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Cognitive Psychology > Consciousness > Flashcards

Consciousness Flashcards

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1
Q

Conscious choices can be flawed because we do not have unlimited mental capacity.

True or False?

A

True

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2
Q

We don’t have to cut down on the amount of information we will consider.

True or False?

A

False. We HAVE to cut down on the amount of information we will consider.

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3
Q

When consciously thinking about alternatives, we sometimes attach less importance to more relevant attributes, which can lead to suboptimal choices.

True or False?

A

False. When consciously thinking about alternatives, we sometimes attach MORE importance to LESS relevant attributes, which can lead to suboptimal choices.

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4
Q

It is the taking possession of the mind, in clear and vivid form, of one out of what seem several simultaneously possible objects or trains of thoughts that implies withdrawal from some things in order to deal effectively with others

A. Memory
B. Attention
C. Consciousness

A

B. Attention

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5
Q

It describes the means by which we actively process a limited amount of information from the enormous amount of information available through our senses, our stored memories, and our other cognitive processes.

A. Memory
B. Attention
C. Consciousness

A

B. Attention

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6
Q

Attention includes conscious and unconscious processes.

True or False?

A

True

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7
Q

Attention allows us to use our unlimited mental resources judiciously.

True or False?

A

False. Attention allows us to use our LIMITED mental resources judiciously.

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8
Q

This includes both the feeling of awareness and the content of awareness, some of which may be under the focus of attention.

A. Memory
B. Attention
C. Consciousness

A

C. Consciousness

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9
Q

The three purposes in playing a causal role for cognition that Conscious attention serves:

A
  1. It helps in monitoring our interactions with the environment.
  2. It assists us in linking our past (memories) and our present (sensations) to give us a sense of continuity of experience.
  3. It helps us in controlling and planning for our future actions.
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10
Q

One of the functions of attention that tries to detect the appearance of a particular stimulus

A. Signal detection and vigilance
B. Search
C. Selective attention
D. Divided attention

A

A. Signal detection and vigilance

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11
Q

One of the functions of attention that tries to find a signal amidst distracters

A. Signal detection and vigilance
B. Search
C. Selective attention
D. Divided attention

A

B. Search

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12
Q

One of the functions of attention that choose to attend to some stimuli and ignore others.

A. Signal detection and vigilance
B. Search
C. Selective attention
D. Divided attention

A

C. Selective attention

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13
Q

One of the functions of attention that we prudently allocate our available attentional resources to coordinate our performance of more than one task at a time.

A. Signal detection and vigilance
B. Search
C. Selective attention
D. Divided attention

A

D. Divided attention

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14
Q

It is a framework to explain how people pick out the few important stimuli when they are embedded in a wealth of irrelevant, distracting stimuli, and is often used to measure sensitivity to a target’s presence.

A. Signal-detection theory
B. Feature-Integration theory
C. Similarity theory
D. Guided search theory

A

A. Signal-detection theory

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15
Q

It means, finding important stimuli in a crowd.

A. Consciousness
B. Memory
C. Signal detection
D. Attention

A

C. Signal dectection

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16
Q

One of the possible outcomes of SDT that is also called as “true positives”, wherein someone correctly identifies the presence of a target

A. Hits
B. False alarms
C. Misses
D. Correct rejections

A

A. Hits

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17
Q

One of the possible outcomes of SDT that is also called as “false positives”, that describes when they incorrectly identify the presence of a target that is actually absent.

A. Hits
B. False alarms
C. Misses
D. Correct rejections

A

B. False alarms

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18
Q

One of the possible outcomes of SDT that is also called as “false negatives”, wherein someone fails to observe the presence of a target

A. Hits
B. False alarms
C. Misses
D. Correct rejections

A

C. Misses

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19
Q

One of the possible outcomes of SDT that is also called as “true negatives”, wherein someone correctly identifies the absence of a target

A. Hits
B. False alarms
C. Misses
D. Correct rejections

A

D. Correct rejections

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20
Q

Signal-detection theory was not one of the first theories to suggest an interaction between the physical sensation of a stimulus and cognitive processes such as decision making.

