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Final Flashcards

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1
Q

the process by which our sensory receptors and nervous system receive and represent stimulus energies from our environment

A

sensation

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2
Q

the process of organizing and interpreting sensory information, enabling us to recognize meaningful objects and events

A

perception

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3
Q

analysis that begins with the sensory receptors and works up to the brains integration of sensory informaition

A

bottom up processing

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4
Q

As our brain looks at a picture of a flower, it enables our sensory systems to detect the lines, angles and colors that form the flower and leaves

A

example of bottom up processing

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5
Q

information processing guided by higher level mental processes, as when we construct perceptions drawing on our experience and expectations. We interpret what our senses detect

A

top down processing

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6
Q

conversion of one form of energy into another

A

transduction

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7
Q

three steps of transduction

A

Receive sensory stimulation, often using specialized receptor cells

Transform that stimulation into neural impulses

Deliver the neural information to our brain

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8
Q

the study of relationships betwene the physcial characteristics of stimuli, such as their intensity, and our psychological experience of them

A

psychophysics

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9
Q

the minimum stimulus energy needed to detect a particular stimulus 50 percent of the time

A

absolute threshold

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10
Q

when we will detect weak signals

A

signal detection theory

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11
Q

Lonely, anxious people at speed dating events tend to respond with a low threshold → can be unselective in reaching out to dates

A

example of signal detection theory

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12
Q

stimuli you cannot detect 50% of the time, below your absolute threshold

A

subliminal

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13
Q

the activation, often unconsciously, of certain associations, this predisposing ones perception, memory or response

A

priming

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14
Q

the minimum difference a person can detect between any two stimuli half the time, increases with the size of the stimulus

A

difference threshold

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15
Q

Parents must detect the sound of their own children’s voice amid other children’s voices

A

example of difference threshold

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16
Q

for an average person to perceive a difference, two stimuli must differ by a constant minimum percentage

A

Weber’s law

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17
Q

diminished sensitivity as a consequence of constant stimulation

A

sensory adaption

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18
Q

what is the benefit of sensory adaption?

A

Helps us focus on informative changes in our environment without being distracted by background chatter

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19
Q

a set of mental tendencies and assumptions that effects what we hear, taste, feel and see. Through experience we come to expect certain results

A

perceptual set

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20
Q

Walking destinations look farther away to those who are tired, a hill looks steeper when wearing a heavy backpack

A

example of the power of emotion

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21
Q

A water bottle seems closer when you are thirsty

A

examples of the power of motives

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22
Q

Two physical characteristics of light that help us determine our sensory experience

A

wavelength

intensity

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23
Q

the distance from the peak of one light or sound wave to the peak of the next. Electromagnetic wavelengths vary from the short blips of cosmic rays to the long pulses of radio transmission

A

wavelength

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24
Q

the dimension of color that is determined by the wavelength of light; what we know as the color names blue, green, and so forth

A

hue

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25
Q

bluish colors

A

Short wavelength, high frequency

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26
Q

reddish colors

A

Long wavelength, low frequency

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27
Q

bright colors

A

large amplitude

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28
Q

dull colors

A

small amplitude

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29
Q

the amount of energy in a light wave or sound wave, which influences what we perceive as brightness or loudness. Determined by the wave’s amplitude

A

intensity

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30
Q

8 parts of the eye

A 
cornea
iris
pupil
lens
retina
fovea
blind spot
optic nerves
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31
Q

where the light enters our eye, bends light to help provide focus

A

cornea

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32
Q

the adjustible opening in the center of the eye through which light enters

A

pupil

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33
Q

surrounds the pupil and controls its size, a colored muscle that dialates or constricts in response to light intensity and our cognitive and emotional states

A

iris

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34
Q

the transparent structure behind the pupil that changes shape to help focus on the retina

A

lens

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35
Q

the light sensitive inner surface of the eye, containing the receptor rods and cones plus layers of neurons that begin the processing of visual information

A

retina

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36
Q

How do the retina see images?

