Brainscape's Knowledge GenomeTM

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


See full index

PSY 111 > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

sensation

A

process by which sensory receptors and nervous system receive and represent stimuli
visual image, sounds, etc.

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

perception

A

process of organizing and interpreting sensory information

allows us to reorganize/give meaning to objects and events

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

3 steps of perception

A

reception - sensory neurons stimulated
transformation/transduction - changing stimuli to neural impulses
transmission - sending neural info to brain

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

prosopagnosia

A

sensation without perception

blindsight - all 3 steps of sensation are occurring but brain processing area damaged so no perception

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

low level vision

A

finding edges, detecting colors, locating objects in space

sensation

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

mid level vision

A

determining object features, separating objects from background
perception

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

high level vision

A

object, face, and scene recognition

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

bottom-up processing

A

small pieces of info combine to form perception
input used to interpret
assumes no effect from cognition or previous experience

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

top-down processing

A

assumes prior experience has effect
expectations, theories, concepts guide selection and combination of info into perception
concepts and input used to interpret

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

absolute threshold

A

minimum level of stimulus intensity needed to detect a stimulus half the time

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

subliminal stimuli

A

below our threshold for being able to consciously detect a stimulus
below absolute threshold
cannot be used to learn complex knowledge

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

primed

A

picking up content that unconsciously affects our thoughts and choices

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

perceptual set

A

what we expect to sense, which influences what we do sense

top-down processing

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

wavelength of light

A

determines color/hue

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

amplitude of light

A

intensity

determines brightness

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

accomodation

A

changing shape of lens to focus on near or far objects

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

blind spot

A

where the optic nerve leaves the eye, no receptor cells here

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

path of light thru eye

A

enters thru cornea
passes thru pupil and iris, then lens
inverted object projected to retina
retina sends neural impulses to brain

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

retina

A

light triggers photochemical reaction in rods and cones at back
bipolar cells then activated
bipolar cells activate ganglions whose axons converge to form optic nerve

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

cones

A

fewer # than rods
center of retina
high color and detail sensitivity
bad in low light

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

rods

A

more than cones
periphery of retina
good in low light
poor color and detail sensitivity

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

visual cortex

A

located in occipital lobe

optic nerve goes thru thalamus to VC

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

trichromatic theory

A

3 types of cones: RGB
leads to color blindness (missing red or green)
caused by different opsins in cones, respond to different wavelengths

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

opponent-process theory

A

ganglion cells respond to pairs of primary colors
red vs green
yellow vs blue

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

negative afterimage

A

caused by adaptation to firing rates
blue light inhibits yellow cells
blue light ends and yellow cells “rebound” firing faster than normal so we see yellow

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

gestalt principles

A

how parts are grouped together into a whole
proximity: if they are nearby each other
similarity: if they are similar somehow
closure: if they complete a figure
good continuity: not changing direction
symmetry: often found despite disorganization
common fate: objects that move together

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

perceptual constancy

A

top-down processing
perceiving objects as unchanging even as illumination and retinal images change
shape, size, brightness, color

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

color constancy

A

brain compensates for shading

perceiving familiar objects to have constant color despite changing illumination changing the color

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

brightness constancy

A

brains compensating for shadowing by perceiving constant color shade/brightness

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

shape constancy

A

constant shape despite different sensory images

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

frequency of sound

A

corresponds to perception of pitch

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

amplitude of sound

A

loudness/volume

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

hearing

A

pressure changes in cochlear fluid cause basilar membrane to bend hair cells lining surface
hair cells trigger impulse in adjacent nerve cells that converge to form auditory nerve
auditory nerve > thalamus > auditory cortex

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

McGurk effect

A

sight influencing sounds heard

ba vs. fa

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

conductive hearing loss

A

sound is not reaching inner ear
caused by disruption of ear canal, damage to eardrum, malfxn in ossicles
treatable with surgery or hearing aid

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

sensorineural hearing loss

A

inner ear, generally damaged hair cells
caused by loud noise, aging, viruses
sometimes treatable with Cochlear implant

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

cochlear implant

A

microphone and signal processor
electrode array inserts into cochlea, follows snail-like curl and rests on entire basilar membrane
processor analyzes sounds and stimulates electrodes on different parts of membrane based on pitch

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

cutaneous senses

A

touch, temperature, pain

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

touch

A

encapsulated mechanoreceptors

movement of skin results in movement of receptor dendrites, located within encapsulated endings

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

temperature

A

cold sensors located just below epidermis

warmth sensors located more deeply in skin

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

nociceptors

A

pain receptors
intense pressure, high-threshold mechanoreceptors (striking, stretching, pinching)
heat, acids, capsaicin receptors
environmental irritants (chemicals) receptors

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

Why is pain important?

