Quiz 2 (Ch. 3, 6, 7, 8) Flashcards

1
Q

What is sensation?

A

The ability to feel something physically

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2
Q

What is perception?

A

The quality of being aware of things through physical senses; a representation of the outside world is created in the mind; a process that seems automatic but is in fact not

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3
Q

Why is perception such a big challenge to computers?

A

Ambiguous stimulus on receptors (multiple possibilites for the image created on retina)
Hidden/blurred objects
Objects look different from different viewpoint
Scenes contain high level information and requires reasoning to interpret

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4
Q

What is CAPTCHA?

A

Completely automated public Turing test to tell computers and humans apart
Turing: can machines think?
A machine that can think should be able to pass the Turing test

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5
Q

What is the inverse projection problem?

A

3D world projected as 2D images (loss of info) –> using the 2D image to recreate the 3D world
Single projected 2D image can be a result of an inifite number of possible 3D objects. (e.g. different viewing distance may create identical image)

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6
Q

What is a modal completion?

A

Visual system fills in information so that we can perceive occluded objects as complete.
“amodal” –> does not come from stimulation of any sensory modality

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7
Q

What is viewpoint invariance?

A

Being able to recognize the object as the same even if it is placed in different positions –> different perspecitives

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8
Q

What is bottom-up processing?

A

Originates in the receptor when stimulated by the environment and then passes the information to the brain

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9
Q

What is top-down processing?

A

Originates in the brain, coming from previous knowledge to allow identification of objects

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10
Q

What are examples of top-down processing?

A

13/B depending on what is placed next to it
“Multiple personalities of the blob”, identical blob placed in different scenes and interpreted as different objects
Hearing words in a sentence: speech is continuous, cannot tell where one word ends from sound record

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11
Q

What is speech segmentation?

A

Ability to tell when one word ends and the next one begins in a speech

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12
Q

What is transitional probability?

A

Likelihood that one sound will follow another in a word for a certain language, learned while one is learning a language

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13
Q

What is statistical learning? What experiment has supported it?

A

Process of learning a language through learning transitional probabilities and other characteristics.
Saffran’s experiment: presented nonsense words to infants and observed that they became sensitive to transitional probabilities (measured how long they listend to whole-word and part-word stimuli)

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14
Q

What are some approaches to understand object perception?

A

Helmholtz’s theory of unconscious inference
Perception as learning regularities of the environment
Bayesian inference

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15
Q

What does Helmholtz’s theory propose?

A

Likelihood principle: perceive the object that is most likely to have created the perceived stimuli
Unconscious inference: unconscious assumptions we make about the outside world that guide the perceptual system to solve the inverse projection problem (automatic and very fast)

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16
Q

What are certain physical regularities of the environment that affect out perception?

A

Faces as convex instead of concave
Oblique effect: horizontal/vertical stimuli more easily perceived than other orientations
Light-From-Above Assumption: indentations appear to be bumps in flipped picture
Light as stationary: moving shadow makes us perceive motion
Shadow as a cue for motion: shadow signals the trajectory of the moving ball

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17
Q

What are semanic regularities?

A

Involving meaning of the scene.

Scene schema: knowledge of what a scene typically contains –> expectations

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18
Q

What does Bayesian inference suggest?

A

Estimate of probability depends on both prior probability (how likely each possible situation is to occur) and likelihood (how likely an image can be formed from that situation).
Likelihood –> a conditional probability (probability of having a resulting image under the condition of a particular situation.
Prior x Likelihood = Perception

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19
Q

What is special about face perception?

A

Face inversion effect (Yin): more difficult to recall inverted objects, much stronger effect for faces
Thatcher illusion: could not notice what is wrong with the inverted face
Part-whole effect: remeber intact faces better than isolated facial features (diminishes with inverted faces)
Composite effect: judgement of one half of the face is influenced by the other (more difficult to tell top halves are the same)
Suggesting holistic processing, but likely due to different mechanisms (measuring performance: inversion and part-whole slightly related, composite completely unrelated)

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20
Q

What does the gestalt approach suggest?

