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12 Psychology Unit 3 > Cognition 2017 > Flashcards

Cognition 2017 Flashcards

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1
Q

What are 3 systems of memory?

A
  • sensory memory
  • short term memory
  • Long term memory
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2
Q

Who suggested the Information Processing Model ?

A

Atkinson and Shiffrin (1968)

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3
Q

What do Atkinson and Shiffrin suggest about IPM?

A
  • that memory is made up of a series of stores

- Explains how processes such as sensation, perception, attention and memory are controlled

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4
Q

4 stores of memory

A
  • mental representation
  • encoding
  • storage
  • retrieval
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5
Q

Function of sensory memory

A

stores all incoming sensory information

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6
Q

Duration of sensory memory

A

Memory retained for a short period of time (5 seconds)
iconic
echoic

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7
Q

what is iconic

A

temporarily stores information of visual nature (eyes)

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8
Q

what is echoic

A

temporarily stores information for auditory nature

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9
Q

function of STM

A

working memory (thoughts, words and images are available for decision making and problem solving)

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10
Q

Duration of STM

A

stores for around 30 seconds

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11
Q

Capacity of STM

A

(George Miller) (7+ - 2) (5 - 9)

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12
Q

What does STM allow us to do?

A

Rehearsing information allows us to transfer material to LTM

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13
Q

3 types of STM

A

maintenance
elaborative rehearsal
chunking

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14
Q

What is maintenance rehearsal

A

Meaningless rote repetition of material to be remembered (least effective)

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15
Q

what is elaborative rehearsal

A

applying meaning to new words in order to retain in memory (most effective)

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16
Q

what is chunking

A

Material is combined into large, meaningful groups

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17
Q

Who came up with working memory model?

A

Baddley & Hitch 1914

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18
Q

3 sections to working memory model

A
  • central executive
  • visual spatial sketchpad
  • phonological loop
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19
Q

What is central executive

A
  • boss of working memory
  • controls & coordinates other components
  • controls attention, sending incoming information to the relevant comment and briefly stores all sensory information.
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20
Q

What is visual spatial sketchpad

A

Stores and manipulates information of a visual and spatial nature; a slave system to the central executive

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21
Q

what is phonological loop

A

The other slave system; also known was the rehearsal loop; stores and manipulates information of an auditory nature

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22
Q

what was the fourth section Baddley added?

A

episodic buffer

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23
Q

What is an episodic buffer

A
  • Episodic buffer links information across all domains to form integrated units of visual, spatial and verbal information with time
  • Provides link to LTM
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24
Q

What is LTM

A
  • A relatively permanent storage facility for an intimate amount to information
    Procedural
    Declarative
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25
Q

What is the capacity of LTM

A

Capacity is unknown; thought to be unlimited

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26
Q

Procedural memory ?

A

(IMPLICIT - not conscious) —> the ‘how to’ of memory

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27
Q

Declarative memory ?

A

(EXPLICIT - requires conscious effort) —> the ‘what’ of memory
episodic
semantic

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28
Q

An example of Procedural memory?

A

How to type your name or ride a bike

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29
Q

Episodic ?

A

memory of your own set of auto biological events/personal experience

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30
Q

semantic ?

A

factual knowledge possessed about the outside world; and encyclopaedia of memory

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31
Q

What is recall?

A

involves being able to access the information without being cued
e.g fill in the blanks

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32
Q

What is recognition?

A

involves identifying information after experiencing it again
e.g multi choice

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33
Q

What is re-learning

A
  • involves relearning information that have been previously learned
  • often makes it easier to retrieve information in the future and help improve strength of memory
    e. g Bike track analogy
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34
Q

Define forgetting

A
  • Forgetting is defined as a failure to access information that had previously been stored in memory
  • Forgetting is caused by a range of difference deficiencies in encoding, storage and retrieval
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35
Q

5 types of forgetting

A
  • retrieval failure theory
  • interference theory
  • Motivated forgetting
  • Decay theory
  • Organic
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36
Q

Retrieval failure theory ?

A
  • Forgetting occurs because of a failure to use the right, correct or approbate cues at a certain time
  • RFT—> cue dependent forgetting
  • his info is actually in memory it just cant be accessed
  • Tip-of-the-tongue phenomena (TOT)
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37
Q

interference theory ?

A
  • When two pieces of info are similar, it leads to a situation called ‘interferences’ causing us to forget the difference
    -Forgetting in long term memory arises because old or new information produces confusion or competition and as a consequences blocks effective retrieval
    Proactive interfere
    retroactive inference
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38
Q

Proactive interference

A

interference of old memories on the retrieval of new memory

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39
Q

retroactive interference

A

new information interferes the ability to remember old information

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40
Q

motivated forgetting ?

