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PSY1101 > final exam > Flashcards

final exam Flashcards

1
Q

3 processes of memory

A
  • encoding
  • storage
  • retrieval
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2
Q

explicit memory

A

memory with consciousness and awareness
- we can retrieve it, consciouslt remember and be aware of it

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3
Q

declarative memory

A

explicit memory

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4
Q

implicit memory

A

memory of skills, knowledge, habits, and information that have become automatic
ex. riding a bike

memory without awareness/consciousness

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5
Q

procedural memory

A

IMPLICIT MEMORY

skills where we put lots of time and energy into learning them, and then they become automatic
ex. riding a bike

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6
Q

non-declarative memory

A

implicit memory

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7
Q

prospective memory

A

memory of future events and future goals

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8
Q

retrospective memory

A

memory of past events

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9
Q

functions of memory

A

knowledge we have acquired helps us go through life more effectively and become better

helps us revisit and relive the past

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10
Q

sensory memory

A

our sense constantly collect info from the environment
–> we tend to hold onto this information for a brief period of time

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11
Q

haptic memory

A

memory linked with sense of touch

limitless capacity

very short period of time

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12
Q

iconic memory

A

sensory memory for visual system

holds onto it for a quarter-half of a second

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13
Q

echoic memory

A

sensory memory for sense of hearing

hold onto auditory information for 3-4 seconds

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14
Q

function of sensory memory

A

allows for the moments of our lives to flow seamlessly from one moment to the next

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15
Q

synonyms for short term memory

A

working memory, immediate memory

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16
Q

capacity of short term meory

A

7-9 items plus/minus 2 OR any amount of information that can fit in 2 seconds

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17
Q

duration of short term memory

A

12 seconds

–> unless we’re rehearsing the info over and over again it will fade/move into long term memory storage

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18
Q

what kind of info is encoded

A
  • acoustic
  • visual
  • semantic
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19
Q

working memory model

A

not just a storage –>
STM is a workbench where we manipulate, assess, play w information
ex. math equation

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20
Q

phonological loop

A

going to process auditory information

ex. sound of piano, language, or OURSELVES

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21
Q

visuospatial sketchpad

A

place to process visual information/what an object is

spacial information –> we can ORIENT our movement towards that object and navigate our space

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22
Q

central executive

A

(most complex/least understood)

manages the flow of information between diff components

helps us focus our attention on what’s important
- supress/inhibit information that isn’t important/distracting

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23
Q

long-term emmory

A

can store information for an extended period of time

limitless capacity

can last from minutes to a lifetime

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24
Q

types of long-term memory

A
  • episodic
  • semantic
  • procedural
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25
Q

episodic LTM

A

“autobiographical”
- memories of events, experiences occurring to us or other people

EXPLICIT MEMORY

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26
Q

semantic LTM

A

memory of KNOWLEDGE we have acquired
–> can be factual or incorrect

EXPLICIT MEMORY

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27
Q

procedural LTM

A

memory of how to use skills, habits

initially we put time/energy into learning these skills
–> once acquired they become automatic

IMPLICIT MEMORY

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28
Q

automatic processing

A

throughout the day, we acquire information that goes into long-term storage without us putting conscious effort into it

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29
Q

effortful processing

A

consciously invest time and energy into getting the information in

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30
Q

examples of effortful processing

A
  • rehearsal
  • chunking
  • mnemonic devices
  • spacing effect/distributed practice
  • testing effect
  • self-reference effect
  • visual imagery
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31
Q

rehearsal

A

the more we repeat it the more likely we are to learn it

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32
Q

chunking (effortful processing)

A

break it down into manageable pieces

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33
Q

mnemonic devices

A

any devices we use to remember

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34
Q

cramming/massed practice

A

ex. leaving all the studying until the night before an exam –>study in one long session

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35
Q

spacing effect.distributed practice

A

break down info into multiple sessions over a period of time

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36
Q

self-reference effect

A

any info we relate to ourselves we will remember better

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37
Q

testing effect

A

testing yourself rather than rereading info

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38
Q

visual imagery (effortful processing)

A

any information we can visualize we remember better

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39
Q

organizational processing

A

invest time and energy into organizing the information we have
–> organize into hierarchies/categories