A

Rejected structuralism –> the whole is different than sum of its parts (principle of percetual organization), emphasis on built-in principles rather than experience
Apparent movement: perceived although nothing is moving, light flashes in sequence (Wertheimer)
Good continuation: points connected to live/curve are perceived together, occluded objects perceived as continuous
Prognanz (simplicity): resulting structure as simple as possible
Similarity: similar things are grouped together

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21
Q

What is experience-dependent plasticity?

A

Shaping of neural responding by experience.
Greebles (computer-generated, similar to faces) –> FFA responds better to Greebles after training (considered as expertise area)

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22
Q

What is brain ablation? How does it help the study of perception?

A

Removing part of the brain (animals)
Object Discrimination Problem: Shown one object, presented with two choices including the target
What/ventral pathway: determining identity (Temporal lobe)
Landmark Discrimination Problem: Object as landmark, choose the food well closer to the landmark to get food
Where/dorsal pathway: determining the object’s location (Parietal lobe)

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23
Q

What is a neuropsychological case that enhances the understanding of perception pathways?

A

D.F. (damage in lateral occipital areas/temporal lobe): visual form agnosia, difficulty in shape perception.
Unable to do the visual task to match the shape to the orientation of the slot
Could put the card into the oriented slots accurately
Two visual systems (TVS) model –> what and how pathways –> evidence for three instead of two visual pathways

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24
Q

What are mirror neurons?

A

Neurons responded to the person’s own action and to observing others perform the same action.
Mirro neuron system –> distributed throughout the brain, forming network
Purpose: goal/intention –> greater activity when watching a film that involves inferring the person’s intention

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25
Q

How is memory related to the self?

A

Autobiographical memory is connected to psychological disorders and self-concept

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26
Q

What does Murdock’s study of the serial position effect suggest?

A
Word lists (10-40) at different rates (1 or 2s per word), asked participants to memorize without considering the order
Serial position curve --> primacy and recency effect, more words in the beginning and towards the end are remembered.
Murdock also proposed the term "modal model"
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27
Q

What is a likely explanation for the recency effect?

A

Words close to the end are still in short-term memory when participants started to recall.
Glanzer and Cunitz: adding a period of delay with backward counting to prevent rehearsal
Delay eliminated the recency effect

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28
Q

What is a likely explanation for the primacy effect?

A

Words from the beginning are rehearsed more frequently and therefore are better encoded into LTM
Rundus: asked participants to rehearse aloud and recorded rehearsal frequency
Curve of rehearsal frequency is similar in shape as probability of recall towards the beginning of the list

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29
Q

What is coding?

A

Form in which stimuli are represented in the mind (physiological/mental)

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30
Q

What is semantic coding?

A

Coding in terms of meaning

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31
Q

How does semantic coding apply to STM?

A

Wickens experiment: proactive interference due to words from the same category
Fruit group: performance decreased since all lists of words are fruits
Profession group: performance decreased, then presented with a group of words in the fruit category (performance increased due to release from proactive interference).

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32
Q

How does semantic coding apply to LTM?

A

Sachs experiment: asking participants to identify the sentence identical to a sentencein the passage they have read.
Many identified sentences with same meaning but different wording.

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33
Q

What is recognition memory?

A
Method used to study memory by asking participants to identify a stimulus encountered earlier (instead of recall)
Stimuli presented (study period) --> new set of stimuli presented, some were presented before and others were not
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34
Q

Which cases demonstrate double dissociation of STM and LTM?

A
Henry Molaison (HM): hippocampus removed (epileptic seizures), intact STM but unable to transfer into LTM
Clive Wearing: damage in hippocampus due to viral infection, intact STM but damaged LTM
KF: damge to parietal lobe, intact LTM but impaired STM as reflected by reduced digit span (2, while 5-9 for control), reduced recency effect
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35
Q

How does hippocampus size related to the serial position curve?

A

Hypothesis: correlates with size of primacy effect
Bruno et al: Medial temporal lobe volume & hippocampus volume correlated with delayed primacy effect (delay of 15-20 minutes)

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36
Q

What is the distinction between episodic and semantic memory?

A

Proposed by Tulving.
Episodic as mental time travel, remembering and reliving episodes from one’s past.
Semantic as knowing the facts, not tied to personal experience

37
Q

What cases demonstrate double dissociation between episodic and semantic memory?

