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Psychology Part 2 > Test 1 > Flashcards

Test 1 Flashcards

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1
Q

Learning

A

The process if acquiring theough experience new and relatively enduring information or behaviours

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2
Q

Associative learning

A

Learning that certain events occur together. The events may be two stimuli (as in classical) or a response and its consequence (as in operant)

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3
Q

Classical conditioning

A

Process includes pairing neutral stimulus with a response until neutral stimulus elicits same response.

A type of learning in which we link two or more stimuli

Created by Ivan Pavlov

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4
Q

Stimulus

A

Any event or situation that evokes a response

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5
Q

Respondant behaviour

A

Behaviour that occurs as an automatic response to some stimulus

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6
Q

Operant conditioning

A

Type of learning in which a behaviour becomes more likely to reoccur if followed by a reinforcer or less likely to reoccur if followed by a punisher.

  • give treat to dig for tricks
  • cat in box accidentally oressed lever and lever opened door to food. Car put bscj in and when hungry, opens door on purpose.
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7
Q

Operant behaviour

A

Behaviour that operates on the environment, producing a consequence

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8
Q

Cognitive learning

A

Acquisition of mental information, whether by observibg events, by watching othwrs, or through language

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9
Q

Behaviourism

A

The view that psychology should be an objective science that studies behaviour without reference to mental processes.

  • John Watson(founder): focused on envrionment and associated effects as key determinants of learning. (Little albert)
  • Ivan Pavlov: classical conditioning
  • Skinner: Operant conditioning
  • Bandura: Social learning
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10
Q

Neutral stimuli

A

In classical conditioning, a stimulus that elicits no response before conditioning. Anything seen or heard that must not be associated with unconditioned response

Ex: A tone

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11
Q

Unconditioned response

A

In classical conditioning, unlearned, naturally occurring response (such as salivating) to an unconditioned stimulus such as food in mouth

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12
Q

Unconditioned stimulus

A

In classical conditioning, a stimulus that unconditionally, naturally and automatically triggers a unconditioned response without prior learning

Aka food

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13
Q

Before conditioning and after conditioning Dog example

A

Before:
U.S=food in mouth causes U.R=Salivation

Trials:
N.S=Tone causes no salivation to start

After:
N.S(tone) +U.S(food)=U.R (salivation)
C.S. (Tone)=C.R.(salivation)

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14
Q

Conditioned response

A

In classical conditioning, a learned response to a previosuly neutral stimulus

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15
Q

Conditioned stimulus

A

In classical conditioning, an original neutral stimulus that, after association with an unconditioned stimulus, comes to trigger a conditioned response

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16
Q

Acquisition

A

In classical conditioning, the inital stage-when one links a neutral stimulus and an unconditioned stimulus so that the neutral stimulus begins triggering the conditioned response
-strongest conditioning occurs when CS is presented slightly before US, usally 1/2 second to a fee seconds

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17
Q

Higher-order conditioning

A

Procedure in which the conditioned stimulus in one conditioning experience is paried with a new neutral stimulus, creating a second (often weaker) conditioned stimulus.

Ex: Tone=Food, theb learns light=tone=food so then light=food

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18
Q

Extinction

A

Gradual weakening and apparent disappearance of conditioned behaviour
-occurs when the conditioned stimulus is repeatedly presented without the hnconditioned stimulus

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19
Q

Spontaneous recovery

A

The reappearance after a pause of an extinguished conditioned response

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20
Q

Generalization

A

The tendency, once a response has been conditioned, for stimuli similar to the conditioned stimulus to elicit similar responses. (In operant-responses learned in one situation occur in other situations)

Ex: salavate to sinilar tones with 1000hz

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21
Q

Discrimination

A

In classical conditioning, the learned ability to distinguish between conditioned stimulus and similar stimuli that do not signal an unconditioned stimuli (in operant, ability to distinguish responses that are reinforced from similar responses that are not reinforced)

Occurrence of a learned response to a soecific stimulus but not to other, sinular stimuli. Ex: CS (Bell), dog wint salivate to a whistle

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22
Q

Law of effect

A

Thordikes principle that behaviours followed by favourable consequences become more likely and that behaviours followed by unfavourable consequences become less likley

