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Experimental Psychology > Cognition and Learning > Flashcards

Cognition and Learning Flashcards

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1
Q

Selective attention

A

attending to one thing while ignoring others

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2
Q

divided attention

A

paying attention to one thing more than another

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3
Q

Broadbent’s model

A

Filters out the message before incoming information is analyzed for meaning

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4
Q

Treisman’s attenuation model

A

Language and meaning can be used to separate messages. The analysis only goes as far as it takes until the message is identified.

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5
Q

Attenuation theory

A

message is split between what is attended and unattended. Then they pass through the attenuator, but the attended message emerges at full strength while unattended message comes through weaker. Message is analyzed by a dictionary unit and is then converted to memory. Broadbent goes though sensory memory and is then passed through a filter. and then through a detector unit before it is committed to memory.

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6
Q

late selection

A

most of the incoming information is processed by meaning before the message is selected

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7
Q

early selection

A

unattended information is filtered out right at the beginning of the flow and filtered using physical characteristics

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8
Q

stroop effect

A

name of the word interferes with the ability to name the ink color. Cannot avoid paying attention to the meanings of the words.

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9
Q

Attention

A

focusing on a specific features, objects, or locations or on certain thoughts or activities

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10
Q

Visual perception

A

the ability to interpret the surrounding environment by processing information that is in visible light

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11
Q

Covert attention

A

shifting attention from object to object without moving your eyes

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12
Q

overt attention

A

shifting eyes to change attention

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13
Q

topographic map

A

spatial map of visual stimuli on the visual cortex

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14
Q

inattention blindness

A

over looking something that is in plain sight

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15
Q

low-load task

A

a task that requires little processing capacity.

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16
Q

high load task

A

a task that uses a high amount or all of processing capacity, such as first learning to drive etc

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17
Q

Treisman’s feature integration theory (FIT)

A

Preattentive stage- 1st step in processing an image, objects are analyzed into separate features and exist independently
Focused attention stage- combines “free floating” feature to create the perception of the whole object

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18
Q

scene scheme

A

identifying objects that typically exist in a certain setting

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19
Q

change blindness

A

if shown two versions of a picture, differences between them are not immediately apparent

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20
Q

Binding

A

the process by which features such as color, form, motion, and location are combined to create our perception of a coherent object

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21
Q

Binding problem

A

the problem of explaining how an objects individual features become bound together.

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22
Q

Working memory on reading processing

A

A limited-capacity system for temporary storage and manipulation of information for complex tasks such as comprehension, learning and reasoning.

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23
Q

George miller’s contributions to short term memory

A

Digit span- number of digits a person can remember average cap 7 plus or minus 2.
Chunking- small units can be grouped into remembering large chunk

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24
Q

Response of Broadbent (1958)

A

filter model introduced a flow chart, this helped usher in the information processing approach to cognition.

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25
Q

Atkinson and shiffrin modal model (1968)

A

proposed 3 styles of memory: sensory, short term, and long term. Also had control processess

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26
Q

Baddeley and Hitch working memory (1974)

A

limited capacity stsyem for storage and manipulation of information for complex tasks such as comprehension, learning and reasoning. Brought on by phonological loop, visuospatial sketch pad, and central executive

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27
Q

Structure components of memory

A

1) info enters sensory memory 2) focus on specific info and it enters short term memory 3) rehearse info to keep short term memory 4) memorize and store in long term memory 5) retrieve number from long term memory

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28
Q

Emphasis of working memory

A

deals with active processing

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29
Q

Central executive’s role in working memory

A

makes working memory “work” its the control center of working memory. It is the attention controller: decides how attention is focused and divided, coordinates how information is used by the phonological loop and visospatial sketch pad.

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30
Q

What is Sensory memory and how does it work?

A

Retention for brief periods of time, EX the example of seeing a movie and laughing at something funny?

