exam 2 psychology part 1 (chapters 7 and 8) Flashcards
1
Q
memory
A
the retention of information over time
2
Q
automatic processing
A
unconscious encoding of incidental information
3
Q
attention
A
CRITICAL
focusing awareness on a narrowed range of stimuli or events
4
Q
levels of processing
A
structural encoding, phonetic encoding, semantic encoding
5
Q
structural encoding
A
encoding of picture images
6
Q
phonetic encoding
A
encoding of sound (especially sound of words)
7
Q
semantic encoding
A
encoding of meaning, including meaning of words
yields better memory
8
Q
key processes of memory
A
encoding, storage retrieval
9
Q
encoding
A
getting information into brain
10
Q
storage
A
retaining that information
11
Q
retrieval
A
getting the information out
12
Q
improving encoding
A
elaboration, visual imagery, motivation to remember
13
Q
elaboration
A
linking a stimulus to other information at the time of encoding
14
Q
visual imagery
A
creating a mental picture to present the word to be remembered
15
Q
motivation to remember
A
putting in extra effort to attend to and organize the information to facilitate future recall
16
Q
memory storage
A
three step process (sensory –> short term memory –> long term memory)
17
Q
sensory memory
A
- preserves information through the senses in its original form
- allows us to experience a visual pattern, sound, or touch even after the event
- gives us additional time to recognize and memorize things
- 0.25 seconds
18
Q
short term memory
A
- poor performance in basic recall –> result of:
time related decay
interference (x2) - strategies used to counteract these effects:
rehearsal
chunking
19
Q
proactive interference
A
old to new
interference with acquisition of new information due to previous learning of information
20
Q
retroactive interference
A
interference with retention of old information due to acquisition of new information
21
Q
rehearsal
A
repeating information to extend the duration of retention
22
Q
chunking
A
organizing items into familiar, meaningful units
seven plus or minus two (pieces of information in brain at once)
23
Q
long term memory
A
- unlimited in capacity and can hold information for long periods of time
- memories are more vivid if they are experienced during a time of intense emotion
- flash bulb memory
24
Q
flash bulb memory
A
provides evidence of the permanence of long term memory (vivid, detailed, emotional memories)
25
types of memory
declarative memory and non declarative memory
26
declarative memory
explicit
- factual information
- memories we recall intentional and we have conscious awareness of
- semantic and episodic
27
semantic memory
our knowledge of facts bout the world (ex: encyclopedia)
28
episodic memory
recollection of events in our lives (Ex: autobiography)
29
non declarative memory
implicit
- memories we don't deliberately remember or reflect on
- procedural and priming
30
procedural memory
memory for how to do things; motor skills
31
priming memory
ability to identify a stimulus more easily or more quickly after we've encounter similar stimuli
32
ways of retrieval
retrieval cues, context cues, schemas
33
retrieval cues
stimuli that help gain access to memories
- the more, the better
34
context cues
involve putting yourself in the context in which the memory occurred
35
schemas
organized clusters of knowledge about a particular object or event abstracted from previous experiences with the object/event
--- ex: "social scripts"
- restaurant and menu
- entering class
36
misinformation effect
creating of fictitious memories by providing misleading information about an event after its takes place
- our poor abilities to retrieve information accurately
37
source monitoring effort
occurs when a memory derived from one source is misattributed to another source
38
forgetting
- helps keep the mind less cluttered
- can be adaptive
- within an hour, you forget half of what you already know
39
hermann ebbinghaus' curve
suggests that people tend to continually halve their memory of newly learned knowledge in a matter of days or weeks unless they actively review thee learned material
40
retention
- focusing on what is remembered, rather than forgotten
- retained = remembered
41
3 main ways of measuring what you retained
recall measure, recognition measure, relearning measure
42
recall measure
requires that the person reproduced information on their own without any cues
- ex: essay question on a test
43
recognition measure
requires that the person select a previously learned information from an array of options
- ex: mcq / true or false
44
relearning measure
requires that the person memorized information a second time, and determine time and effort
- ex: recitation homework with roommates
45
cognition
refers to all of thee mental activities associated with thinking, knowing, remember, and communicating
46
concepts
mental groupings of similar objects, events, and people
some form by definition
others form by developing prototypes
47
prototype
mental age that comes to mind that incorporates the primary feature that you associate with a specific category
48
problem solving
active efforts to discover what needs to be done to achieve a goal that is not really available
49
problems of problem solving...
