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Psych 101 > Exam 3 > Flashcards

Exam 3 Flashcards

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1
Q

Encoding

A

Get info to brain; processing of info into system (typing)

  • automatic + effortful processing
  • deep vs shallow processing
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2
Q

Storage

A

Retain the information like flash drive

-sensory, working, long-term memory

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3
Q

Sensory memory

A
  • registers incoming information(quick)
  • iconic+echoic memory
  • unattended information is lost
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4
Q

Automatic processing

A
  • produces implicit memories(effortless)
  • cerebellum and basal ganglia
  • Space, time, frequency, motor and cognitive skills, and classical conditioning
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5
Q

Effortful processing

A
  • explicit memory
  • hippocampus and frontal lobe
  • facts and general knowledge and personally experienced events
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6
Q

Ebbinghaus

A

Studied impact of rehearsal by raging himself nonsense syllables
Idea: more repetition equals a better outcome
-meaningful info is easier to learn
-forgetting curve

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7
Q

Iconic memory

A

Sensory memory for visual information, lasts about 200 ms (sperlings experiment of random letters)

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8
Q

Echoic memory

A

Sensory memory for auditory information, lasts about three seconds
“What did I just say”

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9
Q

Working memory

A

The memory system responsible for holding info in a conscious state

  • Limited capacity(7)
  • Limited duration(20 seconds)
  • like an active desktop
  • unrehearsed information is lost
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10
Q

Connectionism

A

Info processing model; views memories as products of interconnected neural networks
(Specific ones = specific memories)

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11
Q

Long term memory

A
  • responsible for permanent storage of information
  • limitless capacity
  • not always accurate(flashbulb memories)
  • information is lost overtime
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12
Q

Long term potentiation

A

The prolonged strengthening of potential neuronal firing which provides basis for learning
(More receptor sites created)

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13
Q

William James

A
  • forgetting is as key as remembering
  • priming
  • we feel sad bc we cry
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14
Q

Forgetting

A

There are three types:
Encoding failure- not putting it in right
Storage decay- forgetting curve; book was never purchased
Retrieval failure- proactive and retroactive interference

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15
Q

Harry Bahrick

A

Studied forgetting curve with family

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16
Q

Proactive versus retroactive interference

A
  • Proactive is forward acting; memory disrupts learning
  • retroactive is backward acting; learning disrupts recalling memory
  • sleep helps with retroactive interference
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17
Q

Loftus + Palmer

A

Using a different words and asking for miles per hour in a car crash

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18
Q

Misinformation affect

A

After exposure to misinformation, many people misremember

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19
Q

Sigmund Freud

A

Said we repress painful memories to protect our self concept and minimize anxiety
-no one can lie

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20
Q

George Miller

A

Proposed that we can store about seven bits of information in short-term memory

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21
Q

Testing effect

A

Enhanced memory after retrieving rather than receiving

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22
Q

Memory consolidation

A

Neural stage of long-term memory

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23
Q

Glutamate

A

LTP enhancing neurotransmitter

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24
Q

CREB

A

Protein that enhances LTP

-reshape synapses and enhance learning

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25
Q

Propanol

A

Memory blocking drug

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26
Q

Carolyn collier

A

Baby kicking and crib experiment

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27
Q

Anterograde vs retrograde amnesia

A

Anterograde- inability to form new memories

Retrograde-inability to retrieve info

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28
Q

Alzheimer’s

A

Explicit memories are lost but can form implicit memories

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29
Q

Cognition

A

Refers to all mental activities associated with thinking, knowing, remembering, and communicating

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30
Q

Concepts

A

mental grouping of similar things

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31
Q

Prototypes

A

Mental image or best example of a category

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32
Q

Insight

A

A sudden realization of a solution

  • contrasts w strategy based
  • temporal lobe
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33
Q

Intuition

A

Effortless thoughts/feeling

  • contrasts with conscious reasoning
  • feeds fears and prejudices
  • adaptive
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34
Q

Algorithms

A

Methodical step-by-step procedure

-guarantees a solution

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35
Q

Heuristics

A

Simple thinking strategies that increase efficiency

  • error prone
  • representativeness and availability
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36
Q

Confirmation bias/positive test bias

A

Tendency to seek out information to confirm our theory

37
Q

Fixation

A

Are inability to see a problem from a new perspective (mental set)

38
Q

Functional fixedness

A

Our tendency to think of things only in terms of their usual functions

39
Q

The representativeness heuristic

A 
Judging the likelihood of things in terms of how they match stereotypes
-more-likely coin toss
-mythology
-assuming job of man
Ignoring base information
40
Q

The availability heuristic

A

The tendency to rely on evidence that easily comes to mind

-flying is more dangerous than driving

41
Q

Framing

A

The way an issue is posed

-affects decisions and judgements

42
Q

Aphasia

A

Impairment of language; damage to brocas/wernickers areas

-can speak but can’t read even with good vision

43
Q

Phonemes

A

The smallest distinctive sound unit

44
Q

Morphemes

A

Smallest unit that carries meaning(small words/prefixes)

-semantics

45
Q

Syntax

A

Rules for ordering words to form sentences

46
Q

Linguistic determinism

A

Whorfs hypothesis that language determines the way we think

47
Q

Language acquisition device

A

Build and neurological system which allows language(Chomsky)

