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Year 1 BSc Psychology > Cognitive 6-10 > Flashcards

Cognitive 6-10 Flashcards

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1
Q

Anterograde amnesia

A

problems remembering new information after memory loss

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2
Q

Retrograde amnesia

A

problems remembering old information from before memory loss

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3
Q

Types of LTM

A

PROCEDURAL (Implicit), SEMANTIC and EPISODIC (declarative/explicit)

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4
Q

What are the two types of declarative ltm?

A

Episodic and Semantic

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5
Q

What does episodic memory entail?

A

events

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6
Q

what does semantic memory entail?

A

objects, word meanings, facts, people

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7
Q

How doe we know episodic and semantic memories are separate?

A

patients with amnesia often forget events but have less problems remembering meaningful info

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8
Q

why is episodic memory prone to errors and illusions?

A
  • too many resources needed to produce a permanent memory
  • we usually access the gist not the full details
  • constructive processes involved in episodic memory related to prediction (forming future plans)
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9
Q

How is episodic memory studied?

A

-recalling (tell me about..’) and recognising tasks (‘did you study ballet’)

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10
Q

How is semantic memory organised?

A

Hierarchal Networks:

  • concepts are represented as nodes
  • Features are associated with each concept
  • Each concept possesses features of higher level concepts in addition to its own features
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11
Q

What is Hierarchal Distance Effect

A

Sentences should take more time to process as the number of levels between the tested concept and specific features increases

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12
Q

Describe the three models to semantic memory

A
  • Network models-hierarchal networks
  • Feature models-feature-based categories
  • Simulation models-previously accumulate embodied experiences
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13
Q

What is procedural memory

A

memory of learned skills

does not involve conscious recollection; reveals itself through behaviour

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14
Q

Define priming/repetition priming (procedural memory)

A
  • increased sensitivity to a stimulus due to prior exposure
  • a way of accessing implicit memory
  • priming is often preserved in amnesic patients with impaired declarative knowledge
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15
Q

Perceptual priming (procedural memory)

A

repeated presentation of a stimulus leads to facilitated processing of its perceptual features (similarity in looks)

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16
Q

Conceptual priming (procedural memory)

A

repeated presentation of a stimulus leads to facilitated processing of its meaning (what it does)

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17
Q

prosodic cues in speech

A

pitch
tone
stress
SPEECH IS MORE AMBIGUOUS THAN TEXT

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18
Q

cues in text

A

punctuation

MAY BE AMBIGUOUS

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19
Q

what are the domains of psycholinguistics

A

Acquisition
Comprehension
Production

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20
Q

levels of representation for PRODUCTION of speech

A
  1. SEMANTIC:meaning of words
  2. SYNTAX: does it make sense
  3. LEXICON:word to use
  4. PHONOLOGY:sound it out
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21
Q

levels of representation for COMPREHENSION of speech

A
  1. PHONOLOGY:sound it out
  2. LEXICON:words used
  3. SYNTAX:does it make sense
  4. SEMANTIC:meaning of words
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22
Q

what does language in cognitive science include? 3 points that interact

A

psychology - linguistics - neuroscience

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23
Q

ways of measuring features of reading

A
  1. lexical decision tasks (is WUG a word?)
  2. naming task
  3. eye-tracking
  4. priming
  5. neuroimaging
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24
Q

models of phonology in reading

A

WEAK PHONOLOGICAL MODEL- phonology IS NOT necessary when reading and understanding meaning
STRONG PHONOLOGICAL MODEL- phonology IS necessary when reading understanding meaning

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25
Q

what is support for weak phonological model?

A

people with Phonological Dyslexia know the MEANING of word but can’t PRONOUNCE it so pronunciation is independent from meaning of words

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26
Q

what is the support for strong phonological model?

A

people made mistakes on homophones (sound the same) so phonological processing took place

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27
Q

when is phonological processing necessary?

A
  • with low-frequency words

- poor readers

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28
Q

How does word processing occur? (holistic)

A

-we recognise the whole word all at once

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29
Q

what are speech processing stages

A
  1. Phoneme identification
  2. syllable identification
  3. word identification
  4. utterance comprehension
  5. meaning integration
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30
Q

what is segmentation?

A

difficulty separating words due to the continuous nature of speech

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31
Q

what may help segmentation?

