Brainscape's Knowledge GenomeTM

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


See full index

cognitive psychology > exam 2 > Flashcards

exam 2 Flashcards

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

Consciousness

A

the awareness people have about the outside world and about their perceptions, images, thoughts, memories, and feelings.

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

Mindless Reading

A

Your eyes move forward in the text but you aren’t processing the meaning of the material.

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

Mind wandering

A

When your thoughts shift from an external environment to an internal environment.

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

Thought Suppression

A

The attempt to eliminate thoughts, ideas, and images related to an undesirable stimulus.

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

What is the White Bear Task

A

When you try not to think of something but you can’t help it.

AKA “Try not to think about a white bear”

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

Rebound effect

A

When we try to suppress certain thoughts, they “rebound” by increasing in frequency after the thought suppression.

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

Blindsight: What is it and which region of the brain is involved?

A

Vision without awareness.
Located in the primary visual cortex.

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

What did George Miller find the short-term memory span to be?

A

5-9 items

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

What is “chunking”?

A

Consists of strongly associated components.

E.g., the phone number is easier to remember in chunks of 3.

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

The Brown/Peterson & Peterson Technique: what is it?

A

Presenting some items to be remembered, then count backward by threes, and attempt to recall.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

The Brown/Peterson & Peterson Technique: why do participants count backward?

A

Prevents rehearsal

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

The Brown/Peterson & Peterson Technique: what is the effect of delay on memory?

A

Memory is fragile for material stored for just a few seconds.

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

Serial-position effect: definition

A

tendency to remember the first and last items in a list better than those in the middle.

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

____ is more accurate for items at the BEGINNING of a list and _____ is more accurate at the END of the list.

A

Recall; Recency

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

Primacy effect

A

the tendency to recall information presented at the start of a list better than information at the middle or end

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

U-shaped relationship: serial-position effect

A

Relationship between a word’s position in a list and its probability of accurate recall.

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

semantic similarity: example

A

How much does term A have to do with term B?

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

semantics

A

The meaning of words and sentences

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

Proactive interference

A

Old information interferes with memory for new information

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

Wickens, Dalezman, & Eggemeier (1976)

A

memory accuracy improved when the semantic category changed, effectively releasing participants from proactive interference.

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

Atkinson-Shiffrin model of memory:
what are the three separate components of human memory?

A

Sensory memory, working memory, and long-term memory

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

Atkinson-Shiffrin model of memory:
What are the three types of sensory memory?

A

iconic, echoic, and haptic

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

iconic memory

A

registered through visual stimuli.

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

echoic memory

A

registered through the auditory system

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

Haptic memory

A

registered through touch

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

______ information is stored in ________ memory, just long enough to be transferred into _________ memory.

A

Sensory; sensory; short-term

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

Information Processing Approach

A

Proposed that mental processes are similar to the operations of a computer.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

short-term memory is also known as?

A

working memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

how long can you store short-term memory?

A

20-30 seconds

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

long-term memory

A

Info is stored in the brain over an extended period of time. It can store an unlimited amount of info.

31
Q

Control processes

A

intentional strategies such as rehearsal to improve memory.

32
Q

Why did the Atkinson-Shiffrin model diminish in its influence?

A

Most cognitive psychologists now consider sensory memory to be a part of perception rather than memory.

Researchers question the clear-cut distinction between short-term memory and long-term memory.

33
Q

The turn to working memory – what is the difference between short-term memory vs. working memory? Why did we change the terminology?

A

Short-term memory is not static. It is working. It is accomplishing some important work.

34
Q

Definition of working memory

A

The brief, immediate memory for the limited amount of material that you are currently processing.

35
Q

Baddeley’s Working Memory approach

A

(1) it is a limited-capacity system; at any moment in time, there is only a finite amount of information directly available for processing in memory;

(2) the specialized subsystems devoted to the representation of information of a particular type

36
Q

Phonological Loop:
what is subvocalization?

A

In which you silently (mentally) pronounce words that you are reading. (inner voice)

37
Q

the role of the phonological loop in other cognitive processes

A

Working memory is a gateway to long-term memory

We use the phonological loop during self-instruction

Used when we learn new words in our first language

Used when we produce language or learn a new language

Used during math calculations and problem-solving tasks, to keep track of numbers

38
Q

Where is the phonological loop located in the brain?

A

The frontal lobe and left temporal lobe

39
Q

Visuospatial Sketchpad: what is it?

A

Processes both visuals and spatial information. Has limited capacity

40
Q

Visuospatial Sketchpad: what does it allow you to do?