A

It doesn’t see the whole image, its millions of receptor cells convert particles of light energy into neural impulses and forward those to the brain. There they are reassembled into a perceived, upright-seeming image

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37
Q

the process by which the eye’s lens changes shape to focus near or far objects in the retina

A

accomodation

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38
Q

5 steps of retinal processing

A
  1. The light goes through the retina
  2. Reaches the rods and cones
  3. The light energy triggers chemical changes
  4. Bipolar cells are activated
  5. Gangion cells are activated and optic nerves are formed
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39
Q

retinal receptors that detect black, white and gray; necessary for peripheral and twilight vision, when cones don’t respond

A

rods

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40
Q

three characteristics of rods

A

Share bipolar cells which send combined messages

Enable black and white vision

Sensitive to faint light

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41
Q

retinal receptor cells that are concentrated near the center of the retina and that function in daylight or in well-lit conditions. The cones detect fine detail and give rise to color sensations

A

cones

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42
Q

three characteristic of cones

A

Each cone transmits its message to a single bipolar cell → better able to detect fine detail

Perceive color

Sensitive to detail and color

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43
Q

the nerve that carries neural impulses from the eye to the brain

A

optic nerve

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44
Q

the point at which the optic nerve leaves the eye, creating a blind spot because no receptor cells are located here

A

blind spot

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45
Q

the central focal point in the retina, around which the eye’s cones cluster

A

fovea

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46
Q

4 steps of retinal processing

A
  1. Information travels from your rods and cones to your bipolar cells
  2. Travels to your ganglion cells through their axons making up the optic nerve
  3. Momentary stop at the thalamus
  4. Information travels to your visual cortex, in the occipital lobe
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47
Q

the theory that the retina contains three different color receptors - one most sensitive to red, one to green, one to blue - which, when stimulated in combination, can produce the percetion of any color

A

Young-Helmholtz Trichromatic (three color) theory

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48
Q

the theory, proposed by Herring, that opposing retinal processes (red-green, yellow-blue, white-black) enable color vision

A

opponent process theory

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49
Q

Some cells are stimulated by green and inhibited by red; others are stimulated by red and inhibited by green

A

example of opponent process theory

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50
Q

featured in the work of Hubel and Wiesel, nerve cells in the brain that respond to specific features of the stimulus, such as shape, angle or movement

A

feature detectors

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51
Q

the processing of many aspects of a problem simultaneously; the brain’s natural mode of information processing for many functions, including vision

A

parallel processing

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52
Q

Show a series of stick, they see nothing but can correctly guess whether they are horizontal or vertical

A

example of blindsight

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53
Q

Four steps of visual information processing

A

retinal processing
feature detection
parallel processing
recognition

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54
Q

brains detector cells respond to specific features - edges, lines and angles

A

feature detection

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55
Q

brain cell teams process combined information about color, movement, form and depth

A

parallel processing

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56
Q

brain interprets the constructed image based on information from stored images

A

recognition

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57
Q

an organized whole, psychologists emphasized our tendency to integrate pieces of information into meaningful wholes

A

gestalt

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58
Q

the organization of the visual field into objects (the figures) that stand out from their surroundings (the ground)

A

figure ground

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59
Q

the perceptual tendency to organize stimuli into coherent groups

A

grouping

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60
Q

three things we group by

A

proximity
continuity
closure

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61
Q

the ability to see objects in three dimensions although the images that strike the retina are two-dimensional; allows us to judge distance

A

depth perception

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62
Q

depth cues, such as retinal disparity, that depend on the use of two eyes

A

binocular cues

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63
Q

a binocular cue for perceiving depth: by comparing images from the retinas in the two eyes, the brain computes distance - the greater the disparity between the two images, the closer the object

A

retinal disparity

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64
Q

depth cues, such as interposition and linear perspective, available to either eye alone

A

monocular cues

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65
Q

an illusion of movement created when two or more adjacent lights blink in and off in quick succession

A

phi phenomenon

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66
Q

perceiving objects as unchanging (having consistent colour, brightness, shape and size) even as illumination and retinal images change

A

perceptual constancy

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67
Q

perceiving familiar objects as having consistent color, even if changing illumination alters the wave lengths reflected by the objects

A

colour constancy

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68
Q

we perceive objects as having a constant brightness even while it’s illumination varies

A

brightness constancy

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69
Q

the amount of light an object reflects relative to its surroundings

A

relative luminance

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70
Q

we perceive the form of familiar objects as constant even while our retinas receive changing images of them

A

shape constancy

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71
Q

we perceive objects if having a constant size, even while our distance from them varies

A

size constancy

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72
Q

in vision, the ability to adjust to an artificially displaced or even inverted visual field

A

perceptual adaptation

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73
Q

the sense or act of hearing

A

audition

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74
Q

What determines the loudness of a sound wave?