A
  • possible word constraints:syllables that never appear in a word together in English
  • syllabic stress:first syllable is always stressed
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32
Q

differences between speech and sentence processing

A

SPEECH requires LOW-level processes but SENTENCE processing requires HIGH-level

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33
Q

pragmatics

A

studying how we understand INTENDED meaning

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34
Q

PARSING

A

processing of building an interpretation of a sentence

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35
Q

parser

A

person making sense on the sentence

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36
Q

parse

A

temporarily built interpretation

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37
Q

global-level ambiguities

A

-more than one interpretation for the whole sentence

38
Q

local ambiguities

A

many initial interpretations but when sentence is known, only one interpretation remains

39
Q

garden-path sentences

A

committing to a wrong interpretation of the sentence but later sentence reaches committed interpretation

40
Q

serial model of sentence processing

A
  • SYNTAX->MEANING (arrange words to make a meaning then go back if meaning isn’t correct)
  • many stages
  • deterministic
41
Q

parallel model of sentence processing

A
  • SYNTAX and MEANING occur at the same time while reading

- one stage

42
Q

evidence for serial model of sentence processing

A

people took longer to understand a garden-path sentence because of going over sentence more than once

43
Q

evidence for parallel model of sentence processing

A

people took longer to read a sentence that didn’t make sense showing that understanding is happening during reading

44
Q

strength of serial model of sentence processing

A

-minimal set of principles

45
Q

disadvantage of serial model of sentence processing

A
  • context can influence interpretation early
  • doesn’t account for language difference
  • not flexible/deterministic
46
Q

strength of parallel model of sentence processing

A

-use all relevant information for quick interpretation

47
Q

disadvantage of parallel model of sentence processing

A
  • doesn’t apply to complex sentences

- hardly ever FULLY parallel

48
Q

how does schemas affect discourse?

A

having an idea of the context can allow connected sentences to make sense

49
Q

what is discourse?

A

connecting several sentences

50
Q

explain results of Brewer and Treyens research into Schema relating to sentence processing

A

participants remembered more schema consistent objects, that weren’t in the office.
-falsely remembered items that were there as they EXPECTED them to be there

51
Q

weakness of schemas to explain sentence processing

A
  • too abstract
  • some schemas are untestable
  • dont know when and why we activate our schemas
52
Q

strength of schemas to explain sentence processing

A

-aids text comprehension

53
Q

describe the good enough model of sentence processing

A
  • understanding only needs to be good enough

- heuristics are applied to speed up/simplify interpretaion

54
Q

describe the 2 parts of the parallel model of sentence processing

A

MANY interpretations are used

-CONTEXT is applied asap to gain quick understanding

55
Q

sentence production

A

study that is interested in how people select between available options when they produce sentences

56
Q

how doe produce speech?

A
  • speaking or writing
  • monologue/dialogue/multilogue
  • things we perceive(in the moment) or that are displaced(memories)
  • 3 words per second, <1 error per 1000 words
57
Q

what is the difference between speech production and speech comprehension

A
  • comprehension is active:can predict what people/measurable

- Production is passive: hard to predict what people will say/more variable/production is always from scratch

58
Q

models of speech production have 3 stages in common. what are they?

A
  1. CONCEPTUALIZATION:speaker forms idea about what they want to say
  2. FORMULATION:speaker selects word and arranges them syntatically
  3. ARTICULATION:speaker uses motor programs for overt articulation
59
Q

name the general models of speech production

A
  1. MODULAR vs INTERACTIVE
  2. HOLISTIC vs INCREMENTAL
  3. SERIAL vs PARALLEL
60
Q

what is the evidence for speech production?

A

evidence comes from speech errors

61
Q

what do speech errors inform us about?

A
  • categories of speech that are affected (phoneme/words/phrases)
  • how far ahead people plan their sentences (word exchanges)
62
Q

most common speech errors

A

word-exchange errors

phoneme errors

63
Q

what are the predictions of SERIAL MODEL OF SPEECH PRODUCTION

A

CLOSED production system and all stages are INDEPENDENT from each other (message, lemma, assembly)

64
Q

FROMKIN’S 5 stages of speech production (serial model)

A
  1. MESSAGE
  2. SYNTAX (WORD ORDER)
  3. INTONATION
  4. WORD SELECTION (component and function)
  5. PHONOLOGY
65
Q

LEVELT’S 3 stages of speech production (serial model)