A
  • There is a strong desire to forget certain things because the memory is either to traumatic, disturbing, anxiety provoking or upsetting
  • Self defensive device
    repression
    suppression
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41
Q

What is repression? R/U

A

Keeping distressing thoughts buried in the unconscious and from entering ones conscious

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42
Q

what is suppression ? S/C

A

A deliberate effort to keep distressing thoughts out of conscious awareness

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43
Q

Decay theory

A

Forgetting occurs because the memory trace (initially formed at learning) tends to gradually fade or decay, overtime
Contributes to the loser of info in sensory memory and STM via displacement

44
Q

organic

A

Forgetting (amnesia or memory loss) occurs due to some brain damage

45
Q

What is biological influences

A
  • learning is relatively permanent change, often a behaviour, that occurs as a result of an experience
  • Early approaches explore learning as a result of humans responding to stimuli in an environment
  • Theses theories are known as ‘stimulus-response’ theories
  • More recent approaches are interested in describing learned as humans make sense of the world and problem solve e.g observational learning
46
Q

Who studied classical conditioning

A

Ivan Pavlov

47
Q

key terms of classical conditioning

A

condition
stimulus
response

48
Q

What is the condition

A

the association made by the learner between a stimulus and a response

49
Q

What is the stimulus

A

any variable present in the environment that may trigger a response

50
Q

what is the response

A

an action or behaviour that is exhibited

51
Q

What is classical conditioning

A
  • association forming between 2 stimulus; one which is not normally associated with the response; such that the appearance of that stimuli alone results in the repossess of the behaviour
52
Q

5 types of responses

A
  • neutral stimulus
  • unconditioned stimulus
  • conditioned stimulus
  • unconditioned response
  • conditioned response
53
Q

neutral stimulus ?

A

any stimulus that produces now relevant response prior to classical conditioning process

54
Q

unconditioned stimulus ?

A

any stimulus that consistently leads to a reflexive response

55
Q

conditioned stimulus ?

A

a previously neutral response that has become associated with a stimulus by which it was not previously raised by the classical conditioning process

56
Q

unconditioned response ?

A

an unlearned, reflexive and involuntary response to a stimulus

57
Q

conditioned response ?

A

a reflexive and involuntary repossess that has become associated with a stimulus by which it was not previously caused during classical conditioning

58
Q

Who studied operant conditioning ?

A

Skinner

59
Q

What is operant conditioning?

A
  • Operant condition deals with operant international actions that have an effect on the surroundings
  • Set out to identity the process which made certain operant behaviours more or less likely to occur
60
Q

4 types of operant conditioning

A
  • reinforcement theory
  • punishment theory
  • Negative reinforcement
  • Punishment
61
Q

What is reinforcement theory?

A

to exchange behaviour

  • neutral operants
  • reinforces
  • punishes
62
Q

What is neutral operants

A

responses from the environment that neither increases nor decreases the probability of a behaviour being repeated

63
Q

Reinforces?

A

responses from the environment that increase the probability of behaviour being repeated

64
Q

Punishes?

A

responses from the environment that decrease the likelihood of a behaviour being repeated, punishment weakens behaviours

65
Q

What is positive reinforcement

A

straightens a behaviour by providing a consequence an individual finds rewarding
e.g $15 for homework

66
Q

What is negative reinforcement

A
  • the removal of an unpleasant reinforcement can also straighten behaviour
  • removal of an adverse stimulus which is ‘rewarding’
  • straightens behaviour because it stops or removes an unpleasant experience
67
Q

What is punishment ?

A
  • the opposite of reinforcement since it is designed to weaken or eliminate a response rather than increase it.
  • directly applying an unpleasant stimulus like a shock after a response or by removing a potentially rewarding stimulus
68
Q

2 types of punishment

A

positive

negative

69
Q

Positive punishment

A

the addition of an adverse consequence

e.g house bound bracelet

70
Q

Negative punishment

A

the subtraction of pleasant stimulus

e.g permission to use Facebook

71
Q

What is the skinner box used for

A

use to study conditioning in animals

72
Q

What is observational learning

A
  • Otherwise known as modelling/imitation
  • Not connected with internal mental processes, observable behaviours are focussed
  • The environment causes behaviours, and learning and behaviours can change the environment. This is known as reciprocal determinism
73
Q

Who developed observational learning

A

Albert Bandura

74
Q

Cognitive theory ?

A
  • social learning Reciprocal determinism
75
Q

What factors are involved in observational learning ?

ARRM

A

A - attention
R - retention
R - reproduction
M- motivation

76
Q

What is attention

A

observers cannot learn unless they pay attention to whats happening around them

77
Q

What is retention

A

observers must be able to remember what was happening around that at the time of observation

78
Q

What is reproduction

A

observers must be capable (physically and psychological)

79
Q

What is motivation

A

observers will only perform wha they have observes if they have enough motivation or reason to do so. The presence of the reinforcement can be important aspect of motivation

80
Q

What is Bandura’s social learning experiment ?

A

Interested how people learn social behaviour
modelling occurs when one observes the behaviour and consequences of another to influence their won thoughts, actions and feelings
learning is a function of observing, retains and replicating behaviour observed in others
it can take place at any time/stage however it is most important during childhood

81
Q

Method of Bodo doll experiment ?

