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Psychology Cognition and Sensation & Perception > Cognition Exam 2 > Flashcards

Cognition Exam 2 Flashcards

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1
Q

Explicit (Declarative) Memory

A

Episodic and Semantic Memory

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2
Q

Episodic Memory

A

Memory of events. This memory has a huge limit (but not limitless). Memory has a time and space component.

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3
Q

Semantic Memory

A

Facts or theory

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4
Q

Implicit (Non-declarative) Memory

A

Skills and Conditioned Responses

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5
Q

Skills Memory

A

How to’s …

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6
Q

Conditioned Responses Memory

A

Habits, etc.

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7
Q

What factors determine what gets into long-term memory? (aka encoding)

A

Thinking (thinking about meaning or depth of thought) Effort/desire to learn repetition congruence

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8
Q

Primacy Effect

A

Remembering the beginning of information

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9
Q

Recency Effect

A

Remembering the most recent of information

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10
Q

Depth of Processing

A

Refers to thinking about meaning and how the to-be-remembered material relates to things that you already know.

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11
Q

Why is deeper processing better than shallow?

A

Deep better because deeper processing is easier to remember (i.e. thinking about meaning through meaningful questions: “why?” for example). While shallow processing is thinking about physical characteristics.

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12
Q

Elaboration

A

Going deeper into the meaning of a principle. Another word for this term is expounding. This helps the term stick when deep meaning is thought of.

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13
Q

Distinctiveness

A

Has to do with making the term stick via making the term different, unique, or “distinct” in ones mind. This helps with deeper processing of ideas and principles because the more distinct something is, the deeper in processing it will go. (such as, emotional events)

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14
Q

Flashbulb Memory

A

Memory for a very specific event. High emotions (ex. 9/11)

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15
Q

Congruence

A

can you fit this new info into what you already know? can you fit it into prior knowledge? (i.e. make sense of it with prior knowledge) In that way congruence is good for memory.

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16
Q

How does prior knowledge help with memory?

A

Reduces what we must remember. Guides the interpretations of details. Makes the unusual stand out.

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17
Q

Schema

A

A memory representation of a type of event, characteristics are generally true of the event, not of a specific event.

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18
Q

What do Schemas do during encoding?

A

Schemas make atypical things stand out.

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19
Q

What do Schemas do during retrieval?

A

Schemas make it seem likely that typical things happened, even if they didn’t.

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20
Q

Free Recall entails what?

A

recall Context (time and place) - (essay portion explaining concept)

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21
Q

Cued Recall entails what?

A

recall Context - partial info given. (fill in the blank)

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22
Q

Recognition entails what?

A

recall Context - ALL info. given. (multi. choice)

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23
Q

Forgetting Curve: what is it and who first found it?

A

The curve follows a log scale. Meaning, much is forgotten immediately, but the forgetting rate plateaus and slows down. Ebbinghaus first found this curve via his experiments memorizing nonsense syllables.

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24
Q

Retroactive Interference

A

when learning of new information interferes with the retrieval of old information. i.e. timing matters. This is the most likely reason we forget info.

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25
Q

Proactive Interference

A

Old information prevents us from learning new information.

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26
Q

Deep Processing

A

Being familiar with material in the context of meaning

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27
Q

Shallow Processing

A

No meaning to yourself personally

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28
Q

Ribot’s Law

A

dealing with retrograde amnesia; cant recall previous memories prior to onset of amnesia. (closer = worse; further back = better)

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29
Q

Anterograde Amnesia

A

No new memories

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30
Q

Retrograde Amnesia

A

Previously formed memories are being “destroyed”

31
Q

Explicit Memory

A

Declarative memory: Episodic and Semantic

32
Q

Implicit Memory

A

Skills and Conditioned Responses

33
Q

Metacognition

A

understanding our choices. Aka: thinking about our thinking or the idea of controling ones thoughts.

34
Q
A
35
Q

Addressing System

A

not really true with memory due to “near misses” and the fact that it doesn’t take longer to retrieve info. when we learn more. Really, your memory provides relevant facts to process scenarios you’ve never encountered before.

36
Q

Category

A

In order to form a model: lots of comparisons/categories. Based on concepts or ideas.

37
Q

Levels of Typicality

A

ALL are experience dependent. Direct relation to Categories. -Superordinate = biggest (more general) -Basic = Middle -Subordinate = smallest (more specific)

38
Q

Exemplar

A

particular instances within a category

39
Q

Typicality Effects

A

how you reason and how quickly you can categorize. Especially to new instances.

