Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Cognitive Psychology > Cumulative Final > Flashcards

Cumulative Final Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards AP® Psychology flashcards
1
Q

language

A

shared system of of symbols and rules that allow us to communicate

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

language universals

A
  1. semanticity - conveys a meaning
  2. arbitrary - no inherent connection between words and meanings
  3. flexibility - we can change connections
  4. naming - we name everything
  5. displacement - communication about things that are not present
  6. productivity/generativity - we produce novel ways of saying things rather than repeating ourselves
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

grammar

A

complete set of rules that will generate acceptable language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

phonology

A

sound rules

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

phoneme

A

smallest segment of a sound

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

lexical level

A

words and their meaning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

morphemes

A

smallest linguistic unit that has semantic meaning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

polysemy

A

multiple meanings

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

SYNTAX

A

structure of a sentence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Comprehension as a structure building framework

A
  1. lay the foundation - from the initial representations
  2. mapping - additional concept meaning
  3. shifting to new structure - encounter change cues
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

situational models

A

a mental simulation of the world described by a

text – includes prior semantic and episodic knowledge

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

bridging inference

A

making connections between concepts that may not be explicitly stated

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

authorized vs. unauthroized inferences

A

“you look nice today”
“so I looked bad yesterday”
= unauthorized

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Mental Structures Map

A

mental structures -> mental representations, structure building

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Situational Models Map

A

Situational Models -> simulations, using mental structures, drawing on prior knowledge, making inferences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

arcute fasciculus

A

axons that connect Broca’s and Wernicke’s areas—communication between the regions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Broca’s area

A

speech planning and programming

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Wernicke’s Area

A

involved in language understanding

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Broca’s Aphasia

A

may be able to read, but writing is often difficult; are usually aware of the problem

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Wernicke’s Aphasia

A

reading and writing usually impaired; are usually unaware of the problem

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Heuristic

A

a rule of thumb, a shortcut

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

algorithm

A

rule or procedure that will provide a correct answer

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

frequency judgment

A

a judgment about which set of choices happens most often

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

the availability heuristic

A

Based on the ease with which the relevant information comes to mind

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

The Representativeness Heuristic

A

Judging the probability of something based on how much it resembles its population or the process that produced it

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

The Gambler’s Fallacy

A

the false belief that random processes are sensitive to prior outcomes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

base rate neglect

A

The failure to take the baseline probabilities of events

into consideration

28
Q

insensitivity to sample size

A

Belief that small samples and large samples should be

equally representative of the parent population.

29
Q

the law of large numbers

A

The larger the sample size, the more representative

the sample will be!

30
Q

counterfactuals

A

imagining how outcomes might have been different contradicting the facts

31
Q

downhill change

A

altering the unusual part of a story and replacing it with a normal event

32
Q

Why mostly downhill changes?

A
  • easily imagined
  • they seem more plausible
  • we tend to attribute cause to the unusual event
33
Q

When are counterfactuals triggered? (Goldinger)

Is it something we do on purpose?

A

unexpected and bad events

spontaneous and probably automatic

34
Q

Effects of counterfactuals

A

can alter ideas of what the cause was and who we blame

35
Q

Blaming the Victim - Goldinger

HYPOTHESIS

A
  • Cognitive load will reduce the ability to discount conterfactuals when assigning blame
  • There may be differences between WMC groups
  • WMC might interact with cognitive load
36
Q

Blaming the Victim - Goldinger

IVS

A

normal, counterfactual

37
Q

Blaming the Victim - Goldinger

Grouping variables

A

high spans, low spans

38
Q

Blaming the Victim - Goldinger

DVS

A

compensation, victim blame, company blame

39
Q

Blaming the Victim - Goldinger

CONCLUSION

A
  • Blame more likely for counterfactual triggering stories.
  • Victim blaming was worse under load, if load occurred during judgment, but only in low WMC subjects.
  • The chances that people can discount counterfactual thinking depends on availability of mental resources.
40
Q

Conditional reasoning

A

determining whether evidence supports, refutes, or is irrelevant to a if-then statement

41
Q

confirmation bias

A

the tendency to look for information that confirms what you already think

42
Q

What is the information-processing approach?

A

-Humans are active information processors
-Mental processes can be understood as a series of
processing stages

43
Q

How do we define language given that researchers

can’t agree on a single definition?