True or False?

A

False. Signal-detection theory WAS one of the first theories to suggest an interaction between the physical sensation of a stimulus and cognitive processes such as decision making.

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21
Q

It is a situation wherein we’re waiting to detect a signal; it also refers to a person’s ability to attend to a field of stimulation over a prolonged period, during which the person seeks to detect the appearance of a particular target stimulus of interest.

A. Vigilance
B. Search
C. Detect
D. Alertness

A

A. Vigilance

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22
Q

It refers to a scan of the environment for particular features—actively looking for something when you are not sure where it will appear.

A. Vigilance
B. Search
C. Detect
D. Alertness

A

B. Search

23
Q

Search is made more difficult by distracters, nontarget stimuli that divert our attention away from the target stimulus.

True or False?

A

True

24
Q

They’re the ones who cause more trouble under some conditions than under others, and they also play little role in slowing our search in that case.

A. Searchers
B. Distracters
C. Detectors

A

B. Distracters

25
Q

This theory explains the relative ease of conducting feature searches and the relative difficulty of conducting conjunction searches.

A. Signal-detection theory
B. Feature-Integration theory
C. Similarity theory
D. Guided search theory

A

B. Feature-Integration theory

26
Q

For every stimulus, they are represented in the feature maps immediately.

A. Features
B. Stimuli
C. Signal

A

A. Features

27
Q

This theory explains that: Targets that are highly similar to distracters are relatively hard to detect, and Targets that are highly disparate from distracters are relatively easy to detect.

A. Signal-detection theory
B. Feature-Integration theory
C. Similarity theory
D. Guided search theory

A

C. Similarity theory

28
Q

This model suggests that all searches, whether feature searches or conjunction searches, involve two consecutive stages.

A. Signal-detection theory
B. Feature-Integration theory
C. Similarity theory
D. Guided Search theory

A

D. Guided Search theory

29
Q

One of guided-search model stage that describes an individual simultaneously activates a mental representation of all the potential targets.

A. Parallel stage
B. Serial stage

A

A. Parallel stage

30
Q

One of guided-search model stage that describes an individual sequentially evaluates each of the activated elements, according to the degree of activation.

A. Parallel stage
B. Serial stage

A

B. Serial stage

31
Q

It is the process of tracking one conversation in the face of the distraction of other conversations.

A. Shadowing
B. Cocktail party problem

A

B. Cocktail party problem

32
Q

It is when you listen to two different messages.

A. Shadowing
B. Cocktail party problem

A

A. Shadowing

33
Q

Three factors help you to selectively attend only to the message of the target speaker to whom you wish to listen:

A
  1. Distinctive sensory characteristics of the target’s speech. Examples of such characteristics are high versus low pitch, pacing, and rhythmicity.
  2. Sound intensity (loudness).
  3. Location of the sound source
34
Q

According to one of the earliest theories of attention, we filter information right after we notice it at the sensory level; Multiple channels of sensory input reach an attentional filter; Those channels can be distinguished by their characteristics like loudness, pitch, or accent. The filter permits only one channel of sensory information to proceed and reach the processes of perception.

A. Broadbent’s Model
B. Selective Filter Model
C. Attenuation Model
D. Late-Filter Model

A

A. Broadbent’s Model

35
Q

One of the Selective filter model that blocks out most information at the sensory level but some personally important messages are so powerful that they burst through the filtering mechanism.

A. Broadbent’s Model
B. Selective Filter Model
C. Attenuation Model
D. Late-Filter Model

A

B. Selective Filter Model

36
Q

One of the Selective filter model that agrees with Broadbent’s theory. However, the difference is that Treisman’s filter attenuates rather than eliminates the unattended material.

A. Broadbent’s Model
B. Selective Filter Model
C. Attenuation Model
D. Late-Filter Model

A

C. Attenuation Model

37
Q

One of Selective filter models that are filtered out only after they have been analyzed for both their physical properties and their meaning.

