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From Flashcardlet > PSYCH 221 Chapters 1-6 > Flashcards

PSYCH 221 Chapters 1-6 Flashcards

0
Q

Describe who Thales was

A
  • believed in 4 elements (water, air, fire, earth)
  • thought water was the most important element as everything needs it
  • built theories of mind off of the 4 elements
  • was a philosopher
  • believed in a single nature of being
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1
Q

Define “ In-group Bias”

A
  • tendency to like people amongst your own crowd rather than people who don’t necessarily fit amongst that group
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2
Q

Describe Aristotle:

A
  • B. 384 BC
  • Empiricism*
  • believes that what we know comes from what we observe
  • bring about the idea of associations
  • generally view as first philosopher to have advocated an empirically based approach to understanding
  • believed that the mind was a tabula rasa: a blank slate
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3
Q

Describe Galen:

A
  • B. 129 C.E
  • believed there was 3 parts to the soul
    1. Rational soul: in the brain
    2. Spiritual soul: in the heart
    3. Appetitive soul: in the liver
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4
Q

What are the 3 things memory involves and define the term “memory”?

A
  • acquisition [learning/ encoding]
  • retention
  • retrieval

-> the mental processes of acquiring and retaining information for later retrieval

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5
Q

Describe Wundt:

A
  • B. 1832 C.E
  • used introspection to study conscious thoughts
  • ## STRUCTURALIST
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6
Q

Describe James:

A
  • B.1842 C.E
  • FUNCTIONALIST
  • believed in immediate memory and then another hidden memory
  • studied the functions of consciousness
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7
Q

What are the 7 steps to the Scientific Method?

A
  1. Question
  2. Observe
  3. Hypothesize
  4. Experiment
  5. Analyze
  6. Interpret
  7. Communicate
  8. Duplicate
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8
Q

What is “measurement” a good idea?

A
  • quantify the attribute of interest
  • consistent and systematic
  • replicable
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9
Q

What is psychometrics vs. Scaling ?

A
  • testing a person vs. Testing a test
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10
Q

What are 4 assumptions of Cognitive Science?

A
  • mental processes exist
  • mental processes can be studied scientifically
  • we are active information processors
  • cognition is from the brain
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11
Q

What is the Fundamental attribution error?

A
  • when people tend to emphasize internal explanations rather than considering the circumstances
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12
Q

Define the analytical approach:

A

-attempting to understand complex events by breaking them down into their components

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13
Q

Define what information processing is:

A
  • the change of information in any manner detectable by an observer
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14
Q

Describe the information processing approach:

A
  • describes cognition as the coordinates operation of active mental recesses within a multicomponent memory system
  • assumes that humans encode and process information
  • allows for internal, mental processes to be scientifically examined
  • hosts testable predictions about what stage happens first
  • can find causal explanations for what happens by manipulating stages
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15
Q

Define cognitive science:

A
  • the scientific study of perception, attention, memory, language, and thinking, and how these processes are implemented in the brain
    • the study of the mind
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16
Q

Define ecological validity:

A
  • principle that research must resemble the situations and task demands characteristics of the real world, rather than rely on artificial laboratory settings and tasks, so that thus the results will generalize to the real world
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17
Q

Describe Empiricism:

A
  • the philosophical position, originally from Aristotle, that advances observation- derived data as the basis for all science
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18
Q

Describe Edward Titchener:

A
  • worked with Wundt
  • Structuralist
  • believed that psychology was only obtained through an introspective method
  • studied the structure of the mind
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19
Q

describe verbal learning:

A
  • the branch of human experimental psychology
  • replaced by cognitive psychology in 1950s-1960s
  • influenced by Ebbinghau’s methods
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20
Q

What is a meta theory:

A
  • a general framework consisting of the assumptions made by practitioners of a science that guide the research activities of those practitioners
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21
Q

What are the 7 homes of cognition?

A
  • attention
  • automatics vs. Conscious processing
  • data driven vs. Conceptually driven
  • representations
  • implicit vs. Explicit memory
  • meta cognition
  • brain
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22
Q

Define channel capacity:

A
  • an early analogy for the limited capacity of the human information processing system
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23
Q

Define sensory memory:

A
  • the component of the human memory system that holds information for up to 20 secs
  • where current and recently attended information is held
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24
Q

Define long term memory:

A
  • an early analogy for the limited capacity of the human information-processing system
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25
Q

What is encoding?

A
  • to input or take into memory
  • to convert to a usable mental form
  • to store memory
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26
Q

Define the process model

A
  • a stage model designed to explain the sever mental steps involved in performance of some task
  • usually implying that the stages occur sequentially and that they operate independently of one another
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27
Q

Define parralell processing:

A
  • any material processing in which two or more processes or operations occur simultaneously
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28
Q

Define conceptually driven processes:

A
  • mental processing is said to be conceptually driven when it is guided and assisted by the knowledge already stored in memory
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29
Q

what is disassociation?

A
  • pattern of abilities and performance, especially among brain damaged patients, revealing that one cognitive process can be disrupted while others remain intact
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30
Q

Describe the NeoCortex

A
  • also the cerebral cortex
  • top layer f the Brain
  • is divided into two hemispheres [left and right]
  • is the place of higher- level mental processes such as language or thought
  • is 2-4 mm thick
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31
Q

What is a cell assembly?

A
  • a group of neurons that, through repeated excitation , has become functionally organized into a circuit that provides a neural basis for perception, learning, and thinking
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32
Q

Define contra-laterality :

A
  • the principle that control of each side of the body is localized in the opposite-side cerebral hemisphere
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33
Q

Define cerebral Lateralization

A
  • the principle that different functions within the brain tend to be localized in on or the other hemisphere
  • doesn’t occur all the time- we use our whole brain all of time but sometimes there is increased activity for some functions
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34
Q

Describe Event-related Potentials

A
  • ERPs
  • minute changes in electrical potentials in the brain
  • measured by EEG
  • used for determining neural correlates of cognitive activity
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35
Q

Describe Connectionist models:

A
  • also known as “ Neural net models” and “parallel distributed processing models” {PDP models}
  • is a computer based technique for modelling complex systems
  • a fundamental principle is that simple neuron like nodes or units that make up the system are interconnected
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36
Q

Describe Reaction Time:

A
  • measures duration between input and output
  • is quantifiable, objective, reliable, and reproducible
  • assumes that mental processes take time
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37
Q

Describe accuracy:

A
  • identify items that were responded to correctly
  • is quantifiable, reliable, objective and reproducible
  • Assumes the objective measure people are scored against make sense
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38
Q

What is the recency effect vs. Primacy effect?

A

Recency effect: you are more likely to remember words at the end of the list, as they are most recent
Vs.
Primacy effect: when you are more likely to remember words at the beginning of the list

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39
Q

Describe the Strict Information approach:

A
  • has stages one after another that are independent of eachother
    1. Sensory memory
    2. STM (is bidirectional with LTM only)
    3. LTM
  • assumes independent, sequential, and non-overlapping stages
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40
Q

What is iconic memory?

A

-Short term visual memory
- lasts no more than 250-500ms
-

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41
Q

What is echoic memory?

A
  • short term auditory memory

- duration is 2000-4000ms

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42
Q

What are some conceptual limitations to strict information processing?

A
  • getting the output right doesn’t mean you have the steps right
  • if the steps are not falsifiable, you don’t have a scientific model
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43
Q

Describe the Updated information processing approach:

A
  • includes parallel processing and situational contexts
  • doesn’t require everything to be processed serially
  • is a kind of information processing theory but not a strict information process
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44
Q

What are the jobs of the Nucleus, Dendrite, Myelin Sheath, and terminal buttons?

A

Nucleus= contains genetic material

Dendrite = receives input

Myelin Sheath= electrical insulations

Terminal Buttons= release chemicals

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45
Q

What are 3 of Hebb’s proposals?

A
  1. Connections between neurons increase in their strength in proportion to the degree of correlation between pre- and post- synaptic activity
  2. Groups of neurons that tend to fire together form a cell assembly whose activity can persist after the triggering event and serves to represent it
  3. Thinking uses sequential activation of sets of cell assemblies- Hebb called this a “phase sequence”
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46
Q

Describe Base rate neglect:

A
  • when people have representations of ideas which may not always be the representation of reality
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47
Q

Describe who Phineas Gage was:

A
  • railroad worker
  • got an in through the face
  • he had sufficient mood changes after accident : such as he was always angry and he often lost track of where he was
  • got damage to frontal lobe within the white matter
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48
Q

What does the corpus collosum do?

A
  • in the middle of your head
  • big collection of white matter
  • carries information between hemispheres
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49
Q

Describe a lesion study:

A
  • studying people/animals before and after brain lesions to see the impact of that damage on function
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50
Q

What 3 forms of imaging are used for function?

A
  • PET
  • EEG
  • fMRI
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51
Q

Define what a PET is:

A
  • positron emission tomography

- a scanning technique that uses radioactive chemicals in the blood stream to record blood flow

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52
Q

Define what an EEG is:

A
  • electroencephalography

- records electrical activity from the brain via electrodes on the scalp

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53
Q

Define what a fMRI is :

A
  • function magnetic resonance imaging

- a use of MRI technology that provides online evidence about dynamics processes in the brain

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54
Q

What two imaging techniques look at the structure of the brain?

A
  • CT

- MRI

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55
Q

Define what a CT scan is:

A
  • computerized tomography
  • computational representation of X-rat cross sections of the body
  • good for rapid, structural diagnosis
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56
Q

Define what a MRI is:

A
  • magnetic resonance imagining
  • a medical scanning technology that reveals anatomical structure
  • is good for repeated check-ups and structural diagnoses
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57
Q

What is a basic unit of information called within a neuron?

A

A Bit

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58
Q

Describe what double dissociation means:

A
  • evidence of opposite patterns of disruption and preserved function
  • suggests that cognitive processes are functionally anatomically separate
  • typically between two people but doesn’t have to be
  • goal is to identify independent things
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59
Q

Describe Sperling’s Experiments:

A
  • had a bunch of letters on a screen
  • goal is to report as many as possible
  • concluded people were picking a row and memorizing that specifically not the whole image
  • ->thus he created a partial experiment
  • he was measuring accuracy of recall
  • was manipulating what row each person should study by a prompt after the image was shown
  • concluded that duration of dial tone initiating when to start recall can be no longer than 500ms or else it become short term memory
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60
Q

What were some concerns with Sperling’s experiment? And then why do we still use this?

A
  • lacked ecological validity
  • we still use it because
    1. When a word is replaced with nonsense after 50ms people can still read it
    2. Evidence of icon in apparent motion
    3. We use it because it holds up to empirical scrutiny and explains cognitive phenomena
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61
Q

What occurs in the organ of corti?

A
  • where sensory memory is turning a sound wave into a chemical signal
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62
Q

What is the order of operation when a stimulus is presented?

A
  1. See a reflection of some external source
  2. Through ganglion cells
  3. Then goes straight to rods and cones at the retina
  4. Then goes back up and hits sensory neurons
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63
Q

What are rods:

A
  • see black and white vision
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64
Q

What are cones:

A
  • see colour and fine details
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65
Q

Describe the fovea:

A
  • large amount of cones here ( up to 50,000)
  • this is where light is focused
  • where you get most information from the visual area
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66
Q

What is a ganglion cell?

A
  • cones and ganglion cells are connected through bipolar cells
  • have axons that send signals to the brain
  • collect and go out of the optic nerve {you cannot see where the optic nerve exits the eye}
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67
Q

Describe Persistence:

A
  • the perceptual memory in which a visual stimulus seems to be present even after its termination
  • any persistence of information beyond its physical duration defines the term memory
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68
Q

Describe the term masking:

A
  • an effect in which a mask or pattern is presented very shortly after a stimulus
  • disrupts or even prevents the perception of the earlier stimulus
  • masks are most effective at disrupting when they are presented 40-50ms after the target
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69
Q

What is Reality bias?

A
  • perception is a good enough way of reality and this keeps us alive
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70
Q

Define what a sensation is:

A
  • is the reception of physical stimulation and encoding of it into the nervous system
  • attention takes you from sensation to perception
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71
Q

Define perception:

A
  • is the process of interpreting and understanding sensory information
  • 2 types:
    1. Top-down
    2. Bottom-up;
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72
Q

Define top-down processing:

A
  • conceptually driven
  • guided by prior knowledge
  • more reliant on LTM
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73
Q

Describe bottom-up processing:

A
  • data driven
  • guided by external stimuli
  • more influenced by sensory information
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74
Q

What is change blindness:

A
  • failure to notice changes in visual stimuli
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75
Q

What is inattentional blindness?

A
  • the failure to see an object we are look at directly, even a highly visible one, because our attention is directed elsewhere
  • doesn’t have to involve change
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76
Q

Describe focal attention:

A
  • when mental attention is directed toward something

- information that is reported has been transferred to STM by the process of focal attention

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77
Q

What is the template approach:

A
  • a solution to the idea of patterns
  • when incoming stimuli are compared to patterns stored in memory
  • issues :
    1. Unrealistic to store that many templates
    2. Templates can’t handle superficial changes
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78
Q

Describe the feature detection approach:

A
  • solution to identifying patterns
  • stimuli are identified by breaking them up into their constituent features
  • issues
    1. Serial versions require unrealistically fast processing
    2. how are all of these feature coded
    3. Cannot account for top-down effects
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79
Q

What does agnosia tell us about about perception?

A
  • sensory information comes before and separately from detecting object/ pattern features
  • perceiving the pattern relies on detecting visual features
  • aligning the pattern with its meaning and name is a seperate stage from aligning it with different kinds of knowledge
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80
Q

What is a saccade:

A
  • the voluntary sweeping of the eyes from one fixation point to another
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81
Q

What is a fixation?

A
  • the pause during which the eye is almost stationary and is taking in visual information
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82
Q

Define the term decay:

A
  • is the loss of information

- presumably caused by the fading process [especially in sensory memory]

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83
Q

What is agnosia?

A
  • a disruption in the ability to recognize objects
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84
Q

what is Prosopagnosia?

A
  • disruption in the ability to recognize faces
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85
Q

What is associative agnosia?

A
  • where individuals can combine a perceived feature into a whole patterns but cannot associate the pattern with meaning
  • cannot link the perceived whole with stored knowledge about it identity
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86
Q

What is the modality effect?

A
  • the advantage of recall wheat he last few items in a list were presented orally rather than visually
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87
Q

What is a phoneme

A
  • a sounds or set of sounds judged to be the same by speakers of a language
88
Q

Define attention:

A
  • the mental energy or resource necessary for completing mental processes
  • believed to be limited in quantity and under the control of some executive control mechanisms
89
Q

What are 2 assumptions of attention?

A
  • requires mental effort

- is a limited resource

90
Q

What are 2 assumptions of attention?

A
  • requires mental effort

- is a limited resource

91
Q

What are the four different categories of attention?

A
  • alertness and arousal
  • orienting and searching
  • filtering and selecting
  • Mental resources and conscious processing
92
Q

What are the four different categories of attention?

A
  • alertness and arousal
  • orienting and searching
  • filtering and selecting
  • Mental resources and conscious processing
93
Q

Describe the alertness and arousal part of attention?

A
  • being responsive to the environment

- when we become more alert by looking at things that excite us

94
Q

Describe the alertness and arousal part of attention?

A
  • being responsive to the environment

- when we become more alert by looking at things that excite us

95
Q

Describe the orienting and searching aspect of attention:

A
  • refers to the alignment of information pickup mechanisms with a source of information
  • 2 types of orienting:
    1. Reflexive
    2. Voluntary
96
Q

Describe the orienting and searching aspect of attention:

A
  • refers to the alignment of information pickup mechanisms with a source of information
  • 2 types of orienting:
    1. Reflexive
    2. Voluntary
97
Q

Define reflexive orienting :

A
  • attention that responds to the environment

- bottom-up related process

98
Q

Define reflexive orienting :

A
  • attention that responds to the environment

- bottom-up related process

99
Q

Define voluntary orienting :

A
  • attention is directed by observer goals

- top-down process

100
Q

Define voluntary orienting :

A
  • attention is directed by observer goals

- top-down process

101
Q

Describe the filtering and selecting aspect of attention :

A
  • 3 different methods of filtering/ selecting:
    1. Filter theory
    2. Attenuation theory
    3. Pertinence model
102
Q

Describe the filtering and selecting aspect of attention :

A
  • 3 different methods of filtering/ selecting:
    1. Filter theory
    2. Attenuation theory
    3. Pertinence model
103
Q

What is the filter theory And one of its downfalls?

A
  • lots of input coming in but you only allow one type of input through the channel
  • problem is that we do notice information even if we don’t attend to it
104
Q

What is the filter theory And one of its downfalls?

A
  • lots of input coming in but you only allow one type of input through the channel
  • problem is that we do notice information even if we don’t attend to it
105
Q

Describe the attenuation theory and its downfall:

A
  • suggests that there is a sensory buffer, where a little bit of everything goes through, but then you choose which information to pay more attention to
  • problem is that not all information is attenuated to the same degree
106
Q

Describe the attenuation theory and its downfall:

A
  • suggests that there is a sensory buffer, where a little bit of everything goes through, but then you choose which information to pay more attention to
  • problem is that not all information is attenuated to the same degree
107
Q

Describe the pertinence model:

A
  • considers top-down effects of attention selection

- includes sensory input, a sensory buffer, and then goes into STM and the memory directs attention

108
Q

Describe the pertinence model:

A
  • considers top-down effects of attention selection

- includes sensory input, a sensory buffer, and then goes into STM and the memory directs attention

109
Q

Describe mental resources and conscious processing in the way of attention:

A
  • two concepts involved
    1. Attentional blink
    2. Automatic processing
110
Q

Describe mental resources and conscious processing in the way of attention:

A
  • two concepts involved
    1. Attentional blink
    2. Automatic processing
111
Q

What is an attentional blink?

A
  • a temporary slow down in mental processing due to having recently and actively processed another task
112
Q

What is an attentional blink?

A
  • a temporary slow down in mental processing due to having recently and actively processed another task
113
Q

What is automatic processing?

A
  • occurs without intention, without awareness

- consumes few mental resources and occurs quickly

114
Q

What is automatic processing?

A
  • occurs without intention, without awareness

- consumes few mental resources and occurs quickly

115
Q

What did we learn from Posner’s experiments ?

A
  • directing attention is a process of disengaging-moving attention- and then engaging again
  • the attentional focus is a cognitive phenomenon, not neccessarily tied to overt behaviour (eye movements)
116
Q

What did we learn from Posner’s experiments ?

A
  • directing attention is a process of disengaging-moving attention- and then engaging again
  • the attentional focus is a cognitive phenomenon, not neccessarily tied to overt behaviour (eye movements)
117
Q

What does it mean for a “positive trial”?

A
  • that the target is present
118
Q

What does it mean for a “positive trial”?

A
  • that the target is present
119
Q

What does it mean if the trial is negative?

A
  • target is absent
120
Q

What does it mean if the trial is negative?

A
  • target is absent
121
Q

What are 4 thoughts we have regarding attention?

A
  1. We are constantly confronted with much more information than we can pay attention to
  2. There are serious limitations in how much we can attend to at any one time
  3. We can respond to come information and perform some tasks with little if any attention
  4. With sufficient practice and knowledge, some tasks become less and less demanding of our attentional processes
122
Q

What are 4 thoughts we have regarding attention?

A
  1. We are constantly confronted with much more information than we can pay attention to
  2. There are serious limitations in how much we can attend to at any one time
  3. We can respond to come information and perform some tasks with little if any attention
  4. With sufficient practice and knowledge, some tasks become less and less demanding of our attentional processes
123
Q

What is implicit/ nondeclaritive memory?

A
  • processing in which there is no necessary involvement of conscious awareness

-skills and habits
- priming
-NonAssociative learning
- simple classical conditioning
-not aware of source
- not represented in STM/ working memory
-

124
Q

What is implicit/ nondeclaritive memory?

A
  • processing in which there is no necessary involvement of conscious awareness

-skills and habits
- priming
-NonAssociative learning
- simple classical conditioning
-not aware of source
- not represented in STM/ working memory
-

125
Q

What is explicit/ declarative memory?

A
  • involves conscious processing, conscious awareness that a task is being performed
  • facts
  • events
  • aware of source
  • represented in STM/ working memory
126
Q

What is explicit/ declarative memory?

A
  • involves conscious processing, conscious awareness that a task is being performed
  • facts
  • events
  • aware of source
  • represented in STM/ working memory
127
Q

Describe covert orienting of attention?

A
  • when orienting involves an internal change ‘
128
Q

Describe covert orienting of attention?

A
  • when orienting involves an internal change ‘
129
Q

What is overt orienting of attention?

A
  • when we shift our gaze so that the fovea will be directed to objects we are seeking
130
Q

What is overt orienting of attention?

A
  • when we shift our gaze so that the fovea will be directed to objects we are seeking
131
Q

What is a shadowing task?

A
  • task in which subjects hear a spoken message out loud in a very short time, often used as one of the two tasks in a dual task method
132
Q

What is a shadowing task?

A
  • task in which subjects hear a spoken message out loud in a very short time, often used as one of the two tasks in a dual task method
133
Q

Describe Posner’s experiments and what the results revealed:

A
  • 2 different version exploring voluntary control and reflexive control
  • 3 boxes and some sort of cue was given and either directed their attention or it didn’t show up but subjects were unaware that there was a cue
  • wanted to know if there was such thing as “spotlight attention”

RESULTS

  • reaction time to detect the target is faster on valid trials than on invalid trials
  • subjects were switching there attention = cognitive phenomenon
  • included costs and benefits
134
Q

Describe Posner’s experiments and what the results revealed:

A
  • 2 different version exploring voluntary control and reflexive control
  • 3 boxes and some sort of cue was given and either directed their attention or it didn’t show up but subjects were unaware that there was a cue
  • wanted to know if there was such thing as “spotlight attention”

RESULTS

  • reaction time to detect the target is faster on valid trials than on invalid trials
  • subjects were switching there attention = cognitive phenomenon
  • included costs and benefits
135
Q

Describe what a cost is from Posner’s experiments:

A
  • the disadvantage in processing a target stimulus, relative to a neutral condition, that can be attributed to the processing og another usually incongruent stimulus
136
Q

Describe what a cost is from Posner’s experiments:

A
  • the disadvantage in processing a target stimulus, relative to a neutral condition, that can be attributed to the processing og another usually incongruent stimulus
137
Q

Describe what a benefit was within Posner’s experiments:

A
  • the advantage in processing a target stimulus, relative to a neutral condition that can be attributed to the processing of another, usually congruent stimulus
138
Q

Describe what a benefit was within Posner’s experiments:

A
  • the advantage in processing a target stimulus, relative to a neutral condition that can be attributed to the processing of another, usually congruent stimulus
139
Q

What were 3 things Posner and Snyder believed had to occur for the diagnosis of an automatic process?

