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2H03 > Quiz 2 > Flashcards

Quiz 2 Flashcards

1
Q

Bottom up processing

A

processes that directly shaped by stimulus

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2
Q

Can bottom up processing explain everything?

A

NO

-Apperceptive agnosia: (V1) impaired early vision, unable to recognize basic features

-Associative agnosia: impaired late vision, can see object/draw, but can’t recognize/name

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3
Q

How is perception constructive

A

affected by assumptions about the context
(e.g. stimulus + env)

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4
Q

Top-down processing

A

knowledge/expectations that influence and enhance interpretation of sensory input

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5
Q

Examples of knowledge/expectations we use in top down processing

A

Context and Experience shape perception

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6
Q

Why are features important?

A

Helps in visual search tasks (examine a display and judge whether target is present)
-slower w/ combination search

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7
Q

Word Recognition

A

Tachistoscopic presentation (flash word quickly, then cover w/ random word and then ask about recognition of words)

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8
Q

Word recognition is better with which conditions?

A

-high frequency words (recognized in tachistoscopic)
-primed high frequency words
-primed low frequency words over unprimed low frequency words
as long as high frequency and/or primed

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9
Q

How do we recognize words?

A

-word superiority effect
-well formedness
-feature nets

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10
Q

Word Superiority effect

A

remember/recognize entire words better than single letters

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11
Q

Feature nets

A

-driven by bottom-up (sensitive to external stimuli) and top down (recency effect/priming)
-can be used w/ well-formedness

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12
Q

Well-formedness

A

how closely letter sequence conforms to typical patterns of spelling in language
(e.g. HZYQ vs FIKE vs HIKE)
-may be prone to errors because of this

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13
Q

Detectors of feature nets

A
  1. feature
  2. letter
  3. bigram
  4. word

-each receptor has starting activation level (affected by recency & frequency)
-input increases activation
-firies when response threshold reached
-NOT neuron (rather could be represented by network of neurons/neural tissue)

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14
Q

important aspects of feature nets

A

-knowledge is distributed (increase neuronal firing=correct)
-sacrifice perfect accuracy for efficiency
-more advanced feature nets have connected mechanisms (top-down, bottom up. lateral connections)

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15
Q

Feature nets for objects

A
  1. feature detectors
  2. geon detectors
  3. geon assemblies
  4. object model
    (use about 30 geons to create objects)
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16
Q

Face perception

A

face inversion effect=something special about faces
-make more errors w/ inverted faces compared to inverted houses
-more extensive experience, unique processing strategy

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17
Q

Prosopagnosia

A

cannot recognize individuals face- but have good vision+memory

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18
Q

Super-recognizers

A

identify faces amazingly well (recognize years later)

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19
Q

Perception (imagery) and brain areas

A

-areas (face-inferotemporal, places-hippocampus) used for early visual processing are ALSO active during visualization imagery
-disruption (natural or TMS) affects vision AND imagery

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20
Q

Individual differences in imagery

A

change in frequency is due to the level of vividness of imagery (more vividly you image=more change in frequency)

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21
Q

Visual imagery

A

involves experience of seeing

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22
Q

Spatial imagery

A

involves moving through space

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23
Q

Visual VS Spatial imagery

A

Strengths of Visual: career in arts, emotional processing
Strengths of Spatial: science, reliving memories

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24
Q

Attention

A
  • cognitive mechanisms that combine to help us select, modulate, and sustain focus on information that might be most relevant for behaviour.
  • capacity-limited
  • directed externally or internally
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25
Q

Dichotic Listening

A
  • people cannot recall the semantic content of the ignored channel but are aware of changes in physical features (e.g. pitch)
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26
Q

Cocktail party effect

A

exception of dichotic listening- your name or other meaningful words

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27
Q

how can we explain general insensitivity to the unattended channel and also information that leaks through?

A
  • we block unattended inputs with a filter: blocks potential distractors, attended inputs are not filtered out
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28
Q

theories of attention need to..

A
  • explain how we inhibit new or unexpected distractors
  • explain how we promote the processing of desired stimuli
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29
Q

inattentional blindness

A

the failure to see a prominent stimulus, even if one is staring at it
- the object their eyes are focused on can change shape (central object), it changes and goes back quickly, so most people fail to notice

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30
Q

change blindness

A

the inability to detect changes in a scene despite looking at it directly
- affected by age, cloudy mind, etc.

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31
Q

inattentional and change blindness causes

A

a failure to perceive the stimulus (early selection hypothesis)

a failure to remember the stimulus (late selection hypothesis)

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32
Q

early selection hypothesis

A
  • only the attended input is analyzed and perceived
  • unattended information receives little or no analysis (never perceived)
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33
Q

late selection hypothesis

A
  • all inputs are analyzed
  • selection occurs after analysis
    selection may occur before consciousness or later (unattended information might be perceived, but is then forgotten)
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34
Q

early selection evidence

A
  • electrical brain activity for attended inputs differs from activity for unattended inputs within 80 ms.
  • no way that it can be entirely processed in this little time- selection can happen
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35
Q

late selection evidence

A
  • stimuli that are not attended to can nevertheless affect the perception
  • example: two black lines, with the arrows going different ways, one is viewed longer than the other
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36
Q

mechanism of selection

A

Selective attention biases the competition in favour of one stimulus over the others

biased competition can occur due to bottom-up selection (what am i seeing) and/or top-down selection (is that something i have seen before)

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37
Q

bottom-up selection

A

the brain processes sensory information and uses clues to understand stimuli

38
Q

top-down selection

A

our brain utilizes existing knowledge and expectations to interpret new sensory information

39
Q

selection via priming

A

expectation or experiences priming

repetition priming

expectation-driven priming

40
Q

expectation priming

A

our expectations and experiences can prime the appropriate detectors (specific stimulus, the input channel, etc.)

41
Q

repetition priming

A

priming produced by a prior encounter with the stimulus (bottom-up

42
Q

expectation-driven priming

A

detectors for inputs you think are upcoming are deliberately primed (top-down)

43
Q

spatial attention

A

your ability to focus on a specific location in space

44
Q

Posner cueing task cues can be

A
  • endogenous or exogenous (arrow-choice vs. box lit up-grabs your attention)
  • valid or invalid
45
Q

Results

A
  • no cue- fast response
  • valid cue- even faster
  • invalid cue- much slower
46
Q

unilateral neglect syndrome

A
  • shows how space-based attention can become object-based
  • first, only report seeing red, the patient watches it switch, the patient can then see both sides
47
Q

cost of repetition priming

A

none- already highly active

48
Q

cost of expectation-based priming

A
  • unexpected things suffer
  • requires mental resources
  • you have dedicated mental resources to other things, you need to readjust
  • this reveals the presence of a limited-capacity system
49
Q

attention as a spotlight

A
  • can be moved anywhere in the visual field
  • scope can be widened or focused (has implications for what is enhanced or suppressed)
50
Q

Attention movements

A
  • attention can move independent of the eyes
  • its effects are faster than eye movements
  • overt vs. covert attention
51
Q

overt attention

A

attention aligns with eye movement

52
Q

covert attention

A

paying attention to things you are not looking at

53
Q

what we attend depends on the goal

A
  • eye movements (free examination, materials, ages, etc.) you will look different places depending on the goal
54
Q

attentional control system

A

spotlight metaphor is too simplistic for what we actually do
- orienting system, alerting system, and executive system

55
Q

orienting system

A
  • moving attention
  • disengage attention from one target, shift attention to a new target, engage attention on the new target
56
Q

alerting system

A
  • maintaining attention
  • maintain alert state in the brain
57
Q

executive system

A
  • control voluntary actions
58
Q

attention solves the binding problem

A

incorrectly bind: was there a black vertical line? may say yes due to conjunction error, attention allows for us to bind both correct and incorrect features together

59
Q

feature integration theory

A

pre-attentive stage and focused attention stage

60
Q

pre-attentive stage

A
  • parallel processing of the stimulus
  • efficient
  • all you need is to look at the screen- one red, it would pop out, not turning on attentional spotlight
61
Q

focused attention stage

A
  • expectation-based priming created processing advantages for the stimulus (wheres waldo)
  • adding more dimensions- more careful attention- focus attention and develop expectation- scan the screen
62
Q

divided attention

A
  • task switching is divided attention
  • the skill of performing multiple tasks simultaneously
  • limited by availability and overlap of the mental resources
63
Q