A
  1. MESSAGE
  2. Lemma and Assembly (WORDS TO USE AND ORDER)
  3. ARTICULATION
66
Q

evidence for serial model of speech production

A 
limited class exchanges
units are often exchanged which the same units which suggests that each stage is separate
67
Q

what are the predictions of PARALLEL MODEL OF SPEECH PRODUCTION

A

OPEN production system; stages AREN’T INDEPENDENT SO EACH STAGE CAN affect EACH OTHER

68
Q

Describe the Spreading Activation Model of speech production (parallel model) produced by Dell

A
  • PARALLEL AND INTERACTIVE:stages work together
  • INSERTION RULES:items are selected based on their activation level
  • CATEGORICAL RULES:interaction between stages is determined by interaction rules
69
Q

what is the supporting evidence for parallel models of speech production?

A
  • MIXED ERRORS shows INTERACTION between stages: saying one thing while meaning another
  • ANTICIPATION ERRORS:a unit occurs in the right place but earlier in the utterance showing they had PLANNED to say a certain word
70
Q

WHAT IS THE EVALUATION FOR BOTH SENTENCE PRODUCTION MODELS

A
  • much of existing evidence supports the serial model of speech production BUT there are still holes
  • it may be that serial and parallel models work together depending on the features of the context
71
Q

what is Broca’s aphasia

A

NON-FLUENT speech but make sense

-intact speech comprehension BUT problems with speech production

72
Q

what is Wernicke’s aphasia

A

FLUENT speech but lacks meaning

-problems with speech comprehension BUT intact speech production

73
Q

other types of aphasia

A
  1. ANOMIA=an impaired ability to NAME objects (PROBLEMS WITH LEMMA IN LEVELT’S THEORY)
  2. JARGON APHASIA=speech grammatically but use made-up words; have problems with severe problems with comprehension
74
Q

evidence from aphasia evaluated

A

patients with aphasia often have problems with one part of speech but not another which suggests stages of speech are separate

75
Q

what are the similarities between speaking and writing

A
  1. planning the concept
  2. combination of linguistic stages
  3. patients with aphasia have deficits in both speaking and writing
76
Q

5 differences between reading and writing

A
  1. speaking is 5 times faster than writing
  2. speakers have less planning time
  3. easier to repair writing
  4. prose is important in speaking than writing
77
Q

processes in writing

A
  1. planning (ideas)
  2. sentence generation (produce sentences)
  3. revision (revising what has been writing)
78
Q

processes in planning to write

A
  1. CONCEPTUAL KNOWLEDGE:info about concept
  2. SOCIO-CULTURAL KNOWLEDGE:info about social background
  3. METACOGNITIVE KNOWLEDGE:info of the meaning
79
Q

what do we know about sentence generation

A
  • gap between planning and actual writing of sentences is BIGGER in writing than in speaking
  • there are individual differences in writing (experts use more words than average writers)
80
Q

what do we know about sentence revision

A
  • expert writers devote more time to revising than non-experts
  • experienced writers are more concerned with meaning and coherence
81
Q

two-route model of spelling

A

LEXICAL ROUTE:accessing detailed information about the word:-used for familiar words
NON-LEXICAL ROUTE:converting sounds into letters:-used for unfamiliar words

82
Q

evidence for the two-route model: lexical and non-lexical routes of spelling

A

Phonological Dysgraphia have problems spelling unfamiliar words due to damage to non-lexical route
Surface Dsygraphia have problems spelling familiar words so damage to lexical route

83
Q

judgements

A
  • how people estimate the likelihood of something happen

- can be right or wrong

84
Q

decision making

A

processes involved in deciding on a course of action

no correct decision

85
Q

Bayes’ theroum

A

calculates the likelihood of a hypotheses being correct
PRIOR ODDS:before data is obtained
LIKELIHOOD RATIO:data after

86
Q

what does the Taxi Cab Problem prove about human judgement system

A

humans only take into account the newest information rather than old

87
Q

what are heuristics?

A

judgement strategies that tend to provide a correct solution

88
Q

representativeness heuristics

A

more or less likely to happen based on what is typical of an event

89
Q

availability heuristics

A

judge based on the frequency of events; what we perceive

90
Q

support for heuristics

A
  • we used short cuts for decision making

- influences decision-making

91
Q

disadvantage for heuristics

A

-cant find a specific area of the brain that calculates heuristics

Year 1 BSc Psychology (10 decks)

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