A
  1. It occurs without intention
  2. Does not reveal itself to conscious awareness
  3. Consumes few if any mental resources
140
Q

What were 3 things Posner and Snyder believed had to occur for the diagnosis of an automatic process?

A
  1. It occurs without intention
  2. Does not reveal itself to conscious awareness
  3. Consumes few if any mental resources
141
Q

What are two downfalls to automaticity?

A
  • it is hard to undo what has become automatic

- we automatically proofread and miss a lot of mistakes

142
Q

What are two downfalls to automaticity?

A
  • it is hard to undo what has become automatic

- we automatically proofread and miss a lot of mistakes

143
Q

Define what Short term memory is:

A
  • the component of the human memory system tha holds information for up to 20 seconds
  • the memory component where surrender and recently attended information is held
  • sometimes loosely equated with attention and consciousness
144
Q

Define what Short term memory is:

A
  • the component of the human memory system tha holds information for up to 20 seconds
  • the memory component where surrender and recently attended information is held
  • sometimes loosely equated with attention and consciousness
145
Q

Describe the differences between short term memory and working memory:

A
  • talk about same thing through different lenses

STM

  • how much can it do?
  • older term from 1950s
  • focus is on input and storage
  • it’s limitation = duration
  • believe more in the loss of information through decay

WORKING MEMORY

  • what ccan you do
  • newer term form 1970s
  • focuses on mental workplaces
  • limitation is the capacity for work
  • believe more in the loss of information through interference
146
Q

Describe the differences between short term memory and working memory:

A
  • talk about same thing through different lenses

STM

  • how much can it do?
  • older term from 1950s
  • focus is on input and storage
  • it’s limitation = duration
  • believe more in the loss of information through decay

WORKING MEMORY

  • what ccan you do
  • newer term form 1970s
  • focuses on mental workplaces
  • limitation is the capacity for work
  • believe more in the loss of information through interference
147
Q

What is a chunk?

A
  • a unit or grouping of information held in the STM

- sometimes allowing you to recall more

148
Q

What is a chunk?

A
  • a unit or grouping of information held in the STM

- sometimes allowing you to recall more

149
Q

Define what recoding is:

A
  • mentally transforming a stimulus into another code
  • process of making sense of something
  • giving meaning to information with hope to remember it for longer
150
Q

Define what recoding is:

A
  • mentally transforming a stimulus into another code
  • process of making sense of something
  • giving meaning to information with hope to remember it for longer
151
Q

What are the 2 things that make recoding possible:

A
  • enough resources

- a strategy

152
Q

What are the 2 things that make recoding possible:

A
  • enough resources

- a strategy

153
Q

Define serial recall vs. Free recall:

A

Serial recall: participants recall the list of items in their original order

Free recall: participants recall list items in any order

154
Q

Define serial recall vs. Free recall:

A

Serial recall: participants recall the list of items in their original order

Free recall: participants recall list items in any order

155
Q

What is a rehearsal buffer>?

A
  • the component of the STM that holds information currently being rehearsed
156
Q

What is a rehearsal buffer>?

A
  • the component of the STM that holds information currently being rehearsed
157
Q

Define what decay means:

A
  • simple loss of information across time
158
Q

Define what decay means:

A
  • simple loss of information across time
159
Q

Describe what interference means:

A
  • loss of information because of an interrupting stimuli

- 2 types proactive and retroactive

160
Q

Describe what interference means:

A
  • loss of information because of an interrupting stimuli

- 2 types proactive and retroactive

161
Q

What is proactive interference?

A
  • when previous learning interferes with future learning

-

162
Q

What is proactive interference?

A
  • when previous learning interferes with future learning

-

163
Q

What is retroactive interference?

A
  • when learning something new interferes with something previously learned
164
Q

What is retroactive interference?

A
  • when learning something new interferes with something previously learned
165
Q

Describe the Sternberg Task:

A
  • measuring reaction time
  • manipulation was the number of time memorized
  • participants would hear some letters and then shown the letter and then asked to write the letter down if they heard it and saw it on the list

RESULTS

  • showed humans use something called a serial exhaustive search
  • linear increase in revenue exactions time as the memory set got larger
  • came up with a process model
    1. Encode probe
    2. Scan and compare with memory set items
    3. binary decision
    4. Execute motor reasons
166
Q

Describe the Sternberg Task:

A
  • measuring reaction time
  • manipulation was the number of time memorized
  • participants would hear some letters and then shown the letter and then asked to write the letter down if they heard it and saw it on the list

RESULTS

  • showed humans use something called a serial exhaustive search
  • linear increase in revenue exactions time as the memory set got larger
  • came up with a process model
    1. Encode probe
    2. Scan and compare with memory set items
    3. binary decision
    4. Execute motor reasons
167
Q

What is a serial exhaustive search?