Task: repeat a list of words

A

repeat what you heard: a lot of errors, same language processing centre, auditory information
shown words: fewer errors, less overlap, auditory and visual
pictures- even fewer errors

64
Q

task novelty

A

important how new a task is, cognitive demand, if you practice it requires less attention

65
Q

lights missed

A
  • missed more lights when on phone
66
Q

reaction time

A
  • slower reaction time when on phone
67
Q

highway navigation

A
  • less successful simple highway navigation when on the phone than with someone in the car
68
Q

executive control

A

the mental resources and processes that are used to set goals, choose task priorities, and avoid conflict among competing habits or responses

69
Q

task interference

A
  • tasks will interfere with each other if their combined demand for a resource is greater than the amount of the resource that is available
  • between-task interference increased as task similarity increased
  • interference is also evident even when concurrent tasks are quite different
70
Q

practice helps

A
  • practiced skills require fewer resources or less frequent use of resources
  • well-practiced tasks lead to automaticity
  • e.g. stroop interference can be reduced with practice
71
Q

practiced skills

A
  • leads to a decrease in interference between tasks
  • reduces (diminished) need for executive control
72
Q

the modal memory model

A

incoming information- sensory memory- short-term memory (maintenance via rehearsal or lost)- long-term memory- short-term memory (retrieval)

73
Q

sensory memory

A

Example: view word grid for 50 ms, then recall each letter freely, or instructed to recall a specific row
we know it exists, but it is not really that important to our study

74
Q

short-term memory

A
  • should instead be called working memory
  • a dynamic form of short-term storage
  • better undertstood as a status or activity rather than a place
75
Q

features of working memory

A

duration: temporary, fragile
capacity and size: limited
ease of entry: relatively easy
ease of retrieval: relatively easy

76
Q

features of long-term memory

A

duration: long-lasting, enduring
capacity and size: enormous
ease of entry: effortful
ease of retrieval: can be difficult, slow, and unsuccessful

77
Q

evidence supporting the modal model

A
  • recency and primacy effect
  • we should be able to manipulate working memory or long-term memory separately
78
Q

recency effect

A

last few items are still in working memory at time of recall

79
Q

primacy effect

A

opportunity for memory rehearsal increased chances of transfer to long-term memory

80
Q

30 second filled delay

A

no longer have recency effect

81
Q

slow presentation

A

if you give people more time to rehearse the words, they are more likely to remember them

82
Q

function of working memory

A
  • used whenever multiple elements or ideas are combined or compared in mind
  • individuals can differ in working memory capacity
  • digit-span task revealed a 7+/-2 chunk capacity (can mean different things for different people, e.g. phone number in three sets of digits)
  • operation span task assess working memory capacity while its working- more accurate and correlates with lost of interesting metrics. (using appropriate measures, reading, operation, problem solving, etc.)
  • some of us can work on our memory more better than others
83
Q

entering long-term storage

A

two types of rehearsal: maintenance and relational

84
Q

maintenance rehearsal

A

repetition- reading over and over

85
Q

relational or elaborative rehearsal

A

thinking about the meaning of words, and connections, taking information and situating it with information already in the long-term memory
- far superior to maintenance

86
Q

depth of processing

A

shallow and deep

87
Q

shallow processing

A

superficial engagement with the material
no meaning, only physical characteristics
e.g. is the word DOG in capital or lower-case letters?

88
Q

deep processing

A

requires thinking about the meaning of the material
e.g does the word dog fit in the sentence “he walked his___.”?

89
Q

intention to learn

A
  • doesnt matter- if you are giving them a test, pure awareness of the fact of being tested or the attention of learning them makes no difference- intentional
    surprise test- incidental learning
90
Q

deep processing- more connections

A

more connections- more pathways to specific memory

Attention to meaning involves thinking about relationships

  • ROY G BIV- mnemonics- strategies to enhance our memories based on superficial aspects of the word
91
Q

acquisition, retrieval and storage

A
  • not easily separable
  • effective learning depends on how the information will later be retrieved
  • new learning is grounded in previously learned (stored) knowledge

2H03 (7 decks)

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