Brainscape's Knowledge GenomeTM

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


See full index

semester 1 college freshman > exam 2 psychology part 1 (chapters 7 and 8) > Flashcards

exam 2 psychology part 1 (chapters 7 and 8) Flashcards

1
Q

memory

A

the retention of information over time

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

automatic processing

A

unconscious encoding of incidental information

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

attention

A

CRITICAL
focusing awareness on a narrowed range of stimuli or events

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

levels of processing

A

structural encoding, phonetic encoding, semantic encoding

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

structural encoding

A

encoding of picture images

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

phonetic encoding

A

encoding of sound (especially sound of words)

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

semantic encoding

A

encoding of meaning, including meaning of words
yields better memory

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

key processes of memory

A

encoding, storage retrieval

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

encoding

A

getting information into brain

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

storage

A

retaining that information

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

retrieval

A

getting the information out

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

improving encoding

A

elaboration, visual imagery, motivation to remember

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

elaboration

A

linking a stimulus to other information at the time of encoding

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

visual imagery

A

creating a mental picture to present the word to be remembered

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

motivation to remember

A

putting in extra effort to attend to and organize the information to facilitate future recall

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

memory storage

A

three step process (sensory –> short term memory –> long term memory)

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

proactive interference

A

old to new
interference with acquisition of new information due to previous learning of information

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

retroactive interference

A

interference with retention of old information due to acquisition of new information

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

rehearsal

A

repeating information to extend the duration of retention

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

chunking

A

organizing items into familiar, meaningful units
seven plus or minus two (pieces of information in brain at once)

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

flash bulb memory

A

provides evidence of the permanence of long term memory (vivid, detailed, emotional memories)

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

types of memory

A

declarative memory and non declarative memory

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

declarative memory

A

explicit
- factual information
- memories we recall intentional and we have conscious awareness of
- semantic and episodic

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

semantic memory

A

our knowledge of facts bout the world (ex: encyclopedia)

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

episodic memory

A

recollection of events in our lives (Ex: autobiography)

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

non declarative memory

A

implicit
- memories we don’t deliberately remember or reflect on
- procedural and priming

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

procedural memory

A

memory for how to do things; motor skills

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

priming memory

A

ability to identify a stimulus more easily or more quickly after we’ve encounter similar stimuli

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

ways of retrieval

A

retrieval cues, context cues, schemas

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

retrieval cues

A

stimuli that help gain access to memories
- the more, the better

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

context cues

A

involve putting yourself in the context in which the memory occurred

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

schemas

A

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

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

misinformation effect

A

creating of fictitious memories by providing misleading information about an event after its takes place
- our poor abilities to retrieve information accurately

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

source monitoring effort

A

occurs when a memory derived from one source is misattributed to another source

38
Q

forgetting

A
  • helps keep the mind less cluttered
  • can be adaptive
  • within an hour, you forget half of what you already know
39
Q

hermann ebbinghaus’ curve

A

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
Q

retention

A
  • focusing on what is remembered, rather than forgotten
  • retained = remembered
41
Q

3 main ways of measuring what you retained

A

recall measure, recognition measure, relearning measure

42
Q

recall measure

A

requires that the person reproduced information on their own without any cues
- ex: essay question on a test

43
Q

recognition measure

A

requires that the person select a previously learned information from an array of options
- ex: mcq / true or false

44
Q

relearning measure

A

requires that the person memorized information a second time, and determine time and effort
- ex: recitation homework with roommates

45
Q

cognition

A

refers to all of thee mental activities associated with thinking, knowing, remember, and communicating

46
Q

concepts

A

mental groupings of similar objects, events, and people
some form by definition
others form by developing prototypes

47
Q

prototype

A

mental age that comes to mind that incorporates the primary feature that you associate with a specific category

48
Q

problem solving

A

active efforts to discover what needs to be done to achieve a goal that is not really available

49
Q

problems of problem solving…

A

inducing structure, arrangement, transformation

50
Q

inducing structure

A

required to discover the revelations among numbers, words, symbols, or ideas
ex: analogies

51
Q

arrangment

A

required to arrange the parts of a problem in a way that satisfies some criterion
ex: anagram

