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Spanish 202 > edp 101 test 2 > Flashcards

edp 101 test 2 Flashcards

1
Q

how are memories formed

A

from experiences

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2
Q

how are memories stored

A

into short term

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3
Q

how are memories accessed

A

by retrieval

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4
Q

sensory memory

A

Somewhat like registers, one for each sense, Holds environmental stimuli detected by the senses, Transfers contents to short term memory depending on attention, Does not process information!

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5
Q

type of of sensory memory iconic

A

iconic memory: Shape, size, color

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6
Q

type of sensory memory echoic

A

echoic memory: Pitch, tiempo, rhythm

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7
Q

sensory memory info

A

Duration: less than one sec
Capacity: no limit
Contents : all stimuli

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8
Q

Short-term/working memory

A

Stimuli comes in to be encoded into short term memory , Short term memory limit is how long something stays if you’re not actively rehearsing
If you repeated list over in your head, could keep it in short-term memory for longer – and maybe move into long-term memory
More likely to remember things from the very beginning and end

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9
Q

short term memory info

A

Duration: 10-20 seconds
Capacity: +- 7 items
Content: Position of words, Processing of words Personal relevance of words Thematic relevance of words

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10
Q

Long-term memory

A

Anything that you can retrieve after not actively rehearsing it
- What you did before class
- What you said about exam 1
- Childhood memories
- How to get to class

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11
Q

more long term memory info

A

capacity : no limits
duration: no limits
content: depends
Trick is getting information in(encoding) and then getting it back out (retrieval)

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12
Q

Maintenance rehearsal

A

repeating something to get into short term memory

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13
Q

What kinds of tests/approaches are used to study memory? FCRR

A

Free recall: remember list
Cued recall: word pairings or partial word
Recognition: which words did you see?
Relearning: forgot, but learn more quickly second time

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14
Q

Meaning of the terms encoding, storage, and retrieval

A

Encoding-putting things into memory
Storage-holding things in memory
Retrieval- taking things out of memory

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15
Q

Some other retrieval factors:

A

Recency and Frequency
- When was the last time?
- How many times?

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16
Q

Rehearsal

A

moves short term to long term

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17
Q

Explicit/Declarative Memory

A

conscious, facts, events
FLEXIBLE
f your leave the building through a new door, you could still find your way home

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18
Q

Implicit/Procedural Memory

A

unconscious, skills, tasks
- How to ride a bike
- How to play a sport
- How to type
Must PRACTICE to learn
Can show typing skills but can’t explain how to do it
Not flexible

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19
Q

What is the serial position effect?

A

Content of short term memory: Primacy effect, Recency effect:

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20
Q

Primacy effect:

A

remember words from beginning of list
Most time to repeat, process

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21
Q

Recency effect

A

Remember words from end of list
Fresh in mind – BUT effect disappears with delay or distraction

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22
Q

Chunking

A

we can increase our apparent working memory capacity by grouping members into “chunks”
- We need prior knowledge to form associations
- Short term memory, capacity

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23
Q

best way to encode information?

A

We remember more words if we use self reference instead of structure, phonetic, or semantic

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24
Q

What are schemas and how do they affect comprehension, encoding, and retrieval?

A

Schema - our mind has mental frameworks that help organize information - help us to save our cognitive energy when processing the millions of pieces of information we encounter every day
- we might focus on and remember details of someone that are consistent with our existing stereotype, which is how stereotypes might be reinforced

