PSYC 100 Midterm: Ch. 10-11 Flashcards
Sensory interaction
he working together of different senses to create experience
Involves the automatic operation of a variety of essential perceptual processes (ex. eating)
Selective attention
the ability to focus on some sensory inputs while tuning out others
Cocktail Party Phenomenon
the experience of being at a party and talking to someone in one part of the room, when you hear your name mentioned in another part of the room
Perceptual constancy
the ability to perceive a stimulus as constant despite changes in sensation (a door swinging)
Sensory adaptation
a decreased sensitivity of a receptor of a stimulus after constant stimulation
Dichotic listening
experimental task in which two messages are presented to different ears
Shadowing
a task in which the individual is asked to repeat an auditory message as it’s presented
Broadbent’s Filter Model
Model of Selective Attention - people select information on the basis of physical features: the sensory channel that a message was coming in, the pitch of the voice, the color or font of a visual message; argued that selection occurs very early, with no additional processing for the unselected information
Treisman Attenuation Model
switched the stories to the opposite ears and individuals followed - the physical or perceptual level, but that the unattended information is not blocked completely, it is just weakened or attenuated. As a result, pertinent information in the unattended ear will get through the filter for further processing at the level of meaning
Late Selection Model
you still process information in unattended ear; consistent with ideas of subliminal perception; in other words, that you don’t have to be aware of or attending a message for it to be fully processed for meaning.
Multimode Model
suggesting that the stage at which selection occurs can change depending on the task
Divided attention
the ability to flexibly allocate attentional resources between two or more concurrent tasks
Inattentional Blindness
the failure to notice a fully visible, but unexpected, object or event when attention is devoted to something else
Episodic memory
Explicit memory; ability to learn and retrieve new information or episodes in one’s life (e.g., recollections of high school graduation)
Semantic memory
explicit memory; the permanent store of knowledge that people have, refers to facts and concepts about the world
Procedural Memory
implicit memory; often unexplained knowledge of how to do things
(e.g., dial a cell phone, play a video game)
Priming as Implicit Memory
the activation of certain thoughts or feelings that make them easier to think of and act upon
Classical conditioning affects
implicit memory; we learn to associate neutral stimuli with another stimulus, creating a naturally occurring response
Short-term memory (STM)
the place where small amounts of information can be temporarily kept for more than a few seconds but usually for less than a minute
Working memory
the form of memory we use to hold onto information temporarily, usually for the purposes of manipulation
Stages of memory
Encoding, storage, retrieval
Strategies to Improve Retention
Consider the meaning of events rather than just the events themselves
Relate new events to those we already know (form associations for retrieval)
Imagine events to make them more memorable (create imagery)
DRM (for Deese-Roediger-McDermott) effect: participants are asked to remember a list of words and then recognize them from a list of other words incorporated
Retroactive interference
events that occur after some event of interest will usually cause forgetting of the original event
Proactive Interference
when memories interfere with the encoding of new ones
Misinformation Effect
when erroneous information occurring after an event is remembered as having been part of the original event
Encoding specificity principle
retrieval cue will be effective to the extent that information encoded from the cue overlaps or matches information in the engram or memory trace (ex. certain emotions being cued will help you remember)
Cue Overload Principle
the more memories that are associated to a particular retrieval cue, the less effective the cue will be in prompting retrieval of any one memory
Causes of forgetting
Disassociative Amnesia
loss of autobiographical memories from a period in the past in the absence of brain injury or disease (often involves a history of trauma)
