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2021 EXAM REVISION > Learning, memory & cognition > Flashcards

Learning, memory & cognition Flashcards

1
Q

What is cognition?

A

Study of mental processes.

Focused on internal mental representations of the world

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2
Q

What is mental representations

A

our conceptual understanding of our world is our own unique construction of reality based on a combination of current and past knowledge

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3
Q

What is a stereotype

A

Hypothetical idealisation that comprises of the core attribute cluster belonging to that concept

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4
Q

What is a prototype

A

is a category example that best fits the attribute cluster belonging to that concept

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5
Q

What is a mental schema

A

involves bringing
together multiple concepts and their inter-relationships.
Help guide interpretation of the world around us

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6
Q

What is a mental script

A

A sequence of actions in order to achieve a goal. Mental scripts help reduce cognitive load when performing familiar actions. For example, doing the grocery shopping.

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7
Q

Explain individual differences

A

How we conceptualise something can vary depending on our prior knowledge, perspectives, moods, and interactions with other people.

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8
Q

The structure of the mind - explain iceberg metaphor by Sigmund Freud

A

Unconscious level - selfish neefs, fears, violent motives, shameful experiences etc.
Preconscious level - memories, stored knowledge
Conscious level - thoughts, perceptions

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9
Q

Implicit versus explicit - define

A 
Explicit = Conscious/Controlled (conscious thought)
Implicit = Non-conscious/Automatic (automatic bodily functions, procedural action, unconscious thoughts)
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10
Q

Evans & Stanovich (2013) explicit/implicit characteristics explain

A 
Explicit.         Implicit
Conscious    Nonconscious
Intentional    Unintentional
Controlled    Automatic
Slow              Fast
Limited 
capacity        High capacity
Serial            Parallel
Rule-based   Associative
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11
Q

Explain Libet experiment (1985) on neural activity prior to intention to act

A

-550milliseconds = activity in motor cortex begins
-200 milliseconds = awareness of intention to act
0 milliseconds = finger begins to move

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12
Q

Explain Stanovich’s tripartite model

Stanovich (2009) Evans & Stanovich (2013)

A

Diagram in week 1 folder

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13
Q

Explain the TASS (Stanovich tripartite model)

A

The autonomous set of systems (TASS)

Perception -> Emotion -> motor commands

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14
Q

Stanovich tripartite model - Explain the algorithmtic mind

A 
Cognitive decoupling
(maintaining and manipulating mental representations in working memory)
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15
Q

Stanovich tripartite model - explain the reflective mind

A

Critical appraisal of perception, thought, and emotion

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16
Q

Steamboat metaphor for Stanovich tripartite model

A 
River = TASS
Boat = Algorithmic mind
Driver = reflective mind
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17
Q

Explain Cacioppo et al.,: Need for cognition

A

An individual higher in need for need for condition tends to gain more pleasure from and be more thoughtful/reflective.

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18
Q

Explain NFC (need for cognition) Cacioppo

A

More complex thinking
More rational judgments - More Curiosity
Openness to ideas (but not fantasy) More resistant to persuasion Can form ‘strong’ attitudes

19
Q

Explain the development of the comprehensive test of rational thinking (CART): Keith Stanovich (2016)

A
  • Distinction between algorithmic mind (IQ) and reflective mind (RQ)
  • assesses an individual’s tendency to override implicit influence via the ‘reflective mind’ by reasoning through problems.
20
Q

What is the global neural workspace theory (Dahaene & Changeux (2010)

A

Conscious process is generally much more distributed across the brain

  • simple cognitive architecture that has been developed to account qualitatively for a large set of matched pairs of conscious and unconscious processes.
  • all tasks that involve unpredictable choice points require global broadcasting to recruit knowledge sources.
21
Q

Global workspace theory - Where do conscious thoughts come from - analogy (Baars, franklin & ramsory, 2013)

A

different populations of neurons vying for access to conscious awareness

22
Q

Global workspace theory
Kopp, D’Mello, & Mills (2015)
What is Mind wandering?

A

“An involuntary attentional shift away from the primary task
towards internal thoughts unrelated to the task.”
Kopp et al. (2015): Participants that made a short “to do” list prior to reading a scientific text reported more task-unrelated thoughts (TUTs) compared to participants who did not make a “to do” list.