A

evolutionary: protects us from repeatedly damaging our bodies
Insensitivity could mean we constantly harm ourselves without knowing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

CIPA

A

congenital insensitivity to pain with anhidrosis
inability to feel pain, heat, or cold
can still feel normal touch pressure

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

phantom limb pain

A

sensation that an amputated limb is still attached to the body
pain, pressure, tickling, temp reported
unknown cause, cortical reorganization or PNS possible

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

causes of phantom limb pain

A

cortical reorganization: loss of limb results in adjacent regions moving in to that territory
peripheral nervous system: improper inputs to nerve endings at the site of amputation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

taste

A

sweet: energy source
sour: potentially toxic acids
umami/savoriness: proteins to grow and repair tissue
bitter: potential poisons
salty: sodium for physiological processes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

neurochemistry of taste

A

taste receptor cells send messages to thalamus then to temporal lobe
papillae and taste buds

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

3 types of papillae

A

circumvallate: one at bottom middle
foliate: some on sides at middle
fungiform: tip

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

papillae

A

small protuberances of the tongue

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

taste buds

A

groups of 20-50 receptor cells located in papillae
cilia protrude thru pores of taste bides into saliva coating tongue
cells wear out quickly, replaced every 10 days

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

smell steps

A
  1. odorants bind to receptors
  2. olfactory receptor cells activated, send signals to olfactory bulb
  3. signals relay down axons to higher regions of brain
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
52
Q

odors and perception

A

humans can recognize up to 10k odorants, only 339 different receptor types
molecules can bind to multiple receptor types, providing unique neural representation of odor

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
53
Q

path of smell

A

bypasses thalamus
travels to to temporal lobe and limbic system, influencing learning and emotion
can form powerful learned associations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
54
Q

vestibular sense

A

allows us to sense position and movement of head and body, enabling balance
fluid filled chambers with hair cells send signals about movement, orientation
vestibular sacs, semicircular canals

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
55
Q

sensory interaction

A

when different senses influence each other

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
56
Q

sensory interaction

A

when different senses influence each other

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
57
Q

learning

A

acquire new and relatively enduring info and behaviors

relatively long term change in behavior based on experience

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
58
Q

classical conditioning

A

learning to link two stimuli in a way that helps us anticipate future events
after repeated exposure to 2 stimuli in sequence,
natural response to one stimulus can be triggered by new, predictive stimulus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
59
Q

operant conditioning

A

changing behavior in response to consequences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
60
Q

cognitive learning

A

acquiring new behaviors and information through observation and info, rather than direct experience

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
61
Q

behaviorism

A

watson and skinner
believed mental life was much less important than behavior as a foundation for psychological science
saw applications for controlling human behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
62
Q

pavlov

A

noticed dogs would salivate in response to neutral stimuli like seeing food or food dish, hearing footsteps
neutral stimuli no longer neutral
critical for survival

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
63
Q

Pavlov’s experiments

A

isolated dog and measured saliva output in response to various neutral stimuli

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
64
Q

neutral stimulus

A

one which does not trigger a response before conditioning (bell)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
65
Q

unconditioned stimulus and response

A

one that triggers a response naturally, without any condition (food itself)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
66
Q

conditioned response

A

after conditioning, response to conditioned (formerly neutral) stimulus`

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
67
Q

acquisition

A

initial stage of learning/conditioning
association between neutral stimulus and unconditioned stimulus is acquired
afterwards, UR is triggered by CS, strength of association increases

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
68
Q

strength of CR

A

likelihood and intensity of NS triggering CR

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
69
Q

timing of acquisition

A

NS must be before US

allows us to prepare for benefits/threats

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
70
Q

extinction

A

diminishing of conditioned response

US stops appearing with CS, so CR decreases

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
71
Q

spontaneous recovery

A

following a rest period, presenting CS alone might lead to return of CR

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
72
Q

renewal

A

change of context after extinction can cause a robust return of conditioned responding

