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Knowing and Using Knowledge Flashcards

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1
Q

Who is Soloman Shereshenvsy and why is he unique?

A

A mnemonist can encode and retrieve information quickly and can never forget anything/gave perfect retellings. One struggle is having difficulty tying/using the information together.

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2
Q

General knowledge that we have is a ________.

A

Concept

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3
Q

What did Wittgenstein (1953) propose?

A

Simple terms we use every day do not have definitions because not all concepts are the same since there are exceptions. (e.g) A dog with no tail

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4
Q

Members of a category resemble one another, with some number of features being shared by any subset of a category member though the features may not be shared with all members.

A

Family Resemblance
(e.g.) Three-legged dog, it still barks + has a tail, also siblings

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5
Q

A single best example or average. Identifying the center of the category.

A

Ideal

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6
Q

Objects, situations, or events differ in ______ from the prototype/how close to it is.

A

Typicality

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7
Q

Objects, situations, or events closer to the prototype are high in typicality and are better members than those farther from the prototype.

A

Graded Membership

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8
Q

Smith et al. (1974)

A

Sentence verification. True or false sentences and reaction time were faster if the item was close to the prototype.

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9
Q

Mervis et al. (1976)

A

Production task. Beginning list was high in typicality and closer to the prototype

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10
Q

Mervis et al. (1976)

A

Production task. Beginning list was high in typicality and closer to the prototype

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11
Q

A level of categorization that is not too specific or too general. This is the same level as where prototypes are located and where children first learn. (e.g.) Spoon

A

Basic Level

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12
Q

What was the outcome of Tanka and Taylor (1991)?

A

Those who were experts were able to give specific detailed responses to their subjects while novice people gave basic responses, such as, “this is a bird”.

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13
Q

What is an example of an object being at the superordinate level?

A

Cutlery

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14
Q

What is an example of an object being at the subordinate level?

A

Soup Spoon

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15
Q

What did Halberstadt & Rhodes (2003) say about typicality and attractiveness?

A

Our prototypes are most attractive when we think about them because it is high in typicality.

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16
Q

Specific remembered instances; an example from past experiences. (e.g.) a chair that a grandparent used to sit in.

A

Exemplars

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17
Q

Keli (1986)

A

Differences in typicality and categorization

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18
Q

What happens if your Hubs are damaged?

A

Your general knowledge about a concept diminishes.

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19
Q

Murphy & Medin (1985)

A

Asked if a lawnmower and plum are in the same category

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20
Q

Category knowledge guides your _______ about new cases and _____ your inferences.

A

Thinking; Guides

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21
Q

Typical exemplars promote stronger inference about their broader category than atypical exemplars.

A

Typicality Effect

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22
Q

The better the example fits the category the more likely were are to use it to explain _________.

A

Atypical Situations

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23
Q

If the example does not fit then what?

A

It is not used or remembered.

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24
Q

When we have something unusual like an infectious disease, you’re more likely to think of a sparrow spreading the disease than a duck because it is not typical.

A

Rips (1975)

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25
Q

We will choose a common/well-known answer like “robin” because it is typical.

A

Osherson et al. (1990)

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26
Q

What makes stereotypes different from prototypes?

A

Strong emotional feeling associated with a category

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27
Q

Students at your university have a lot of diversity than other universities, regardless if they are the same.

A

Rithegeber (1977)

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28
Q

We assume individuals in our group have a lot of diversity, but not those in the out-group because they are all the “same”.

A

Homogeneity Effect

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29
Q

The lateral occipital cortex

A

Living things and perceptual properties, such as, how it looks.

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30
Q

The medial fusiform gyrus

A

Nonliving things and focuses on the function of it.

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31
Q

A condition that involves difficulty naming things, but has no issue with speech. This condition only applies to living things and is based on the area where the brain damage occurred.

A

Anomia

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32
Q

Concepts are essentially grounded in perception and action.

A

Embodied Concepts

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33
Q

Hub

A

A brain location that connects and integrates information from many other areas of the brain.

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34
Q

Spokes

A

More specific elements of the concept

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35
Q

Weights between connections signify strength

A

Connectionist Network Model (aka PDP)

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36
Q

Longer to transverse the hierarchy.

A

Collins & Quillian (1969)

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37
Q

Reproductive Memory

A

Verbatim

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38
Q

Reconstructive Memory

A

Opinions and reformatted

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39
Q

What 3 trends did Bartlett (1932) find?

A

Recalled the main plot, minor details were not remembered, and successive recall was normalized/rationalize.

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40
Q

A mental framework of the body of knowledge about a topic is?

A

Schema

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41
Q

A phenomenon where listeners/readers fail to recognize an inaccuracy or inconsistency because it fits their schema.

A

Semantic Illusion

42
Q

What did Sulin & Dooling (1974) suggest?

A

If you consider yourself an expert in an area you will add additional information that was never there to fit your schema.

43
Q

Where does the soap-opera effect come from?

A

Owens et al. (1979). You can recall more when given additional information that does not pertain to the original information.

44
Q

Added information that is incorrect but fits the schema.

A

Intrusion Error

45
Q

Semantic knowledge that guides our understanding of ordered events

A

Scripts

46
Q

Details within the script

A

Frames

47
Q

Typicality occurs within the script

A

Default Value

48
Q

Bower et al. (1979)

A

Given and asked to recall scripts and they put rearranged them (fixed them) to fit their schema.

49
Q

What is HSAM?

A

Highly Superior Autobiographic Memory. Flashbulb memories are remembered every day.

50
Q

Are there any differences in the brain of someone with HSAM?

A

No, because the research is still new.

51
Q

A cargo plane hit an apartment and people state that they remember seeing it on video when there was no footage of it.