A

It’s defined by the language universals (semanticity,
arbitrary, flexibility, naming, displacement,
productivity/generativity)

44
Q

When would shallow processing lead to better memory

than deep processing?

A

When the test is over the surface (shallow)

characteristics of the thing being studied

45
Q

What types of memory are spared in anterograde

amnesia?

A

Semantic, implicit, nondeclarative, STM

46
Q

Why do we need iconic memory?

A

It stores information from previous fixations;
then allows other processes to put the
information together into a continuous
experience

47
Q

What is the Cocktail Party Effect and which model of

attention does it support?

A

Hearing your name in an unattended channel that you are ignoring.
It supports a late-filter model of attentional selection.

48
Q

What is the difference between proactive and retroactive interference?

A

Proactive: old learning interferes with new learning
Retroactive: new learning interferes with old learning

49
Q

What is the difference between encoding specificity and

transfer appropriate processing?

A

ES: cues match at study and test
TAP: processing matches at study and test

50
Q

What’s the difference between Wernickes & Broca’s

aphasia?

A

Broca’s: an impairment in speech production (slow, have
difficulty speaking)
Wernicke’s: an impairment in comprehension (their
speech is fluid but doesn’t make sense)

51
Q

What has the research on priming shown about how we

understand polysemous words?

A

We activate all (known) meanings of a word first
and then the inappropriate ones are deactivated
(based on the context)

52
Q

What kinds of situations provoke counterfactual

thinking/reasoning?

A

Unexpected negative events (e.g., just barely

missing a flight)

53
Q

What are the three examples of the representativeness

heuristic?

A

Gambler’s fallacy
Base rate neglect
Insensitivity to sample size

54
Q

What’s the difference between functional fixedness and

mental set?

A

Functional fixedness: failing to see alternative
uses for objects
Mental set: using a strategy that worked in the
past even though it’s no longer appropriate

55
Q

What’s the difference between top-down and bottom-up

processing?

A

Top-down: relying on background knowledge,
experience, context
Bottom-up: data driven, relying solely on the
stimulus

56
Q

When do high spans and low spans differ in mind

wandering?

A

Concentration: high WMC mind wander less as
they concentrate more, low WMC mind wander
more
Challenge, effort: high WMC don’t change, low
WMC mind wander more with more
challenge/effort

57
Q

What did the paper looking at visual search like that in

TSA screening find?

A

Recognizing the target once fixated gets better
with practice
People don’t fixate more with practice

58
Q

What’s the difference between the idea of STM and the

idea of WM?

A

STM: simple storage system
WM: simple storage system + central executive

59
Q

A person who loses vision in one eye can still perceive

depth because of…

A

Monocular depth perception cues

60
Q

What factors will produce increased victim blaming?

A 
Low WMC
Divided attention (under load)
61
Q

Which of the following is relevant to the idea that native
English speakers have trouble telling the difference
between a “d” and “dh” sound in another language that
speakers of that language easily perceive?
a. Sophemes
b. Morphemes
c. Phonemes
d. Naming

A

C. PHONEMES

62
Q 
The problem with feature detection models of pattern
recognition (e.g., Pandamonium) is:
a. No transaccadic memory
b. No top down processing
c. No bottom up processing
d. Can’t store enough templates
A

b. No top down processing

63
Q

If we have modality-specific resources (different “pools” of attention for different modalities like vision and hearing), which two tasks would be easiest to do together without one interfering with the other?

a. Explain a situation to someone while texting someone else
b. Remember a list of words while repeating other words out loud
c. Tapping your feet in a fixed sequence while telling someone a story
d. Tapping your hands in one sequence and your feet in another

A

c. Tapping your feet in a fixed sequence while telling someone a story

64
Q

If the linguistic relativity hypothesis is true which of the
following would be most likely?

a. People speaking a language without a word for the color blue
would see more shades of blue
b. People speaking a language without a word for the color blue
would have trouble identifying blue
c. People speaking a language with no past tense would have
memory problems
d. People speaking a language with no past tense would have better
memory than other language speakers

A

b. People speaking a language without a word for the color blue would have trouble identifying blue

65
Q

Which of the following would not be part of a situation
model of a text?
a. The layout of the spaces described in the narrative
b. Inferences about objects described in the narrative
c. Stereotypes about people described in the narrative
d. The difficulty of the syntax of the narrative

A

d. The difficulty of the syntax of the narrative

Cognitive Psychology (3 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions