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UM Classes > CogPsych Exam 3 > Flashcards

CogPsych Exam 3 Flashcards

1
Q

conceptual knowledge

A

knowledge that allows us to recognize objects and events

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2
Q

concept

A

mental representation of a class or individual

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3
Q

categorization

A

the process by which things are placed into categorical groups

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4
Q

why are categories essential?

A

allow us to quickly understand/recognize things

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5
Q

3 ways we categorize things

A

definitional approach, prototype theory, and exemplar theory

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6
Q

hierarchical organization of categories

A

global (superordinate) —> basic —> specific (subordinate)

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7
Q

hierarchical organization is

A

relative for each person depending on their expertise in the subject

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8
Q

semantic networks

A

represent how concepts are organized in the mind; hierarchal w/ most general at the top

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9
Q

the part of a semantic network that represents a category/concept

A

node

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10
Q

cognitive economy

A

shared properties for different categories are stored at “higher level” more general nodes to conserve space

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11
Q

collins and quillion’s semantic network

A

reaction time to a stimuli should take longer depending on how many “nodes” you have to travel; was not supported from sentence verification studies

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12
Q

spreading activation

A

when a node is activated, the activity spreads among the connected links (essentially what priming is!)

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13
Q

prototype categorization

A

a typical category member represents an “average” case; we compare to our prototype

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14
Q

advantages to prototype categorization

A

verify things faster, better for large categories, shows stronger priming effects

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15
Q

exemplar categorization

A

an actual member of the category that a person has encountered in the past represents the exemplar

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16
Q

advantages to exemplar categorization

A

handles atypical cases better than prototypes; explains the same effects as the prototype approach

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17
Q

who hypothesized the hierarchal levels of categorization

A

Rosch

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18
Q

importance of basic level categories

A

they provide a good balance between being informative and still specific

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19
Q

critique of semantic network model

A

doesn’t predict typicality effects, there’s little evidence of cognitive economy, and “reverse distance effects” exist

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20
Q

reverse distance effects

A

“a cat is an animal” is verified faster than “a cat is a mammal” despite cat to animal being a further distance

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21
Q

connectionist model

A

computer models that simulate cognition in real brain networks

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22
Q

4 elements of a connectionist model

A

input (to receive), hidden units (to receive), output units, and connection weights (to determine if theres activity in the next unit)

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23
Q

back propagation

A

an error signal transmitted back through the circuit-changes connection weight until there is no more error signal

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24
Q

the connectionist approach also explains

A

the generalization of learning, and the “graceful degradation” of machines and the human mind

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25
Q

approaches to categories in the brain

A

multiple factor/property cluster, semantic category, hub and spoke model, sensory functional, and embodied

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26
Q

multiple factor (property cluster) approach

A

how concepts are differentiated from each other in terms of various kinds of properties (color, motion, action)

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27
Q

semantic category approach

A

we have specific neural circuits in the brain for specific categories

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28
Q

hub and spoke model

A

areas of the brain that are associated with specific functions are connected to the anterior temporal lobe, which serves as a hub that integrates the info from these areas

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29
Q

sensory functional approach

A

our ability to differentiate living things and artifacts depends on a semantic memory system; animals are categorized by sensory info and objects by function

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30
Q

embodied approach

A

our knowledge of concepts is based on reactivation of sensory and motor processes that occur when we interact with the object

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31
Q

what is mental imagery?

A

experiencing a sensory impression w/o sensory input OR having imagery in various sense modalities (hearing, taste, etc)

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32
Q

visual imagery

A

the most common/researched form of mental imagery (“seeing” in the absence of visual stimulus)

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33
Q

Wundt’s 3 basic ideas of consciousness

A

sensations, feelings, and images

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34
Q

imageless thought debate

A

-aristotle: thought cannot happen without imagery
-galton: thought CAN happen without imagery
-smallwood: people can have imageless thought

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35
Q

fundamental questions of imagery

A

do imagery and perception share the same mechanisms? can we “scan” visual images the same way we scan actual objects?