A. Broadbent’s Model
B. Selective Filter Model
C. Attenuation Model
D. Late-Filter Model

A

D. Late-Filter Model

38
Q

One of the processes or governing attention that refers to automatic processes are rapid and occur in parallel. They can be used to notice only physical sensory characteristics of the unattended message. But they do not discern meaning or relationships.

A. Preattentive processes
B. Attentive, controlled processes

A

A. Preattentive processes

39
Q

One of the processes or governing attention that processes occur later. They are executed serially and consume time and attentional resources, such as working memory. They also can be used to observe relationships among features. They serve to synthesize fragments into a mental representation of an object.

A. Preattentive processes
B. Attentive, controlled processes

A

B. Attentive, controlled processes

40
Q

Being anxious, either by nature (trait-based anxiety) or by situation (state-based anxiety), places constraints on attention.

A. Anxiety
B. Task difficulty
C. Arousal
D. Skills

A

A. Anxiety

41
Q

Your overall state of arousal affects attention as well. You may be tired, drowsy, or drugged, which may limit attention. Being excited sometimes enhances attention

A. Anxiety
B. Task difficulty
C. Arousal
D. Skills

A

C. Arousal

42
Q

If you are working on a task that is very difficult or novel for you, you’ll need more attentional resources than when you work on an easy or highly familiar task. It particularly influences performance during divided attention

A. Anxiety
B. Task difficulty
C. Arousal
D. Skills

A

B. Task difficulty

43
Q

The more practiced and skilled you are in performing a task, the more your attention is enhanced.

A. Anxiety
B. Task difficulty
C. Arousal
D. Skills

A

D. Skills

44
Q

the amount of time it takes you to inspect items and make a decision about them; Essentially, the task requires concentrated bursts of focused attention.

A. Inspection time
B. Reaction time

A

Inspection time

45
Q

they are performed without conscious awareness.

A. Automatic processes
B. Parallel processes
C. Controlled processes
D. Automatization

A

Automatic processes

46
Q

are accessible to conscious control and even require it.

A. Automatic processes
B. Parallel processes
C. Controlled processes
D. Automatization

A

Controlled processes

47
Q

Many tasks that start off as controlled processes eventually become automatic ones as a result of practice. This process is aka PROCEDURALIZATION

A. Automatic processes
B. Parallel processes
C. Controlled processes
D. Automatization

A

Automization

48
Q

Automatization of tasks like reading is not guaranteed, even with practice. Sometimes, automatization in reading can work against us. In some situations, however, automatic processes may be life saving. Therefore, it is important to automate safety practices.

A. Doppler effect
B. Strip effect
C. Stroop effect
D. Ganger effect

A

Doppler effect

49
Q

are errors in choosing an objective or in specifying a means of achieving it.

A. Mistakes
B. Slips

A

Mistakes

50
Q

participants are presented with a first stimulus (the prime), followed by a break that can range from milliseconds to weeks or months. Then, the participants are presented with a second stimulus and make a judgment to see whether the presentation of the first stimulus affected the perception of the second.

A. Priming
B. Tip-of-the-tongue phenomenon
C. Blindsight

A

Priming

51
Q

that the presentation of the first stimulus may activate related concepts in memory that are then more easily accessible. However it occurs when even when the stimulus is presented in a way that does not permit its entry into conscious awareness.

A. Priming
B. Tip-of-the-tongue phenomenon
C. Blindsight

A

Priming

52
Q

a phenomenon in which you try to remember something that is stored in memory but that cannot readily be retrieved.

A. Priming
B. Tip-of-the-tongue phenomenon
C. Blindsight

A

Tip-of-the-tongue

53
Q

are traces of visual perceptual ability in blind areas.

A. Priming
B. Tip-of-the-tongue phenomenon
C. Blindsight

A

Blindsight

Cognitive Psychology (6 decks)

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