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
73
Q

generalization

A

tendency to have CR triggered by related stimuli, more stuff makes you drool

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
74
Q

discrimination

A

learned ability to only respond to a specific stimuli, preventing generalization, less stuff makes you drool, specific pitch of bell

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
75
Q

watson and fear

A

Little Albert conditioned to be fearful of white rats, then generalized this fear to other soft and furry things

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
76
Q

operant conditioning

A

act of chosen behavior (“response”) is followed by reward or punishment from environment
reinforced behavior more likely to be tried again
punished behavior less likely to be chosen in future

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
77
Q

classical vs. operant conditioning

A

classical: NS before respondent behavior, triggers that behavior
operant: stimulus follows operant behavior, reinforcing or punishing it

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
78
Q

operant behavior

A

chose behaviors which “operate” on the environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
79
Q

Thorndike’s Law of Effect

A

behaviors followed by favorable consequences become more likely
behaviors followed by unfavorable consequences became less likely
cats solving puzzle faster to get reward

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
80
Q

reinforcement

A

any event that strengthens the behavior it follows
+: adding something desirable (warmth)
-: removing something unpleasant (cold)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
81
Q

successive approximation

A

when something is unlikely to perform desired behavior, can reward any behavior that comes close

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
82
Q

primary reinforcer

A

innately reinforcing stimulus, e. g. one that satisfies biological need
food, water, sex, shelter

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
83
Q

secondary reinforcer

A

gains its reinforcing power thru association with primary reinforcer
money, grades, etc.

84
Q

delayed reinforcement

A

dogs only respond to immediate reinforcement
humans can link a consequence to a behavior even if not linked sequentially
delaying gratification, related to impulse control, allows long term goal setting

85
Q

continuous reinforcement

A

reward after target every single time, learning is rapid, extinction occurs quickly

86
Q

partial/intermittent reinforcment

A

rewards given part of the time

target behavior takes longer to be acquired but is more resistant to extinction

87
Q

punishment

A

weakens behavior that it follows
+: adding something undesirable
-: ending something pleasant

88
Q

critical period

A

period during which specific biological or environmental events are required for normal development to occur

89
Q

sensitive period

A

time in an organism’s development during which a particular experience has an especially profound effect

90
Q

teratogen

A

agent that can reach embryo or fetus during prenatal development
chemicals, viruses

91
Q

newborns

A

have reflexes: rooting, startle

demonstrate learning: habituation and prefernces

92
Q

maturation

A

biologically-driven growth and development enabling orderly (predictably sequential) changes in behavior
lift head, sit up, crawl, walk
sets sequence, but not timing of events

93
Q

early neural development

A

womb: # of neurons grows by 750k per minute in middle trimester
birth: connections b/t neurons proliferate
infancy: connections formed in less complex parts of brain (stem, motor cortex, limbic system)
early childhood: neural connections in association areas proliferate

94
Q

infantile amnesia

A

memories not formed like in adulthood
can still learn skills (procedural memories) and implicit memories
explicit memories start around age 3
encoding or retrieval issue due to different way of thinking in adults

95
Q

cognition

A

the mental activities that help us function

problem solving

96
Q

Piaget’s theory

A

mind develops through series of universal stages

sensorimotor, preoperational, concrete operational, formal operational

97
Q

schemas

A

script to understand the world
mental containers built to hold our experiences
images, models, concepts
used to assimilate info, adjusted thru accomodation

98
Q

assimilation

A

interpret experience using existing schemas

99
Q

accommodation

A

adapt schemas to incorporate new info

100
Q

sensorimotor stag

A

birth to 2 years
experiencing world through senses and actions
object permanence, stranger anxiety

101
Q

preoperational stage

A

about 2 to 6-7
representing things with words and images, using intuitive rather than logical reasoning
pretend play, egocentrism

102
Q

concrete operational

A

7-11 years
thinking logically about concrete events, grasping concrete analogies, performing arithmetical operations
conservation, mathematical transformations

103
Q

formal operational

A

age 12 thru adulthood
abstract reasoning
abstract logic, potential for mature moral reasoning

104
Q

object permanence

A

awareness that things continue to exist after losing sight of them
develops about 8 months
learned through games like peekaboo