23
Q

What is the unconscious thought theory (UTT) Dijksterhuis and Nordgren (2006)

A
  • The capacity principle
  • The weighting principle
  • The rule principle
24
Q

Explain neurological evidence for UTT (Creswell, 2013)

A

Different neural processing during the ‘distraction’ tasks compared to independent taks (see page 2-4 of wk 2 lecture)

25
Q

Why might unconscious thoughts be superior - the capacity principle (xplain)

A

Capacity of conscious limited, whereas unconscious much larger
• Processing of conscious sequential (one thing at a time), whereas unconscious less restrictive

26
Q

Why might unconscious thoughts be superior - bottom-up-versus-top-down principle

A

Unconscious = bottom up, like an archaeologist uncovering existing values.
Conscious = Top down, like an architect building some defensible set of values.
Predecisonal distortion – forming a prejudgment that works as an expectancy, biasing subsequent interpretation of information.

27
Q

Why might unconscious thoughts be superior - The weighting principle

A

Unconsciousnaturallyweightsthe relative importance of various attributes.
• Consciousthoughtoftenleadsto suboptimal weighting.

28
Q

Why might unconscious thoughts be superior - the rule principle

A

Conscious thought better at rule-based processing (e.g., maths).
• Distinction between conforming to rules (e.g., implicit learning of social information) versus active rule following.

29
Q

Why might unconscious thoughts be superior - The convergence-versus-divergence principle

A

Conscious thought tends to be focused (convergent)

• Unconscious thought tends to be less focused (divergent) • The problem of ‘mental sets’

30
Q

UTT and complexity of decision

A

Based on the principles of unconscious thought, conscious thought is argued to be good for simple decisions, and not-so- good for complex decisions. This is where unconscious thought might be especially useful.

31
Q

Critics of UTT

A

Newell and Shanks (2014)
Newell & Shanks (2014)
• Is it that distraction is beneficial, or deliberation can be detrimental? (i.e., over thinking things?)
• Is the unconscious really better at weighting?
• Difficult to disentangle on-line deliberation influence.
• Low sample size issue & Lack of familiarity issue.
• A number of failed replication attempts. (For a review, see: Niewenstein et al. 2015)
• Bold claims might be considered reckless at this stage?

32
Q

Implicit and Explixity - the best of both worlds hypothesis

A

The best-of-both-worlds hypothesis.
Complex decisions are best when the information is encoded thoroughly and consciously, and the later thought process is delegated to the unconscious.

33
Q

What is selective attention?

A

The controlled focus and potential switching of mental processing while inhibiting other irrelevant information.

34
Q

What is orienting response?

A

Evolved propensity for attention to be involuntarily drawn towards novelty

35
Q

Explain the AIDA principle of advertising

A

A-ttention
I-nterest
D-esire
A-ction

36
Q

What is:

a) peacocking
b) conspicuous consumption

A

Peacocking – Dressing conspicuously to attract attention from others.

Conspicuous consumption – Engaging in excessive spending behaviour to attract attention to one’s wealth.

37
Q

What is concentration

A

Concentration (sustained attention) is the act of maintaining attentional focus on something for a period of time.

38
Q

Explain the conneciton between attention and learning

A

Attention facilitates formation and reorganisation of memory, and thus is integral for learning

39
Q

Explain ADHD

A

People with ADHD show a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development.

40
Q

What are the three substages of ADHD

A
  • combined presentation
  • predominantly inattentive presentation
  • predominantly hyperactive-impulsive presentation
41
Q

What is attentional bias

A

A term to describe how people may form biases towards noticing and thinking about certain things.

People generally are biased towards positive information (Bateson, 2016).
- In relationships we tend to adopt ‘rose coloured glasses’

42
Q

Explain the Broadbent’s filter model of selective attention

A

Sensory memory (energy; light, sound etc.) -> filter (info filtered out based on perceptual characteristics) -> Detector (Info processed for meaning) -> to memory

43
Q

Explain the Triesman’s attenuation model of selective attention

A

Sensory memory (Energy (light, sound waves, etc.)
-> Attenuator
(Information filtered out based on multiple characteristics)
-> Dictionary unit (Information processed further for meaning) -> To memory

2021 EXAM REVISION (6 decks)

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