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Cognitive Psychology > Exam 2 > Flashcards

Exam 2 Flashcards

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1
Q

Chunking

A

the organization of material into shorter meaningful groups to make them more manageable`

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2
Q

Brown-Peterson Task CONCLUSION

A

The conclusion was that there exists a short-term memory (STM) system that holds information for several seconds. Without an active effort by the participant, information in STM fades away

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3
Q

Proactive Interference

A

Occcurs when past memories hold back an individual from retaining new memories

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4
Q

Retroactive Interference

A

Occurs when new memories hold back an individual from retaining old memories

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5
Q

When does the proactive interference that’s been built up get released?

A

When there is a change to the category of items being learned, leading to increased processing in STM.

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6
Q

When does proactive interference have a greater effect?

A

If the items or pairs to be learned are conceptually related to one another

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7
Q

Serial Position Curve

A

A “U”-shaped learning curve that is normally obtained while recalling a list of words due to the greater accuracy of recall of words from the beginning and end of the list than words from the middle of the list

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8
Q

Working Memory

A

Working memory is a system for temporarily storing and managing the information required to carry out complex cognitive tasks such as learning, reasoning, and comprehension

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9
Q

Short-term Memory

A

Short-term memory is the capacity for holding, but not manipulating, a small amount of information in mind in an active, readily available state for a short period of time.

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10
Q

Baddely’s Working Memory Model:

Central Executive

A
  • Responsible for the control and regulation of cognitive processes
  • Makes working memory and long term memory work together
  • Controls cognitive processes making sure short term store is actively working
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11
Q

Baddely’s Working Memory Model:

Phonological Loop

A

-Deals with sound or phonological information
Consists of two parts:
-a short-term phonological store with auditory memory traces that are subject to rapid decay
-an articulatory rehearsal component that can revive the memory traces

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12
Q

Articular Suppression Effect (Phonological Loop)

A

Memory for verbal material is impaired when people are asked to say something irrelevant aloud. This is assumed to block the articulatory rehearsal process, leading memory traces in the phonological loop to decay

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13
Q

Baddely’s Working Memory Model:

Visuospatial Sketchpad

A

-Used for generating visual imagery and maintaining it
STEPS:
1. generate image from LTMR
2. hold image in mind (visuospatial sketchpad)
3. count and manipulate (manipulate is walking through the image)

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14
Q

Baddely’s Working Memory Model:

Episodic Buffer

A

a limited capacity system that provides temporary storage of information capable by conjoining information from the subsidiary systems, and long-term memory, into a single episodic representation

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15
Q

Simple vs. Complex Span tasks

A
  • Simple tasks are used to measure short-term memory

- Complex tasks are used to measure working memory

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16
Q

Higher Order Cognition

A

inhibition, flexibility of thinking, problem solving, planning, impulse control, concept formation, abstract thinking, and creativity

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17
Q

High WMC vs. Low WMC

A

??

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18
Q

Declarative Memory

A

memory of facts and events and refers to those memories that can be consciously recalled

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19
Q

Nondeclarative Memory “Implicit Memory”

A

“knowing how”

habits, skills

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20
Q

Episodic Memory

A

memory for specific events

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21
Q

Semantic Memory

A

General knowledge and facts about the world

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22
Q

Episodic Memory - Variables important at encoding

Time/Frequency

A

more time / frequency = better memory

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23
Q

Episodic Memory - Variables important at encoding

Massed vs. Distributed Practice

A
  • Massed practice = all encoding is done at once

- Distributed practice = broken up over time (leads to better memory)

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24
Q

Episodic Memory - Variables important at encoding

Levels of Processing Manipulation
shallow vs. deep encoding

A

-The way you process the information at encoding matters

Shallow encoding = attention to surface characteristics
Deep encoding = attending to the meaning of something

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25
Q

Episodic Memory - Variables important at encoding

Organization

A

Grouping individual items into larger units based on similarity

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26
Q

Episodic Memory - Variables important at encoding

Distincitveness

A

For better memory:
if items to be remembered are similar, its best to think about their differences,
If items to be remembered are distinct, its best to think about their similarities

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27
Q

Episodic Memory - Variables important at encoding

Emotion

A

Memory is better for emotional arousing items

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28
Q

Encoding specificity

A

The encoding specificity principle states that our ability to remember a stimulus depends on the similarity between the way the stimulus is processed at encoding and the way it is processed at test.

