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Psychology > Psychology Exam 3 > Flashcards

Psychology Exam 3 Flashcards

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1
Q

How information gets into memory, involves forming a memory code from stimulus

A

Encoding

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2
Q

How info is maintained in memory

A

Storage

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3
Q

How is information pulled out of memory

A

Retrieval

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4
Q

Focusing awareness on a narrowed range of stimuli

A

Attention

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5
Q

T/F memory is negatively affected by inattention/multitasking

A

True

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6
Q

Types of encoding and what they mean

A

Structural: shallow processing that emphasizes physical structure (ex. shapes form letters)
Phonemic: emphasizes what a word sounds like
Semantic: emphasizes meaning of word (understanding word meanings)

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7
Q

Involves deciding how or whether or not information is personally relevant (improving encoding methods)

A

Self-referent encoding

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8
Q

Involves creating visual images to help remember concepts/words (improving encoding method)

A

Visual Imagery

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9
Q

Process by which a stimulus is linked to other information at the time of encoding (ex. self-generated examples)

A

Elaboration

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10
Q

Order of storage components

A

Sensory memory –> short term memory –> long term memory

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11
Q

Temporary storage that information passes before reching short or longer term memory, preserves info through the senses; lasts .25 seconds

A

Sensory memory

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12
Q

Limited capacity, maintains information for 20 seconds, depends on phonemic encoding, rehearsal common in this

A

Short-Term Memory

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13
Q

Unlimited storage capacity, believed to never go away

A

Long-Term Memory

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14
Q

Storing info in chunks, breaking large amounts into smaller ones

A

Chunking

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15
Q

Unusually vivid and detailed recollections of momentous events; stay forever, inaccurate and become less detailed as time goes on

A

Flashbulb memory

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16
Q

The tendency to remember similar or related items in groups

A

Clustering

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17
Q

Multilevel classification system based on common properties among items

A

Conceptual Hierarchy

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18
Q

The temporary inability to remember something you know, can be helped by retrieval cues

A

Tip-of-the-tongue phenomenon

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19
Q

The process of making inferences about the origin of memories; a memory derived from one source misattributed to the other

A

Source monitoring error (hear something on CNN, later say your friend told you that thing)

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20
Q

More common than source monitoring errors, involves recalling to whom one has told what

A

Destination Memory Failure

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21
Q

Thinking you have learned something, but really you have not because you can’t remember it

A

Psuedoforgetting

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22
Q

Proposes that people forget information due to competition from other material

A

Interference (the amount of interference depends on the similarity in material)

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23
Q

Method of retention that requires a person to reproduce information without cues

A

Recall (ex. person must memorize 10 words and write them down)

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24
Q

Method of retention that requires a person to select previously learned information from other options, typically yields higher scores than recall

A

Recognition

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25
Q

Method of retention in which the person memorizes a second time to see how much time and effort is saved by learning before

A

Relearning

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26
Q

Chronological, dated recollections of personal experience

A

Episodic Memory (ex. first kiss)

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27
Q

Factual knowledge

A

Semantic Memory (ex. dog has 4 legs)

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28
Q

Memory of Factual information

A

Declarative Memory (this bike has a handlebar)

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29
Q

Memory for actions, skills, conditioned responses, emotional memories

A

Nondeclarative Memory (how to ride a bike)

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30
Q

Types of amnesia

A

Retrograde: Loss of memories prior to injury
Anterograde: Loss of memories after injury

Both occur when the medial temporal area of the brain is destroyed

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31
Q

Difference in prospective and retrospective memory

A

Prospective: Remembering to perform future actions
Retrospective: Remembering past events

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32
Q

The Testing Effect

A

Taking an exam on material increases performance on a later exam even more than studying for an equal amount of time

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33
Q

Abbreviation from initial letters of other words

A

Acronym (Ex. NFL, NASA)

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34
Q

Involves taking an imaginary walk along familiar path where images of items to be remembered are associated with certain places

A

Method of Loci

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35
Q

Is memory better after distributed or mass practice?

A

Distributed

36
Q

Occurs when people’s recall of an event is altered by misleading post-event information

A

Misinformation effect (this is reasoning behind why some people are skeptical of recovered memories)

37
Q

What is overlearning

A

Continual rehearsal of material after mastery

38
Q

Maintains that physical illness is caused by a complex interaction of biological, psychological, and sociocultural factors

A

Biopsychosocial model

39
Q

What is health psychology?

A

The field of study that seeks to determine the importance of the psychological factors in illnesses as well as prevention and health maintenance

40
Q

T/F Stress is subjective

A

True

41
Q

Types of appraisal

A

Primary: Evaluation on if an event is relevant to you, relevant but not stressful, or threatening
Secondary: Evaluation of your coping resources and options of dealing with stress

42
Q

A circumstance that threatens or is perceived to threaten one’s well-being and therefore taxes coping ability

A

Stress

43
Q

Any situation in which pursuit of a goal is thwarted

A

Frustration (ex. traffic)

44
Q

Noticeable alterations in one’s living circumstances that require readjustment

A

Life Changes

45
Q

Expectations or demands that one behave a certain way; pressure to perform or comply

A

Pressure

46
Q

(Type of conflict) Person chooses between 2 attractive goals (pizza or a burger)

A

Approach-Approach

47
Q

(Type of conflict) Choice made between two unattractive goals (unemployment or crappy job)

A

Avoidance-Avoidance

48
Q

(Type of conflict) Choice made to pursue a goal with attractive and unattractive aspects (date someone but im afraid ill be rejected)

A

Approach-Avoidance

49
Q

T/F Stress leads to impaired performance

A

True, it can depending on how a person handles it. However, for some, stress motivates.

