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Psychology 120 > Final Pt 2(section 8) > Flashcards

Final Pt 2(section 8) Flashcards

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1
Q

Cognitive biases

A

Errors in memory or judgement that are caused by the inappropriate use of cognitive processes

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2
Q

Cognitive inaccuracies - source monitoring

A

Don’t know where we heard stuff from

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3
Q

Schematic processing- distortions based on expectations

A

Schemas improve memory but lead to biases

Lead to confirmation bias- tendency to verify and confirm existing memories rather than to challenge and discomfort them.

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4
Q

Functional fixedness

A

Ppls schemas prevent them from using objects in new and non traditional ways

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5
Q

Misinformation effects

A

How info that comes later can distort memories

Can lead to false memories

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6
Q

False memories can lead to

A

Incorrect allegations of abuse

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7
Q

Flashbulb memories

A

Vivid emotional memory of an unusual event that ppl believe they remember very well

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8
Q

Counter factual thinking

A

If only thoughts

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9
Q

Memory def

A

Ability to store and retrieve information over time

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10
Q

Memory errors come from

A

Memories aren’t recorded exactly. they are processed and interpreted leading to errors

Memories are constructed not recorded

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11
Q

Memory concepts

A

Types/stages/ processes

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12
Q

Memory types

A

Explicit and implicit memory

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13
Q

Memory as stages

A

Sensory memory
Short term memory
Long term memory

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14
Q

Memory as processes

A

Encoding
Storage
Retrieval

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15
Q

explicit memory and 2 parts

A

A person consciously remembers that things

Semantic memory (object knowledge learned over many interactions) and episodic memory (memory for specific events we experienced)

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16
Q

Semantic memory

A

Refers to our knowledge of facts and concepts

Like what we study

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17
Q

Episodic memory

A

Remember episodes in ur life (I remember breaking into a cold sweat when I saw my midterm questions)

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18
Q

Recall memory test

A

Measure of Explicit memory where we have to bring recall info previously remembered (short answer section of test)

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19
Q

Recognition memory test

A

Involves determining if we’ve seen it somewhere before (multiple choice question)

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20
Q

Relearning measure of explicit memory

A

Assess how much more quickly info is processed or learned when it is studied again after it has already been learned then forgotten

More sensitive bc it measures how fast not correct

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21
Q

Implicit memory

A

Refers to information remembered unconsciously and without effort. Even tho it’s retrieved without intention, it can still affect behaviour

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22
Q

Types of implicit memory

A

Procedural memory
Classical conditioning effects
Priming

23
Q

Procedural memory

A

Unexplainable knowledge of how to do things

U can’t explain how u ride a bike u just do it

24
Q

Classical conditioning

A

Associate neutral stimulus with another stimulus create a naturally occurring response

25
Q

Priming

A

Changes in behaviour based on things that happened frequently or recently

Activation knowledge (prime kindness presenting ppl with words related to kindness)

People primed with that concept may act more kindly

26
Q

Stages of memory

A

Sensory input -> sensory memory -> attention -> short term memory -> encoding -> long term memory

27
Q

Sensory memory

A

Brief storage of sensory information (memory buffer)

Échoic- hearing
Iconic- sight

28
Q

Eidetic memory

A

In some ppl iconic last longer (it’s aka photographic memory)

Can be for all senses

29
Q

Short term memory

A

Temporarily holds and processes information 15-30 seconds

7+/- 2 items

Most is forgotten if u don’t rehearse it

30
Q

Working memory

A

Processing info in short term memory

Not a store of memory. It’s a set of memory procedures

31
Q

Central executive

A

Part of working memory

Directs attention and processing

32
Q

Maintenance rehearsal

A

Repeating information mentallyto ourselves with the goal of keeping it in memory

33
Q

Long term memory

A

Type of memory storage that allows for retention of information over extended periods of time

34
Q

Encoding -> storage -> retrieval

A
35
Q

Encoding

A

Placing thing into memory

36
Q

Herman Ebbinghaus

A

Forgetting curve and spacing effects

37
Q

Memory decay

A

Hartmann Ebbinghaus

Memory decays rapidly at first then the amount of decay levels off

Negative exponential function

38
Q

Spacing effects

A

Herman Ebbinghaus

Refers to the fact that learning is better to be spread out over periods of time

Better to do a bit at a time. Not cram

39
Q

Best way to study according to Ebbinghaus

A

Learn it wait till u forget it
then study again. Wait till u forget it
Study’s again repeat

40
Q

Over learning

A

If u think you’ve mastered something then u probably haven’t. And it can help to review it

41
Q

Retrieval

A

Reactivating info stored in memory

42
Q

Proactive interference

A

Forgetting new stuff

Earlier learning impairs our ability to encode info we wanna learn later

43
Q

Retroactive learning

A

Learning something new impairs our ability to retrieve info learned earlier

Forgetting old stuff

44
Q

How to reduce proactive interference effects

A

Add novelty by adding a mnemonic and emphasizing how things differ

And
Regearsal

45
Q

Biology of memory

A

Interaction of the old brain (salience) and new brain (where to store)

46
Q

3 old brain structures to remember

A

Hippocampus- librarian organizes explicit memories and sends to cortex

Cerebellum- implicit memories

Amygdala- emotions/ what’s most important to remember

47
Q

Hippocampus

A

Librarian (organizes explicit memories)

Responsible for imagination, spatial awareness, memories

48
Q

Cerebellum

A

Involved in implicit memories

Ppl with damage struggle with conditioning and priming tasks

49
Q

Amygdala

A

Involved in emotions with strong emotions, especially fear

50
Q

Retrograde amnesia

A

Can’t remember past stuff

51
Q

Anterograde amnesia

A

Can’t remember new stuff

52
Q

Potentiation

A

Increase in strength of nerve impulses along pathways which have been used previously, either short or long term

53
Q

Neuronal efficiency and long term potentiation

A

When we repeatedly call up a memory that involves repeated activation of the same synapses. Repeated firing encourages the neurons involved to become more efficient

54
Q

Neuronal efficiency and long term potentiation

A

More electrical activity within neurons that is creating the neuronal efficiency in memory pathways

The neuron charges last a long time

Psychology 120 (8 decks)

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