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Cognitive Psychology > Test 1 > Flashcards

Test 1 Flashcards

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1
Q

Why isn’t introspection sufficient? Reason 1

A
  • Vision is effortless
  • Memory is a slightly blurred replica of of the past
  • Humans think logically owing to language and consciousness
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2
Q

Titchener’s instrospection

A

Use the first word that comes to mind

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3
Q

Potter: vision is efficient
Simons: vision is coarse

A

Both were right
Potter: RSVP results replicate, gist comprehension is fast
Simons: change blindness replicable, visual details are hard to retain

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4
Q

Gist vs detail

A

to humans: comprehending first is easier than remembering visual details
to computers: perhaps the opposite is terue

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5
Q

Why isn’t introspection sufficient? Reason 2

A
  • disagreements between different individuals, regarding different aspects of mental capacity: visual perception of gist vs. detail
  • many though processes occur outside of conscious awareness: neglect patients
  • conscious introspection can be misleading: split brain patient
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6
Q

Visual Neglect

A

neglects left side of space

  • copy right half of a figure
  • eat the right side of her plate
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7
Q

Split brain patient

A

Left side controls speech

  • Severing the connection between the two hemisphere can relieve severe epilepsy in some patients
  • Right demands go to the left hemisphere: patients can answer why they stood up
  • Left demands go to the right hemisphere: patient have no access to answer why
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8
Q

The Garcia Effect

A

Unique solutions are reached only by adding assumptions

  • Assumptions are often but not always, correct
  • Rats solved this problem by adding assumptions about how the world works
  • Stomach illness: taste, not environment
  • Physical pain: environment, not taste
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9
Q

Deduction

A

Begins with a general statement and tries to figure out specific claims that follow from it
- all gorillas are apes - all apes are mammals - all gorillas are mammals

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10
Q

T or F: deduction is syntactic

A

True

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11
Q

Inductions

A

Begins with specific facts or observation s and then draws general conclusion from them

  • 99 swans have been observed and all of them are white
  • All swans are white - false there are black swans
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12
Q

T or F: induction is syntactic

A

True

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13
Q

What are the 3 assumptions to children’s word learning?

A
  1. Taxonomic assumption
  2. Mutual exclusivity assumption
  3. Whole object assumption
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14
Q

Taxonomic assumption

A

Children will extend a new label to something of the same kind rather than to something which is thematically related to the know object
- Same “kind” of object, not same “theme”

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15
Q

Mutual Exclusivity Assumption

A

Word names are mutually exclusive

  • Show the child an apple and an unknown apple
  • Experimenter would ask hand me the “mafer”
  • The children would hand the experimenter the unknown object
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16
Q

Whole Object Assumption

A

A novel label is associated with an entire object rather than a part of that object

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17
Q

Fodor’s criteria for modules

A
  1. Domain specificity
  2. Innately specified
  3. Hardwire
  4. informational encapsulation
  5. mandatory
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18
Q

Domain Specificity (Fodor’s criteria)

A 
a module only processes a certain kind of information
- frog's bug detector
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19
Q

Innately Specified (Fodor’s criteria)

A

Genetically determined, not learned

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20
Q

Hardwired (Fodor’s criteria)

A

Part of the brain is specially designed for this function

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21
Q

Informational Encapculation (Fodor’s criteria)

A

Only receives input form certain other modules

- knowledge cannot overcome visual illusions

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22
Q

Mandatory (Fodor’s criteria)

A

works automatically

  • e.g. word meaning is processed automatically
  • say the color of the word instead of the name of the color
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23
Q

What are the characteristics for Fodor’s criteria

A
  1. Fast and efficient
  2. Automatic
  3. Critical for survival
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24
Q

What is the consequence of attending to some stimuli and ignoring others?

A

Attention can change psychological experience even though stimuli remain the same

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25
Q

Neissier 1979

A

Videotaped 2 groups of people (in white and black shirts) playing basketball

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26
Q

Inattentional blindness

A

suggests that unless we pay close attention, we can miss even the most conspicuous events.

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27
Q

Dichotic listening

A

Used to investigate selective attention within the auditory system
- selective listening is easy

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28
Q

what was noticed during dichotic listening

A

sound is presented; gender of the speaker; speech changed to tones

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29
Q

what was failed to notice during dichotic listening?

