Cognition Flashcards
Storage
Retention of encoded info over time aka keeping it in
Retrieval
Process of getting info out of storage
Sensory memory
Our senses register infinitely more info than we actually process
*holds info from the senses for a max of a few seconds
Iconic memory
Memory of visual stimuli
Echoic memory
Memory of auditory stimuli
Short term memory
Retains 7 +/- bits of info
Retains info for 30 seconds
If we don’t do anything with the info we lose it
(George Miller)
Rehearsal
Conscious repetition of info to maintain info in stm or encode it for storage
Elaborative reversal
Repetition that creates associations (with something we already know) between the new memory and existing memories stored in LTM
Long term memory
Relatively permanent storage
Unlimited capacity
Subdivided into explicit and implicit memory
Explicit memory (declarative memory)
Location: Frontal lobes and hippocampus
(knowledge, facts, personal experiences)
that one consciously knows and can verbalize
Subdivided into semantic and episodic memory
Semantic memory
Memory of general knowledge or objective facts (math, history)
Episodic memory
Memory of personally experienced events (Kukuk getting shot when young)
Implicit memory (non-declarative memory)
Memory of skill and procedures
Learned from experience without having to refer to the experience
Ex. How to shoot a bball
Concepts
Mental representations of related things
Ex. Vertebrates and non vertebrates
Prototypes
The most typical examples of a concept
Schemas
Framework of basic ideas and preconceptions about *pepole *objects *events (Ex. Beak, wings, tail) Based on past experiences
Thalamus
Encodes sensory memory into STM
Hippocampus, frontal and temporal lobes
Establishing of explicit LTM
Amygdala
Processes strong emotionally charged memories
Cerebellum
Processes implicit memory of skills
Retrieval
Process of getting info out of storage; putting together the “pieces” of our memory puzzle
Retrieval cue
A trigger to get info from storage (a hint to resemble that info)
Recognition
Identification of something as familiar (multiple choice/ matching)
Recall
Retrieval of info from LTM without any other info or cues (ex. Fill-in-the-blank/ free response) passive memory
Serial position effect
Stronger recollection of info at the beginning and the end of a list of words
Primacy effect
Stronger recollection of the beginning
Recency effect
Stronger recollection of the end
Context-dependent memory
Memory Recall is stronger if u are in the room you learned the info
Mood-dependent memory
Tendency to recall info based on mood u learned it and if u the same mood when taking the test
State-dependent memory
Tendency to recall info if u in the same internal state in which u encoded the I for (ex. Drunk when learning= better on the test of drunk)
Reconstruction
Retrieval that distorts incomplete memories
Confabulation
Info from a different memory (movie where u say something, but from different movie)
Assembling data from different events
Misinformation effect
Incorporating misleading information into memories of a given event
Encoding failure
Inability to transform sensory info into short or long term memory
Generally due to lack of attention ( voice, hate, teacher)
Interference
Learning some items prevents retrieving others, especially when the items are similar
Proactive interference
Process by which old memories prevent the retrieval of newer ones
Retroactive interference
Process by which new memories prevent the retrieval of older memories ( psych class test on old stuff when learning new stuff)
Anterograde amnesia
Inability to access the event/ make new LTM due to damage to the hippocampus
Retrograde amnesia
Memory loss associated with a traumatic event
Intelligence
Depends upon perspective
ability to reason
Ability to adapt/survive
(DAVID WECHSLER)
G factor
Developed by CHARLES SPEARMAN
Fluid and crystallized intelligence
Developed by RAYMOND CATTELL
Fluid: ability to learn new ideas, to think in an abstract way, involves creative thinking and problem-solving(US)
Crystallized: acquired knowledge, experiential knowledge (KUKUK)
Multiple intelligences
Developed by HOWARD GARDNER
Humans process different cognitive abilities, which underline different notions of intelligence
Mathematical intelligence
Logic Abstraction Reasoning Computation Critical thinking
Linguistic
Reading
Writing
Word memorization
Verbalizing
Spatial
Judgement and Mental visualization
Kinesthetic
Hand/ eye coordination
Muscular coordination
Musical
Sensitivity to sound, Rhythm, tones, pitch, and timbre
Interpersonal
Interaction with others
Intrapersonal
Self reflection
Self knowledge
Aka honest to self
Binet-Simon scale
One of the first intelligence test developed by ALFRED BINET tested o his daughter
In response to the French governments request to identify young children with learning disabilities worked with THEODORE SIMON
Stanford-Binet “intelligence Quotient” (IQ) test
Developed by LEWIS TERMAN
IQ= (mental age/ cranial age) 100
Trial and error
Guess and check
Algorithm
Step by step procedure which we arrive at the right answer
Heuristic
A mental shortcut to solve the problem
Worked in past but not guaranteed to work again
Insight learning
Sudden appearance or awareness of a solution
Mental sets
Lack of trying new methods and only apply Methods we have worked in the past because we have always done it this way
Functional fixedness
Not being able to recognize new uses for an object becaus the common use is so familiar (when a can of Wd-40 not…)
Availability heuristic
Tendency to estimate probability of certain events (when a plane crashes, all planes are unsafe)
Framing
The way an issue is stated can affect decisions and judgment
(How I ask a question can influence the answer)
Confirmation bias
I look look for what I want to see….I’m blind to what I don’t want to see
(Teacher biased with choir kids; don’t do HW= must be a choir kid)
Belief perseverance
He can do no wrong even though he does
Behavioral perspective
Language learned by imitation
Nativist perspective
Humans have an innate/ inborn capacity for acquiring language
(Born with )
Social interactivist perspective
Trigger and modify tendency to communicate.
It’s innate (babies try to talk) they try to do it
Babbling
Infants Spontaneous production of speech sounds
Distilled and filtered over time
Won’t get u what u want
Phoneme
Smallest unit of sound in spoken language
Learn basic sounds; language (constant and vows)
Morpheme
Smallest unit of language that has meaning
A word (combination of phonemes making a meaning)
Re-view-er (not a word, by conveys meaning)
Holophrase
One-word Speech that has meaning
“Doggie”= there is a dog over there
Telegraphic speech
2 word Speech of a noun and a verb that has meaning
Ex. I see(v) doggie(n)
Grammar
Rules for language
How words and sounds are combined to communicate
Over generalization
Literal application of grammatical rules
S, es (plural
Ed(past)
Buts lacks understanding of expectations of rules like foots and runned is wrong
Syntax
ORDER by which words can be combined to communicate
I run the dog heard (u make sense of it to herd)
Semantics
Concerns the MEANING of a word, phrase, and sentences
Def. ,context
Encoding
Getting info in
*requires focused attention and rehearsal