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23
Q

Operant chamber

A

Chamber containing a bar or key that an animal can manipulate to obtain a food or water reinforcer; attached devices record the animals rate of bar pressing or key pecking (skinner box)

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24
Q

Reinforcement

A

Any event that strengthens the behaviour if follows

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25
Q

Shaping

A

An operant conditioning procedure in which reinforcers guide behaviour toward closer and closer approximations of the desired behaviour

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26
Q

Positive reinforcement

A

Increasing behaviours by presenting a pleasurable stimulus. A postive reinforcer is any stimulus that, when presented after a response, strengthens the response. (+)

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27
Q

Negative reinforcement

A

Increasing behaviours by stopping or reducing an aversive stimulus. When removed after a response, strengthens the response (-)
Ex: beeling stops when you put on seatbelt.

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28
Q

Primary reinforcers

Secondary reinforcers

A

An innately reinforcing stimulus, such as one that satisifes a bioligical need
Ex: Food or water

Stimulus or event that has acquied reinforcing value by being associated with a promary reinforcer.
EX: money, awards, freqent flyer points

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29
Q

Conditioned reinforcers

A

A stimulus that gains its reinforcing power, through its association with a primary reinforcer.

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30
Q

Reinforcement schedules

A

A pattern that defines how often a desired response will be reinforced.

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31
Q

Continuous reinforcement

A

Reinforcing the desired response everytime it occurs

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32
Q

Partial (intermittent) reinforcement schedules

A

Reinforcing a response only part of the time; results in slower acquisition of a response but much greater resisitence to extinction than continous.

(More common in real world)

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33
Q

Fixed ratio schedule

A

A reinforcement schedule that reinforces a response only after a specified number of responses

Ex: paid by the completion a task, money for doing chores, buy 3 coffess and get 4th free cards

  • often yields better rates than fixed interval
  • appears with short pauses in responding after reinforcement provided
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34
Q

Variable ratio schedule

A

A reinforcement schedule that reinforces a response after an unpredictavle number of responses, which varies unpredictably frim trial to trial
Ex: slot machine, kinder egg prizes

Most powerful

-responding occurs at a high, strady rate

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35
Q

Fixed interval schedule

A

Reinforcement schedule that reinforces a response only after a specified time has elapsed

Ex: Paycheck, report cards, weekend, exam study

(long pauses in responding after reinforcement is provided)

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36
Q

Variable interval schedule

A

Reinforement schedule that reinforces a response after an average time interval, which varies unpredictably frim trial to trial.
Ex: pop quiz, donuts at work, dont know when supervisor is doing checks

Causes straught line and more consistent response than fixed-interval

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37
Q

Punishment

A

An event that tends to decrease the behaviour that it follows

Two types: positive and negative punishement

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38
Q

Preparedness

A

A biological predisposition to learb associations, such as between taste abd nausea, that have survival value

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39
Q

Instinctive drift

A

Tendency of learned behaviour to gradually revert to biologically predisposed patterns

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40
Q

Cognitive map

A

A mental representation of the latout of ones environment. For example: after exploring a maze, rars act as if they hsve kearned a cognigive map of it

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41
Q

Latent learning

A

Learning that occurs but is not apparent until there is an incentive to demonstrate it

Ex: bus everyday, then drive that route. Make a few mistakes first time but know lots already.

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42
Q

Observational learning

A

Learning by observing others

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43
Q

Modelling

A

The process of observing and imitating a specific behaviour

-more likely to imitate actions of attractive, high status models similar yo ourselves

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44
Q

Mirror neurons

A

Frontal lobe neurons that some scientists believe fire when we perform certain actions or observe another doing so. The brains mirroring of anothers actions may enable imitation and empathy

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45
Q

Prosocial behaviours

A

Positive, constructive, helpful behaviour

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46
Q

Memory

A

The persistence of learning over time through the encoding, sotage and retrieval of information

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47
Q

Recall

A

A measure of memory in which the person must retrieve information learned earlier, as in a fill-in-the-blank test