A

KC: damage to hippocampus, lost episodic memory but knew certain things happened, could identify family members in a photo but could not recall the occasion
Could recall some detail about experience prior to accident with specific probe, lower performance in general compared to control
LP: encephalitis, could not recall facts/word meanings but could remember life events

38
Q

How does brain imaging show the connection/distinction between episodic and semantic memory?

A

Asked participants to write down personal events and facts, played it to them again as they were being scanned by fMR
Activation in different brain areas with some overlap

39
Q

What is the remember/know paradigm?

A

Stimulus (old/new) shown to participant –> three responses
Remember: can remember details of the encountering (recollection –> episodic)
Know: know that he/she has encountered the stimulus before, but cannot recall the details of encounter (familiarity –> semantic)
Don’t know: no memory of the stimulus

40
Q

How does time affect episodic and semantic memory?

A

Petrican et al: asked older participants about how well they remember public events (remember/know)
Higher rate for forgetting remote events, but remember response decreased more than the know response.
Suggests semanticization of remote memories

41
Q

What is the distinction between declarative and non-declarative memory?

A

Declarative (explicit): memories that we are consciously aware of.
Non-declarative (implicit): memories that we are not consciosuly aware of, learning from experience.

42
Q

What are some types of non-declarative memory?

A

Procedural, priming, and conditioning

43
Q

What is procedural memory? How is it studied?

A

Skill memory, for doing things involving learnied skills, proficiency in different motor skills
Mirror drawing task: participants view a shape through a mirror and trace it –> number of errors decrease as one repeats the task (training)

44
Q

What phenomena (everyday life or neuropsychological cases) are related to procedural memory?

A

Expert-induced amnesia: well-learned procedural memories do not require attention (happens automatically)
HM: performanced increased in mirror drawing although he did not remember practicing
KC: learned to sort and stack books in library
LSJ: could still play violin, lost semantic memory but could answer questions related to things involving skills (possible link).

45
Q

What is priming?

A

Presentation of one stimulus (priming stimulus) changes the response to another stimulus (test stimulus)

46
Q

What is repetition priming?

A

Test stimulus is the same or resembles the priming stimulus.

47
Q

How is priming studied?

A

Word stem completion task: presenting the first three letters of the words and asking participants to complete the rest –> more easily and tend to use the word presented to them before

48
Q

What is a study about priming and amnesiac patients?

A

Amnesiac patients performed worse than control in recall and recognition, but not in the word stem completion task.

49
Q

What is the propaganda effect?

A

More likely to rate previously encountered statement as true, even if told that the statement was false.
Related to effects of advertisement

50
Q

What is classical conditioning and its applications?

A

Pairing of two stimuli so that a neutral stimulus also generates a response.
Psychotherapy
Fear conditioning and anxiety –> underlying neural circuits, training –> cued extinction training

51
Q

What is encoding?

A

Process of registering information into LTM.

52
Q

What are the two different types of rehearsal?

A

Maintenance rehearsal: with no consideration of meaning or connection to other information (little encoding, poor memory)
Elaborative rehearsal: considering meaning and making connection to other information (better memory)

53
Q

What does the levels of processing theory suggest?

A

Memory depends on depth of processing.
Shallow (little attention to meaning) Deep (close attention and elaborative rehearsal)
Craik and Tulving: asked questions that would create different levels of processing –> deeper processing = better memory

54
Q

What is the paired-associate learning paradigm?

A

Participants learn a list of word pairs –> presented with the first word of each pair and asked to recall the other word

55
Q

How does forming visual image affect memory?

A

Paired associate learning –> two groups: silently repeat the words/form a mental picture of the two items interacting
Visual image –> better memory

56
Q

What is the generation effect?

A

Slamecka and Graf: generation of information enhance encoding and lead to better recall
Paired associate learning, read group were presented with word pairs, generate group were asked to complete the second word (related to the first word in different ways)
Performance was much better in the generate condition

57
Q

What is the testing effect?

A

Retrieval practice effect
Karpicke and Roediger: test group performed better than rereading group after longer delay
Group with less studying (similar performance), group with less testing (worse performance)

58
Q

Does generating errors enhance memory? What study has supported it?