105
Q

egocentrism

A

difficulty perceiving things from other people’s POV, resolves around 6 years

106
Q

theory of mind

A

ability to read mental state of others

107
Q

conservation

A

of number: 5-6
of volume: 9-10
quantity remains the same despite changes in shape

108
Q

Harlow’s monkeys

A

showed that attachments are vital to infants

always seek emotional ties

109
Q

strange situations test

A
  1. mother and child placed in strange room and allowed to explore
  2. stranger enters, talks to mother, approaches child while mother leaves room
  3. mother returns
    secure, insecure-anxious, insecure-avoidant
    show level of attachment between mother and child
110
Q

secure attachment

A

60% of children, feel distress when mother leaves and seek contact with her when she returns

111
Q

insecure attachment, anxious style

A

cling to mother and less likely to explore environment

may get loudly upset when mother leaves and remain upset after her return

112
Q

insecure attachment, avoidant style

A

seeming indifferent to mother’s departure and return

113
Q

deprivation of attachment

A

lower IQ scores, double rate of anxiety symptoms

children do not readily recover from abusive past

114
Q

resilient

A

ability of children to bounce back, attach and succeed after an abusive past

115
Q

authoritarian parenting style

A

“too hard”

parents impose rules “because I said so” and expect obedience

116
Q

permissive parenting style

A

“too soft”

parents submit to kid’s desires, not enforcing limits or standards for child behavior

117
Q

authoritative parenting style

A

“just right”
parents enforce rules, limits, and standards but also explain, discuss, listen, and express respect for child’s ideas and wishes
predicts high self-reliance, social competence, self-esteem, and low aggression
nature vs. nurture?

118
Q

puberty

A

time of sexual maturation, becoming able to reproduce
increased sex hormones so increased primary and secondary sex characteristics, changes in mood behavior
height change, romantic interest

119
Q

puberty timing

A

sequence is predictable but time of onset varies by person

120
Q

What stage of development are adolescents in?

A

formal operational

121
Q

Kohlberg’s Levels of Moral Thinking

A

preconventional morality, conventional morality, postconventional morality

122
Q

preconventional morality

A

before age 9

self-interest, obey rules to avoid punishment or gain concrete rewards

123
Q

conventional morality

A

early adolescence

uphold laws and rules to gain social approval or maintain social order

124
Q

postconventional morality

A

adolescence and beyond

actions reflect belief in basic rights and self-defined ethical principles

125
Q

runaway trolley dilemma

A

throwing switch to save five by killing one or pushing one to save five
stronger emotional response to physically pushing man, greater vmPFC activation

126
Q

moral intuition

A

Jonathan Haidt, moral decisions often driven by quick, gut-feeling decisions
emotions like disgust or elevated feelings (donating to charity)

127
Q

Erikson’s model of social development

A

lifelong psychosocial development
adolescents struggle to form an identity/sense of self
try out different selves with others
also develop capacity for intimacy

128
Q

adolescent psychosocial development

A

identity vs. role confusion
teenagers refine their sense of self by testing roles and then integrating them to form a single identity, or they become confused about who they are
peer relationships take center stage but parents still primary influence

129
Q

emerging adulthood

A

delay of full adult independence beyond traditional adolescence from about ages 18-25
more prevalent in Wester cultures
years of education, later marriage

130
Q

when do adults peak physically

A

mid 20s
muscular strength, cardiac output, reaction time, sensory sensitivity
natural ability/peak

131
Q

middle adulthood physical changes

A

40-60, lifestyle and biological decline
gradual decline in sexual activity (usually)
women enter menopause around 50

132
Q

Why do we die?

A

environment- accumulation of stress, damage, and disease wears us down until one kills us
genes - some people have genes protecting against some kinds of damage
shortening telomeres, poor healing

133
Q

death deferral

A

less people die on/around holidays, difference made up for afterwards

134
Q

physical changes with age

A

declining visual acuity, hearing (higher pitches), reaction time, motor abilities, neural processing speed (esp. novel tasks)

135
Q

exercise and dementia

A

improves muscle/bone strength, stimulates neurogenesis in hippocampus, improves memory and cognition, reduces dementia risk

136
Q

changes in brain with age

A

regions related to memory shrink, harder to form new memories
frontal lobes atrophy: decreased inhibition and self-control
myelin-enhanced neural processing speed declines (peaks in teens)