52
Q

transformation

A

required to carry out a sequence of transformation
ex: water cups and gallons

53
Q

barriers

A

distracted by - irrelevant information, confirmation bias, fixation (mental set, functional fixedness)

54
Q

confirmation bias

A

looking for confirmation that our initial attempt to solve a purple, must be correct in some ways we stick with that

55
Q

fixation

A

the inability to see a problem from a fresh pov

56
Q

mental set

A

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
Q

functional fixedness

A

difficulty conceptualizing than an object typically used for one purpose can be used for another
ex: candle, match, box, problem

58
Q

approaches to problem solving

A

trial and error
heuristics

cultural differences shape our problem solving techniques

59
Q

trial and error

A

works best when there are a limited number of solutions to choose from

60
Q

heuristics

A

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
Q

decision making

A

involves evaluating alternatives and making choices
- theory of bounded rationality
- decision without attention effect

62
Q

theory of bounded rationality

A

people tend to use simple estranges that often result in irrational or poor decisions

63
Q

decision without attention effect

A

when faced with complex choices, people tend to make better decisions iim they do not devote careful, conscious attention to the matter

64
Q

representativeness heuristic

A

judging the likelihood of things in terms of how they seem to represent or match particular prototypes

65
Q

availability heuristic

A

estimating the likelihood of events based on their availability

66
Q

common flaws

A

ignoring base rates, conjugation fallacy, gamblers fallacy overestimating the improbable, loss aversion

67
Q

ignoring base rates

A

we tend to ignore the overall likelihood that a given case will fall in a given category

68
Q

conjugation fallacy

A

we assume that specific conditions are more probable than a single general one

69
Q

gambler’s fallacy

A

we believe that the odds of a chance increase iim thee event has not occurred recently

70
Q

overestimating the improbable

A

we tend to think that dramatic, vivd acts are more likely to occur than commonplace ones

71
Q

loss aversion

A

we assume that losses will have more impact than gains of equal size

72
Q

intelligence

A

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
Q

early history of IQ

A
  • francis galton wondered if it might be possible to measure “natural ability”
  • coined the phrase “nature vs future”
74
Q

modern testing movement

A
  • 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
Q

the stanford-binet

A
  • 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
Q

tests of abilities

A

achievement and aptitude tests

77
Q

achievement tests

A

intended to reflect what you have learned or achieved
- ex: ACT

78
Q

aptitude tests

A

intended to predict your ability to learn a new skill
- ex: WAIS - adults
- ex: WISC + WPPSI - children

79
Q

standardization

A

defining meaningful scores by comparison to the performance of a pretested group
- normal curve
- average = 100; standard deviation = 15r

80
Q

reliability

A

extent to which a test yields consistent results

81
Q

validity

A

extent to which the test measures or predicts what it’s supposed to predict

82
Q

IQ tests are…

A
  • reliable
  • valid indicators of academic intelligence
  • poor predictors of social intelligence
  • correlated with high status job
83
Q

the flynn effect

A

james flynn
curve

  • finding that states finding IQ scores have been rising at a rate of approximately 3 points per decade
84
Q

causes of flynn effect

A

environmental
- better nutrition
- changes at home and school
- increased complexity of the modern world
- increased test sophistication

85
Q

triarchic theory of intelligence

A

Robert Sternberg
- applied a cognitive perspective to the study of intelligence
- analytical intelligence (book smart), creative intelligence (creativity), practical intelligence (street smart)

86
Q

analytical intelligence

A

involves abstract reasoning, evaluation, and judgement
- predicted of school grades

87
Q

creative intelligence

A

involves the ability too generate new ideas
- demonstrated by reacting adaptively to novel situations and ideas

88
Q

practical intelligence

A

involves the ability to deal effectively with the kinds of problems we encounter in everyday life

89
Q

multiple intelligence theory

A

howard gardner
- views intelligence as multiple abilities that go beyond verbal and math skills
- pyramid (look at this!!)

90
Q

relationship between heredity and intelligence

A
  • 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
Q

relationship between environment and intelligence

A

adopted children –> IQs resemble their adoptive parents

siblings in impoverished families –> move similar IQs

semester 1 college freshman (3 decks)

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