A

Potts, Davies, and Shanks: learning foreign language, Swahili words and English translations
Read: read word and translation (15s)
Generate: generate translation from Swahili word (10s), shown correct translation (5s)
Modified Read: read word and translation (15s), after 2s into the trial, respond to “what would you have guessed?”
Generate condition performed best –> generating errors does enhance memory

59
Q

What memory techniques can be used for effective studying?

A

Highlighting/rereading are not effective
Elaborate, generate, test, organize (related to chunking), spacing effect (shorter instead of concentrated study sessions), sleep, hand-written notes are better than notes taken with laptop (simply transcribing)
Illusion of learning: greater fluency does not mean better memory (why people often think rereading is effective)
Familiarity effect: tendency to interpret familiarity as knowing

60
Q

What is retrieval?

A

The process of bringing information into consciousness by transferring it from LTM to working memory.

61
Q

What is a possible way to enhance retrieval?

A

Matching conditions of encoding and retrieval

Encoding specificity, state-dependent learning, and transfer-appropriate processing

62
Q

What is encoding specificity?

A

We encode information along with its context –> matching context in which encoding and retrieval occur enhances retrieval
“Diving experiment”: on land or in water
“Quiet”/”Noise” conditions

63
Q

What is state-dependent learning?

A

Learning that is associated with a particular internal state (mood/state of consciousness) –> matching internal state enhances encoding
Happy/sad conditions

64
Q

What is transfer-appropriate processing?

A

Better retrieval if the same cognitive tasks are involved during both encoding and retrieval
Meaning/rhyming conditions –> test focus on one of the two aspects
Challenges levels of processing theory

65
Q

What is consolidation?

A

The process of transforming memories from a fragile state (can be disrupted) to a more permanent state (resistant to disruption).

66
Q

What is synaptic consolidation?

A

Structural changes as synapses, occurring in minutes/hours

Hebbs: repeated activity strengthens synapse –> greater release and increased firing (long-term potentiation)

67
Q

What is systems consolidation?

A

Gradual reorganization of neural circuits (related to hippocampus and the cortex), occurring in months/years

68
Q

What does the standard model of consolidation propose?

A

Hippocampus makes connections to cortical areas when encoding new memories –> as time passes, connection between HC and cortex weakens (eventually fades) and connection within the cortex strengthens
Hippocampus as “glue” that binds together representations of memory from different cortical areas

69
Q

What is reactivation?

A

Replaying of neural activity associated with memory to the cortex by the hippocampus, which helps form direct connections between the different cortical areas

70
Q

What is retrograde amnesia? What is one of its important characteristics?

A

Loss of memory that occurred before the injury

Graded amnesia: most severe for events just before the injury and less for earlier events.

71
Q

What does the multiple trace model of consolidation suggest?

A

Hippocampus remains in active communication with the cortical areas, even for remote memories.
fMRI: activity in hippocampus for remote memories, activity drops for semanticized memories

72
Q

What is multivoxel pattern analysis?

A

Determines pattern of voxel activation within various structures.
Training a classifier, a computer program designed to recognize patterns –> can predict the object being viewed

73
Q

What does MVPA suggest about remote memory and hippocampus?

A

Classifier able to identify whether the memory is recent or remote
More information about remote memories contained in prefrontal cortex; both represented throughout the hippocampus, posterior containing more information about remote memories

74
Q

How does sleep relate to consolidation?

A

Learned 24 pairs of word and translation –> “sleep” group forgot less than “awake” group
Elimination of interference and enhanced consolidation
Group expecting to be tested performed better after sleep

75
Q

How does emotion relate to memory?

A

Better memory for emotional words/pictures
Amygdala: higher fMRI activity for emotional words
BP (damage in amygdala): similar performance in memory tasks, but no enhanced memory for emotional stimuli
Release of stress hormones (cortisol) after emotional experience increases consolidation [putting hands in cold water] –> recalled more emotional pictures but not more neutral pictures

76
Q

What is flashbulb memory?