A

the amplitude

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75
Q

the number of complete wavelengths that pass a point in a given time, determines the pitch we experience

A

frequency

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76
Q

a tones experienced highness or lowness, depends on frequency

A

pitch

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77
Q

high pitched sounds

A

Short wavelength, high frequency

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78
Q

low pitched sounds

A

Long wavelength, low frequency

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79
Q

loud sounds

A

long amplitude

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80
Q

soft sounds

A

short amplitude

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81
Q

the chamber between the eardrum and cochlea containing three tiny bones (hammer, anvil, and stirrup) that concentrate the vibrations of the eardrum in the cochlea’s oval window

A

middle ear

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82
Q

a coiled, bony, fluid filled tube in the inner ear; sound waves traveling through the cochlear fluid trigger nerve impulses

A

cochlea

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83
Q

the innermost part of the ear, containing the cochlea, semicircular canals and vestibular sacs

A

inner ear

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84
Q

the most common form of hearing loss; caused by damage to the cochlea’s receptor cells or to the auditory nerves

A

sensorineural hearing loss or nerve deafness

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85
Q

less common form of hearing loss caused by damage to the mechanical system that conducts sound waves to the cochlea

A

conduction hearing loss

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86
Q

a device for converting sounds into electrical signals and stimulating the auditory nerve through electrodes threaded into the cochlea

A

cochlear implant

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87
Q

how does our brain interpret loudness?

A

the number of activated hair cells

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88
Q

in hearing, the theory that presumes that we hear different pitches because different sound waves trigger activity at different places along the cochlea’s basilar membrane

A

place theory

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89
Q

the brain reads pitch by monitoring the frequency of neural impulses traveling up the auditory nerve

A

frequency theory

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90
Q

sensory receptors that enable the perception of pain in response to potentially harmful stimuli

A

nociceptors

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91
Q

the theory that the spinal cord contains a neurological gate that blocks pain signals or allows them to pass on to the brain. The gate is opened by the activity of pain signals traveling up small nerve divers and is closed by activity in larger divers or by information coming from the brain

A

gate control theory

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92
Q

what affects pain tolerance?

A

People who carry a gene that boosts the availability of endorphins are less bothered by pain and their brain is less responsive to pain

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93
Q

the system for sending the position and movement of individual body parts

A

kinaesthesia

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94
Q

the sense of body movement and position, including the sense of balance

A

vestibular sense

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95
Q

look like a three dimensional pretzel

A

semicircular canals

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96
Q

connecting the semicircular canals with the cochlea, contain fluid that moves when your head rotates or tilts

A

vesticular sacs

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97
Q

the principle that one sense may influence another, as when the smell of food influences its taste

A

sensory interaction

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98
Q

seeing mouth movements for ga while hearing ba, we may perceive da

A

McGurk effect

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99
Q

in psychological science, the influence of bodily sensations, gestures and other stages on cognitive preferences and judgements. We think from within a body

A

embodied cognition

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100
Q

one sort of sensation involuntary produces another

A

synthesia

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101
Q

source of vision

A

light waves striking the eye

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102
Q

receptors for vision

A

rods and cones in the retina

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103
Q

source of hearing

A

sound waves striking the outer ear

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104
Q

receptors for hearing

A

cochlear hair cells in the inner ear

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105
Q

source of touch

A

pressure, warmth, cold on the skin

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106
Q

receptors for touch

A

skin receptors detect pressure, warmth, cold and pain

107
Q

source of taste

A

chemical molecules in the mouth

108
Q

receptors for taste

A

basic tongue receptors for sweet, sour, salty, bitter and Unami

109
Q

source of smell

A

chemical molecules breathed in through the nose

110
Q

receptors for smell

A

millions of receptors at top of nasal cavity

111
Q

source of body position (kinesthesia)

A

any change in position of a body part, interacting with vision

112
Q

receptors for kinesthesia

A

kinesthetic sensors in joints, tendons and muscles

113
Q

source of body movement (vestibular sense)