-test of long term memory that involves retaining memory without cues

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48
Q

Recognition

A

Measure of memory in which the person identifies items previously learned, as in multiple choice tests

Test of long term memory that involves identifying correct info from a series of possible choices (MC)

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49
Q

Relearning

A

A measure of memory that assesses the amount of time saved when learning material again

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50
Q

Encoding

A

The process of getting information into the memory system-by extracting meaning for example

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51
Q

Storage

A

Reatining info

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52
Q

Retrieval

A

Getting info back out from storage

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53
Q

Parallel processing

A

Processing many aspects of a stimulus or problem simultaneously

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54
Q

Sensory memory

A

Immediate, very brief recording of sensory information in the memory system

  • envrionmental information is registered
  • large capacity for information
  • 1/4-3 second duration
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55
Q

Short term memory

A

Briefly activated memory of a few items(such as digits of a phone number) thats later stored or forgotten

  • limited capacity
  • 20 second duration
  • can be retained longer through maintenance rehearsal
  • mental or verbal repetition of information
  • information loss may be due to decay or interference from new or competing information
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56
Q

Long term memory

A

Relatively permanent and limitless archive of the memory system. Includes knowlegde, skills and experience

  • unlimited capacity
  • potentially permanent duration
  • involves quick retrieval with little effort
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57
Q

Working memory

A

A newer understanding of short-term memory; conscious, active processing of both incoming sensory information and information retrieved from long term memory

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58
Q

Explicit memory

A

Retention of facts and experiences that we can consciously know and “declare”

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59
Q

Effortful processing

A

Encoding that requires attention and conscious effort

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60
Q

Automatic processessing

A

Unconscious encoding of incidental information, such as space, time and frequency, and of familiar or well-learned information, such as sounds, smells and word meanings.

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61
Q

Implicit memories

A

Retention of leanted skills or classically conditioned associations independent of conscious recollection.

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62
Q

Iconic memory

A

A momentary sensory memory of visual stimuli; a photographic or picture-image memory lasting no more than a few tenths of a second

Also called visual sensory memory

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63
Q

Echoic memory

A

A momentary sensory memory of auditory stimuli; if attention is elsewhere, sounds and words can still be recalled within 3-4 seconds

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64
Q

Chunking

A

Organizing items into familiar, manageable units; often occurs automatically

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65
Q

Mnemonics

A

Memory aids; especially those techniques that use vivid imagery and organizational devices

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66
Q

Spacing effect

A

Tendency for distributed study or pracitce to yield better long-term retention that is acheived through massed study or prsctice

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67
Q

Testing effect

A

Enhanced memory after retrieving, rather than simply rereading information

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68
Q

Shallow processing

A

Encoding on a basis level, based on the structure or appearance of words

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69
Q

Deep processing

A

Encoding semantically, based on the mesning of the words; tends to yield the best retention

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70
Q

Semantic

A

Explicit memory of facts and general knowledge; one of our teo conscious memory systems

71
Q

Episodic

A

Explicit memory of personally experienced events; one of our two conscious memory systems (women better)

72
Q

Memory consolidation

A

Neural storage of a long-term memory

73
Q

Flashbulb memory

A

A clear memory of an emotionally significant moment or event

  • vivid
  • very specific details or images

Both flashbulb and everyday memories gradually decay over time. Flashbulb memories are emotionally charged, but are not necessarily more accurate than common memories

74
Q

Long-term potentiation

A

An increase in a nerve cell’s firing potential after brief, rapid stimulation; a neural basis for learning and memory

75
Q

Infantile amnesia caused by

A

Explicit memory indexed by language and hippocampus not fully developed yet

76
Q

Priming

A

Activation, iften unconsciously of particular associations in memory
Ex: after hearing “rabbit” and then asked to spell “hair” more people write “Hare”

77
Q

Encoding specificity principle

A

Idea that cues and contexts specific to a particular memory will be most effective in helping us recall it.