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40
Q

adaptive memory model

A

as life evolved, a memory system was developed
–> essential for survival/enhances it

any info linked with survival we are more likely to remember it

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41
Q

levels of processing

A

shallow: ex. for visual information we pay attention to superficial characteristics (ex. underlines or bold)

deep: process the information semantically and focus on the meaning
–> where we learn, remember, and perform better

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42
Q

retrieval (memory)

A

accessing the information from LTM and bring it into STM

-> can sometimes remember something without any help

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43
Q

retrieval cues

A

any clue/hint/piece of info that jogs our memory to enhance retrieval

more relevant retrieval cue –> better retrieval of memory

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44
Q

retrieval cue failure

A

failed to remember because the cues were irrelevant, inappropriate, or do not match the information or interest

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45
Q

free recall

A

remember without using retrieval cues

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46
Q

cued recall

A

remember with the help of retrieval cues

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47
Q

encoding specificity principle

A

retrieval is enhanced and facilitated if, at the moment of retrieval, we are in the same circumstances we were in at the moment of encoding

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48
Q

memory transfer principle

A

associated with encoding specificity principle

retrieval is enhanced and facilitated, if at the moment of retrieval, we are using the same or similar processes to the ones we used when we were encoding the information

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49
Q

Daniel Schacter

A

proposed the sins of memory

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50
Q

2 types of sins of memory

A

OMISSION (3)

COMMISSION (4)

51
Q

sins of omission

A

when we fail to remember something

  • interference
  • absent-mindedness
  • blocking
52
Q

sin of transience

A

sin of OMISSION

if we do not revisit our memories, with time they weaken and decay

53
Q

interference (memory)

A

sin of OMISSION

diff pieces of info compete with each other

  • PROACTIVE: OLD information interferes with ability to remember new information
  • RETROACTIVE:NEW information interferes with ability to remember old information
54
Q

absent-mindedness

A

sin of OMISSION

when we are distracted and not paying attention to what’s going on, interferes with ability to remember
–> at moment of encoding OR retrieval

55
Q

blocking (memory)

A

sin of OMISSION

information in memory is temporarily not accessible to us
–> tip of the tongue

56
Q

sins of commission

A

what we remember is distorted, biased, inaccurate, or unwanted

  • misattribution error
  • suggestibility
  • bias
  • persistance
57
Q

misattribution error

A

we remember the information but cannot remember the source or context
ex. remember seeing somewhere at the park but we acc saw them at the library

  • DEJA VU: strange feeling that this person or place is very familiar and that we’ve seen them before
    –>they have characteristics that are similar to someone or a place we’ve experienced or seen before. However, we cannot remember the characteristics, so we are left with that feeling of familiarity
  • FLASHBULB MEMORIES: memories that are traumatic/dramatic/or very meaningful
    –> very vivid
58
Q

sin of suggestibility

A

sin of COMISSION

we form false memories because of information given to us by others/we imagined something over and over again

  • misinformation effect: After we experience an event, we are given inaccurate information about it
  • imagination effect:If we imagine something over and over and over again, we could end up forming a false memory about it
59
Q

sin of bias

A

sin of COMISSION

our own knowledge/beliefs influence/affect our memories by distorting them

  • schemas: mental representation of something/someone
    –> can influence memories at the moment of encoding or moment of retrieval
    –>Encoding: At the moment of encoding, any information that fits with our schema, we’re going to give it attention, we’re going to encode it, and remember it better.
    –> Retrieval: At the moment of retrieval, we’re not retrieving the information as it is stored, rather we are retrieving it through the filter of the schema.
60
Q

sin of persistence

A

sin of COMISSION

when we remember something over and over again when we don’t want to
ex. PTSD

61
Q

active forgetting

A

brain purposefully deletes information it deems useless

62
Q

AJ’s brain

A

right half of her amygdala (processing emotion) was larger and way more connected to the hippocampus –> known for formation of memories

63
Q

amnesia

A

abnormal loss of memory

64
Q

alzheimer’s

A

disease that kills neurons
–> neurons killed first are linked to learning

65
Q

2 types of amnesia

A

RETROGRADE, ANTEROGRADE

66
Q

retrograde amnesia

A

can’t remember the past

67
Q

anterograde amnesia

A

cannot form new memories

most explicit memory, implicit memory is harder to forget

68
Q

what part of the brain is linked to anterograde amnesia

A

hippocampus

69
Q

emotions

A

complex psychophysiological processes
–> reaction of our bodies and brains to significant stimuli or our own thoughts