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25
What is meant by encoding-retrieval interactions?
Matters how you encode information Context-dependent learning — Likely to recall more in same environment State-dependent Learning — Test in state that you learned in you're more likely to do better
26
Association
(classical conditioning)
27
Consequences of behavior
(operant conditioning)
28
Watching others
(models)
29
Classical conditioning-
A learning process where automatic responses are associated with new stimuli ; occurs when two stimuli are repeatedly paired ; a response which is at first elicited by the second stimulus is eventually elicited by the first stimulus alone Ivan Pavlov comes from biological understanding Stimulus, Response, Unconditioned, Conditioned
30
Unconditioned stimulus (UCS)
Unconditioned stimulus does not need to be learned to respond to this
31
Unconditioned response (UCR)
jumping at sound
32
Conditioned stimulus (CS)
requires learning, blue light means to jump
33
Conditioned response (CR)
jumping at the specific sound of something conditioned
34
What are the criteria for classical conditioning to occur?
Neutral stimulus (becomes conditioned stimulus) must COME BEFORE unconditioned stimulus Unconditioned stimulus must occur SOON after conditioned stimulus
35
What is extinction?
If conditioned stimulus occurs frequently without being followed by unconditioned stimulus extinction occurs (association is lost)
36
Operant conditioning
learning where voluntary behavior is strengthened or weakened by consequences or antecedents We learn to behave in certain ways as we operate on the environment ; Behaviors are preceded by antecedents and followed by consequences ; Operant behavior can be altered (learned) by changes in the antecedents, consequences or both ; To change behavior change consequences (A) Antecedents: events that precede an action (B) Operants: voluntary behaviors exhibited (C) Consequences: events that follow an action A -> B -> C B.F. Skinner
37
Reinforcer:
an event that follows a behavior and increases the chances that the behavior will occur again always strengthen behavior (operant)
38
Positive Reinforcement:
strengthening behavior by adding a desired stimulus (praise, good grades) after the behavior occurs
39
Negative Reinforcement:
strengthening behavior by removing an aversive (unpleasant) seat belt dinging
40
Punisher:
any event that follows a behavior and decreases the chances that the behavior will occur again - always weaken/suppress behavior
41
Positive (presentation) punishment:
weakens a behavior by adding an undesired stimulus (scolding, detention) after the behavior occurs
42
Negative (removal) punishment
weakens a behavior by removing a desired stimulus (no TV, timeout) after the behavior occurs
43
Criteria for operant conditioning SIC
Significant Immediate (relatively) Consistent (consequence occurs after behavior as much as possible) Not all reinforcers are equally effective
44
What is modeling and how does it change what we do?
Albert Bandura for modeling Bandura came up with Social Learning Theory Built on behavioral views of learning Reinforcement and punishment directly affect behavior Seeing another person reinforced or punished can have similar effects on the observer’s behavior Social Learning Theory –> Social Cognitive Theory
45
Bobo doll experiment
Exposure to aggressive model -> more aggression Boys more aggressive than girls Greater effects when exposed to same-sex model More than imitating:devised new ways to assault doll Presence of aggression is powerful especially with children Children found new ways to be aggressive to doll Model=adult
46
What are the four necessary conditions for observational learning to occur? MIRA
Attention: pay attention to behavior Retention : remember it Initiation : be able to do it Motivation : want to be able to do it or not
47
What are the functions of concepts?
Concept = mental representations of category
48
Functions of Concepts CCU
classification, communication, understanding
49
Classification
decision that an item is an example of a particular concept
50
Understanding
can go beyond information given to derive something expectations to guide action
51
Communication
if I talk to you about needing to walk my dog you know what I mean
52
the three models of concepts we discussed
classical theory, prototype theory, and exemplar theory
53
Classical theory/view
Very clear category definitions, but many things in world don’t fit neatly if missing a feature, it is not a member.
54
Prototype theory/view
Explains more categories, but can’t account for certain effects of context, feature correlations Bird: Feathers, Beak, Wings
55
Exemplar theory/view
Explains additional effects of context, correlations We compare new stimuli with instances (exemplars) already stored in memory Pull actual examples from memory Everything we do is tied to a concept
56
What is intelligence
an individual cognitive capability J.B Carroll’s Model
57
types of intelligence
from Carrolls model: fluid crystalized
58
fluid intelligence
- Thinking on your feet, noticing patterns, solving patterns - Adaptive - Measure with abstract reasoning problems - Strongest as younger adult, decreased with age
59
crystalized intelligence
- Knowledge, skills, experience - Measure with tests of skill, knowledge, - Strongest at old age
60
Francis Galton
Distance judgment, color discrimination, grip strength, Thought that intelligence was inherited
61
Alfred Binet and Theodore Simon
Developed first IQ Test - Based on what “typical” child should be able to do at certain age
62
Wechsler Adult Intelligence Scale (WAIS)
IQ test designed to measure intelligence and cognitive ability in adults and older adolescents
63
Emotional intelligence
Emphasizes the experience and expression of emotion
64
Stereotype threat
individuals who are anxious about conforming to stereotypes about their social group (e.g., gender, race) - Anxiety results in lower test performance - Being reminded of membership in social group can amplify anxiety, distraction
65
What are fixed and growth mindsets?
- Growth mindset- intelligence and talents are learnable and capable of improvement through effort - Fixed mindset traits as inherently stable and unchangeable over time.
66
Language
a special form of communication - We made thing up arbitrarily
67
Symbolic
Word “dog” doesn’t have anything to do with dog - just a symbol Dog’s bark is NOT symbolic- conveys meaning through tone, volume
68
Language is Generative
(infinite creativity) Can create totally novel, meaningful blocks of language
69
Grammatical rules
Govern how words put together, allow us to express novel things
70
best ways to support children’s language learning
- Interact with parents because caregivers - Primary mechanism for first language acquisition is exposure
71
What is the Sapir-Whorf hypothesis
Perception of and memory for color should be different for Dani speakers and English speakers - Language bounds thought, can’t think outside of language ;Our language forms boundaries of all we can think - Can’t think things that you don’t have words for - Language is flexible

Spanish 202 (4 decks)

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