A

movement of fluids in the inner ear caused by head/body movement

114
Q

receptors for vestibular sense

A

hairlike receptors in the semicircular canals and vestibular sacs

115
Q

biological influences on perception

A

Sensory analysis

Unlearned visual phenomena

Critical period for sensory development

116
Q

psychological influences on perception

A

Selective attention

Learned schemas

Gestalt principles

Context effects

Perceptual set

117
Q

the process of acquiring through experience new information or behaviours

A

learning

118
Q

earn new behaviours by observing events and watching others, and through language, we learn things we have neither experienced nor observed

A

cognitive learning

119
Q

how we learn, our mind naturally connect events that occurs in sequence

A

association

120
Q

You see and smell fresh baked bread, eat some, and find it satisfying. The next time you see and smell fresh baked bread, you will expect that eating it will again be satisfying

A

example of association

121
Q

How long does it take for behaviours to become habitual?

A

66 days

122
Q

learning that certain events occur together. The events may be two stimuli (as in classical conditioning) or a response and it’s consequences (as in operant conditioning)

A

associative learning

123
Q

A seal will repeat behaviours, such as slapping and barking, that prompt people to toss it a hearing → the seal associates slapping and barking with a herring treat

A

example of associative learning

124
Q

Two main forms of classical conditioning

A

classical conditioning

operant conditioning

125
Q

we learn to associate two stimuli and this to anticipate events

A

classical conditioning

126
Q

A flash of lightening signals an impending crack of thunder → when lightening flashes nearby, we start to embrace ourselves

A

example of classical conditioning

127
Q

we learn to associate a response (our behaviour) and it’s consequence. We learn to repeat acts followed by good results and avoid acts followed by bad results

A

operant conditioning

128
Q

Polite behaviour in children is strengthen by giving them a treat when they are polite

A

example of operant conditioning

129
Q

any events or situation that evokes a response

A

stimulus

130
Q

behaviour that occurs as an automatic response to some stimulus

A

respondant behaviour

131
Q

behaviour that operates on the environment, producing consequences

A

operant behaviour

132
Q

we acquire mental information that guides our behaviour

A

cognitive learning

133
Q

we learn from other people’s experiences

A

observational learning

134
Q

Ivan Pavlov, a type of learning in which one learns to link two or more stimuli and anticipate events

A

classical conditioning

135
Q

the view that psychology (1) should be an objective science that (2) studies behaviour without reference to mental processes. Most research psychologists today agree with (1) but not with (2)

A

behaviourism

136
Q

in classical conditioning, a stimulus that elects no response before conditioning

A

neural stimulus

137
Q

Events the dog could see an hear but didn’t associate with food → a bell ring

A

example of neural stimulus

138
Q

in classical conditioning, an unlearned, naturally occurring response (such as salivation) to an unconditional stimulus (such as food in the mouth)

A

unconditioned response

139
Q

drooling

A

example of unconditioned response

140
Q

in classical conditioning, a stimulus that unconditionally - naturally and automatically - triggers an unconditioned response

A

unconditional stimulus

141
Q

the food

A

example of unconditional stimulus

142
Q

in classical conditioning, a learned response to a previously neutral (but now conditioned) stimulus

A

conditioned response

143
Q

in classical conditioning, an originally irrelevant stimulus that, after association with an unconditioned stimulus, comes to trigger a conditioned response → a stimulus that used to be neutral

A

conditioned stimulus

144
Q

conditioned =

unconditioned =

A

learned

unlearned

145
Q

Five major conditioning processes explored by Pavlov

A 
acquisition,
extinction
spontaneous recovery
generalization
discrimination
146
Q

in classical conditioning, the initial stage, when one links a neutral stimulus and an unconditioned stimulus so that the neural stimulus begins triggering the conditioned response. In operant conditioning, the strengthening of a reinforced response

A

acquisition

147
Q

a procedure in which the conditioned stimulus in one conditioning experience is paired with a new neural stimulus, creating a second (often weaker) conditioned stimulus → a new neural stimulus can become a new conditioned stimulus without the presence of an unconditioned stimulus

A

higher order conditioning

148
Q

An animal that has learned that a tone predicts food might then learn that a light predicts the tone and begin responding to the light alone