inducing structure, arrangement, transformation
50
inducing structure
required to discover the revelations among numbers, words, symbols, or ideas
ex: analogies
51
arrangment
required to arrange the parts of a problem in a way that satisfies some criterion
ex: anagram
52
transformation
required to carry out a sequence of transformation
ex: water cups and gallons
53
barriers
distracted by - irrelevant information, confirmation bias, fixation (mental set, functional fixedness)
54
confirmation bias
looking for confirmation that our initial attempt to solve a purple, must be correct in some ways we stick with that
55
fixation
the inability to see a problem from a fresh pov
56
mental set
anything that predisposes to how we think
- our tendency to approach a problem approach a problem with thee mindset of what has worked for us in the past
57
functional fixedness
difficulty conceptualizing than an object typically used for one purpose can be used for another
ex: candle, match, box, problem
58
approaches to problem solving
trial and error
heuristics
*cultural differences shape our problem solving techniques*
59
trial and error
works best when there are a limited number of solutions to choose from
60
heuristics
guiding principles or mental rule of thumb that we use to solve problems
- forming subgoals
- searching for analogies
- changing how you represent a problem
- taking a break
61
decision making
involves evaluating alternatives and making choices
- theory of bounded rationality
- decision without attention effect
62
theory of bounded rationality
people tend to use simple estranges that often result in irrational or poor decisions
63
decision without attention effect
when faced with complex choices, people tend to make better decisions iim they do not devote careful, conscious attention to the matter
64
representativeness heuristic
judging the likelihood of things in terms of how they seem to represent or match particular prototypes
65
availability heuristic
estimating the likelihood of events based on their availability
66
common flaws
ignoring base rates, conjugation fallacy, gamblers fallacy overestimating the improbable, loss aversion
67
ignoring base rates
we tend to ignore the overall likelihood that a given case will fall in a given category
68
conjugation fallacy
we assume that specific conditions are more probable than a single general one
69
gambler's fallacy
we believe that the odds of a chance increase iim thee event has not occurred recently
70
overestimating the improbable
we tend to think that dramatic, vivd acts are more likely to occur than commonplace ones
71
loss aversion
we assume that losses will have more impact than gains of equal size
72
intelligence
social constructed concept
- mental quality that consists of the ability to learn from experience solve problems, and use knowledge to adapt to new situations
73
early history of IQ
- francis galton wondered if it might be possible to measure "natural ability"
- coined the phrase "nature vs future"
74
modern testing movement
- alfred binet assumed that all children follow the same course of intellectual development, but some develop more rapidly
- goal became measuring children's mental age
- hope his test would be used to improve children's education
75
the stanford-binet
- lewis terman revised Binet's test for use in the US
- used a new system: the intelligence quotient (IQ)
- compare children of different ages
76
tests of abilities
achievement and aptitude tests
77
achievement tests
intended to reflect what you have learned or achieved
- ex: ACT
78
aptitude tests
intended to predict your ability to learn a new skill
- ex: WAIS - adults
- ex: WISC + WPPSI - children
79
standardization
defining meaningful scores by comparison to the performance of a pretested group
- normal curve
- average = 100; standard deviation = 15r
80
reliability
extent to which a test yields consistent results
81
validity
extent to which the test measures or predicts what it's supposed to predict
82
IQ tests are...
- reliable
- valid indicators of academic intelligence
- poor predictors of social intelligence
- correlated with high status job
83
the flynn effect
james flynn
curve
- finding that states finding IQ scores have been rising at a rate of approximately 3 points per decade
84
causes of flynn effect
environmental
- better nutrition
- changes at home and school
- increased complexity of the modern world
- increased test sophistication
85
triarchic theory of intelligence
Robert Sternberg
- applied a cognitive perspective to the study of intelligence
- analytical intelligence (book smart), creative intelligence (creativity), practical intelligence (street smart)
86
analytical intelligence
involves abstract reasoning, evaluation, and judgement
- predicted of school grades
87
creative intelligence
involves the ability too generate new ideas
- demonstrated by reacting adaptively to novel situations and ideas
88
practical intelligence
involves the ability to deal effectively with the kinds of problems we encounter in everyday life
89
multiple intelligence theory
howard gardner
- views intelligence as multiple abilities that go beyond verbal and math skills
- pyramid (look at this!!)
90
relationship between heredity and intelligence
- twin studies best indicators of genetics and intelligence
- identical twins reared apart --> scores are 50-75% similar
HEREDITY IS CREDITED WITH 50% OF VARIATION IN INTELLIGENCE
91
relationship between environment and intelligence
adopted children --> IQs resemble their adoptive parents
siblings in impoverished families --> move similar IQs