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36
Q

Pylyshyn’s thoughts

A

since it is unclear if imagery is spatial (image) or propositional (words to describe)- pylyshyn believed imagery is propositional bc ppl use tacit knowledge when doing imagery tasks

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37
Q

paivio’s early cognitive paradigm

A

ppl studied pairs of words & used one of the words as a recall cue
findings: did better if the words were concrete NOUNS (conceptual peg hypothesis)

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38
Q

shepard and meltzer mental rotation task

A

asking ppl to rotate objects in their mind and ask if they were the same
findings: reaction time increased linearly with the angle of rotation

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39
Q

kosslyn’s boat scanning

A

people were told to memorize a boat image and “look” for another part of the boat in their mind
findings: people took longer to scan further distances as if they were moving in real life

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40
Q

kosslyn island scanning

A

in response to criticism, kosslyn repeated his boat experiment with an island
findings: still took longer to scan between greater distances; supports that imagery and spatial perception are similar

41
Q

finke and pinker’s dot display

A

4 dots were shown and people were asked if an arrow pointed towards the previously seen dots
findings: longer reaction time with longer distance between dots and arrows (supports spatial imagery idea)

42
Q

kosslyn’s zooming study

A

an elephant next to a rabbit and a rabbit next to the fly; people could report more details if the rabbit was bigger

43
Q

perky (1910)

A

an experiment where ppl confused imagined images with faintly projected images

44
Q

farah (1985)

A

an H or T was faintly projected in front of people and they “imagined” what they saw

45
Q

evidence for similar processes between perception and imagery

A

the same neurons respond to real and IMAGINED images, visual areas play a role in both processes

46
Q

transcranial magnetic stimulation (TMS)

A

gives evidence for differences in areas for imagery and perception
2) activation for real stimuli is much stronger in visual cortex
3) less activity for sensory areas with imagined images

47
Q

neuropsychological case studies

A

-patient with removed right occipital lobe had reduced the size of perceptual and image visual fields
-patient with neglect would also neglect visual imagery

48
Q

patient dissociations between imagery and perception

A

-C.K impaired perception, but not imagery
-R.M impaired imagery, but not perception

49
Q

behrmann (1944) conclusions

A

visual perception is a bottom up process, imagery is a top down process

50
Q

perception is

A

automatic and stable; BOTTOM UP

51
Q

imagery is

A

forgetful and fragile; TOP DOWN

52
Q

what is a “problem?”

A

an obstacle between a present state and a goal that does not have an immediate solution

53
Q

gesalt problem solving framework

A

1) represent the problem in the mind
2) restructure the problem
3) insight

54
Q

what is insight

A

a sudden realization of a solution, compared to NONINSIGHT which is a gradual process

55
Q

metcalfe and wiebe (1987)

A

insight problems should not produce a feeling of “getting warmer”

56
Q

information processing approach (simon and newell)

A

uses operators to transform an initial state into a goal state (tower of hanoi)

57
Q

problem solving experiments

A

-duncker’s candle problem (1945)
-maier’s 2 strings problem (1939)
-kaplan and simon mutilated checkerboard & the russian marriage problem (1990)
-water jug problem

58
Q

fixation

A

focus on an aspect that prevents you from arriving at a solution

59
Q

functional fixedness

A

restricting use of an object to familiar functions (aka a mental set); applying past solutions to current problems

60
Q

duncker’s radiation problem

A

demonstrated analogous problem solving, if the were given the fortress story they came to a solution faster

61
Q

gick and holyoak

A

youre more likely to solve the problem if you look at structural similarities

62
Q

expert

A

an individual thats better at noticing structural similarities

63
Q

experts tend to:

A

-possess more knowledge about their fields
-analyze problems using structural features more
-spend more time analyzing problems (but solve faster overall)
***are ONLY EXPERTS IN THEIR AREA though

64
Q

creative problem solving involves

A

-innovative thinking
-novel ideas
-new connections between existing ideas
-divergent thinking

65
Q

practical creativity often involves

A

analogical transfer (ex: the creation of velcro)

66
Q

4 steps of practical creativity

A

-problem generation
-problem formulation
-problem solving
-solution implementation

67
Q

how do we generate creative ideas

A

too much experience can actually hurt (limits divergent thinking), brainstorming!!

