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Cognitive PSYC Vocab > PSYC317CH4 > Flashcards

PSYC317CH4 Flashcards

1
Q

absolute judgment task

A

identifying stimuli that vary along a single, sensory continuum.

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2
Q

acoustic code

A

a memory code based on the sound of the stimulus

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3
Q

acoustic confusion

A

an error that sounds like the correct answer

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4
Q

central executive

A

a component of Baddeley’s working memory model that manages the use of working meory.

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5
Q

chunks

A

a cluster of items that has been stored as a unit

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6
Q

decay theory

A

proposal that information is spontaneously lost over time, even when there is no interference from other material

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7
Q

encode

A

to create a visual or verbal code for a test item so it can be compared with the memory codes of items stored in short-term memory

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8
Q

exhaustive search

A

a search that continues until the test item is compared with all items in the memory set

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9
Q

interference theory

A

proposal that forgetting occurs because other material interferes with the information in memory

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10
Q

lexical alteration

A

substituting a word with similar meaning for one of the words in a sentence

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11
Q

memory set

A

a set of items in short-term memory that can be compared against a test itme to determine if the test item is stored there

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12
Q

memory span

A

the number of correct items that people can immediately recall from a sequence of items

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13
Q

multimodal code

A

an integration of memory codes such as combining visual and verbal codes

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14
Q

paraphrase

A

using different words to express the same ideas in a sentence

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15
Q

phoneme

A

any of the basic sounds of a language that are combined to form speech.

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16
Q

phonological loop

A

a component of Baddeley’s working memory model that maintains and manipulates acoustic information

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17
Q

proactive interference

A

forgetting that occurs because of interference from material encountered before learning

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18
Q

release from proactive interference

A

reducing proactive interference by having information be dissimilar from earlier material

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19
Q

retroactive interference

A

forgetting that occurs because of interferencefrom material encountered before learning

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20
Q

scan

A

to sequenctially compare a test item with items in short-term meomroy to determine if there’s a match

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21
Q

sefl-terminating search

A

a search that stops as soon as the test item is successfully matched to an item in the memory set

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22
Q

semantic alteration

A

changing the order of words in a sentence to change the meaning of the sentence

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23
Q

semantic code

A

a memory code based on the meaning of the stimulus

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24
Q

slope

A

a measure of how much response time changesfor each unit of change along the x-axis (memory-set size)

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25
Q

subvocalizing

A

silently speaking to oneslef

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26
Q

visuospatial sketchpad

A

a component of Baddely’s working memory model that maintains and manipulates viusual/spatial information

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27
Q

working memory

A

the use of short-term memory as a temporary store of information needed to accomplish a particular task.

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28
Q

Why did Petersons have the subjects count?

A

So they couldn’t use rehearsal.

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29
Q

Describe Conrad’s experiment.

A

Participants were shown a string of letters. Mistakes were most likely made between letters with similar sounds.

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30
Q

In Conrad’s experiment did they make mistakes based on sound or on visual?

A

Sound.

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31
Q

What is the name of the technique Waugh and Norman used?

A

Probe technique

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32
Q

Describe the Probe technique and the researcher who used it.

A

A string of numbers is read off the last number is the probe number the subject then reports the number in the string that followed the probe number.

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33
Q

What important thing about STM did Waugh and Norman discover.

A

That the number of items in STM is more important than the time interval.

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34
Q

Describe Sternberg’s Study.

A

Used the probe technique but measures the time of the response.

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35
Q

Describe the main interpretation from Sternberg’s study?

A

He discovered that we scan the memory set completely even once the answer is found.

36
Q

What did the probe measure in Sternberg’s study?

A

Speed

37
Q

How many items in Sternberg’s study?

A

1 to 4

38
Q

In Sternberg’s study which took longer the regular or the degraded condition?

A

The degraded.

39
Q

Wicken’s asked what question?

A

Are all you encoding into STM the sound?

40
Q

Describe the control and the experimental group in Wicken’s experiment.

A

The control had list of numbers the experimental in the 4th trial were given word equivalents. Won instead of one, or ate instead of eight.

41
Q

Who first introduced the idea of a “memory chunk”?

A

George Miller.

42
Q

Name the five topics of Short-Term working memory covered in the text?