70
Q

components of emotions

A
  • physiological activation
  • similarities and differences
  • behavioural expression
  • motivational states
  • subjective experience
71
Q

physiological activation (emotions)

A

emotions are linked with physiological changes in our bodies/brains
–> help us deal with the situation

72
Q

behavioural expression (emotions)

A

when we feel an emotion, we express it on our faces and bodies (non-verbal communication)

73
Q

motivational states(emotions)

A

emotions are motivating –> they direct and energize our behaviours

74
Q

subjective experience (emotions)

A

being aware and conscious we are feeling something

75
Q

maladaptive emotions

A

when they are overexaggerated and make it difficult to function in a healthy way

76
Q

2 categories of emotions

A

VALENCE: how pleasant/unpleasant an emotion is

AROUSAL: the degree to which our bodies are aroused when we experience emotions

77
Q

emodiversity

A

important to experience a variety of emotions to be healthier

78
Q

emotional contagion

A

we get infected by other people’s emotions
–> tend to mimic facial expressions and body language

79
Q

emotions vs. mood

A

EMOTIONS: feelings we have towards an object or event → short-lived states that correspond to situational events

MOODS: longer-lasting, less-intense states → not affected by a specific object or event
ex. characterized why someone might feel cheerful for a few days for no obvious reason

80
Q

Darwin’s principles of emotions

A
  1. principle of serviceable habits
  2. principle of antithesis
  3. the actions (constitution of the N.S)
81
Q

principle of serviceable habits (darwin)

A

why we make the facial expressions we do
–> ancestors made an expression based on a situation –> since it was helpful, they became habits and via evolution they were transmitted to us

82
Q

principle of antithesis (darwin)

A

when we’re happy, we express the opposite of what we express when we are sad

83
Q

actions (consitution) of the NS (darwin)

A

because of the arousal of our body
–> bodies become too aroused and we need to release that energy –> why we have a random outburst

84
Q

james and lange

A

COMMON SENSE:
See the stimulus 🡪 Behavioural expression 🡪 Subjective experience of fear

book: Preserve the stimulus 🡪 Acknowledge 🡪 Expression

85
Q

cannon and bard

A

THALAMIC THEORY OF EMOTIONS

We see a snake 🡪 We’re going to run away, feel afraid, and our hearts are going to beat fast. We’re going to experience ALL THREE simultaneously but independently from each other.

86
Q

What structure in the brain mediates emotional reactions to stimuli and to what other part of the brain does it report its findings? (Cannon and Bard)

A

THALAMUS mediates these emotional reactions and reports back to the CORTEX

  • many bodily changes occur in conjunction with emotions → if the brain could no longer communicate with facial muscles to display emotions, the rest of the body would still express the emotion
  • bodily changes are not a necessary middle step to produce an emotional experience
87
Q

john watson

A

quite a bit of our emotions are learned
–> learned via classical conditioning

–>little albert –> white rat associated with noise

88
Q

2 factors of how we react emotionally

A
  • PHYLOGENY: we are biologically prepared to fear/learn very fast towards any stimulus that threaten us
  • ONTOGENY: our own personal experiences, and history –> determine how we respond to life emotionally
89
Q

interoceptive stimuli

A

sensations we experience within our own bodies
ex. nausea, headache

90
Q

orosensory stimuli

A

sensations we experience in our mouths when we consume something

91
Q

postingestive stimuli

A

sensations we experience in our bodies AFTER we ingest food/frinks
ex. heartburn

92
Q

conditioned taste aversion

A

tastes of the foods we consume could become linked and associated with a variety of stimuli via classical conditioning
ex. u get food poisoning and can’t eat the specific food for a whiel

93
Q

when we are hungry:

A

eat the right amount and don’t overeat –> feel satisfied

–> these sensations via classical conditioning become linked to the taste of the foods –> more likely to eat them next time

94
Q

when we are not hungry:

A

not hungry but we eat anyways –> can experience nausea/bloating

–> sensations become linked with the taste for the food we ate –> less likely to eat them in the future