48
Q

Cultural transmission

A

Getting used to something because it is part of your culture

49
Q

Intelligence

A

Mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt

50
Q

Spearman’s general intelligence

A

-one general intelligence
Strength: some abilities correlate
Argument: human abilities are too diverse to be defined by a single intelligence factor

51
Q

Thurstone primary mental abilities

A

-intelligence can be broken down into seven primary mental abilities
Strength: not a single g score
Weakness: still show a tendency to cluster

52
Q

Gardners multiple intelligences

A

Abilities are classified into eight or nine independent intelligences
Strength: shows intelligence is more than just verbal and mathematical
Weakness: should all our abilities be considered intelligences?
-general intelligence is meaningless

53
Q

Sternbergs triarchic theory

A

Or intelligence is best classified into three categories: analytical, creative, and practical
Strengths: can be measured
Weaknesses: might contain underlying G, and need to test success of three factors

54
Q

Emotional intelligence

A

Key aspect consisting of perceiving understanding managing and using emotions

  • 4 components predict success
  • stretch concept of intelligence too far?
55
Q

Components of creativity

A

Expertise, imagination, personality, and environment (sternberg)

56
Q

Factor analysis

A

Statistics procedure that identifies clusters of related items

57
Q

Francis Galton

A
  • fascination w measuring human traits
  • devised first test for mental ability(London exposition)
  • tried to measure natural ability and have them mate (eugenetics)
58
Q

Alfred Binet

A
  • developed first test of intelligence for children

- mental age

59
Q

Lewis Terman

A
  • translated binets test into English (most widely used)(Stanford-Binet)
  • intelligence quotient (mental age over actual age)
  • youth with high IQ were successful
60
Q

Aptitude tests vs achievement tests

A

Aptitude predicts future performance and achievement asses what you’ve learned

61
Q

Ian deary

A

Took intelligence test of 11 year olds across 7 decades

-correlation was .66

62
Q

Heritability

A

Estimate of the proportion of variability in a trait that is attributable to genetic factors
Intelligence is 50-70%
-affects individual differences but not group

63
Q

Flynn affect

A

In every country intelligence test scores rise in the 20th century

64
Q

Aging research

A

Phase 1- compare people of diff ages for intellectual decline (cross-sectional)
Phase 2- testing people over time for stability (longitudinal)
Phase 3- it all depends

65
Q

Epigenetics

A

Studies natures and nurtures meeting place

66
Q

Emotions

A

A mix of physiological arousal, expressive behaviors, and consciously experienced thoughts
-biological, cognitive, and social-cultural

67
Q

James-Lange theory

A
  • emotion is our realizing of our physiological responses to emotion arousing stimuli
  • we feel sad bc we cry
68
Q

Cannon-Bard Theory

A

-emotion arousing stimulus simultaneously triggers physiological responses and emotions

69
Q

Two factor or schachter-singer theory

A
  • theory that to experience emotions, one must be physically aroused then cognitively label it
  • arousal+label=emotion
  • epinephrine experiment
70
Q

Dutton and Aron’s experiment

A
  • bridge or scary bridge and interviewer

- prediction fear would be labeled as sexual arousal

71
Q

Yerkes-Dodson law

A

Arousal affects performance in different ways

72
Q

Sympathetic division vs parasympathetic division

A

Sympathetic is arousing and parasympathetic is calming

73
Q

Insula

A

Neural center activated when we experience negative social emotions

74
Q

Darwin

A
  • people used to communicate by emotion
  • expressions are inborn
  • expressions are understood by the whole species
  • expressions are adaptive to control the behavior of others
  • displaying the emotion leads to feeling it
  • people mimic responses of others
75
Q

Expressions

A

Communicate, amplify, and regulate emotions

76
Q

Nonverbal communication

A

Kinesics-body language and facial expressions

Proxemics-distance and eye contact

77
Q

How we communicate emotions

A

Verbal and nonverbal communication and Paralinguistics

78
Q

Paralinguistics

A

Speech signal- tone, pitch, and volumes

79
Q

Gait

A

The way someone walks provides info on personality

80
Q

6 universal expressions

A

Fear, surprise, happiness, anger, disgust, and sadness

81
Q

Becker

A

People were faster at detecting angry faces on males and happy faces on females

82
Q

Emblem

A

Gesture that’s universal but only in one culture

83
Q

Facial feedback hypothesis

A

Physical facial emotion leads to the emotion being felt

-new studies said this isn’t true

84
Q

Relative deprivation

A

Perception that one is worse off than others

85
Q

Behavior feedback affect

A

The tendency of behavior to influence ours and others thoughts feelings and actions

85
Q

Izard

A

Said there was 10 emotions:

Joy, excitement/interest, surprise, sadness, anger, disgust, content, fear, shame, and guilt

85
Q

Catharsis

A

Emotional release; releasing aggressive energy(temporary calming)

85
Q

Seligman

A

Positive psychology; views happiness as product of pleasant, engaged, meaningful life

85
Q

Positive Psychology pillars

A
  1. Well being
  2. Character
  3. Enviorment

Psych 101 (5 decks)

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