137
Q

alzheimer’s, dementia

A

not a normal part of aging
decreased ability to recall recent events, names of familiar objects/people
emotional unpredictability
confusion, disorientation

138
Q

physiological changes in Alzheimer’s

A

loss of brain cells and neural network connections
deterioration of neurons that produce acetylcholine (memory nt)
misfolded proteins aggregate, kill cells
dramatic loss of tissue

139
Q

crystallized intelligence

A

ability to use skills, knowledge, and experience

related to long-term memory access and use

140
Q

fluid intelligence

A

ability to reason and solve novel problems

141
Q

memory changes with age

A

rote memorization ability declines more than learning meaningful info
prospective memory (remembering to do) declines
ability to learn skills slower to decline than to learn info

142
Q

cross-sectional studies

A

compare people at different ages all at one time

143
Q

longitudinal studies

A

compare attributes of the same people as they age over time

144
Q

midlife crisis

A

re-evaluation of one’s life plan and success, does not have a specific age
25% of adults, trigger often is a challenge like illness, divorce, job loss, parenting
may be related to “social clock” of achievement expectation

145
Q

golden years “silver lining”

A

senior attend less to negative info, more to positive info

accumulate longer-lasting mild + memories, lose - memories

146
Q

coping with death

A

no standard pattern/length of the grieving process
grief is more intense if death is sudden/too early
support groups, facing reality of death, affirming value of life all help

147
Q

modeling behavior

A

especially likely to learn from people who are likable and/or similar to us
behavioral inhibitions lowered

148
Q

vicarious learning

A

our behaviors or modified by observing other’s actions and the consequences/rewards that follow

149
Q

mirror neuron hypothesis

A

theory that there are neurons that fire when observing another’s actions/emotions

150
Q

imitation

A

animals/humans likely to imitate behaviors and emotions of others
tool use in monkeys
may explain empathy

151
Q

implications of observational learning

A

prosocial vs. antisocial effects imitated

152
Q

conditioned taste aversion

A

we easily learn to avoid foods that have made us sick

easy to acquire, difficult to extinguish

153
Q

measuring memory

A

three behaviors

recall, recognition, relearning

154
Q

information-processing model

A

encoding: processing info into memory system
storage: retention of encoded info over time
retrieval: process of getting memory out of storage

155
Q

atkinson-shiffrin model

A

sensory memory separate from short term and long term

156
Q

sensory memory

A

immediate and brief recording of sensory info before its processed into short or long term memory
auditory = echoic
visual = iconic

157
Q

sensory storage

A

allows us to deal with nearly unlimited sensory info at all times
acts as buffer, stored long enough for us to pay attention to it, rarely conscious of it
unlimited capacity, short duration, attention determines what enters ST memory

158
Q

whole report

A

sperling task, tests iconic memory
name as many items as possible after 50 ms
most report 4-5, items fading as trying to say them

159
Q

partial report

A

sperling task, name only items from a cued row, people see more

160
Q

duration and capacity of sensory storage

A

duration is limiting factor, only about one second

capacity could be unlimited

161
Q

auditory rehearsal

A

repeatedly saying something to keep it in working memory
phonological loop
limited resource

162
Q

short term memory

A

extremely short lived without working memory

low capacity, only about 18 seconds

163
Q

working memory

A

active stage brain working with information
correlated with intelligence
7 +/- 2 rule for # of info pieces

164
Q

serial position effect

A

information at beginning and end of lists is easiest to remember
info in middle is usually forgotten

165
Q

primacy effect

A

remember early info

serial position effect

166
Q

recency effect

A

remember recently learned info

serial position effect

167
Q

effortful processing strategies

A

lead to better encoding
ways to encode info into memory to keep it from decaying and make it easier to retrieve
grouping, mnemonics, rehearsal, deep processing

168
Q

chunking

A

organizing data into manageable units, splitting it up

works better if you can assemble into meaningful groups

169
Q

mnemonics

A

memory aids, techniques that use vivid imagery and organization

170
Q

hierarchy

A

a branching/nested set of categories and subcategories

171
Q

spacing effect

A

increasing cues can aid memory retrieval

distributed learning better than mass learning

172
Q

deep processing

A

more likely to retain info if we deeply process the meaning/semantics of words

173
Q

shallow processing

A

memorizing sound or appearance of words, not easy to retain

174
Q

self-reference effect

A

relating material to ourselves, aids encoding and retention

175
Q

divisions of long-term memory

A

explicit: semantic and episodic
implicit: procedural and perceptual

176
Q

explicit memories

A

AKA declarative, can be declared/described
consciously seek to store and retrieve
semantic and episodic

