cognitive terms Flashcards
Multi Store Model
One model of memory is the “Multi-Store Model.” This model separates memory into sensory, short-term and long-term memory. The model argues we are bombarded by sensory stimuli. When we pay attention to the stimuli, they pass through sensory memory and into short-term memory. Information is held until either other information displaces it or, if we rehearse it, it is moved to long-term memory. When we remember something, information is moved from long-term memory back into short-term memory so that it can be used.
Working Memory Model
The WMM proposes that the “central executive” allocates data to sub-systems based on modality – either auditory or visual sensory information. Auditory information goes to the phonological loop for processing and visual and spatial information is processed in the visuospatial sketchpad. Like the Multi-Store Model, the WMM argues that STM is limited in both capacity and duration and must be rehearsed in order to be transferred to Long term memory. Later, Baddeley added the “episodic buffer” to the model; this is a temporary store that integrates information from the other components and maintains a sense of time so that events occur in a continuing sequence.
Dual Process Model of Thinking and Decision Making
One theory of thinking and decision-making is the Dual Processing Model: Two types of thinking to handle information and complex tasks - system 1 and system 2 thinking.
System 1 thinking: process is fast, automatic and based on previous experience. As we practice something, it moves from requiring system 2 thinking to system 1 thinking (e.g. tying shoelaces). However, we prefer to use system 1 thinking as we are cognitive misers. System 1 thinking uses mental shortcuts called heuristics.
System 2 thinking is slower, more deliberate and effortful, but also less prone to mistakes. Used in unfamiliar situations when our system 1 thinking is not sufficient.
Schema Theory
A schema is a mental representation that helps us to understand and predict the world that we live in. It is the way we organize categories of information and the relationships among them. Schema influence attention and learning, suggesting that learning is a combination of accommodation (when we change schema based on new information) and assimilation (when we add change information to fit existing schema). We tend to notice things that are in line with our schema and there is the possibility that we forget or distort memories of things that are not in line with our schema.
Reconstructive Memory
Information processing in schema theory
Top-down: Prior schema acting as a filter to process information
Bottom-up: Completely new information. No prior schema exists to filter information.
Organize knowledge, assist recall, guide attention + behavior, make predictions, make sense of current experiences, simplify reality, set expectations, create perceptions, stereotypes and gender roles
Can be responsible for biases as well as prejudices.
Reconstructive memory from prior schema affecting memory recall - inconsistencies in narratives filled up by schema
Confirmation Bias
explain schema first
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A schema is a mental representation that helps us to understand and predict the world that we live in. It is the way we organize categories of information and the relationships among them. Schema influence attention and learning, suggesting that learning is a combination of accommodation (when we change schema based on new information) and assimilation (when we add change information to fit existing schema). We tend to notice things that are in line with our schema and there is the possibility that we forget or distort memories of things that are not in line with our schema.
Flashbulb Memory
FBM theory also have unique features distinguishing/that differ them from other memories in that they are more vivid, detailed, accurate, long-lasting, consistent and easily to remember. This is in contrast to normal memories, which most researchers are believed to be selective, unreliable and malleable (easily changed or distorted).
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When the event happens, the person experiences a highly emotional state, extreme happiness, extreme sadness, etc. The result is that this event is imprinted on the memory.
It can be personal or something that provokes worldwide interest, such as the assassination of President Kennedy in 1963 or the death of Prince Diana in 1997.
Deception
One ethical consideration is the use of deception. Deception is when a participant is not made fully aware of the purpose of a study or is intentionally misinformed.
Deception is often used by researchers to hide the true aim of an experiment.
If participants knew the true aim of the experiment, it may cause them to demonstrate demand characteristics - either to give information they think researchers would want or to behave in ways that make themselves look at their best, something known as the social desirability effect.
Deception is problematic because it undermines the concept of “informed consent.” violating trust between a researcher and a participant. It may increase the chances that a participant would withdraw from the experiment. Therefore, debriefing is an important part of any experiment with deception. It is important that the deception be justified and that the participant be allowed to withdraw data. In addition, debriefing is a chance for the researcher to make sure that there was not harm done as a result of the deception.
research method of one cognitive processes: true experiment
loftus and palmer
to examine the cognitive process of memory (the process of encoding, storing and retrieving information) is Loftus and Palmer’s study aiming to investigate the effect of leading questions on eye witness testimony of an event.
research methods (quasi) brown and kulik
emotion and cognition
Quasi experiments:
One research method used to investigate the effet of emotion on cognition are quasi-experiments.
Unlike in experiments where participants are randomly allocated to conditions to test the causal relationship between the IV and DV, in Quasi-experiments, participants are not randomly allocated to conditions. Pre-existing conditions are analyzed to identify the effect on DV. Quasi and natural experiments do not show direct causation but can imply a causal relationship between IV and DV. It is difficult, however, to control the DV as they are pre-conditions given.