78
Q

Memory processing tree

A
  1. Automatic
    - implicit (without conscious recall)
    - processed in cerebellum and basal ganglia
    - space, time, frequency/motor+cognitive skills/classicsl conditioning
  2. Effortful
    - explicit memories (with conscious recall)
    - processed in hippocampus and frontal lobe
    - semantic(facts)/episodic(events)
79
Q

Mood congruent

A

Tendency to recall experiences that are consistent with ones current good or bad mood

80
Q

Serial position effect

A

Our tendency to recall best the last and first items in a list

In a graph is shaped like a U

81
Q

Anterograde amnesia

A

An inability to form/ store new memories

  • related to hippocampus damage
  • H.M Case
  • E.P. Case- documentary where participant could not remember that he met with researchers 200 times
82
Q

Retrograde amnesia

A

An inability to remember information from ones past

  • loss if memory, especially for episodic information
  • common after head injury; interrupted consolidaion (less REM means less memory so as you age, less memory)
83
Q

Proactive interference

A

The forward-acting disruptive effect of older learning on the recall of new information
Ex: new combination lock disrupted by memory of old one

84
Q

Retroactive interference

A

Backward acting disruptive effect of newer learning on the recall of old information.
Ex: new lyrics to old song make you forget original

85
Q

Repression

A

In psychoanalytic theory, the basic mechanism that banishes from consciousness anxiety-arousing thoughts, feelings and memories

86
Q

Reconsolidation

A

A process in which previously stored memories, when retrieved, are potentially altered before being sotred again.

87
Q

Misinformation effect

A

Occurs when a memory had been corrupted by misleading information

88
Q

Source amnesia

A

Faulty memory of how, when, or where information was learned or imagined

89
Q

Déjà vu

A

The eerie sense that you’ve experienced something before. Cues from current situation may unconsciously trigger retrieval of an earlier experience

90
Q

Intelligence

A

Ability to learn from experiences, solve problems, and use knowledge to adapt to new situations

91
Q

General intelligence (G)

A

According to spearman and others, underlies all mental abilities and is therefore measured by every task on an intelligence tedt

-persons overall performance on tests of mental ability

92
Q

Fluid Intelligence (GF)

A

Our ability to reason sleedily and abstractly; tends to decrease with age, especially during late adulthood

93
Q

Crystallized Intelligence (GC)

A

Our accumulated knowledge snd verball skills; tends to increase with age

94
Q

Cattell-Horn-Carroll (CHC) theory:

A

The theory that our intelligence is based on G as well as sepcufuc abilities, brudged by GF and GC

95
Q

Gardners 8 intelligences

A

Naturalist, linguistic, logical-mathematical, musical, spatial, kinesthetic, intrapersonal, interpersonal

96
Q

Savant sydrome

A

A condition which a person otherwise limitied in mental ability has an exceptional specific skill, such as in computation or drawing

97
Q

Emotional intelligence

A

Ability to perceive, understand, manage, and use emotions

98
Q

Intelligence test

A

Method for assessing an individuals mental aptitudes and comparing then with those of others, using numerical scores

99
Q

Achievement tests

A

A tedt designed to assess what a person has learned

100
Q

Apritude tests

A

A test deigned to predict a persons future performance

101
Q

Mental Age

A

A measure of intelligence test performance devised by Binet; the level of performance typically associated with children of a certain chronilogical age. Thus, a chuld who does as well as an avergae 8 yr ild, is said to have the mental age 8.

102
Q

Stanford Binet

A

The widely used Amerucab revision of Binet’s original intelligence test

103
Q

Intelligence quotient

A

Defined originally as the ratio of mental (ma) to chronoligical age (ca) multiplied by 100. On contemporary tests, the average performance for a given age is assigned as a score of 100.

104
Q

Wechsler Adult Intelligence Scale (WAIS)

A

Most widely used intelligence tests; contain verbal and performance (nonverbal) subtests.

105
Q

Standardization

A

Defining uniform testing procedures and meaningful scores by comparison with the performance of a pretested group

106
Q

Normal curve

A

The bell-shaped curve that describes the distribution of many physical and psychological attributes. Most scores fall neat the average, and fewer and fewer scores lie nesr the extremes

107
Q

Reliability

A

The extent to which a test yields consistent results, as assessed by the consistency of scores on two halves of the test, and alternative form of the test, or on retesting.