A

English to German; English speech presented backwards; same word list repeated 35 times

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30
Q

T of F paying attention is a matter of sight and blindness

A

true

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31
Q

Haines 1991 (Attention and perception)

A
  • Projected flight console info on the cockpit windshield

- 50% of pilots tried to land the plane when the runway was obstructed by another plane

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32
Q

T or F: attention gates conscious memory

A

True

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33
Q

Rock & Gutman 1981 (attention and memory)

A

Make aesthetic judgment on red shape
- Surprise memory test
~ Can sort attended shapes from new or__
~Cannot distinguish unattended shape from new ones

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34
Q

T or F: attention modulates brain activity

A

True

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35
Q

Wojciulike et al. 1998 (attention and brain activity)

A

In different blocks , attend to faces (F), houses (H), or the color of the cross (C)

  • Task: same or different?
  • There is a higher activity when faces are attended
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36
Q

Own name effect

A

subject’s own name is sometimes noticed though unattended

  • heard their name through the unattended ear
  • not reliable if subjects were on the lookout for new instructions, 80% noticed “you may stop now”
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37
Q

T or F: in late selection it is often possible to show that some semantic processing of ignored stimuli still occurs

A

true

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38
Q

Early selection model

A

Attention filters out on the basis of physical features
- When people focus on certain stimuli and ignore others, they generally notice only relatively gross physical properties of the ignored stimuli

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39
Q

late selection model

A

Attention filters only after meaning is analyzed

- It is often possible to show that some semantic processing of ignored stimuli still occurs

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40
Q

evidence for early vs late selection models

A
  • attention modulates explicit perception, memory, and brain activity
  • Unattended stimuli can produce indirect effect on behavior
41
Q

evidence against early vs late selection models

A
  • unattended stimuli can produce indirect effect on behavior

- Not always, not fully

42
Q

perceptual load theory

A

Increasing the difficulty of the primary task on attended stimuli will reduce the processing of ignored stimuli, leading to early filtering
- Increasing the demand of the attended task may eliminate the effect

43
Q

Posner Cueing Paradigm

A

Attention can be allocated to spatial locations independent of eye movements

44
Q

Peripheral cueing

A
  • Task: press a key when a dot appears in one of the boxes
  • Valid cue: when a light is shown in the box the dot is in
  • Invalid cue: when the dot appears in the opposite box
45
Q

what are the two orienting mechanisms

A

exogenous (reflexive)

endogenous (voluntary)

46
Q

Exogenous

A

(reflexive)

  • Engaged by peripheral cues
  • Fast (~100 ms)
  • Occurs even with uninformative cues
47
Q

Endogenous

A

(voluntary)

  • Engaged by central cues (e.g., words)
  • Slower (~ 300 ms)
  • Occurs only with informative cues
48
Q

object based attention

A

sometimes attention appears to select an entire object, rather than a specific region of space

  • Attentional shifting is affected by object structure (e.g., spreading of attention along an object)
  • Dividing attention between two properties is easier when they belong to the same object than different objects
  • Comparison between two properties is easier when they belong to the same object
49
Q

What is the behavior evidence of object based attention

A
  • Attention spreads along an object

- It’s easier to split attention among multiple properties of the same rather than different objects

50
Q

What is the neuropsychological evidence of object based attention

A

Neglect patients
- Neuropsychological evidence
Neglect patients neglects to left side of each object

51
Q

Cohesion (infants know)

A

things that move together are parts of the same object

52
Q

Habitation technique (infants know)

A

Infants first shown (left) picture repeatedly; they get bored and look away. Then test them with new stimuli to see if they continue to be bored (look away) or become interested (look more)

53
Q

Solidity (infants know)

A

Solid objects cannot pass through each other

54
Q

Permanence (infants know)

A

Hidden objects cannot continue to exist

55
Q

Continuity (infants know)

A

An object cannot move from one point to another without passing through the points between

56
Q

T or F: Attention is usually allocated to a cohesive object

A

true; Normal adults: attention spreads along an object; multiple features of the same object are easily attended together

57
Q

Feature integration theory

A

theory that explains how an individual combines pieces of observable information about an object in order to form a complete perception of the object.