A

example of higher order conditioning

149
Q

the diminishing of a conditional response; occurs in classical conditioning when an unconditioned stimulus does not follow a conditioned stimulus: occurs in operant conditioning when a response is no longer reinforced

A

extinction

150
Q

If the tone sounded again and again but no food appeared, the dog would salivate less and less

A

example of extinction

151
Q

the reappearance, after a pause, of an extinguished conditioned response

A

spontaneous recovery

152
Q

the tendency, once a response has been conditioned, for stimuli similar to the conditioned stimulus to elicit similar responses

A

generalization

153
Q

A dog conditioned to a tone will also salivate to a different tone

A

example of generalization

154
Q

in classical conditioning, the learned ability to distinguish between a conditioned stimulus and stimuli that do not signal an unconditioned stimulus

A

discrimination

155
Q

Why does Pavlov’s work remain so important?

A

Many other responses to many other stimuli can be classically conditioned in many other organisms

Pavlov showed up how a process such as learning can be studied objectively

156
Q

Former drug users often feel a craving when they are with people or in places they associate with previous highs

A

.

157
Q

forms associations between stimuli

A

classical conditioning

158
Q

a type of learning in which behaviour is strengthened if followed by a reinforcer or diminished if followed by a punisher → organisms associate their own actions with consequences

A

operant conditioning

159
Q

Thorndike’s principle that behaviours followed by favourable consequences become more likely and that behaviours followed by unfavourable consequences become less likely

A

law of effect

160
Q

in operant conditioning research, a chamber containing a bar or key that an animal can manipulate to obtain a food or water reinforcer; attached devices record the animals rate of bar pressing or key pecking

A

operant chamber

161
Q

in operant conditioning, any event that strengthens the behaviour it follows

A

reinforcement

162
Q

an operant conditioning procedure in which reinforcers guide behaviour toward closer and closer approximations of the desired behaviour

A

shaping

163
Q

signal that a response will be formed

A

discriminative stimulus

164
Q

green traffic light

A

example of a disciminative stimulus

165
Q

increasing behaviours by presenting positive reinforcers. A positive reinforcer is any stimulus that, when presented after a response, strengthens the response

A

positive reinforcement

166
Q

A child getting his way after whining, taking aspirin to relieve a headache

A

example of positive reinforcement

167
Q

A child getting his way after whining

A

example of positive reinforcement

168
Q

taking aspirin to relieve a headache

A

example of positive reinforcement

169
Q

increasing behaviours by stopping or reducing negative stimuli. A negative reinforcer is any stimulus that, when removed after a response, strengthens the response

A

negative reinforcement

170
Q

A parent caving into their child to stop the whining

A

example of negative reinforcement

171
Q

snoozing an alarm to stop the noise

A

example of negative reinforcement

172
Q

any consequence that strengthens behaviour

A

reinforcement

173
Q

an innately reinforcing stimulus, such as one that satisfies a biological need

A

primary reinforcer

174
Q

a stimulus that gains its reinforcing power through its association with a primary reinforcer

A

conditioned reinforcer or secondary reinforcer

175
Q

If a rat in a Skinner box learns that a light reliably signals food delivery, the rat will work to turn on the light → the light had become a conditioned reinforcer

A

example of conditioned reinforcer

176
Q

a pattern that defines how often a desired response will be reinforced

A

reinforcement schedule

177
Q

reinforcing the desired response every time it occurs

A

continuous reinforcement schedule

178
Q

reinforcing a response only part of the time; results in slower acquisition of a response but much greater resistance to extinction than does continuous reinforcement

A

partial reinforcement schedule

179
Q

Salespeople do not make a sale with every pitch, but they persist because their efforts are occasionally rewarded

A

example of partial reinforcement schedule

180
Q

Skinner’s four schedules of partial reinforcement

A

fixed ratio schedules
variable ratio schedules
fixed interval schedules
variable interval schedules

181
Q

in operant conditioning, a reinforcement schedule that reinforces a response only after a specified number of responses

A

fixed ratio schedules

182
Q

in operant conditioning, a reinforcement schedule that reinforces a response after an unpredictable number of responses

A

variable ratio schedules

183
Q

in operant conditioning, a reinforcement schedule that reinforces a response only after a specified time has elapsed

A

fixed interval schedules

184
Q

in operant conditioning, a reinforcement schedule that reinforces a response at unpredictable time intervals

A

variable interval schedules

185
Q

Coffee shops that reward you after buying 10 drinks

A

example of fixed ratio schedules

186
Q

Slot machines

A

example of variable ratio schedules

187
Q

Checking the mail frequently as the delivery time approaches

A

example of fixed interval schedules

188
Q

Receiving a message after rechecking email

A

variable interval schedules

189
Q

In general, response rates are higher when reinforcement is linked to the number of responds rather than to time

A

.