108
Q

Validity

A

The extent to which a test measures or predicts what it is supposed to

109
Q

Predictive validity

A

The sucess with which a test predicts the behaviour it is designed to predict; it is assessed by computing the correlation between test scores and the criterian behaviour

110
Q

Cohort

A

A group of people sharing a common characterisitc, such as being from a given time period

111
Q

Cross-sectional study

A

Research that compares people of different ages at the same time

112
Q

Longitudional studies

A

Research that follows and retests the same people overtime.

113
Q

Conditioning

A

Process of learning associations between environmental events and behavoural responses. -learning that 2 stimuli go together
Ex: music from scary movie elicits anxiety, commercials use sexy models to sell product

114
Q

Ivan Pavlov

A

Nobel prize for reasearch on digestive system

-ovserved dogs salivating at first sight of food bowl. This is not an automoatic behabiour but a learned one.

115
Q

Classical conditioning steps in Dog example

A
  1. Presenting food causes salivatiry reflex (natural reflex)
  2. Bell is neutral stimuli (does not case reflex)
  3. Conditiojing trials: start of learning
    - neutral stimuli presented along with unconditioned stimulus
    - dog begins to associate food(UCS) and tone (NS)
  4. Critical trials: association learned
    - Cs (tone) without food makes dog salivate (CR)
116
Q

Classical conditioning water in face Example

A
  • Spray water in face causes blinking (UR)
  • water=US. Blink=UR
  • Read list of words and everytime you say “can” spray water
  • Can=NS
  • “Can”=Blink
  • Can=CS
  • Blink=CR
117
Q

Classical conditioning examples

A
  1. Ate lots of dressing when sick, noe feel suck when eating dressing
    - UCS=virus
    - UCR=Sick
    - NS=Dressing
    - CS=dressing
    - CR=Sick
  2. Associate computer noise with bad breath and eating mint
  3. Feel groggy and anxious when yoy wake up, now a soecific alarn sound makes you feel groggy at different times of the day.
118
Q

We learn fear response through what type of conditioning

A

Classical

119
Q

Counter conditioning

A

Expressing subject to phobia during an enjoyable task
-systematic desensitization: type of counter confitioning involving exposure to feared stimulus while relaxing

CS—->CR1 (fear) connection replaced with CS—->CR2(relaxation) connection

120
Q

B.F Skinners learning theory based on thorndikes law of effect

A

-animals operate on environments to produce effects.
-reinforcer: stimulus occurs after response and increases likelihood of responde reoccuring.
-consequences determine likelihoof of behaviour in future
Ex: Rat in box with lever food food. Rat accidnetally hut kever and gets food, and then repeats to get food. Later the box floor gives shock when lever is hit and so rats lessen their want for food. If no food comes when rats hit bar, rat stops hitting bar.

121
Q

Positive punishemnt

A

A situation in which an operant is followed by presenting or an addition of an aversice stimulus

Ex: Spanking

122
Q

Negative Punishemnt

A

(Punishment by removal) a situation in which an operant is followed by the removal or subtraction of a reinforcing stimulus.

Ex: Time out

123
Q

4 types of partial reinforcement scheduels by skinner

A
  • Fixed-Interval
  • Variavle-interval
  • Fixed-ratio
  • variable-ratio
124
Q

How operant conditioning affects our lives

A
  • clinical psychology: dealing with outer productivr behaviours
  • sports training: aiding performance
  • education and working with studetns to imrove grades and study habits
125
Q

Dopamine activity affects reinforcement

A
  • dopamine has a biological influence on reinforcing value
  • drugs that block dopamine effects disrupt operant conditioning (less reward feeling)
  • drugs that enhance dopamine activation increase reinforcing value of stimuli
126
Q

Tolman

A

Cognitive processes play an important role in complex behaviour learning

  • cognitive map
  • latent learning
127
Q

Latent learning Rat example

A

-Ran rats through complex maze to obtain food

Group 1: reinforcement every trial (mistakes decrease fast)
Group 2: no reinforcement (stop learning, just random)
Group 3: reinforcment only after first 10 trials (no learning till 11th day- but through latent learning rats did know some things already)- learning is a sharp increase and mistakes decrease greatly.