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31
Q

baddeley’s model of working memory

A

phonological loop- verbal and auditory information, has a limited capacity and holds information for only a few seconds
Central executive- pulls information from long term memory and coordinates activity of the phonological loop and the visuospatial sketch pad
Visuospatial sktech pad- manipulation and temporary storage of visual and spatial information

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32
Q

How working memory differs from STM

A

STM- storage, involved in the transfer of information to and from long long term memory
WM- processing, manipulation of information for complex task

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33
Q

Difficulties of having STM problems

A

Delayed-response task, tested in monkeys. They have to hold information in their working memories, but with damage to the prefrontal cortex, they can only do this successfully about 50% of the time,

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34
Q

Learning activities working memory is involved in

A

comprehension, learning and reasoning

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35
Q

Persistence of vision

A

continued perception of visual stimulus even after it’s no longer there. Persistence lasts for a fraction of a second

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36
Q

How chunking can improve STM

A

chunking is a collection of elements strongly associated with one another but weakly associated with elements in other chunks.

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37
Q

Identify an example of detailed long term memory

A

anything past STM, so more than 30 seconds. Could be a memory from an hour ago, or from that one time a long time ago

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38
Q

The relationship between classical conditioning and implicit memory

A

they are related because they can cause one another.

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39
Q

personal significance can make semantic memories easier to remember how?

A

semantic memories are able to be binded with information that is already very familiar to you, therefore making them easier to remember

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40
Q

Difference between procedural, semantic, and working

A

Procedural-limited capacity system for temporary storage and manipulation
semantic memory- memory of facts, a portion of long term memory that processes ideas and concepts not drawn from personal experience, sound of letters names of colors, and capitals
Working- limited capacity system for temporary storage and manipulation

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41
Q

Characteristics of implicit memory

A

occurs when learning from experience is not accompanied by conscious remembering. Procedural memory, priming, and classical conditioning involve implicit memory.

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42
Q

What is semantic memory?

A

memory for facts, such as the name and location of a coffee shop

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43
Q

difference between episodic and semantic memory

A

Episodic- memory for specific personal experience, involving mental time travel back in time
Semantic memory- not drawn from personal experience, it is facts and concepts that are often common knowledge

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44
Q

When does priming occur?

A

priming occurs when the presentation of one stimulus (priming stimulus) changes the way a person responds to another stimulus (test stimulus)

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45
Q

Repetition Priming

A

Occurs when the test stimulus is the same as or resembles the priming stimulus EX: seeing the word cat may cause you to respond more quickly to a later presentation of the word cat, even if you do not remember seeing the word.

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46
Q

Function of the hippocampus

A

Hippocampus is involved in maintaining novel information in memory during short delays. Plays a role in STM and LTM

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47
Q

Ex of coding

A

seeing a face and committing it to memory

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48
Q

what is episodic memory?

A

memory for specific personal experiences, involving mental time ravel back in time to achieve a feeling of reliving the experience.

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49
Q

Explicit vs implicit memories

A

Explicit- memories we are aware of

Implicit memories- memories we are not aware of

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50
Q

Encoding

A

transferring to long term memory

51
Q

levels of processing theory

A

memory depends on depth of processing an item receives. Both shallow and deep levels of processing

52
Q

Elaborative Rehearsal

A

using meanings and connections to help transfer information to LTM

53
Q

Shallow processing

A

little attention to meaning, focus on physical features, poor memory

54
Q

Linking words to yourself

A

improves memory by utilizing self reference effect

55
Q

generating information

A

generating material on your own improves memory, call the generation effect

56
Q

retrieval cues

A

encoding specificity-we learn information together with its context
Stat dependent learning- learning is associated with a particular internal state

57
Q

Consolidation

A

transforms new information from fragile state to more permanent state

58
Q

Standard model of consolidation

A

retrieval depends on hippocampus during consolidation; after consolidation hippocampus is no longer needed

59
Q

Types of amnesia

A

Retrograde amnesia- loss of memory for events prior to the trauma
graded amnesia- memory for recent events is more fragile than for remote events

60
Q

Make it stick

A

Elaborate- associate what you are learning to what you already know
Generate and test- the generation effect (the idea that information is better remembered if it is generated from one’s own mind rather than simply read)
take breaks- memory is better for multiple short study sessions (spacing effect), consolidation is enhanced if you sleep after studying
Avoid the “illusion of learning” familiarity does not mean comprehension
Don’t pull all nighters

61
Q

Properties of language

A

Major elements of language- comprehension: how people understand spoken and written language.
Speech production: how people produce language
Representation: how language is presented in mind and brain
Acquisition: how people learn language
Its creative, hierarchial structure, governing rules, and universality.