A
  • a search process in which all possible elements are searched one-by-one before the decision is made even if you already found what you are looking for
168
Q

What is a serial exhaustive search?

A
  • a search process in which all possible elements are searched one-by-one before the decision is made even if you already found what you are looking for
169
Q

Describe the executive control:

A
  • initiates control and decision making processes
  • plans future actions
  • reasoning and language comprehension occur here
  • initiates retrieval
  • integrates information
  • mainly in dorsal arterial and prefrontal cortex
  • High level processing
170
Q

Describe the executive control:

A
  • initiates control and decision making processes
  • plans future actions
  • reasoning and language comprehension occur here
  • initiates retrieval
  • integrates information
  • mainly in dorsal arterial and prefrontal cortex
  • High level processing
171
Q

What are considered “slave systems” to the executive control?

A
  1. Articulation rehearsal loop
    - recycling items for recall
  2. Visuosketehpad
    - visual imagery task
  • responsible for low-level processing
  • is domain specific
  • each system has its own limited pool of attentional resources
172
Q

What are considered “slave systems” to the executive control?

A
  1. Articulation rehearsal loop
    - recycling items for recall
  2. Visuosketehpad
    - visual imagery task
  • responsible for low-level processing
  • is domain specific
  • each system has its own limited pool of attentional resources
173
Q

Describe what the Magical number of 7 plus or minus 2 meant:

A
  • termed by Miller
  • was what he discovered as the capacity for STM
  • further went on to say if information was chunked we could fit more information into the same “slots”
174
Q

Describe what the Magical number of 7 plus or minus 2 meant:

A
  • termed by Miller
  • was what he discovered as the capacity for STM
  • further went on to say if information was chunked we could fit more information into the same “slots”
175
Q

What is a mnemonic device?

A
  • any mental device or strategy that provides a useful rehearsal strategy for storing and remembering difficult material
  • example the method of Loci
176
Q

What is a mnemonic device?

A
  • any mental device or strategy that provides a useful rehearsal strategy for storing and remembering difficult material
  • example the method of Loci
177
Q

What were some limitations to the Sternberg task?

A
  • he concluded an increasing reaction time was due to a serial exhaustive search when it could be because of parallel processing
  • the steps are sequential all and happen only one by one
178
Q

What were some limitations to the Sternberg task?

A
  • he concluded an increasing reaction time was due to a serial exhaustive search when it could be because of parallel processing
  • the steps are sequential all and happen only one by one
179
Q

Describe the dual task method:

A
  • identifies a primary task and a secondary task
  • interested in Ho the two tasks can be performed together whether there will be competing or interference between them
  • if neither influence the other you can state they are separate tasks
180
Q

Describe the dual task method:

A
  • identifies a primary task and a secondary task
  • interested in Ho the two tasks can be performed together whether there will be competing or interference between them
  • if neither influence the other you can state they are separate tasks
181
Q

Define Inhibition:

A
  • a mental process that restrains behaviour or impedes another mental process
182
Q

Define Inhibition:

A
  • a mental process that restrains behaviour or impedes another mental process
183
Q

How does working memory link to LTM- use an experiment as an example?

A
  • measure: working memory span- the number of words recalled
  • manipulation: experiment 1 = control group and experiment 2= dual task group

RESULTS

  • experiment 1 had the higher working memory span people come up with 100+ words where the low working memory could only come up with 85 words
  • within both experiments if there is no second task you will do just as well but if there is a dual task performance declines

CONCLUSION
- high memory span subjects are better at searching LTM

184
Q

How does working memory link to LTM- use an experiment as an example?

A
  • measure: working memory span- the number of words recalled
  • manipulation: experiment 1 = control group and experiment 2= dual task group

RESULTS

  • experiment 1 had the higher working memory span people come up with 100+ words where the low working memory could only come up with 85 words
  • within both experiments if there is no second task you will do just as well but if there is a dual task performance declines

CONCLUSION
- high memory span subjects are better at searching LTM

185
Q

Describe “Memory”

A
  • the mental process of acquiring and retaining information for later retrieval, and the mental storage that enables these processes
186
Q

Describe “Memory”

A
  • the mental process of acquiring and retaining information for later retrieval, and the mental storage that enables these processes
187
Q

What is long term memory?

A
  • the portion of the memory system responsible for holding information for more than a period of seconds or minutes
  • usually a permanent storage of information
188
Q

What is long term memory?