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29
Q

Transfer Appropriate Processing

A

States that the processing at encoding is most effective to the extent that that processing overlaps with the processing to be performed at retrieval

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30
Q

Forgetting - Decay vs. Interference

A 
Decay = memories lost due to passage of time
Interference = memories lost due to new memories
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31
Q

Retrieval Failure

A

information is in long-term memory but cannot be accessed due to the absence of cues

32
Q

Retrieval Cues

A

stimuli that assist in memory retrieval

33
Q

Anterograde vs. retrograde Amnesia

A

Anterograde amnesia = cannot create NEW memories

Retrograde amnesia = loss of information learned before

34
Q

Hippocampus

A

Plays a role in the consolidation of information from short-term memory to long-term memory and enables navigation in spatial memory

35
Q

Case of H.M

A

-Had his hippocampus removed so he couldn’t form new memories (anterograde amnesia)

-UNABLE TO: encode new episodic memory, remember participating in events
ABLE TO: stored episodic memory was accesable, semantic memory stable, normal working memory, and could speak/write

36
Q

Clive Wearing

A

Suffered from severe anterograde amnesia due to contracting viral encephalitis-a disease that causes massive swelling of the brain. Due to this he had massive damage in his prefrontal cortex and medial temporal lobe. Like HM he cannot form any new episodic memories, however, unlike HM he could not remember events from before his illness. Also like HM, his amnesia did not extend to his lexical memory, nor procedural memory, as he is still an accomplished pianist.

37
Q

Lexical Memory

A

mental dictionary that contains information regarding a word’s meaning, pronunciation, syntactic characteristics, and so on

38
Q

When does cognitive ability peak?

A

20 and 40

39
Q

What cognitive process DECLINE with age?

A

WM, episodic memory, speed of processing

40
Q

What cognitive processes DO NOT decline with age?

A

semantic memory, implicit memory

41
Q

False Memory

A

something you remember but didn’t actually happen

42
Q

Misinformation Effect

A

Exposed to misleading information after the fact that can affect your memory for the original effect

43
Q

Source Monitoring

A

an unconscious mental test that humans perform in order to determine if a memory is “real” and accurate as opposed to being from a source like a dream or a movie

44
Q

Metamemory

A

both the introspective knowledge of one’s own memory capabilities (and strategies that can aid memory) and the processes involved in memory self-monitoring

45
Q

Mind Wandering Article (Kane et al.)

Topic, Hypothesis, IVs/DVs, procedure, conclusion

A

-TOPIC:
Is WMC related to how often you mind wander?

-HYPOTHESIS:
Low WMC should make mind wandering more likely when tasks require focused concentration.

-NO IVs

-PROCEDURE: 
WMC measures 
PDA and Experience Sampling Methodology
Radom beeps 8 times a day for 7 days
At the time of the beep, my mind had wandered to something 
(FINISH)

-CONCLUSION:
The relationship between WMC and mind wandering depends on the situation
Low WMC more likely to mind wander in challenging or effortful situations and when concentrating.
High Spans less likely to mind wander when concentrating, but wandering isn’t much affected by challenge or effort.

46
Q

Stereotypes and Memory (Sherman & Bessenhoff)

Topic, Hypothesis, IVs/DVs, procedure, conclusion

A

-TOPIC:
Examine the effect of stereotypes on source memory

-HYPOTHESIS:
Stereotypes are heuristic(quick automatic process you can rely on); we’ll depend on them when our cognitive resources are taxed.

-IV:
whether Bob was a skinhead or priest

DV:
Source decision

-PROCEDURE:
3 types of behaviors; made up behaviors, Bob behaviors, New Behaviors

-CONCLUSION:
People will rely on their stereotypes when trying to remember source, but usually only when capacity is reduced
We rely on semantic memory when our ability to retrieve from episodic memory is undermined

47
Q

What’s the capacity of short-term memory?

A

7+/-2 chunks of information

48
Q

What’s the Brown-Peterson paradigm? What

does it show?

A

On each trial you see 3 consonants. Then you count down by 3s from a random number. After a variable delay period, you recall the consonants.
-It shows effects of proactive interference

49
Q

What’s the difference between simple & complex

span tasks?

A

»Simple: remember short lists in order; STM
»Complex: remember short lists in order while
processing other material at the same time; WM

50
Q

What’s are the components of Baddeley’s

Working Memory Model?

A

»Central executive
»Phonological loop
»Visuospatial sketchpad
»Episodic buffer (book)

51
Q

What’s the difference between short term
memory and working memory?
EQUATION

A

»WM = STM (phonological loop, visuospatial sketchpad, episodic buffer) +central executive

52
Q

What did the articulatory suppression effect

show?