A

Crombag et al. (1996)

52
Q

44% of British citizens remember seeing footage of Princess Diane’s car crash.

A

Ost et al. (2002)

53
Q

Participants waited in an office for 30 seconds and based if there were any books in there when there weren’t any.

A

Brewer & Treyens (1981)

54
Q

A word that was never said in a list but it fits the schema

A

DRM Paradigm

55
Q

Participants were shown childhood pictures of them in a hot air balloon with a relative. The participants claim that they remember the incident when it never occurred.

A

Wade et al. (2002)

56
Q

College students were provided with true or false memories during their childhood. No one believed the memories until the second interview and would provide details from the interview from the first interview.

A

Hyman et al. (1995)

57
Q

Food poisoning.

A

Bernstein et al. (2005)

58
Q

Memory errors result from false information received after an event.

A

Misinformation Effect

59
Q

Inability to distinguish whether the original event or some later event was the true source of the information.

A

Source Misattribution

60
Q

Loftus Research

A

Asked if there was a yield sign at a car crash and participants said yes when there was not.

61
Q

Leading people to believe details differently with different words, such as, “smash” or “bump”

A

Goldschmied et al. (2017)

62
Q

Kassin & Kiechel (1996)

A

False confession. Typing and a confederate accuse the participant.

63
Q

What are the factors that influence a false confession?

A

Age, characteristics that make the individual vulnerable and long interrogations.

64
Q

How reliable is eyewitness testimony?

A

Not reliable

65
Q

Factors that affect eyewitness identification are:

A

Duration of the event, cross-race effect, weapon-focus effect,the time between the event & recall, and the age of the witness

66
Q

What is a reminiscence bump?

A

We remember more events from late adolescence and early adulthood than from any other stage of our lives

67
Q

Cognitive Interview (CI)

A

Mental (context) reinstatement: Putting self back at the time of the crime

Different Perspectives

Different order: Recalling different order of the events - Primacy/Recency effect

In-depth reporting: Recalling details, even if irrelevant

68
Q

Can repressed memories be tested?

A

No

69
Q

George Franklin

A

Convicted of a murder of an 8-year-old girl because his daughter “remembered” him killing her. He was released once proven not guilty because he did not do it.

70
Q

Cool

A

Her therapist suggested that she was abused when she was not.

71
Q

Beth

A

Her therapist suggested she was sexually/physically abused by her father and impregnated by him. That was all false.

72
Q

Frank Fitzpatrick

A

He recovered the memory of him being abused by a priest and it was found to be true.

73
Q

Imagining something happened increases later memory that it actually did happen

A

Imagination Inflation

74
Q

Loftus et al (1996)

A

Asked participants if an event ever happened and then in the next interview they were told to imagine the event which led them to believe that it had occurred. Imaging causes familiarity which creates false memories.

75
Q

What is aphasia?

A

The loss of ability to use language resulting from a brain-related disorder/damage.

76
Q

Nonfluent speech, meaning it is not being produced but can be comprehended and written out. Also involves stock phrases like “I don’t know” or “No”

A

Broca’s Aphasia

77
Q

Fluent speech but unable to comprehend. Involves nonsense words aka Neologism.

A

Wernicke’s Aphasia

78
Q

Damage to the nerve fiber, arcuate fasciculus, that connects the Broca and Wernick areas. The individual can speak and comprehend, but they are unable to recall/repeat what was said to them.

A

Conduction Aphasia

79
Q

The study of language is _________

A

Linguistics

80
Q

The study of how language is learned and used by people is _________

A

Psycholinguistics

81
Q

The shared symbolic system for communication is _________. It can be altered, diminished, or added.

A

Language.

82
Q

Language conveys meaning is ______

A

Semantics

83
Q

Fundamental units are meaningless, except for onomatopoeias.

A

Arbitrariness

84
Q

Ability to talk about something other than the present, such as the past or future.

A

Displacement

85
Q

Language is generated, not repetitive.

A

Productivity

86
Q

Set of rules to generate utterances

A

Grammar

87
Q

Linguistic Relativity Hypothesis (Sapir-Whorf Hypothesis)

A

Language shapes thought. (e.g.) Berinmo Tribe

88
Q

Fausey & Bordoitsky (2011)

A

English can emphasize agents like “Sue broke the vase”. If he event was an accident, languages that did not emphasize agents, such as Spanish had a difficult time recalling who did the accident.

89
Q

The coherent sequence of words that express the speaker’s intended meaning is ________.

A

Sentence

90
Q

Smallest language units that carry meaning

A

Morphemes

91
Q

Free Morphemes

A

A word that can stand alone as a word like “talk” and “play”

92
Q

Bound Morphemes

A

Can not stand alone as a word, these are usually prefixes or suffixes like “-ed” or “-ing”

93
Q

Smallest units of sounds that serve to distinguish words in a language

A

Phonemes

94
Q

Brown and Kulik (1977)

A

JFK Assassination. Participants could vividly remember the event in great detail.

95
Q

Talarico and Rubin (2003)

A

9/11. Confident in their memories but memories diminished

96
Q

Conway et al. (1994)

A

Margaret Thatcher. Britians remembered more because she is part of their culture while other people did not.

97
Q

Experts in a particular skill area has superior memory for tasks involving typical instances or similar to their particular skill domain.

A

Skilled Memory

98
Q

Co-Witness Contamination

A

Memories contaminated when talked to others who are also witnesses of an event

99
Q

Kalakoski & Saariluoma (2001)

A

Taxi drivers. Did well in route order.

100
Q

An unexpected or distinct event that has strong emotional associations when remembered.

A

Flashbulb Memory

Psych (6 decks)

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