50
Q

(Stage of Stress) Occurs when an organism first recognizes existance of a threat

A

Alarm reaction

51
Q

(Stage of Stress) Physiological arousal stabilizes at a high level and stress resistance is strong as coping efforts are underway

A

Stage of Resistance

52
Q

(Stage of Stress) Physiological resources are repleted and stress resistance declines, can lead to exhaustion and physical disease

A

Stage of Exhaustion

53
Q

What is neurogenesis

A

Formation of new neurons. If it’s suppressed, it may cause depression

54
Q

(Responses to stress) Any behavior that is intended to hurt someone, physically or verbally; can increase stress rather than relieve it

A

Aggression

55
Q

(Responses to stress) Reduced impulse control (shopping addiction, binge eating)

A

Self-Indulgence

56
Q

(Responses to stress) Passive behavior produced by exposure to unavoidable aversive events; blaming self; giving up

A

Learned Helplessness

57
Q

(Responses to stress) Unconscious reactions that protect a person from unpleasant emotions

A

Defense Mechanisms

58
Q

Relatively healthful behavioral efforts to deal with stressful events; 3 strategies

A

Constructive Coping

1) Changing cognitive appraisal of stressful events
2) Confronting problems directly
3) Learning to recognize and manage stress emotions more efficiently

59
Q

What is burnout?

A

Physical and emotional exhaustion, cynicism, lowered sense of self-efficacy brought on by stress

60
Q

Personalities of Type A and Type B

A

Type A: competitiveness, impatience, time urgency, anger and hostility (linked to coronary disease)
Type B: relatively relaxed, patient, easy-going, amicable,

61
Q

What is catastrophic thinking?

A

Blaming oneself, aggravates and perpetuates reactions to stress that cause problems. Results in negative self talk and depression)

62
Q

3 stages of prenatal development

A

Germinal: 1st two weeks (involves rapid cell division, forms placenta)
Embryo: 2 weeks-2 months (organs and bodily systems, vulnerability)
Fetal: 2 months-birth

63
Q

What is the placenta?

A

Structure that allows oxygen and nutrients to pass into the fetus from the mother’s bloodstream and bodily wastes out to the mother

64
Q

Children tend to gain control over upper part of bodies before lower part

A

Cephalocaudal

65
Q

Children gain control over torsos before extemeties

A

Proximodistal

66
Q

Unfolding of one’s genetic blueprint, motor development depends on it

A

Maturation

67
Q

3 styles of temperament

A

Easy, slow to warm up to, difficult

68
Q

Observe one group of participants over a period of time

A

Longitudinal research design

69
Q

Comparing groups of participants of differing age at a single point in time

A

Cross-sectional research design

70
Q

Discovered that attachment was related to contact comfort, not food through monkey experiment

A

Harlow

71
Q

3 types of attachment as described by Ainsworth

A

Secure: babies are more comfortable when mom is there
Anxious-Ambivalent: Anxiety when mom is around, protest when she leaves, nor particularly comforted when she returns
Avoidant: Seek little contact with mom, not distressed when she leaves or affected when she returns

72
Q

Erickson’s stages

A

Stage 1 (1st year of life): Trust v. Mistrust
-If needs are met, produces optimistic, trusting attitude
-Needs not met, distrusting, pessimistic attitude produced
Stage 2 (year 2-3): Autonomy v. Shame
-CAn I do things myself or rely on others
-If parents never satisfied, child develops sense of shame and doubt
Stage 3 (year 4-6): Initiative v. Guilt
-Am I good or bad?
Stage 4 (year 6-puberty): Industry v. Inferiority
-Competent or worthless?
-Feelings of competency emerge where productivity is valued

73
Q

Piaget’s Stages

A

Stage 1 (birth-2 years): Sensorimotor
-Infants develop ability to coordinate sensory input with actions
Stage 2(2-7 years): Preoperational
-Unable to see other’s viewpoints
-Animism
-Not mastered conservation
Stage 3 (7-11 years): Concrete Operational
-Decentration
-Conservation
Stage 4 (11-adult): Formal Operational Period
-abstract concepts

74
Q

Recognition that objects continue to exist even when they are no longer visible

A

Object Permanence

75
Q

Tendency to focus on one feature of a problem

A

Centration

76
Q

Belief that everything is alive

A

Animism

77
Q

Focus on more than one feature of a problem

A

Decentration

78
Q

Awareness that physical quantities remain constant in spite of changes in shape or appearance

A

Conservation

79
Q

What did Vygotsky emphasize?

A

Social interaction and culture affects development. Development is more of an apprenticeship than a journey

80
Q

Kohlberg’s levels of development

A

Preconventional: External authority–Acts are good or bad depending on what is punished

Conventional: Rules necessary for order–Acts good/bad depending on reward; laws absolute

Postconventional: Acts judged on personal ethics code; abstract principles

81
Q

Period between children and adulthood, not a thing in some culture

A

Adolescence

82
Q

Last area of the brain to fully mature (results in risky behavior of teens)

A

Prefrontal cortex

83
Q

4 Identity stages

A

1) Foreclosure: premature commitment to roles prescribed by parents
2) Moratorium: delaying commitment, engaging in experimentation with different roles
3) Diffusion: lack of direction and apathy, no confrontation to challenges or ideologies
4) Achievement: sense of self direction after consideration of alternate possibilities

84
Q

marriage trends

A

People get married later now, probably due to more women going to school and having jobs. People feel like they have to be “financially stable” to be married

85
Q

Effects of Aging on cognitive Function

A

Mental speed declines as you get older, intelligence remains stable for the most part. Crystallized intelligence never leaves.

86
Q

Difference in men and women

A

Men are more visual-spatial learners, better at math

Women are more verbal/nonverbal

Psychology (7 decks)

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