A

»Occupying the articulatory loop with irrelevant info reduces performance

53
Q

Dana & Tanya each have a test. Dana has a MC
test in biology and Tanya has a problem-solving
test in calculus. What does the concept of
transfer appropriate processing have to say about
how they should study?

A

Deal with the material in the same way at study as they’ll be dealing with it at test
»Dana: deep (elaborate) processing
» Tanya: practice problems

54
Q

Why is shallow processing typically bad for

memory?

A

»Little attention to meaning, but meaning is usually what’s most important to remember

55
Q

What’s one benefit and one cost of the effects of

schemas on memory?

A

»Benefit: structure and organization

»Cost: overgeneralization

56
Q

What are primacy and recency effects?

A

These are related to the serial position curve, found in both STM and LTM.

57
Q

What’s the von Restorff effect?

A

Memory is better for the isolated item

58
Q

What is encoding specificity?

A

The best cues at test are things that were present at the time of encoding/study.

59
Q

With respect to the idea of retrieval failure, what
is the difference between availability and
accessibility?

A

»Availability: info was encoded and could be remembered at some point
»Accessibility: you can retrieve the info

60
Q

What’s the generation effect?

A

»Producing the to-be-remembered stimulus from a cue leads to better memory

61
Q

How is information organized in semantic

memory?

A

»In a network of nodes

62
Q

How do embodied cognition theories of semantic

memory suggest we develop our knowledge?

A

»We build our knowledge through sensory/perceptual and motor experiences.

63
Q

In the study on leading questions after witnessing
an accident, what influenced people’s speed
estimates?

A

The verb used to indicate a crash (smashed, collided, etc.)

64
Q

What is one piece of evidence against the idea of

repressed/recovered memories?

A
  • Often developed in therapy under suggestive conditions (false memories are easy to create)
  • Violates what we know about memory (e.g., emotion)
  • You can forget that you remembered something before
  • Retractions and research
65
Q

What is a judgment of learning?

A

A prediction of how well you’ve learned something so far

66
Q

What did the paper on stereotypes show about

episodic memory?

A

Reducing cognitive resources makes people more likely to rely on semantic memory when trying to make an episodic memory judgment

67
Q

What is retroactive interference and what is its

role in memory?

A

RI: new information interferes with old info

Role in memory: can cause forgetting

68
Q

Which of the following is true?
a) Memory is vulnerable to outside influences.
b) Semantic memory declines with age.
c) High spans always mind wander less than low
spans.
d) Short term memory predicts reading
comprehension.

A

a

69
Q

A man with a head injury can’t remember how he
got the injury. However, his ability to encode new
memories seems to be fine. What’s wrong with him?
a) A shorter-term memory impairment
b) Anterograde amnesia
c) Retrograde amnesia
d) Prosopagnosia

A

c, retrograde amnesia

70
Q 
A person with anterograde amnesia has damage
to their:
a) Prefrontal cortex
b) Amygdala
c) Hippocampus
d) Parietal lobe
A

c, hippocampus

71
Q 
Which of the following is an example of chunked
stimuli?
a) a c d e f i
b) l o l o m g
c) t g v d b e
d) k m t r h a
A

b) l o l o m g

72
Q

One way that it’s been shown that the visuospatial
sketchpad is tied to the real world in terms of how it
works is with:
a) The word length effect
b) Mental rotation tasks
c) The phonological similarity effect
d) Proactive interference tasks

A

b) Mental rotation tasks

73
Q

You should think about similarities between unique
items and think about differences between similar
items to remember the items best. This is the
principle of:
a) Levels of processing
b) Generation
c) Distributed vs. massed practice
d) Organization and distinctiveness

A

d) Organization and distinctiveness

74
Q

Which of following is a mnemonic people use to
remember large quantities of information?
a) Method of loci
b) Massed practice
c) The visual search method
d) Rote rehearsal

A

a) Method of loci

75
Q

The study looking at implanting false memories of putting slime in a teachers desk showed:

a) High confidence in false memories
b) More reports of false memories on day 1 than day 2
c) More reports of false memories if there was a picture
d) Fewer reports of false memories if there was a picture

A

c) More reports of false memories if there was a picture

76
Q

Which of the following is not an example of
metamemory in a studying context?
a) A judgment about how anxious you are
b) A judgment about how long you need to study
c) A judgment about how confident you are in your
preparation
d) A judgment about what grade you’ll get based on
how much you studied

A

a) A judgment about how anxious you are

77
Q

The testing effect shows that:
a) Taking a test can improve memory
b) Taking a test does nothing for memory
c) Taking a test can hurt memory for the material
d) Taking a test improves metamemory but not
memory

A

a) Taking a test can improve memory

Cognitive Psychology (3 decks)

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