95
Q

hermaphrodites

A

organisms that can be both male and female –> can be a mother and a father

highly adaptive

96
Q

2 types of hermaphrodites

A

SEQUENTIAL, SIMULTANEOUS

97
Q

sequential hemaphrodites

A

organism starts as being female, later (if needed) organism turns into a male and vice versa

98
Q

simultaneous hermaphrodites

A

organism that has both male and female reproductive systems

99
Q

pheromones

A

powerful chemical signals released by organisms
–> influence and affect behaviour of other organisms
–> can change physiology of another organism

100
Q

the whitten effect

A

take female mice with different menstrual cycles and put them into the same cage
–> expose them to a male mouse/smell of his urine
–> pheromone from male mouse syncs their cycles

101
Q

the bruce effect

A

pregnant female in early stages of pregnancy –> exposed to male mouse/his urine
–> pheromones can lead to abortion of the embryo

102
Q

coolidge effect

A

revival of sexual desire in an animal that is satiated/not interest in having sex bc of the presence of a new sexual partner/location

HABITUATION: repeated exposure to a stimulus that isn’t a threat
–> we don’t respond to it

DISHABITUATION: responding again to a stimulus we have habituated to

103
Q

who is likely to experience the coolidge effect

A

females

104
Q

mate poaching

A

when we go after someone who is already in a relationship with someone else

105
Q

sexual jealousy

A

likely (and normal) to feel jealous when we feel someone might steal out partner/partner is interested in someone else

106
Q

difference between a man’s and woman’s jealousy

A

men: sexual jealousy

women: emotional jealousy

107
Q

rivalry sensitivity hypothesis

A

Both men and women will try to stop the possibility of cheating

–> women: put their attention around other women in front of partner
–> men: try to control their women

108
Q

overarching theories

A

processes that energize, direct, and sustain our behaviours

109
Q

motivational intensity theory

A
  1. hoe much time/energy/effort we put into something depends on how important it is to us/how difficult it is
  2. effort must not be wasted
110
Q

drive reduction theory (Hull)

A

basic psychological needs:
needs not met –> tension builds up –> motivated to get rid of it –> get rid of behaviour that would satisfy the need

body goes into homeostasis when the need it met

–> more intense –> more motivated

111
Q

premack principle

A

We make the preferred activity contingent on the least preferred one, it becomes a condition
ex. “unless i study, i can’t play video games”

112
Q

response deprivation hypothesis

A

the activity, preferred or not, that we engage in on a regular basis can be used to reinforce the low probability activity

–>Gaining more access to the activity is contingent on doing the low probability activity.

113
Q

motivating operations

A

stimuli/events in our environment that could either increase/decrease the value of the reinforcer
–> therefore increase/decrease probability of a behaviour

  1. establishing operations
  2. abolishing operations
114
Q

establishing operations

A

stimuli that are going to INCREASE the value of a reinforcer
–> more likely for us to engage in the behaviour

115
Q

abolishing operations

A

stimuli in environment that are going to DECREASE the value of a reginforcer
–> decrease probability that behavior will take place

116
Q

need to belong

A

we are born with the need to belong and form long-lasting emotional bonds and relationships

117
Q

advantages of the need to belong

A

tend to be physically and mentally healthier
–> pursue more challenging goals and less likely to take drugs

118
Q

disadvantages of the need to belong

A

makes us prone to physical and mental illnesses
–> less likely to pursue challenging goeals, more likely to get addicted to drugs

119
Q

ostracism

A

extreme form of rejection where we intentionally and purposefully treat someone as if they don’t exist
–> even a little exposure to this is linked with depression, anxiety, etc.

120
Q

diff responses to ostracism

A
  • some people will get super mad and aggressive
  • some people tend to work harder to get other to accept them
  • some withdraw and shut down
121
Q

maslows hierarchy of needs

A

we’re motivated bt both physiological and psychological needs
–> some needs must be met before others

BOTTOM TO TOP:
- physiological
- safety
- love/belonging
- esteem
- self-actualization

122
Q

achievement motivation

A

we’re driven by a strong desire to accomplish a lot, excel, matser, overcome challenges, and outperform others

correlated with people who accomplish much more in life

123
Q

IQ vs self-discipline

A

academic success = how self-disciplined you are, not IQ

self-discipline is a skill

124
Q

2 types of motivation

A
  1. INTRISTIC motivation: when we do something because we love it
  2. EXTRINSIC motivation: when we something to get something else

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