128
Q

Behaviours we learn by watching others

A

-mechanical skills, social skills, situational anxiety, politics and religion

129
Q

Social cognitive approach to learning by albert babdura

A

Bobodoll example

  • model adult beats up and verbally abuses a doll in front of kids.
  • kids then do the same to the doll.
  • exposure to aggressive modeilling causes aggressivness and even more attraction to guns regardles if guns were in modelling

Same in boys and girls

130
Q

Imitative vs emulative learning example

A

Nagel et al, study on a 2 year old child and monkey.

  • both shown model retrieving a ball using a rake in either rake up (morr effrctive) or rake down (less effective way)
  • monkey used emulative learning and found out teeth up was best
  • child immitated adult and did whatever adult did even if less effective
131
Q

Why are humans smarter than monekys

A

Humans pass down learning instead of figuring it all out on own. Leads to cumulative knowledge to build skills over time

132
Q

Imitative and emulativr learning characteristics

A

Imitative:

  • imitates models goals and behavoural strategies
  • learners over-imitate models
  • focus on fulfiling goal of the model

Emulative:

  • learner, alone tries to figure out how an object affects envrionment
  • focus on how to manipulate an object to change the environment
133
Q

3 processes of memory

A

Encoding: transforming information into a form that can be entered into sn retained by the memort system

Storage: retaining information in memory that can be used at later times

Retrieval: recovering stored infirmatikn for conscious awareness

134
Q

Attention

A

Focussing mental resources on information, allows further processing for perception, memory and response

135
Q

Auditory attention

A

Selective listening studies examine what we do with auditory information that is not attended to.
Ex: head phone with two messages on either side, participant can inly rely info from one side

136
Q

Filler theory

A

Attempts to explain how we selectively attend to the most important information

137
Q

Change blindess

A

An individuals failure to notice large visual changes in the environemnt
Ex: door study caused 50% to not realize= no encoding into memory

138
Q

Memory consists of 3 distinct types

A

Sensory
Short term
Long term

139
Q

Memory types processing phases

A

Sensory memories can become short term when given attention.

Short term memories can be encoded and stored in long term memory.

Long term memory can be retrieved back into short term memory

140
Q

George miller capacity study

A

The magical number 7, plus or minus 2.
(5-9 digits)
-can be increased by chunking, maintence and rehearsal to encode

-current research suggests that the true number is 4, plus or minus 1 when chunking/ regearsal is not an option

141
Q

Alan Baddeleys model of working memory

A

Working memory refers to the active, conscious manipulation of temporarily stired information with 3 main components, each of which can function independently. Used in complex cognitive tasks for which information is needed such as reasoning, learning and problem solving.

  • visuospatial sketchpad
  • long-term memory
  • pronological loop (maintenance rehearsal)

All lead to Exectutive functioning (making decisions)

-

142
Q

Strategies for enocoding

A

Elaborate rehearsal: focussing on meaning of information

Self-reference effrct: aoplying inormation to self

Visual imagery: using vivid images to enhance encoding

143
Q

Types of information stored in long term memory

A

Procedural memory: how to perform different skills and actions (cerebellum)

Epsidoidc memory: memory of specific events or episodes

Semantic memory: general knowledge

144
Q

Organization of information in long term memory

A
  • mental links between concepts
  • shorter path between two concepts=stronger association in memory
  • concept is activated in the semantic network

Ex: red acitvates blue and apple and fire truck

-useful as metaphor but not an actual brain structure

145
Q

Clustering

A

Related itsms are clustered together to form higher order categories in long term memory.

146
Q

Cued-recall

A

Test of LTM that involves remebering an item of info in response to a retrival cue

147
Q

Forgetting curve

A

Hermann Ebbinghaus

  • studied memory using nonesense syllables
  • much of what we forget is lost relatively soon after we originally learned it
  • how quickly we forget depends on how well we encoded it, how meaningful it was, and how often it was rehearsed.

