q
Locus of Selection
A
- How thoroughly you think of something before you make a decision
- Something is selected for processing and other things is discarded
12
Q
Types of Locus Selection
A
- Early LOS - rejecting on dating app just by appearance
- E.G. Making decision and removing stimulus based on physical characteristics
- Late LOS - Meet all 10 dates in person and then rejecting
- E.G. Making decision based on deeper meaning
13
Q
Dichotic Listening Task
A
- People were aware of whether it was a voice at all but weren’t aware of the language of the voice
- Docs
14
Q
Cocktail Party Phenomenon
A
- Attention shifted from conversation to another conversation when you hear your name
- Not evidence but confirmation Bias
15
Q
Flexible Locus of Selection
A
- When we are completely focused on a task then we have an early locus selection for anything else going on because we don’t have spare resources
16
Q
Feature Integration Theory
A
- We process features independently in a preattentive manner (parallel process) and the role of attention was to bind these features together into objects (serial process)
17
Q
Control of Attention
A
- Endogenous - Target said wearing red dress, looking for red target
- Exogenous - You are looking for a red target but a loud noise grabs your attention
18
Q
Iconic Sensory Memory
A
- Visual information
- Requires no effort
- Unlimited capacity but very short duration (50-200ms)
19
Q
Echoic Memory
A
- Auditory information
- Requires no effort
- Accurate and lasts 8 seconds
20
Q
Short Term Memory
A
- Limited 7+-2 items
- Forgets within 20 seconds if not rehearsed
- Phonological
21
Q
Long Term Memory
A
- Unlimited capacity
- Forgets due to interference rather than decay
- Semantic
22
Q
Miller’s Law
A
- People can hold 7+-2 items in their memory
23
Q
Primacy Effect
A
- Remember first items better then middle items in long term memory
- E.G. Remembering a phone number
24
Q
Recency Effect
A
- Remembering the last items better then middle items in short-term memory
- E.G. Last person interviewing for a job
25
Q
Short-Term Memory Coding Difference
A
- We store things they way they sound
26
Q
Long-Term Memory Coding Differences
A
- We store things based on what they mean
27
Q
Neuropsychological Evidence
A
- HM had hoppocampus extracted and couldn’t transfer STM to LTM
- Person who does not have long term memory only live in 20 second periods and their reality is within 20 seconds
28
Q
Phonological Loop
A
- Counting demonstration
- Speed of speech
- Effect of language efficiency/digit span
29
Q
Episodic Memories
A
- Memories of life events that happened to you
30
Q
Semantic Memories
A
- Memories of generall knowledge
Knowing but not remembering how you aquired it - E.G. Countries in Africa
31
Q
Hierarchal Network of Models
A
Docs
32
Q
Sentence Verification Task
A
- Here is a sentence. Is it true?
- The time to verify setence depends on distance between concepts
- A dog is a mammal takes longer to verify than a dog is an animal
- E.G. Robin is a bird. Is it true
33
Q
Parallel Distributed Processing (PDP)
A
- Emulate the organisation structure of neurons
- E.G. When a person is driving a car, they are interpreting visual data while listening to music or talking to a friend e.t.c.
34
Q
How does scheme make us efficient
A
- We are not processing from bottom up
- However, perceptions can be distorted
- Information can be omitted or more memorable if it does not fit in schema
35
Q
Arabs as Terrorists Study
A
- Playing games with Arab terrorist increase negative conscious and unconsciouos attitudes against Arabs
- Nonviolent games show less of this
36
Q
Script
A
- The order to do them
- E.G. Birthday script: Activity → birthday cake → sing happy birthday → lolly bag
37
Q
Procedural Memory
A
- Non-verbalised
- Memory for how to do things
- Learnt through gradual experience and doing
- Can visualise but can’t access procedural memory
- E.G. Tie a shoe, cook an omelette
38
Q
Implicit Memory Tasks
A
- Unconscious and effortless
- Memory is needed but subject isn’t even trying to retrieve from memory
- E.G. Fill in the gaps
39
Q
Explicit Memory Tasks
A
- Recall previously learned information that requires conscious effort to receive
- E.G. Write down what happened in yesterday’s lecture
40
Q
Dissociations between Implicit and Explicit Memory
A
- Deep level of processing - Do you find trucks in a city?
- Shallow level of processing - How many letters are there in insect
- Whether it is spoken has no effect on explicitly memory but is greatly affected on implicit memory
41
Q
Declarative vs Procedural Study
A
- Kim Peek’s concept encoding - doesn’t understand metaphors (get a grip of yourself)
- Memory is perfect - doesn’t receive DRM effect
42
Q
Misinformation Paradigm
A
- Tendency for the information you learned after an event to interfere with original memory of what happened
- Hypnosis does not improve memory but improves CONFIDENCE in memory
43
Q
Lost in Shopping Mall Experiment
A
- “Lost for an extended time in a shopping mall at age 6 and rescued by an elderly person”
- 25% reported being lost in a mall and gave rich and vivid details
44
Q
Flashbulb Memories
A
- Memories of personal circumstances when emotionally significant events happened
- Memories of who you were, where you were, who you were with
- NOT memories of event itself
45
Q
Pearl Harbour Experience
A
- We are more confident about flashbulb memories, but they decay just like other memories
- Childhood memorybelieved he was watching baseball but it was completely false since it wasn’t even baseball season
46
Q
Reminiscence Bump
A
- Tendency for older adults to have increased recollection for events that occurred during adolescence
- Encoding is more efficient in adolescence, making memories more memorable
47
Q
Memory and Ageing
A
- Neurons lose their myelin across our lifespan
- BUT there is no evidence that memory drops off as age increase
We try less hard to remember so we assume that age affects memory
48
Q
Recognition
A
- There are retrieval cue
49
Q
Recall
A
- Requires effort to remember what was shown
- No retrieval cues
- E.G. Here is a blank sheet of paper. Write down everything you remember
50
Q
Aging and Attitudes on Memory Experiment
A
- Half given “trivia” test, and other half given “memory” test
- Only thing changed is name of test
- Old adults performed worse on memory test compared to young adults
- Both groups performed the same on trivia test
51
Q
Context
A
- Extra information that helps retrieve memory
- E.G. Mood, time, place, smells
52
Q
Godden and Baddeley
A
- Memory is best when people are being tested in the same place they learnt
- Recognition test give you the retrieval cue so they are easier
53
Q
Retro Interference
A
- Forget previously learnt task due to learning of new task
- E.G. Can’t remember old phone number after new phone number
- To avoid, study and then go to sleep for new material to be well encoded
54
Q
Proactive Interference
A
- Cannot learn new task because of old task that has been learnt
- E.G. Can’t learn French because you know Spanish
- To avoid, study first thing in the morning
55
Q
Cognitive Offloading
A
- If you know something is being saved, you brain shuts off knowing you can watch it later
- Hence, no attention is paid and memory is worsened
56
Q
Cognitive Offloading Experiment
A
- Given a diagram and then given a large text reduced cognitive load compared to student given large text straight away
- Memory is doubled
57
Q
Method of Loci
A
- Improves memory
- Associating abstract things with places
- Find something that has the same number of things
- E.G. Number of train stations your train goes past
58
Q
Low Utility Study Methods
A
- Summarisation
- Highlighting and Underlining
- Rereading
59
Q
High Utility Study Methods
A
- Practice Testing
- Forward Testing Effect
- Distributed Practice