A

Forgetting, Capacity, Recognition of items in short term memory, working memory.

43
Q

What was the result of Peterson and Peterson’s study?

A

The probability of a correct recall declined rapidly over the 18 second retention interval.

44
Q

How did a study to see which mattered more to STM interference or interval

A

Waugh and Norman

45
Q

What is the main difference between retroactive vs. proactive interference?

A

Weather it occurs before or after learning.

46
Q

What are the two most important characteristics that distinguish STM from LTM?

A

Rapid forgetting rate an limited capacity.

47
Q

What is the most common example of converting visual material into acoustic codes?

A

Reading.

48
Q

Name the three components of Baddeley model of working memory.

A

Phonological loop, visuospatial sketchpad, and center executive.

49
Q

Long till information is lost in STM if not rehearsed?

A

20 to 30 seconds.

50
Q

List the 5 properties of STM.

A

limited capacity, short duration, easily interfered with, stored serial position, acoustic encoded, interference more important than decay.

51
Q

Which is more important in STM interference or Decay?

A

Interference.

52
Q

What did Peterson and Peterson help to establish?

A

That STM has a rapid rate of forgetting.

53
Q

In Peterson and Peterson’s experiment how many seconds until all was forgotten?

A

18 seconds.

54
Q

Waugh and Norman asked what question?

A

Does decay or interference cause forgetting in STM?

55
Q

What were Waugh and Norman’s findings?

A

That interference matters more than decay in STM.

56
Q

What items cause the most interference in STM?

A

similar items.

57
Q

Keppel and Underwood discovered that in the Peterson and Peterson STM task participant perforce deteriorated over subsequent trails. What explains this?

A

proactive interference

58
Q

Name the four people who used chess players to study STM.

A

DeGroot, Chase, Simon, and Gilmartin.

59
Q

What idea did the studies of expert chess players develop?

A

Chunks

60
Q

Who used the absolute judgment task?

A

George Miller.

61
Q

Who best demonstrated Release from Proactive Interference?

A

Wicken’s

62
Q

Which procedure did Groninger use?

A

The Peterson and Peterson STM counting backward technique.

63
Q

What was Groninger trying to find out?

A

Do mediators help STM.

64
Q

What is an example of a mediator in Groninger’s study?

A

grl into girl or bmp into blimp

65
Q

Sternberg claimed that we scan the entire memory set before responding, what was his evidence of this.

A

1) response times for positive and negative responses were approximately the same. 2) response times were not influenced by the location of the matching digit in the memory set.

66
Q

What are the 4 components of Braddeley’s model of working memory.

A

1) phonological loop 2) visuospatial sketchpad 3) central executive 4) episodic buffer

67
Q

What is the primary cause of forgetting in STM?

A

Interference.

68
Q

Who measured the boundaries of chunks by measuring pauses?

A

Chase and Simon

69
Q

How was the use of verbal rehearsal to maintain information in STM confirmed?

A

acoustic confusion errors that sound like the correct response.

70
Q

phonological loop is for.

A

maintaining and manipulating acoustic information

71
Q

visuospatial sketchpad is for

A

maintaining and manipulating visual/spatial information

72
Q

central executive is for

A

making decisions

73
Q

the episodic buffer is for

A

integrate different memory codes such as acoustic and visual codes.

74
Q

Cowan and Engle see working memory as what?

A

A component of STM.

75
Q

Who first used the chess reproduction task?

A

De Goot

76
Q

In Conrad’s study subjects make mistakes on words that looked similar or sounded similar?

A

Sounded similar

77
Q

Was Sternberg concerned with correctness or speed?

A

Speed

78
Q

In Wickens study which condition was easier to remember “one” or “won?

A

WON

79
Q

George Miller developed which memory technique?

A

Chunk

80
Q

According to Kepple’s study how many chunks can be remembered for 18 seconds while counting backward?

A

4 chunks

81
Q

Who studied chess?

A

Degroot.

82
Q

Intercept is a function of what?

A

Encoding process

83
Q

Define intercept

A

reaction time required to scan a memory set with no items in it.

84
Q

What are the two items required to determine whether a test item is in the memory set?

A

Encoding and Scanning

85
Q

Slope is a function of what?

A

the scanning process.

Cognitive PSYC Vocab (24 decks)

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