A

Memory for circumstances surrounding shocking, highly charged events (Brown and Kulik: like taking a photo, about the event and how it was heard)

77
Q

What is repeated recall and what does it suggest about flashbulb memory?

A

Measuring a person’s memory immediately after a stimulus/event (baseline) –> measuring his/her memory again after a longer period of time (comparison)
Flashbulb memory changes overtime (first heard in a place [e.g. classroom] –> then reported having heard on TV)
Narrative rehearsal hypothesis: we remember these events not because of a special mechanism but because we rehearse them after they occur.
Decay like ordinary memories, but are more vivid and believed to be remembered

78
Q

What does the idea that memory is constructive suggest?

A

What people report as memories are constructed based on what actually happened plus additional factors (knowledge, expectations, experience)

79
Q

What is source monitoring? How is it significant for recalling false memories?

A

The process of determining the origins of our memories, knowledge, or beliefs.
Source monitoring error/source misattribution –> memory errors (the source is not necessarily the original event)
Cryptomnesia: unconscious plagiarism of the work of others
“Becoming Famous Overnight” Experiment: delayed test made people misidentify the list of nonfamous names shown earlier as famous

80
Q

What is the illusory truth effect?

A

Enhanced probability to evaluate a statement as true upon repeated presentation.
Caused by fluency (ease with which a statement can be remembered) –> influences judgment

81
Q

How does knowledge affect memory?

A

Barlett’s “War of the Ghosts” Experiment (repeated production) –> participants made errors that made the story more consistent with their own culture
Pragmatic inference: reading a sentence leads a person to expect something implied by it (making errors about the exact wording of the sentence)
Schema (knowledge about some aspect of the environment) and Script (expected sequence of action)
Recalling word list –> error by adding associated words

82
Q

What is the misinformation effect?

A

Misleading information presented after a person witnesses an event can change the person’s report of it.
Misleading postevent information (MPI)

83
Q

What studies are related to the misinformation effect?

A
Disney Study (Braun, Ellis, Loftus): confidence rating in life-events inventory increased in the Disney ad condition (read and imagined experiencing); even if a false ad with Bugs Bunny influenced their confidence rating
Slides of car accident: stop sign --> yield sign due to the question asked
"Smashed" vs. "Hit" --> higher estimated speed, reported seeing broken glasses although there were none
84
Q

How does source monitoring error relate to the misinformation effect? What study has supported it?

A

Lindsay: original source –> female narrator
MPI: Difficult condition –> same female narrator, shortly after the slides [27% misled]
Easy condition –> a male narrator, delay of two days, right before memory test [13% misled]

85
Q

How can the misinformation effect be strengthened?

A

When people think they may not have good memory of the original event
Assefi and Garry: alcohol placebo study
Watched movie –> given drink (half were told that it was vodka) –> MPI presented
Told-alcohol group had a stronger misinformation effect.

86
Q

Is it possible to implant childhood memories in a person’s mind?

A

Disney study
Heard about an unremembered event (1st interview) –> reported more details of it (2nd interview)
Presented a fake picture –> some “remembered” the event (hot air balloon trip)
Therapy to recover repressed childhood memory: hypnosis, guided imagery, strong suggestion –> false memory implanted

87
Q

What makes people prone to make errors in eyewitness testimony?

A

Perception and action: participants often identify the gun man even though the picture was not included
Weapon focus: focusing attention on weapon –> narrowing of attention; more details recalled in “no shoot” condition than “shoot condition”
Familiarity: bystanders misidentified as perpetrator (male teacher presented before crime film –> more likely to be identified as perpetrator)
Suggestion: post-identification feedback effect –> confirming feedback increases confidence

88
Q

What are possible ways to improve accuracy of eyewitness testimony?

A

Informing that perpetrator may not be present
“Blind” administrator (not knowing who the suspect is)
High similarity (reduces the chance of identifying perpetrator when present slightly, but reduces the chance of misidentifying a person when not present greatly)
Rate of confidence immediately
Cognitive interview: no interruption, help them recreate the situation

89
Q

Is it possible to elicit false confessions?

A

Gambling game –> shown manipulated video of participants cheating –> all confessed
Creation of false event in childhood memory
Central Park Five (presented with false evidence) –> confessed although they were innocent