A
  • the portion of the memory system responsible for holding information for more than a period of seconds or minutes
  • usually a permanent storage of information
189
Q

What is semantic memory?

A
  • holds facts
  • the LTM component in which general world knowledge is stored
  • more of a third person view
190
Q

What is semantic memory?

A
  • holds facts
  • the LTM component in which general world knowledge is stored
  • more of a third person view
191
Q

What is episodic memory?

A
  • events are stored here
  • the portion of LTM in which personally experienced information is stored
  • ones autobiographical long term memory
  • more of a first person view
192
Q

What is episodic memory?

A
  • events are stored here
  • the portion of LTM in which personally experienced information is stored
  • ones autobiographical long term memory
  • more of a first person view
193
Q

Describe Patient K.C. Experience

A
  • aka Kent Cochrane
  • diffues damage after motorcycle accident
  • severe anterograde amnesia
  • partial retrograde amnesia: his semantic memory was okay but his episodic memory was poor
194
Q

Describe Patient K.C. Experience

A
  • aka Kent Cochrane
  • diffues damage after motorcycle accident
  • severe anterograde amnesia
  • partial retrograde amnesia: his semantic memory was okay but his episodic memory was poor
195
Q

Describe patient H.M. Experience:

A
  • aka Henry Molaison
  • surgery cut hippocampus to reduce seizures
  • sever anterograde amnesia for explicit memory
  • he could remember most things from his surgery but could not make new declarative memories
  • he could make new implicit memories and he also remembered old implicit memories
196
Q

What are the 3 principles of mnemonics?

A
  1. Provide structure for learning
  2. Form a durable and distinctive record of the items
  3. Help with retrieval by providing cues
197
Q

What are 3 examples of failure in memory:

A
  • a failure in acqusition is anterograde amnesia
  • a failure in retention is memories being lost from LTM
  • a failure in retrieval is when memories are not accessible in LTM
198
Q

Describe the isolation effect:

A
  • also known as the Von Restorff effect
  • in a recall task, relevant accuracy for an item that was noticeable different during list presentation for instance because it was written in a different colour of ink
199
Q

What are 3 strengths to a mnemonic device?

A
  • material is Practiced regularly
  • material is intergrated into an existing framework
  • device provides an excellent means of retrieving information
199
Q

What are 3 strengths to a mnemonic device?

A
  • material is Practiced regularly
  • material is intergrated into an existing framework
  • device provides an excellent means of retrieving information
200
Q

What is a saving score?

A
  • in a relearning task, the score showing how much was saved on the second learning compared with the original learning
200
Q

What is a saving score?

A
  • in a relearning task, the score showing how much was saved on the second learning compared with the original learning
201
Q

What is a meta memory?

A
  • knowledge about ones own memory system and its functioning
201
Q

What is a meta memory?

A
  • knowledge about ones own memory system and its functioning
202
Q

What is meta cognition?

A
  • awareness and monitoring of ones own cognitive state or cognition
202
Q

What is meta cognition?

A
  • awareness and monitoring of ones own cognitive state or cognition
203
Q

What is the dual coding hypothesis?

A
  • thought by Paivio
  • believed concrete words can be encoded into memory twice, once as a verbal symbol and once as an image based symbol
  • this then increasing the likelihood that the items will all be recalled or remembered
203
Q

What is the dual coding hypothesis?

A
  • thought by Paivio
  • believed concrete words can be encoded into memory twice, once as a verbal symbol and once as an image based symbol
  • this then increasing the likelihood that the items will all be recalled or remembered
204
Q

Define the differences between available and accessible:

A

Available:

  • present in memory system
  • information is said to be available if it is currently stored in memory

VS.

Accessible:

  • the degree to which information can be retrieved from memory
  • a memory is said to be accessible if it is retrievable
204
Q

Define the differences between available and accessible:

A

Available:

  • present in memory system
  • information is said to be available if it is currently stored in memory

VS.

Accessible:

  • the degree to which information can be retrieved from memory
  • a memory is said to be accessible if it is retrievable
205
Q

Define what amnesia is:

A
  • memory loss caused by brain damage or injury
205
Q

Define what amnesia is:

A
  • memory loss caused by brain damage or injury
206
Q

What is Retrograde amnesia:

A
  • loss of memory for information before the damage
206
Q

What is Retrograde amnesia:

A
  • loss of memory for information before the damage
207
Q

What is anterograde amnesia :

A
  • loss of memory for information after the damage
207
Q

What is anterograde amnesia :

A
  • loss of memory for information after the damage
208
Q

What two areas of the brain are important for explicit memories?

A
  • medial temporal

- hippocampus

208
Q

What two areas of the brain are important for explicit memories?

A
  • medial temporal

- hippocampus

From Flashcardlet (20 decks)

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