MIDTERM II CHAPTER 9 Flashcards

1
Q

Knowledge that allow us to recognize objects and events and to make inferences about their properties

A

Conceptual knowledge

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

The mental representation of a class or individual

A

Concept

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Includes all possible examples of a particular concept

A

Category

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

The process by which things are placed in categories

A

Categorization

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

States that we can decide whether something is a member of a category by determining whether a particular object meets definition of the category

A

Definition approach to categorization

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Refers to the idea that members of a particular category resemble one another in a number of ways, this allows variation within a category

A

Family resemblance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Membership in a category is determined by comparing the object to a prototype that represents the category

A

Prototype approach to categorization

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

A typical member of the category based on an average of members of a category. Not an actual member of the category

A

Prototype

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Used to determine how fast people could answer questions about an objects category

A

Sentence verification technique

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

The ability to judge highly prototypical objects more rapidly

A

Typicality effect

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Effects of prototypicality

A

Family resemblance
Typicality
Naming
Priming

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Involves determining whether an object is similar to other objects where the standards involved are many examples

A

Exemplar approach to categorization

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Actual members of the category that a person has encountered in the past

A

Exemplars

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Kind of organization in which larger, more general categories are divide into smaller, more specific categories, creating a number of level of categories

A

Hierarchical organization

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Rosch’s level of categories

A

Global (superordinate)
Basic
Specific (subordinate)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Approach which proposes that concepts are arranged in networks

A

Semantic network approach

17
Q

Way of storing shared properties just once at a higher-level node

A

Cognitive economy

18
Q

Activity that spreads out along any link that is connected to an activated node

A

Spreading activation

19
Q

Criticism for Collins and Quillian Hierarchal model

A

Couldn’t explain the typicality effect

20
Q

Approach to creating computer models for representing cognitive process

A

Connectionism

21
Q

Another term for connectionist models as they propose that concepts are represented by activity that is distributed across the network

A

Parallel distributed processing (PDP)

22
Q

Circles in a connectionist network is called…

23
Q

Units activated by stimuli from the environment

A

Input units

24
Q

Determines how signal sent from one unit either increase or decrease the activity of the next unit

A

Connection weight

25
Error signal is sent back through the network
Back propagation
26
Property in which disruption of performance occurs on gradually as parts of the system are damaged
Graceful degradation
27
Research results which supports the idea of connectionism
1) operation of connectionist networks is not totally disrupted by damage 2) connectionist networks can explain generalization of learning
28
An impairment in which patients have lost the ability to identify one type of object but retained the ability to identify other types of object
Category-specific memory impairment
29
States that our ability to differentiate living things and artifacts depends on a semantic memory systems that distinguishes sensory attributes and a system that distinguishes function
Sensory-functional (S-F) hypothesis
30
Proposes that there are specific neural circuits in the brain for specific categories
Semantic category approach
31
Focuses not on the brain areas or networks that are specialized for specific concepts but on searching for more factors that determine how concepts are divided up within category
Multiple-factor approach
32
Different concepts within a category share many properties (e.g. animals share eyes, legs etc) making it harder for patients to distinguish them
Crowding
33
States that our knowledge of concepts is based on reactivation of sensory and motor processes that occur when we interact with the object
Embodied approach
34
Neurons that fire when we do a task or when we observe another doing the same task
Mirror neurons
35
Correspondence between words related to specific body parts and the location of brain activation
Semantic somatotopy