Lecture Material for Exam 2 Flashcards
Hierarchies
how we fit things in with what we already know
How to study
- repeatedly over time
- actively think about the material
- make content personally meaningful
- use mneumoics for lists
- use retrieval cues
- minimize interference
- test yourself
- emphasize deep processing
infantile amnesia
could be caused because babies lives are not varied, or because they lack language
source amnesia (misattribution)
you think the info is from one place, but it’s from a different place
ex. w letters of recommendation
retrograde amnesia
lose some existing memory, often do to physical accident, old memories seem to come back easier/more secure
the person does not lose who they are
anterograde amnesia
cannot transfer short to long memory, thyamine can help
What parts of the brain are affected by classical condition?
basal ganglia and cerebellum
Ebbinghaus Forgetting Curve
for less meaningful material, we lose things quickly but then it stabilizes over time
Proactive interference
a type of forgetting
past/prior learning disrupts other information coming in
Retroactive interference
a type of forgetting
new information disrupts the old information
retrival failure
a type of forgetting
the tip of the tongue phenomena, is best to picture environment you studied the material in and relax
Reconstructive Memory
Lignen and Signorella
questioned if how we think about the world impacts how we remember it
studied if gender stereotyping impacts memory of 5-10yo kids, kids w traditional thinking remember people’s gender as to what it pertains to w their job vs what the gender actually was
Cici Bruik
kids would remember getting caught in a mouse trap when asked, showed that kids can create false memories
repressed memories
memories pushed out of consciousness due to trauma
Permastore
some memories are so important they cannot be forgotten… most memory is subject to rearrangement
like first kiss and birthdays or getting married
Eidetic Imagery
Often in kids (1:10), have a long iconic registry where they can remember how a place looks for 30-60 secs or more; typically disappears in adults
Flashbulb memories
memories usually of very emotionally charged events, feel more vivd and accurate but seem to decay and displace over time
9-11 studies
Solving Problems order
- identify situation
- identify goal
- identify/solve sub-problems
- routines- automatic, do not think about
stroop test is example of automaticity
Obstacles in problem solving
- fixation
- framing
- hindsight bias
- availability heristic and exaggerating the improbable
- overconfidence (more in kids)
- belief perseverance
- Dunning Kruger Effect
Fixation+ framing
- fixation: a mental set, thinking inside the box (nine dot prob. ex)
- Framing- in advertisement (yogurt fat ex.)
Availability Heuristic
unlikely events seem more probable, is a mental shortcut where one sees immediate examples
is seen in gambling, people are more likely to gamble bc they see everyone around them winning
Dunning-Kruger Effect
people think they are more of an expert on something than they actually are
Prototype
mental averages, take a real life instance and unconciously compare it, closer something is to its prototype the easier/faster it is to identify
i saw three dogs today
schema
sets of characteristics, not an average… categories may be organized hierarchily
Language vs. communications
- dif in structure and meaning
- language can talk ab the present, past, and future
- language can create fully novel ideas (battery in milk ex.)
- Launguage has structure where a different order can mean different things
- Language can mislead people, be deceptive, can lie
phonemes
- the basic sounds of language
- english has about 40
- becomes harder to aquire novel phonemes with age, this is why adult learners of second languages typically have an accent
- babies imitate sounds (phonemes) before they imitate meaning
morphemes
- the basic meaning units of language
- roots, suffix, and prefixes- anything that changes meaning of a word
ex. strange=1m stranger=2m strangers=3m
Language from nature perspective
- language is biologicall driven- noam chompsky
- believed language activation device (part of mind not physical) allows us to understand the structure of language
- Brocker’s area and Wernicke’s area sho this
- Lennenberg believed language was aquired in a critical period (may be about brain plasticity rather than language)
- universal stages of language are pretty standard
- active language aquisition- kids pick it up on their own
Language from nuture perspective
- Skinner/classical conditioning- kids associate dif things as theyre forming language development, parents reinforce lang dev.
- parents do not reinforce grammar, typically they reinforce truth
Expressive Language development stages
lags behind comprehension (prolly)
- crying: 2-4mos
- cooing: soft vowel sounds, not social to social… 8-12 weeks
- babbling: harsh consanant sounds…4-5 mos (def by 6)
- expressive jargon: focused in on phonmenes, pragmatics, intonation, and command+question structure but no “real” words… overlaps w first word…12-24 mos
- first word: usually a name but like using it in a sentence
- two-word utterances/telegraphic speech: around 18-24 mos
Holophrase
an entire sentence of meaning in one word
Word aquisition timing
-by 18 mos most kids have 50 words.
-once a child has 50 words they will experience a burst and learn ab 25-35 words/month
-they understand way more than they can say
Scarr and Weinburg
black babies raised by upper middle class white ppl have IQs above average, environment has a big impact on IQ
Shirly Brice Heath
- observed ppl interacting w their kids while reading kids books
- white moms test, black moms create real world connections