A

store visual appearance and relative position

store visual information encoded from verbal stimuli

retain an image of a scene

find your way from one location to another

track a moving object

play videogames

41
Q

where is the Visuospatial Sketchpad located in the brain?

A

The right hemisphere, occipital lobe.

Also includes activation of the frontal and parietal lobes.

42
Q

Central Executive: What does it do?

A

Integrates information from the phonological loop, the visuospatial sketchpad, the episodic buffer, and long-term memory.

43
Q

Central Executive plays a role in:

A

Focusing attention
Selecting strategies
Transforming information
Coordinating behavior

44
Q

true or false?

The central executive suppresses irrelevant information

A

true

45
Q

where is the central executive located in the brain?

A

frontal region of the cortex

46
Q

what does the episodic buffer do?

A

Serves as a temporary storehouse that can hold and combine information from the phonological loop, the visuospatial sketchpad, and long-term memory

Integrates information from different modalities

Manipulates information for interpretation

Allows you to update and revise previously stored information by combining it with new information

Allows you to bind concepts together that had not been previously connected

47
Q

Clive Wearing’s memory deficits

A

Memory is directly connected to psychological well-being. No ability to transform working memory into long-term memory.

48
Q

Episodic memory:

A

Events or “episodes” that happened to you personally.

49
Q

semantic memory

A

Organized knowledge about the world

“Who are the most famous actors in Hollywood?”

50
Q

Procedural memory:

A

How to do something
i.e. ride a bike

51
Q

What are the two aspects of long-term memory?

A

encoding and retrieval

52
Q

encoding

A

Processing and storing info

53
Q

retrieval

A

Locate/access info in storage

54
Q

“What did you eat for lunch yesterday? Did you eat lunch alone?” is an example of what kind of memory?

A

Episodic memory

55
Q

“What are typical lunch foods? What ingredients are in a burrito?”
is an example of what kind of memory?

A

semantic memory

56
Q

encoding: levels of processing/depth of processing?

A

Argues that deep, meaningful processing of information leads to more accurate recall than shallow, sensory kinds of processing.

Deep processing increases distinctiveness and elaboration

57
Q

Distinctiveness:

A

Different from other memory traces

58
Q

Elaboration:

A

Processing the meaning and interconnected concepts

59
Q

Self-reference effect

A

You will remember more information if you try to relate that information to yourself.

60
Q

Encoding-specificity:
context-dependent memory

A

recall is better if the context during retrieval is similar to the context during encoding

when the two contexts do not match, you are more likely to forget the items

61
Q

Marian & Fausey’s (2006) research

A

Found that accuracy is higher when there is math in encoding and retrieval and accuracy is lower when the language used during encoding is different than the language used during retrieval

62
Q

Explicit memory tasks

A

declarative memory because we consciously try to recall a specific event or piece of information

63
Q

recognition

A

Participants are presented with items and must judge whether they saw these items earlier.

64
Q

implicit memory tasks:

A

Assess memory indirectly

Instructed to complete a cognitive task that does not directly ask you for either recall or recognition

Memory revealed without conscious effort to remember such as word completion and repetition priming task

65
Q

retrograde amnesia

A

loss of memory for events that occurred prior to brain damage

66
Q

anterograde amnesia

A

loss of the ability to form memories for events that have occurred after brain damage

67
Q

Autobiographical memory

A

the types of details that are more likely to be mistaken

generally concern peripheral details and specific information about commonplace events, rather than central information about important events.

68
Q

Schemas

A

Consists of your general knowledge or expectation

“You have a schema for eating at a restaurant”

69
Q

consistency bias

A

we tend to exaggerate the consistency between our past feelings or beliefs and our current viewpoint

tend to tell our stories so that they are consistent without current beliefs or schemas about ourselves

70
Q

source monitoring

A

trying to identify the origin of a particular memory

71
Q

reality monitoring

A

trying to identify whether an event really occurred or was imagined

72
Q

brain regions involved in reality monitoring?

A

prefrontal, medial temporal, and parietal cortices 10, 11, 12

73
Q

flashbulb memories

A

a special kind of emotional memory, which refers to vivid and detailed memories of highly emotional events that appear to be recorded in the brain as a picture taken by a camera.

74
Q

Flashbulb memories: What are the factors that increase the likelihood that emotional memories will endure?

A

Flashbulb memories have six characteristic features: place, ongoing activity, informant, own affect, other affect, and aftermath.

Arguably, the principal determinants of flashbulb memory are a high level of surprise, a high level of consequentiality, and perhaps emotional arousal.

cognitive psychology (2 decks)

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