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psych exam 2 > memory, cognition, and learning > Flashcards

memory, cognition, and learning Flashcards

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1
Q

what is cognition?

A

includes the way we think, solve problems, organize our worlds, communicate with one another, pay attention, intelligence

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2
Q

what are the steps of speech development?

A

recognizing language, verbal language, telegraphic speech

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3
Q

what is the order in which babies learn speech development?

A

crying (from birth), cooing (1-2 months), babbling (4-6 months), first words (12 months), two word combinations (18-24 months)

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4
Q

what are examples of nonverbal language?

A

gestures, tone/inflection/intonation, imitation

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5
Q

who studied whether children learn the rules of a language or if they model others and how?

A

Jean Berko Gleason, Wug Test, 1958

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6
Q

what did the wug test do and determine?

A

tested language acquisition with pseudowords, determined that children learn common rules by age 4

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7
Q

what was a negative factor in the wug test?

A

overregulation may occur

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8
Q

what is Broca’s Aphasia?

A

trouble producing speech

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9
Q

what is Wernicke’s Aphasia?

A

trouble understanding speech

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10
Q

what are some other considerations regarding intelligence?

A

cultural biases in intelligence testing, emotional intelligence

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11
Q

what studies identified whether or not there was one type of intelligence or multiple types of intelligence?

A

Binet’s mental age, Terman’s IQ, Weschler’s adult and child scales, Gadner’s multiple intelligences

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12
Q

what did Binet’s mental age determine?

A

the concept of mental age

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13
Q

what did Terman’s IQ determine?

A

IQ according to calculation, mental age divided by real age x 100, anyone with IQ above 100 is considered smart

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14
Q

what was Weschler’s adult and child scales?

A

took Binet’s mental age and made different scales for adult and children

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15
Q

what was Gadner’s multiple intelligences

A

argued that there’s multiple types of intelligence

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16
Q

what were Gadner’s multiple intelligences and what did they mean

A

musical
body - kinesthetic
interpersonal - understanding others
verbal - linguistic
logical - math
naturistic - green thumb
intrapersonal - understanding yourself
visual - spatial

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17
Q

what is memory made of?

A

encoding, storage, retrieval

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18
Q

what is encoding

A

first step in memory, selective attention

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19
Q

what are the three stages in storage?

A

sensory memory, short-term memory (working memory), maintenance rehearsal

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20
Q

what is sensory memory

A

very short-term memory

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21
Q

what is short term memory (working memory)

A

capacity to store a small amount of information in the mind and keep it readily available for a short period of time, maintenance rehearsal (repeating info over and over without absorbing meaning or connecting it with other concepts, focuses on memorizing rather than remembering and is short term)

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22
Q

what is long term memory

A

elaborative rehearsal (involves making info meaningful, helps transfer information from short term memory to long term memory by relating it to prior knowledge or personal experience)

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23
Q

what is procedural long term memory

A

type of long-term memory that involves how to perform different actions and skills. It is a form of implicit memory, meaning that someone using procedural memory may not be consciously aware that it’s being accessed. Examples include riding a bike, tying your shoes, and cooking an omelet. Procedural memory is a part of the implicit long-term memory responsible for knowing how to do things

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24
Q

what is declarative ltm

A

explicit memory, recall of events or facts

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25
Q

what are the two types of declarative ltm

A

episodic and semantic

26
Q

what is episodic memory

A

involves the recollection of personal experiences or events, including the time and place they occurred.

27
Q

what is semantic memory

A

stores general knowledge, concepts, facts, and meanings of words, allowing for the understanding and comprehension of language, as well as the retrieval of general knowledge about the world

28
Q

what are failures of ltm

A

retrograde and anterograde amnesia

29
Q

what is retrograde amnesia

A

unable to recall past memories but can make new memories (HM)

30
Q

what is anterograde amnesia

A

can recall past memories but cannot form new memories (Clive Wearing)

31
Q

what are some strategies to enhance ltm storage

A

paying attention during encoding storage (eliminating distraction), chunking, elaborative rehearsal technique (ex- self-reference), overcoming the serial position effecr (studying, small sections)

32
Q

what are some strategies to avoid forgetting

A

encode, repetition, develop strong cues, deliberative practice, examples

33
Q

what is the misinformation effect

A

the distortion of memory that occurs when people are exposed to misleading/misinformation

34
Q

what are false memories

A

a psychological phenomenon whereby an individual recalls an event that never happened, or an actual occurrence substantially different way it transpired

35
Q

retrieval

A

recognition vs recall, third step in memory, process of remembering and reinstating stores information from long term memory

36
Q

what is recognition

A

the ability to recognize something you have seen before

37
Q

what is recall

A

the ability to remember something without being prompted

38
Q

what are the four steps of observational learning

A

attention, retention, reproduction, motivation, AARM

39
Q

what is learning

A

a relatively permanent change in behavior that results from experience

40
Q

what are the different methods of learning

A

classical conditioning, operant conditioning, observational learning

41
Q

what is classical conditioning

A

learning through association

42
Q

who studied classical conditioning

A

Ivan Pavlov

43
Q

what did Ivan Pavlov’s study consist of

A

conditioning a dog to drool based off association with bell rather than food, changing behavior based on association of bell that signals food rather than the food itself

44
Q

what are the steps in Pavlov’s study

A
  1. before conditioning: unconditioned stimulus (food)–> unconditioned response (salvation)
  2. before conditioning: neutral stimulus (whistle) –> no conditioned response (no salvation)
  3. during conditioning: factors (whistle+food) –> unconditioned response (salvation)
  4. after conditioning: conditioned stimulus (whistle) –>conditioned response (salvation)
45
Q

contiguity

A

the sequential occurrence or proximity of stimulus and response, causing their association in the mind

46
Q

contingency

A

the relationship between a behavior and its consequences, can either be a reinforcement or punishment that occurs after a behavior

47
Q

stimulus generalization

A

tendency for the conditioned stimulus to evoke similar responses after the response has been conditioned.

48
Q

who studied stimulus generalization and how

A

watson with little albert, watson made little albert afraid of certain things by conditioning the baby to think

49
Q

what is operant conditioning

A

associative learning, behavior is influenced

50
Q

what is the law of effect

A

Responses that produce a satisfying effect in a particular situation become more likely to occur again in that situation, and responses that produce a discomforting effect become less likely to occur again in that situation

51
Q

who studied law of effect and how

A

Thorndike’s Puzzle Box using cats that had to solve puzzles to get to a food and they continued to solve the puzzle because of a satisfying response

52
Q

who studied reinforcement and punishment and how

A

B.F. Skinner, used pigeons to determine the behaviors of operant conditioning by rewarding pigeons when they pecked at a disk at different time intervals

53
Q

what is observational learning

A

learning based off observation

54
Q

who studied observational learning and how

A

Albert Bandura used bobo dolls to examine how children would behave once they saw how the doll was beimg treated in study, study showed that children learned from observing because they treated the doll the same way

55
Q

James-Lange Theory

A

stimuli –> physiological response –> emotion

56
Q

Schacter-SInger Theory

A

stimulus–>physiological response +cognitive response–:emotion

57
Q

what is an example of Schacter-SInger Theory

A

Duton & Aron (1974): Experimental Bridge vs. Control Bridge

–> misattribution of arousal (or excitation transfer)

58
Q

nature and nurture

A

our genetics and our environment

59
Q

Paul Ekman’s research

A

6 basic emotions - anger, fear, disgust, surprise, happiness, sadness (emotions that everyone can display/recognize

60
Q

what is an example of nature

A

humans learning when its appropriate to express certain emotions based on environment

psych exam 2 (1 decks)

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