68
Q

why are some ppl more creative?

A

maybe some forms of mental illness?? idk we don’t really know

69
Q

judgement

A

calculating a target content along a given dimension

69
Q

latent inhibition

A

the ability to screen out irrelevant stimuli; reduces creativity

70
Q

decision

A

the process of making choices between alternatives

71
Q

reasoning

A

the process of drawing conclusions based on evidence

72
Q

judgements, decision, and reasoning all

A

happen concurrently

73
Q

how do we make judgements

A

inductive and deductive reasoning

74
Q

inductive reasoning

A

assuming something is true based on our past experiences

75
Q

deductive reasoning

A

making an inference based on many pieces of evidence (think scientific method)

76
Q

heuristics

A

rules of thumb we use bc we cant constantly check all our deductive inferences

77
Q

2 classic heuristics (tversky ad kahneman)

A

availability and representativeness

78
Q

availability heuristic

A

easily remembered events are seen as more probable

79
Q

availability bias

A

we overestimate the likelihood of dramatic/newsworthy events

80
Q

representativeness heuristic

A

a is assumed to belong to b if a has more properties associated with B

81
Q

representativeness bias

A

ignores base rates (or what is more likely)

82
Q

conjunction fallacy

A

you’re more likely to ignore the actual likelihood of something occurring based on given information (think linda the feminist bankteller)

83
Q

confirmation bias

A

favoring info that supports our beliefs/hypothesis- to test our hypothesis we should actually look for DISPROVING info, not confirming info

84
Q

myside bias

A

tendency to generate/evaluate evidence in favor of our own opinions and attitudes; when people are challenged on their views they just become more confident

85
Q

dunning-krueger effect

A

the uninformed are overconfident, the well informed are underconfident

86
Q

what is a decision

A

choosing a course of action between alternatives

87
Q

classic approach to decisions: expected utility theory

A

assumes people are rational, predicts decisions are made based on maximum expected utility

88
Q

expected emotions

A

also affect our decisions, we think we’ll feel happier when we win and awful if we lose

89
Q

current context affects choices

A

-weather and admissions decisions
-judicial parole and lunch breaks
-organ donor opt in vs opt out

90
Q

deductive reasoning includes what aspect of reasoning

A

determining weather a conclusion logically follows from premises (syllogism)

91
Q

watson 4 card problem

A

an example of a syllogism, people did worse with abstract problems than they did with concrete terms

92
Q

evolutionary perspective on cognition

A

there could be “everyday” watson tasks governed by built in cognitive programs to prevent cheating

93
Q

dual systems of thinking (kanheman)

A

1) fast, intuitive, unconscious, automatic
2) slow, reflective, conscious, controlled

94
Q

global workspace theory (baars and dehaene)

A

The theater of consciousness-everything is happening all at once “onstage” (cognitive processes you’re aware of) and “offstage” (cognitive processes you’re unaware of)

95
Q

higher order thought theory (rosenthal)

A

originated in philosophy; thoughts are only conscious when you have a thought about being aware of it

96
Q

integrated information theory (tononi)

A

consciousness is a product of being able to integrate information; suggests a quasi-panpsychist model; technically is a measure of intelligence and complexity, NOT awareness

97
Q

tripartite theory (snodgrass)

A

argues 2 forms of consciousness: phenomenal (first order) and reflective (second order); allows for the study of different forms of awareness

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