190
Q

Responding is more consistent when reinforcement is unpredictable than when it is predictable

A

.

191
Q

an event that tends to decrease the behaviour that it follows

A

punishment

192
Q

A child that is burned by a hot stove will learn not to touch the stove again

A

punishment

193
Q

Four major drawbacks of physical punishment

A

punished behaviour is suppressed

punishment teaches discrimination among situations

punishment can teach fear

physical punishment may increase aggression by modeling aggression as a way to cope with problems

194
Q

The child swears, the parent swats, the parent hears no more swearing and feels the punishment successfully stopped behaviour

A

example of how punished behaviour is suppressed

195
Q

A child knows it’s not okay to swear around the house but thinks it’s okay to swear elsewhere

A

example of how punishment teaches discrimination among situations

196
Q

Children may learn to fear a punishing teacher and try to avoid school, or may become more anxious

A

example of how punishment can teach fear

197
Q

Spanked children are at increased risk for aggression

A

example of how physical punishment may increase aggression by modelling aggression as a way to cope with problems

198
Q

Insisted that external influences, not internal thoughts and feelings, shape behaviour

A

skinner

199
Q

a mental representation of the layout of one’s environment

A

cognitive map

200
Q

After exploring a maze, rats act as if they have learned a cognitive map of it

A

example of a cognitive map

201
Q

learning that occurs but is not apparent until there is an incentive to demonstrate it

A

latent learning

202
Q

a desire to perform a behaviour effectively for its own sake

A

intrinsic motivation

203
Q

a desire to perform a behaviour to receive promised rewards or avoid threatened punishment

A

extrinsic motivation

204
Q

learning without direct experience, watching and imitating others

A

observational learning

205
Q

A child that sees his sister burn herself on the stove learns not to touch it

A

example of observational learning

206
Q

the process of observing and imitating a specific behaviour

A

modeling

207
Q

frontal lobe neurons that some scientists believe fire when performing certain actions or when observing another doing so. The brain’s mirroring of another’s action may enable imitation and empathy

A

mirror neurons

208
Q

positive, constructive, helpful behaviour

A

prosocial behaviour

209
Q

Many business organizations effectively use behaviour modeling to help new employees learn communications, sales and customer service skills

A

example of prosocial behaviour

210
Q

Abusive parents have aggressive children

A

example of antisocial affects

211
Q

the persistence of learning over time through encoding, storage and retrieval of information

A

memory

212
Q

Three measures of retention

A

recall
recognition
relearning

213
Q

a measure of memory in which the person must retrieve information learned earlier, as on a fill in the blank test

A

recall

214
Q

a measure of memory in which the person. Red only identify items previously learned, as on a multiple choice test

A

recognition

215
Q

a measure of memory that assesses the amount of time saved when learning material again

A

relearning

216
Q

Three parts of remembering an event

A

encoding
storage
retrieval

217
Q

get information into our brain

A

encoding

218
Q

retain that information

A

storage

219
Q

later get the information back out

A

retrieval

220
Q

the processing of many aspects of a problem simultaneously; the brains natural mode of information processing for many functions

A

parallel processing

221
Q

the immediate, very brief recording of sensory information in the memory system

A

sensory memory

222
Q

Richard Atkinson and Richard Shriffrin’s three stage model of memory forming process

A

Record information as a fleeting sensory memory

Process information into short term memory and encode it through reversal

Information moves into long term memory for later retrieval

223
Q

activated memory that holds a few items briefly, before the information is stored or forgotten

A

short term memory

224
Q

the relatively permanent and limitless storehouse of the memory system. Includes knowledge, skills and experiences

A

long term memory

225
Q

a newer understanding of short term memory that focuses on conscious, active processing of incoming auditory and visual spatial information, and of information retrieved from long term memory