58
Q

what are the two types of search

A

feature and conjunction

59
Q

Feature search

A

Looking for an odd man out

  • efficient
  • Feature search is easy
  • Fast it doesn’t take much time
  • parallel
  • Preattentive
60
Q

Conjunction search

A

Looking for a combination of features (e.g., T among Ls)

  • inefficient
  • Conjunction search is hard
  • Slower
  • sequential
  • Attentive
61
Q

what are the two types of maps in feature integration theory

A

Feature map; master map of locations

62
Q

Feature maps

A

Contain info about the presence of a feature anywhere in the field; activity tells us what is out there
- Have no info about where it is located and what other features the object has

63
Q

Master map of location

A

Contains info about where feature are

- Has no info about which features are located where

64
Q

Search asymmetry

A

the similarity between A and B is the same between B and A

  • Hypothesis: simple features are detected because they produce unique activation on a feature map
  • Prediction: the absence of a feature should be harder to detect than the presence of a feature
65
Q

Illusory conjunction

A

psychological effects in which participants combine features of two objects into one object

66
Q

rapid serial visual presentation (RSVP)

A

Search for a pre-specified target is easy -> visual perception is fast
- Recognizing a target AFTER the series has been presented is difficult -> visual memory is limited

67
Q

Repetition blindness

A

Failure to detect repetitions of visual stimuli in lists presented in RSVP
- Occurs even when words differ in case or locations

68
Q

attentional blink

A

When one target is detected, people often fail to detect a second (different) target within the second 200-500ms

69
Q

Spelke et al. (practice and multitasking)

A

Reading short stories for comprehension while taking down dictation

  • 5 hours/week for 6 months
  • Initially: lots of interference
  • in the end: interference much reduced (no reduction in speed) but not eliminated (more errors during dual-task than single tasks)
70
Q

T or F: Effectiveness of multitasking depends on competition for resources that are

  • Task-specific
  • Task-general, including the response selector
A

true

71
Q

T or F: task switching is not costly

A

false

72
Q

how is task switching related to the frontal lobe

A

Patients with frontal lobe damage have difficulty switching tasks

73
Q

Duncan’s task

A

In normal subjects, IQ is correlated with the number of failures in switching based on instructions

  • Patients with prefrontal damage perform poorly on this task
  • Goal neglect
74
Q

multiple demand system

A

A set of frontoparietal region involved in attention, task control, fluid intelligence

75
Q

Attention training

A

Attention is limited, but can it be improved with training?

  • Empirical data are inconsistent
  • Training enhances performance in the task that people are trained on, but transfer to other untrained tasks is inconsistent
76
Q

Anterograde amnesia

A

difficulty in learning new information

77
Q

retrograde amnesia

A

Inability to remember events that happen before the brain damage occurred

78
Q

Korsakoff’s syndrome

A

chronic memory disorder caused by severe deficiency of thiamine (vitamin B-1)

79
Q

Confabulation

A

Reports memories of events that did not take place without the intention to deceive

80
Q

what is a possible reason to become amnesic

A
  1. Damage to medial temporal lobe
  2. ECT
  3. Chronic alcoholism
  4. Concussion, etc.
81
Q

T or F: medial temporal lobe is not the locations of long-term memories; nor is it necessary for the retrieval of long-term memories

A

true

82
Q

T or F: medial temporal lobe is NOT the location of immediate (short-term) memories

A

True

83
Q

T or F: medial temporal lobe is involved in converting immediate (short-term) memories into long-term memories

A

True

84
Q

Digit Span

A

7 plus or minus 2

85
Q

Chunk

A

group of items that have a meaning

86
Q

T or F: Verbal long-term memory has no known capacity limit

A

true

87
Q

____ short-term memory is used everyday & it has limited capacity

A

visual

88
Q

Primary effects

A

is due to greater rehearsal of items in the long term memory

- better recall at the beginning

89
Q

Recency effects

A

is due to items still in short term memory

- better recall at the end

90
Q

____ term memory is unlimited

A

long

91
Q

_____ term memory is limited

A

short

92
Q

Bilateral hippocampal damage

A

Has emotional reaction: skin conductance

93
Q

bilateral amygdala damage

A

no emotional reaction

94
Q

double dissociation

A

when two related mental processes are shown to function independently of each other.
example: speech and language comprehension. Although both processes pertain to use of language, the brain structures that control them work independently.

95
Q

declarative (explicit) memory

A

Explicitly available to conscious recollection as facts, events, specific, stimuli

96
Q

Nondeclarative (implicit) memory

A

Instances of perceptual, stimulus-response, motor learning that we are not necessarily conscious of

97
Q

episodic memory

A

Collections of perceptions of event organized in time and identified by a particular context

98
Q

semantic memory

A

Facts, do not include info about the context in which the facts were learned.

99
Q

Which memory is involves in the central executive phonological loop visco-spacial sketch pad

A

short term

Cognitive Psychology (7 decks)

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