62
Q

BF skinner and behavorism

A

proposed that language is learned through reinforcement

63
Q

Phoneme

A

the smallest unit of sound in a given language that can be recognized as being distinct from other sounds in the language; combine to form words

64
Q

Language development across cultures

A

there is evidence that a culture’s language can influence the way people perceive and think.

65
Q

Lexical decision task

A

quickly deciding between a word or non-word

66
Q

Word frequency effect

A

we respond more rapidly to high frequency words that we hear a lot versus low frequency words

67
Q

Realm of conversational speech

A

within the realm of conversational speech, context refers to the meaning of the conversation

68
Q

Syntax

A

associated with grammar. Sentence level structure of language that connects words and ideas; includes rules for constructing different types of sentences

69
Q

what would a person with Broca’s aphesia suffer with?

A

slow, labored ungrammatical speech. Speak in short sentences and often omit words

70
Q

Late closer

A

in parsing, when a person encounters a new word the parser assumes the word is part of the new phrase

71
Q

Syntax first approach to parsing

A

as people read a sentence, their grouping of words into phrases is governed by a number of rules that are based on syntax

72
Q

interactionist approach to parsing

A

the idea that information provided by both syntax and semantics is taken into account simultaneously as we read or listen to a sentence

73
Q

Parsing

A

the process by which words in a sentence are grouped into phrases. Grouping into phrases is a major determinant of the meaning of the sentence

74
Q

define language

A

a system of communication using sounds or symbols that enables us to express our feelings, thought, ideas and experiences

75
Q

causal inference

A

inferences that the events described in one clause or sentence were caused by events that occurred in previous sentence. EX: she took asprin. her headache went away

76
Q

Unique or creative about the human language

A

it can create messages that have never been written or spoken. It’s hierarchical and governed by rules

77
Q

coherence

A

the representation of the text in a person’s mind so that information in one part of the text is related to information in another part of the text

78
Q

what does solving “maier’s two strings” problem represent?

A

solving the problem represents the idea that restructuring representation of how to achieve a problem leads to faster solutions

79
Q

Divergent thinking

A

thinking that is open ended and has a large number of potential solutions

80
Q

creative problem solving

A

innovative thinking, new connections for existing ideas

81
Q

analogical paradox

A

Participants in psychological experiments tend to focus on surface features in analogy problems, whereas people in the real world frequently use deeper, more structural features, the study of this is achieved by a technique called vivo research

82
Q

“invivo problem solving”

A

technique involves observing people determine how they solve problems in real world situations. this technique’s advantage is that it captures thinking in naturalistic settings. A disadvantage is that it is time consuming and difficult to isolate and control the variables

83
Q

analogical encoding

A

the process by which two problems are compared and similarities between them are determined

84
Q

think out loud protocol

A

where subjects are asked to say out loud what they are thinking while solving a problem. They do not describe what they are doing, but instead verbalize new thoughts are they occur. One goal is to determine what information the person is attending to while solving a problem.

85
Q

insight

A

the sudden realization of a problem’s solution

86
Q

Differences between experts and novices in problem solving

A

Experts have higher and faster success rate. Experts tend to have more information and knowledge about their field of study and this knowledge is organized differently. However when the problem isn’t in the experts field of expertise, they don’t perform well.