40
Q

Similarity Model

A

Comparison between new and preconceived notion

41
Q

Semantic Network Model

A

Like Mind Map - links between semantic properties and based on how closely elements are related.

42
Q

False Memory - who found it? and what is it called?

A

Sir Fredrick Bartlett. Schemas affect memory through semantic processing. i.e. will change memroy to fit what you already know/understand. The change from true to false memory is called the DRM effect.

43
Q

Mental/Visual Imagery

A

-Solely top-down processing -Exists for all senses

44
Q

Analog Perspective

A

Mental images formed in our minds and represent the physical features that we perceive when we experience the stimulus - theory supported by active brain regions in visual imagery.

45
Q

Propositional Perspective

A

Mental images stored in abstract, language-like form that does not physically resemble the original stimulus (ambiguous figures)

46
Q

Auditory Imagery

A

tamber - nasal v. brilliancy. Same correlation in time taken to differentiate. lion roar v. bell ringing - high v. low sound in auditory imagery and takes longer than similar sounds.

47
Q

Cognitive Map

A

Geographical representation in minds eye

48
Q

Who gave evidence for Cognitive Maps?

A

E.C. Tolman - rats maze

49
Q

Border Bias

A

refers to the error we make when locations on different sides of a boarder seem farther apart

50
Q

Same - Category Heuristic

A

Opposite of Boarder Bias. Meaning, objects within a similar category are perceived as closer than object in different categories.

51
Q

Landmark Effect

A

Landmarks seem closer than non-landmark locations. Why? familiarity v. unfamiliarity

52
Q

90-degree-angle-heuristic

A

Represent intersections as close to 90 degrees as we can

53
Q

Heuristics

A

Rule of thumb. Based on rational principles and leads to shortcuts

54
Q

Rotation Heuristic

A

Tilted objects are remembered as more vertical or horizontal - only happens with same map/group/country/coast

55
Q

Alignment Heuristic

A

Geographic structures are more lined up - happens with different groups.

56
Q

Spatial Framework Model -rate in priority

A

1st priority - above/below 2nd priority - front/back 3rd priority - right/left

57
Q

Hippocampus Spatial Cell Types - Mouse Development via Grid, Place, Boundary, Head Direction

A

Head Direction then Place then Boundary then Grid

58
Q

Place Cells

A

Fire in a specific space in the rat maze

59
Q

Head Direction Cells

A

Depending on where the rats head is pointing, the neurons fire.

60
Q

Grid Cells

A

Respond in multiple locations certain distances apart. Grid is consistent (direction, speed, etc. dont matter) Relationships between places matter.

61
Q

Brain Region of Episodic Memory

A

Hippocampus

62
Q

Brain Region of Skill (procedural) memory

A

Basal Ganglia

63
Q

Brain Region of Priming

A

Sensory Cortex of the priming stimuli’s sensation (ex: visual priming would involve the visual cortex, aural priming would involve the auditory cortex, etc.)

64
Q

Brain Region of Classical Conditioning (emotional)

A

Amygdala

65
Q

Brain Region of Classical Conditioning (skeletal)

A

Cerebellum

66
Q

What are some real-world examples of conditioning?

A

Commercials/Advertising

67
Q

Serial Position Effect

A

Combination of Primacy and Recency Effects; we remember beginning and ends of series better

68
Q

Prototype

A

What you compare the exemplar to in order to categorize the object/exemplar. The end result is the overarching rule of thumb and boxes to check off in order to categorize the object correctly.

69
Q

Ad Hoc Categories

A

Called ad hoc because its assumed that you dont have a prototype for them but form them on the fly.

70
Q

Exemplar Model

A

Accounts for the fact that you can recognize specific objects, not just the prototypical object.

71
Q

Infantile Amnesia

A

Although infants can remember, older children and adults have difficulty remembering events from before age 3

72
Q

The Reminsence Bump

A
73
Q

Consolidation

A

process of stabilizing a memory trace after the initial acquisition. It may perhaps be thought of part of the process of encoding or of storage, or it may be considered as a memory process in its own right.

74
Q

Object Permanence

A

Objects exists even though it cannot be seen by the viewer. (ex: magician, babies and peek-a-boo, etc.)

Psychology Cognition and Sensation & Perception (1 decks)

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