A
  • 36 boys and 36 girls from the Stanford university nursery school and were of the age between 3-6
  • The average age of the group was 4 .
  • The control groups consisted of 24 children. the first experimental group comprised of 24 children exposed to aggressive behaviour, whilst the second group of 24 was exposed to non aggressive behaviour (model). The two groups were then divided on their sex and then exposed to same-sex and opposite models.
82
Q

Key findings of bodo doll experiment ?

A

Children who observed the aggressive model made far more imitative aggressive responses than those who were in the non-aggressive or control groups.

  • similar results found with verbal aggression
  • boys exhibited more aggression when exposed to aggressive male models than when exposed to aggressive female models
  • girls had similar results and were overall less aggressive than boys
83
Q

What is behaviour modification

A
  • This is the application of classical and operational conditioning techniques
  • it can be used to treat psychological problems such as fears or phobias
84
Q

4 Techniques of behaviour modification

A

Token economics
Systematic desensitisation
Cognitive behaviour theory
Positive and negative reinforcement

85
Q

What is token economics ?

A

refers to artificial systems of reward and reinforcement where symbolic markers such as coloured counters or fake money are used to reward behaviouR
Criticism = can the improved behaviour be maintained once the token economy had been removed

86
Q

What is Systematic Desensitisation ?

A
  • This is the application of classical conditioning to fears and phobias in humans
    the fear response is replaced with a more relaxed response in a step-by-step process
    graded exposure = least threatening to the most threatening situation is presented
    Relaxation techniques = used at each step to reduce the fear the person experiences
87
Q

What is Cognitive behaviour theory ?

A

The type of psychotherapy that helps people to change unhelpful or unhealthy thinking, habits, feelings and behaviours
may be used to treat problems including anxiety, depression or low self-esteem

88
Q

What Is Positive and negative reinforcement

A

Positive and Negative Reinforcement
Positive Reinforcement = behaviour increases when it is followed by a positive reward
Negative Reinforcement = behaviour increases when it is followed by the removal of an unpleasant reward
Positive Punishment = behaviour decreases if an aversive consequence is applied after the behaviour
Negative Punishment = behaviour decreases if an pleasant stimulus is removed after the unwanted behaviour

89
Q

What is socialisation ?

A

The process by which we learn to become members of society, both by internalising the norms and values of society, and also learning to perform our social roles (scott and marshall)

90
Q

What is gender

A

often used to refer to the social, cultural and psychological qualities of being male and female
masculinity = strong and protective; assertive; a bread winner; intellectually rational
Femininity = soft and understanding; caring; nurturing and supportive; forgiving and patient

91
Q

2 theorists for learning to communicate

A

Chomsky (1968)

Bruner (1983)

92
Q

What did Chomsky study

A

language acquisition device (LAD)
= universal rules that could distinguish grammatical from ungrammatical sentences
= people are genetically predisposed to learn this universal grammar, so children learned the language naturally
= pays little attention to the social environment

93
Q

What did Bruner study

A

longitudinal study of two boys, 3 months and 24 months
= describes the process through which language was learned - Language acquisition support system (LASS)
= parents guide and support children’s emerging language through interactions
= LASS requires LAD and LAD requires LASS

94
Q

What does LAD stand for

A

language acquisition device

95
Q

What does LASS stand for

A

language acquisition support system

96
Q

What is communication styles

A

Examines cultural and social aspects of language
Learning to speak depends on culture, socio-economic background and gender
Style involves accents, vocab, grammar and the type of ideas we try to express
forms part of our identity

97
Q

What did bernstein study

A

Social Background and Language Style

98
Q

Social Background and Language Style ?

A 
Interested in the relationship between language style and social class 
working class = restricted code 
middle class= elaborative code
99
Q

What is the difference between resticeted and elaborative code

A

Short and simple sentences vs. Complex and precise
Few descirptive words vs. descriptive words
Commands are ralrey used vs. Explanantions
Non abstract vs. abstract ideas

100
Q

What did bernstein study

A

Children in working class families had a language deficit due to only using the inferior restricted code
Limited education benefits
his theory had a major influence over children in the US in the 60s and 70s, which projects being implemented to help these children

101
Q

What did labov believe

A

ideas based on his work with black children from NY who spoke black english vernacular (BEV)
he suggested that BEV was just as complex and rule governed as standard english, and they shouldn’t be considered deficit, just different
several Europeans languages use double negatives
—> he doesn’t know nothing
—> he don’t know anything

102
Q

What is gender differences

A

A breakdown in communication occurs according to Deborah Tannen (1990) due to diffetn communication styles
Men - report
Women - rapport

103
Q

What is report talk

A

talking is used to gain and maintain attention, negotiate and maintain status (public speaking)

104
Q

What is rapport talk

A

based on establishing relationships, negotiating differences and developing understanding
also use more confirmatory tones (mmm) which indicates listening, also use indirect questions “would you mind shutting the door

105
Q

What is persuassive commmunication

A

persuasion involves trying to change beliefs, feelings and behaviours of another

106
Q

3 types of perussasive communicatio

A
  1. source of the message
  2. nature of communiation
  3. charcateristics of audeince

12 Psychology Unit 3 (2 decks)

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