87
Q

functional fixedness

A

type of fixation that works against solving a problem. Focusing on familiar uses of an object

88
Q

means-ends analysis

A

problem solving strategy that seeks to reduce the difference between the initial and goal states. Achieve subgoals and accomplish big goals

89
Q

explain analogical encoding

A

a technique in which people compare two problems that illustrates a principle. This technique is designed to help people discover similar structural features of a case or problem.

90
Q

Cognitive psych

A

refers to the mental processes, such as perception, attention, and memory, that are what the mind does.

91
Q

behaviorism

A

the approach that states that observed behavior provides the only valid data for psychology

92
Q

Wundt

A

had the first psych lab, in leipzig germany

93
Q

structuralism (wundt)

A

experience is determined by combining elements of experience called sensations

94
Q

analytic introspection (wundt)

A

participants trained to describe experiences and thought processes in response to stimuli

95
Q

Ebbinghaus

A

Savings curve- the plot of savings vs time after original learning.
Savings- measure used by ebbinghaus to determine the magnitude of memory left from initial learning. Most memory is lost in the first two days.

96
Q

Pavlov

A

classical conditioning (john watson). The pairing of a neutral stimulus with a stimulus that elicits a reponse

97
Q

Thorndike

A

law of effect- behaviors change as a result of consequences to actions

98
Q

Watson

A

behavior can be analyzed without any reference to the mind.

99
Q

Skinner

A

operant conditioning - shape behavior by rewards or punishments, behavior that is rewarded is more likely to be repeated, behavior that is punished is less likely to occur

100
Q

positive reinforcement

A

when a desirable or appetitive reinforcer is obtained as a consequence of a response, resulting in an increase in frequency or probability of the response happening

101
Q

negative reinforcement

A

the process of removing an adversive stimulus or negative reinforcer contingent on the response

102
Q

positive punishment

A

presenting a negative consequence after an undesired behavior is exhibited, making the behavior less likely to happen in the future.

103
Q

negative punishment

A

try to think of it as taking away a certain desired item after the undesired behavior happens in order to decrease future responses.

104
Q

Fixed ratio

A

reinforcement contingent on the number of responses, every 5 cars sold equals paycheck

105
Q

fixed interval

A

reinforcement contingent on the amount of time passed, pay check every two weeks

106
Q

variable ratio

A

reinforcement contingent on the average number of responses required to get a response, slot machine

107
Q

variable interval

A

reinforcement contingent on the average time interval which must pass since last reinforcer. ( random quality control checks)

108
Q

shaping

A

the process of taking advantage of the variations that naturally occur in any repeated behavior, a series of successive steps leads to a learned behavior.

109
Q

extinction

A

elimination of a conditioned response

110
Q

Extinction burst

A

often occurs when extinction procedure has just begun. this consists of a sudden and temporary increase in the response’s frequency, followed by the eventual decline and extinction of the behavior targeted for elimination

111
Q

Token economy

A

a system of behavior modification based on the systematic reinforcement of target behavior

112
Q

post reinforcement pause

A

a pause in responding that typically occurs after the delivery of the reinforcer on fixed-ratio and fixed-interval schedules of reinforcement

113
Q

Sensation

A

the process of sensing our environment through touch, taste sight sound and smell

114
Q

perception

A

an experience resulting from stimulation of the senses

115
Q

law of good continuation

A

lines tend to be seen as following the smoothest path

116
Q

law of pragnanz

A

every stimulus pattern is seen so the resulting structure is as simple as possible

117
Q

law of similarity

A

similar things appear grouped together

118
Q

speech segmentation

A

the ability to tell when one word ends and another begins

119
Q

oblique effects

A

people can perceive verticals and horizontals more easily than other orientations

120
Q

likelihood principle

A

we perceive the world in the way that is “most likely” based on our past experiences

121
Q

cocktail party effect

A

focusing on one partial stimulus while filtering out many others

122
Q

automatic processing

A

processing that occurs automatically without intention, uses little cognitive function

123
Q

unconditioned stimulus

A

something that generates a response automatically without any previous training.

Experimental Psychology (2 decks)

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