177
Q

semantic memories

A

part of explicit memory
conceptual knowledge or facts
persists longer than episodic
can be enhanced when associated with episodic, personal semantic memory

178
Q

episodic memories

A

part of explicit memory
stores and connects specific times, places, and events in an individual’s life
allows us to relive experiences through conscious experience of recollection
can be lost, leading to only semantic memory

179
Q

implicit memory

A

learning without necessarily being aware that we are doing so
mental functions that can be performed automatically in the background
procedural and perceptual
buy product but don’t remember commercial
cerebellum and basal ganglia

180
Q

procedural memory

A

allows us to remember and use skills to perform tasks
part of implicit memory
don’t remember learning the skills
unable to explain how task should be performed

181
Q

perceptual memory

A

part of implicit memory
difficult to describe but recalled effortlessly
learning to recognize a particular stimulus, such as appearance, voice, scent

182
Q

broken line drawings

A

shown sets of lines until subject recognizes drawing
tested 1 hour later for retention, subjects recognize object faster if perceptual learning occurred
HM better after 1 hour
retested 4 months later
HM still better than original test

183
Q

metamemory

A

our awareness of our memory system and what we have stored there
feeling of knowing and tip of tongue phenomenon

184
Q

feeling of knowing

A

a sense that we know something but can’t recall it, usually accurate
persists in amnesia

185
Q

tip of the tongue phenomenon

A

the temporary inaccessibility of a word in long term memory
occurs in many languages
more common in older adults, sound based codes play a role in retrieving word

186
Q

HM

A

can learn procedural and perceptual memories

no new explicit memories even though he had some from before

187
Q

retrograde amnesia

A

inability to retrieve info from the past, often temporary

188
Q

anterograde amnesia

A

inability to form new memories, specifically long-term explicit memories
can still form implicit memories

189
Q

memory consolidation

A

encoding and storage of explicit memories, performed in hippocampus
not permanently held there

190
Q

implicit memory processing

A

cerebellum and basal ganglia form and store conditioned responses, procedural and motors skills (implicit memory)

191
Q

damaged amygdala

A

allows for functioning explicit memory, but emotional component of the memory is lost

192
Q

flashbulb memories

A

emotion-charged memories are captured with great detail, emotion affects storage and retrieval

193
Q

priming

A

unconsciously triggers thread of associations that bring us to a concept
subliminal and supraliminal
unconscious memories can influence how we interpret things
kids who see santa are more generous

194
Q

forgetting

A

can happen at any stage: encoding, storage, or retrieval

195
Q

storage decay

A

material encoded into LTM will decay if the memory is never used, recalled, and re-stored
memories can decay quickly but what doesn’t decay stays for a long time

196
Q

encoding failure

A

we selectively attend to a few things in the environment

without rehearsal things are not encoded

197
Q

retrieval failure

A

sometimes just below the surface, e.g. tip of the tongue phenomenon
better retrieval by encoding memories with more associations, linking

198
Q

context-dependent memory

A

memory is a web of associations
we retrieve a memory more easily when in the same context as when we formed the memory
more familiar cues = more likely to retrieve
we associate cues with a target at encoding

199
Q

state-dependent learning

A 
information learned in one state is best recalled in that same state
physical state (intoxication), emotional state, mood
200
Q

proactive interference

A

old stimuli/learning interferes with storage and retrieval of newly formed memories

201
Q

retroactive interference

A

new stimuli/learning interferes with storage and retrieval of previously formed memories

202
Q

positive transfer

A

old info makes it easier to learn new info

opposite of interference

203
Q

misinformation effect

A

incorporating misleading info into one’s memory of an event
memory is often susceptible to suggestibility, officers “leak” info, we recall things that didn’t happen
confidence is not a good metric of accuracy

204
Q

implanted memories

A

those implanted by suggestion and imagination
can be caused just by picturing an event
tend to add more imagined details once we have an inaccurate memory

205
Q

source amnesia

A

forgetting where the story came from and attributing the source to your own experience
can help explain deja vu

PSY 111 (4 decks)

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