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GRE Psych > Cognitive Psychology > Flashcards

Cognitive Psychology Flashcards

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GRE® Vocabulary flashcards Psychology 101 flashcards GRE® Psychology flashcards
1
Q

break consciousness down into its elements or specific mental structures

A

Structuralism

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2
Q

report on current conscious experiences

A

Introspection

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3
Q

Reaction time

A

measurement of time elapsed between a stimulus presentation and the subject’s response to it

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4
Q

Brain imaging

A

associate various cognitive processes to various parts of the brain

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5
Q

Eye movements

A

an “on-line” measure of information processing

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6
Q

memorize initial list, rememorize it, subtract the number of trials it took to rememoirze the list from the number it originally took, divide by the original number, and multiply by 100

A

Method of savings (Ebbinghaus)

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7
Q

putting new information into memory

A

Encoding

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8
Q

retaining the information over time

A

Storage

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9
Q

recovery of the stored material at a later time

A

Retrieval

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10
Q

Recall

A

independently reproducing the information that you have been previously exposed to

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11
Q

Recognition

A

realizing that a certain stimulus event is one you have seen or heard before

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12
Q

Recency effect

A

words presented at the end of the list are remembered best

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13
Q

Primacy effect

A

items presented first are also remembered fairly well

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14
Q

model suggests that recall involves the same mental process involved in recognition plus another process not required for recognition

A

Generation-recognition

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15
Q

Clustering

A

when asked to recall a list of words, people tend to recall words belonging to the same category

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16
Q

Several different memory systems exist and each system has a different function; memories enter the various systems in a specific order

A

Stage Theory of Memory

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17
Q

Sensory Memory

A

fleeting impressions of sensory stimuli
Iconic (visual) memory and Echoic (auditory) memory
Information does not last long

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18
Q

Whole-report procedure

A

subjects looked for a fraction of a second to recall as many items as they could

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19
Q

Partial-report procedure

A

subjects looked for a fraction of a second, but were asked to report only one row of letters (identified by a low, medium, or high pitched tone)

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20
Q

Short-Term Memory

A

link between rapidly changing sensory memory and the more lasting long-term memory; encoding based on phonology

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21
Q

constant rehearsing of information

A

Maintenance rehearsal

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22
Q

Long-Term Memory

A

permanent storehouse of experiences, knowledge, and skills; encoding based on meaning

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23
Q

organizing the material and associating it with information already in long-term memory

A

Elaborative rehearsal

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24
Q

remembering how things are done

A

Procedural memory

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25
Q

storage of explicit information

A

Declarative memory

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26
Q

Semantic memory

A

remembering general knowledge

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27
Q

Episodic memory

A

memories for particular events

28
Q

Semantic priming

A

subject has to decide whether a stimulus is a word or a nonword; response time quicker if the two words were semantically related

29
Q

time it takes a subject to respond

A

Response latency

30
Q

Spreading activation model

A

semantic memory is organized into a map of interconnected concepts; key is the distance between concepts (Collins and Loftus)

31
Q

Semantic feature-comparison model

A

semantic memory contains feature lists of concepts; key is amount of overlap in the feature lists (Smith, Shoben, and Rips)

32
Q

Levels-of-Processing (depth-of-processing) Theory

A

How long you will remember material is not what memory system it gets into, but the way in which you process the material; deeper the processing, and the greater the effort, the better memory of the material will be (Craik and Lockhart)

33
Q

focusing on appearance, size, and shape of the information

A

Physical (visual)

34
Q

focusing on the sound combinations words have

A

Acoustical

35
Q

focusing on the meaning of the word

A

Semantic

36
Q

Information can be stored (or encoded) in two different ways: visually and verbally

A

Paivio’s Dual-Code Hypothesis

37
Q

Decay theory

A

if the information in long-term memory is not used or rehearsed, it will eventually be forgotten

38
Q

Inhibition theory

A

forgetting is due to the activities that have taken place between original learning and the later attempted recall

39
Q

what was learned earlier interferes with what you learn later

A

Proactive inhibition

40
Q

forget what was learned earlier as something new is learned

A

Retroactive inhibition

41
Q

assumption that recall will be best if the context at recall approximates the context during the original encoding

A

Encoding specificity

42
Q

recall will be better if you psychological or physical state at the time of recall is the same as your state when you memorized the material

A

State-dependent learning

43
Q

associating information with some sequence of places with which you are familiar

A

Method of Loci

44
Q

prior knowledge and expectations influence recall

A

Bartlett

45
Q

Zeigarnik Effect

A

Tendency to remember incomplete tasks better than completed tasks

46
Q

Mental set

A

tendency to keep repeating solutions that worked in other situations

47
Q

Functional fixedness

A

inability to use a familiar object in an unfamiliar way

48
Q

cognitive ability that results in new ways of viewing problems or situations

A

Creativity

49
Q

Divergent thinking

A

thinking that involves producing as many creative answers to a question as possible (Guilford)

50
Q

Heuristics

A

shortcuts or rules of thumb (Kahneman and Tversky)

51
Q

Availability heuristic

A

use the information most readily available in memory to make our decisions

52
Q

Representativeness heuristic

A

categorizing things on the basis of whether they fit the prototypical, stereotypical, or representative image of the category

53
Q

Base-rate fallacy

A

using prototypical or stereotypical factors rather than actual numerical information about which category is more numerous

54
Q

smallest sound units of language

A

Phonemes

55
Q

smallest units of meaning in a language

A

Morphemes

56
Q

actual word order of the words in a sentence

A

Surface structure

57
Q

underlying form that specifies the meaning of the sentence

A

Deep (abstract) structure

58
Q

tell us how we can change one structure into another

A

Transformational rules

59
Q

Whorfian Hypothesis (linguistic relativity)

A

our perception of reality is determined by the content of language

60
Q

individual differences in intelligence are largely due to variations in the amount of a general, unitary factor

A

Spearman

61
Q

Primary mental abilities

A

Thurstone

62
Q

three aspects to intelligence: componential, experiential, and contextual

A

Sternberg’s triarchic theory

63
Q

Theory of multiple intelligences

A

Gardner

64
Q

Fluid intelligence

A

ability to quickly grasp relationships in novel situations and make correct deductions from them; increases through adolescence before declining with advanced age (Cattell)

65
Q

Crystallized intelligence

A

ability to understand relationships or solve problems that depend on knowledge acquired as a result of schooling or other life experiences; increases throughout lifespan (Cattell)

66
Q

intelligence as measured by IQ tests was almost entirely genetic in nature

A

Jensen

GRE Psych (9 decks)

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