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Spanish 202 > edp 101 test 2 > Flashcards

edp 101 test 2 Flashcards

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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
Q

What is meant by encoding-retrieval interactions?

A

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

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26
Q

Association

A

(classical conditioning)

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27
Q

Consequences of behavior

A

(operant conditioning)

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28
Q

Watching others

A

(models)

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29
Q

Classical conditioning-

A

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
Q

Unconditioned stimulus (UCS)

A

Unconditioned stimulus does not need to be learned to respond to this

31
Q

Unconditioned response (UCR)

A

jumping at sound

32
Q

Conditioned stimulus (CS)

A

requires learning, blue light means to jump

33
Q

Conditioned response (CR)

A

jumping at the specific sound of something conditioned

34
Q

What are the criteria for classical conditioning to occur?

A

Neutral stimulus (becomes conditioned stimulus) must COME BEFORE unconditioned stimulus

Unconditioned stimulus must occur SOON after conditioned stimulus

35
Q

What is extinction?

A

If conditioned stimulus occurs frequently without being followed by unconditioned stimulus extinction occurs (association is lost)

36
Q

Operant conditioning

A

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
Q

Reinforcer:

A

an event that follows a behavior and increases the chances that the behavior will occur again always strengthen behavior
(operant)

38
Q

Positive Reinforcement:

A

strengthening behavior by adding a desired stimulus (praise, good grades) after the behavior occurs

39
Q

Negative Reinforcement:

A

strengthening behavior by removing an aversive (unpleasant)
seat belt dinging

40
Q

Punisher:

A

any event that follows a behavior and decreases the chances that the behavior will occur again
- always weaken/suppress behavior

41
Q

Positive (presentation) punishment:

A

weakens a behavior by adding an undesired stimulus (scolding, detention) after the behavior occurs

42
Q

Negative (removal) punishment

A

weakens a behavior by removing a desired stimulus (no TV, timeout) after the behavior occurs

43
Q

Criteria for operant conditioning SIC

A

Significant
Immediate (relatively)
Consistent (consequence occurs after behavior as much as possible)

Not all reinforcers are equally effective

44
Q

What is modeling and how does it change what we do?

A

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
Q

Bobo doll experiment

A

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
Q

What are the four necessary conditions for observational learning to occur? MIRA

A

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
Q

What are the functions of concepts?

A

Concept = mental representations of category

48
Q

Functions of Concepts CCU

A

classification, communication, understanding

49
Q

Classification

A

decision that an item is an example of a particular concept

50
Q

Understanding

A

can go beyond information given to derive something expectations to guide action

51
Q

Communication

A

if I talk to you about needing to walk my dog you know what I mean

52
Q

the three models of concepts we discussed

A

classical theory, prototype theory, and exemplar theory

53
Q

Classical theory/view

A

Very clear category definitions, but many things in world don’t fit neatly
if missing a feature, it is not a member.

54
Q

Prototype theory/view

A

Explains more categories, but can’t account for certain effects of context, feature correlations

Bird: Feathers, Beak, Wings

55
Q

Exemplar theory/view

A

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
Q

What is intelligence

A

an individual cognitive capability

J.B Carroll’s Model

57
Q

types of intelligence

A

from Carrolls model:
fluid
crystalized

58
Q

fluid intelligence

A
  • Thinking on your feet, noticing patterns, solving patterns
  • Adaptive
  • Measure with abstract reasoning problems
  • Strongest as younger adult, decreased with age
59
Q

crystalized intelligence

A
  • Knowledge, skills, experience
  • Measure with tests of skill, knowledge,
  • Strongest at old age
60
Q

Francis Galton

A

Distance judgment, color discrimination, grip strength, Thought that intelligence was inherited

61
Q

Alfred Binet and Theodore Simon

A

Developed first IQ Test
- Based on what “typical” child should be able to do at certain age

62
Q

Wechsler Adult Intelligence Scale (WAIS)

A

IQ test designed to measure intelligence and cognitive ability in adults and older adolescents

63
Q

Emotional intelligence

A

Emphasizes the experience and expression of emotion

64
Q

Stereotype threat

A

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
Q

What are fixed and growth mindsets?

A
  • Growth mindset- intelligence and talents are learnable and capable of improvement through effort
  • Fixed mindset traits as inherently stable and unchangeable over time.
66
Q

Language

A

a special form of communication
- We made thing up arbitrarily

67
Q

Symbolic

A

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
Q

Language is Generative

A

(infinite creativity) Can create totally novel, meaningful blocks of language

69
Q

Grammatical rules

A

Govern how words put together, allow us to express novel things

70
Q

best ways to support children’s language learning

A
  • Interact with parents because caregivers
  • Primary mechanism for first language acquisition is exposure
71
Q

What is the Sapir-Whorf hypothesis

A

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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