-we forget very quick and very soon

148
Q

Primacy effect

Recency effect

A

Tendency to recall the first items in a list - reflects long term storage (tend to repeat first few things)

Tendency to recall the final items in a list- reflects short term memory (fresh in short term)

149
Q

Context effect

A

Tendency to remember info more easily when the retrieval occurs in the same setting in whicg you originally learned it

150
Q

Imperfect memories

A

Memories can easily be distorted so that they contain insccuracies.

151
Q

False memories

A

A distorted or fabricated recollection of something that did not actually occur

152
Q

Schemas

A

Organize clusters of knowledge and informatuon about particular topics

Ex: schema of prof office includes paper, pencils, deak, conputer etc.

-when participants spent time in prof office and then asked questions about what was in the room, many flasely remembered due to schemas.

153
Q

Car accudent speed example

A

People asked how fast an accident was after asked a differently worded question.

“What speed were the cars going when the cars _____”
-hit, smashed, collided, contacted

People said fastest speed for smashed abd slowest for contacted

154
Q

When people are given misleading information, this information affects their ______ of the event

A

Memory

155
Q

Eyewitness accounts are often___

A

Falsely remembered or mislead.
Ex: if you ask peoppe to pick the convict from a lineup of random other people, people will still chose one and then that person can become the convict in their mind for the future.

-recognition memory is very quick so if a person spends time searching through faces of their perpetrator then they do not see them there or do not have enough memory.

156
Q

Imagination inflation

A

Memory phenomenon in which vividally imagining an event markedly increases confidence that the event actually occurred.

157
Q

Lost in the mall technique

A

Creating or inducing false menories of childhood experiences
-info from family members is used

158
Q

Prefrontal cortext in memory

A

Memory involving the sequence of events, but not the events themselves

159
Q

Hippocampus in memory

A

Encodes and transfers new explicit (events, facts) memories to long term memory

160
Q

Amygdala in memory

A

Encoded emotional aspects of memories

161
Q

Medial temporal lobe in memories

A

Encodes and transfers new explicit memories to long term memory (non visual)

162
Q

Cerebellum in memory

A

Memories involving movement

163
Q

10 steps to boost memory

A 
Commit necessary time 
Organize information 
Elaborate on material
Explain it to friend 
Use visual imagery 
Reduce interference within topic 
Counteract the serial position effect 
Use contexual cues to jog memory 
Use mnemonic decide for lists 
Sleep on it to consolidate memories
164
Q

Francis Galton

A

In 1800’s beleived that intelligence was related to how well one uses ones senses.

  • ones sensitivities to perceptual differences
  • weight discrimination
  • pitch sensitivity

-no relationship found later on

165
Q

Testing immigrants at ellis island

A

1917, examiner administered a mental test to newly arrived immigrants, vast manority was labelled feeble minded because the test wasnt in their language.
-used to argue against immigrants

166
Q

WW1 and group intelligence testing

A

Army needed to develop mass testing option for millions of recruits

  • two versions, first in 1917
  • army alpha test administered in writing
  • army beta test administered orally to those who couldnt read or spoke a foreign langauge
167
Q

Who came up with crystallized and fluid intelligence

A

Raymond Cattell (1971)

168
Q

Multiple intelligences

A

Howard gardner (1983)

  • mental abilities as independent of each other and cannot be accurately reflected in single measure of intelligence
  • created 8 intelligence groups with a 9th being existentual intelligence
169
Q

Triarchic theory of intelligence

A

Robert Sternberg

  1. Analytic: learnjng how to solve problems
  2. Creative: abolity to deal with novel situations
  3. Practical: ability to adapt to the environment; street smarts
170
Q

Lewis terman

A

Created standford-binet test and IQ scores

171
Q

In a normal bell curve…

  • average?
  • 95%
  • 99th percentile
A

85-115 68%

70-130

0.1% or above 150

172
Q

Intellectual disability

A

A condition in which an individual has an IQ if 70 or lower
-difficulty functioning in conceptual skills like language and understanding time, social skills and practical skills such as hygiene

173
Q

Intellectual giftedness

A

A condition in which individuals have an IQ of 130 or higher

  • possess exceptional abilities in areas related to intelligence, language, math
  • exhibit high functioning

Psychology Part 2 (3 decks)

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