A

working memory

226
Q

When reading a textbook, we are using it to link the information we are reading to our previously stored info

A

example of working memory

227
Q

memory of facts and experiences that one can consciously know and declare

A

explicit memory

228
Q

encoding that requires attention and conscious effort

A

effortful processing

229
Q

unconscious encoding of incidental information, such as space, time and frequency, and of well learned information, such as word meanings

A

automatic processing

230
Q

retention of learned skills or classically conditioned associations independent of conscious recollection

A

implicit memory

231
Q

Two parts of implicit memories

A

procedural memory for automatic skills

associations among stimuli

232
Q

How to ride a bike

A

example of procedural memory for automatic skills

233
Q

If attacked by a dog in childhood, years later you may automatically tense as a dog approaches

A

example of associations among stimuli

234
Q

Visualize where information is on a page in a textbook

A

example of how we automatically process space

235
Q

Realizing you left your coat somewhere and retracing our steps to find it

A

example of how we automatically process time

236
Q

Keeping track of how many times something has happened, “this is the third time I’ve run into her today”

A

example of how we automatically process frequency

237
Q

feeds our active working memory, recording momentary images of scenes or echoes of sounds

A

sensory memory

238
Q

for a few tenths of a second, our eyes register a photographic or picture image memory of a scene, and we can recall any part of it in amazing detail

A

iconic memory

239
Q

a momentary sensory memory of auditory stimuli; if attention is elsewhere, sounds and words can still be recalled within 3 or 4 seconds

A

echoic memory

240
Q

three effortful processing strategies that boost our ability to form new memories

A

chunking
mnemonics
hierarchies

241
Q

organizing items into familiar, manageable units; often occurs automatically

A

chunking

242
Q

memeory aids, especially those techniques that use vivid imagery and organizational devices

A

mnemonics

243
Q

organizing info intoa few broad concepts divided and subdivided into narrower concepts and facts

A

hierarchies

244
Q

Chapter outlines, headings, etc.

A

example of hierarchies

245
Q

the tendency for distributed study or practice to yield better long term retention than is achieved through massed study or practice

A

spacing effect

246
Q

cramming

A

massed practice

247
Q

enhances memory after retrieving, rather than simply rereading information

A

Testing effect or retrieval practice effect or test enhances learning

248
Q

encoding on a basic level based on a word’s letters or a word’s sound

A

shallow processing

249
Q

encoding semantially, based on the meaning of the words; tends to yield the best retention

A

deep processing

250
Q

we have especially good recall for information we can meaningfully relate to ourselves

A

self reference effect

251
Q

our capacity for storing long term memories is essentially limitless

A

memory model

252
Q

The network that processes and stores your explicit memories for facts and episodes

A

frontal lobes and hippocampus

253
Q

Recalling a password and holding it in working memory

A

example of the left frontal lobe

254
Q

Calling up a visual party scene

A

example of the right frontal lobe

255
Q

a neural center located in the limbic system; helps process explicit memories for storage. The brains equivalent of a “save” button for explicit memories. Memories are not stored here, they act as a loading dock where the brain registers and temporily holds the info then the info is moved for new incoming info

A

hippocampus

256
Q

people have trouble remembering verbal information but they have no trouble recalling visual designs and locations

A

example of left hippocampus damage

257
Q

Three parts of the hippocampus

A

One part helps people learn to associate names with faces

One part is active in spatial mnemonics

The rear processes spatial memory

258
Q

the neural storage of a long term memory

A

memory consolidation

259
Q

Cannot develop certain conditional reflexes, such as associating a tone with an impeding puff of air - will not blink in anticipation of the puff

A

example of damage to the cerebellum

260
Q

deep brain structures involved in motor movement, facilitate formation of our procedural memories for skills

A

basal ganglia

261
Q

our memory of our first three years is blank

A

infantile amnesia

262
Q

Two influences that contribute to infantile amnesia

A

We index much of our explicit memory using words that nonspeaking children have not learned

The hippocampus is one of the last brain structures to mature

263
Q

a clear memory of an emotionally significant moment or event

A

flashbulb memory

264
Q

an increase in a cells firing potential after brief, rapid stimulation. Believed to be a neural basis for learning and memory

A

long term potentiation

PSYC 101 (2 decks)

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