Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Psych. 316 (Cognitive Psych) > Test 1 (My Study Guide) > Flashcards

Test 1 (My Study Guide) Flashcards

1
Q

What is cognition? How do we study it?

A
  • Collection of mental processes and activities used in perceiving, remembering, thinking, and understanding
  • Experiments (majority), neuropsychology, neuro imaging
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Common types of studies?

A
  • True experiments
  • Quasi experiments
  • Individual differences/correlational studies
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

True Experiments

A
  • An IV was manipulated
  • Random assignment
  • High control
  • Manipulate a variable
  • Pros:
    • high control
    • isolate cause and effect
  • Cons:
    • ecological validity (has to do with how much experiment is like real world)
  • Ex: Research question: Do people study better with or without a TV on in background?
    • IV: background noise (silence or TV)
    • DV: reading comprehension
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Quasi Experiments

A
  • An IV was manipulated, but they also used a quasi-IV (grouping variable)
  • Medium control
  • 1 or more IVs
  • 1 or more variables that can’t be manipulated (quasi IV or grouping variable)
  • Pros:
    • individual differences (things we’re interested in that we can’t necessarily manipulate)
    • high control for the manipulated variable
  • Cons:
    • less control overall
    • ecological validity still possible
  • Ex: Is the effect of background TV noise the same for introverts and extroverts?
    • IV: background noise (silence, TV)
    • Quasi IV: trait
    • DV: reading comprehension
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Individual Differences/Correlational

A
  • Asks: Is there a relationship between the variables?
  • You haven’t manipulated anything
  • Pros:
    • examine complicated relationships between variables
  • Cons:
    • no control → no cause (only observing, so you can’t make causal declines)
  • Ex: What’s the relationship between age and memory?
    • Variable 1: age
    • Variable 2: memory
    • No IV or DV
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Independent variables?

A
  • IV

- What is manipulated

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Quasi-Independent variables?

A
  • aka grouping variable

- 1 or more variables that can’t be manipulated

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Dependent Variables?

A
  • DV

- What is measured

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Correlation vs. Cause?

A
  • Correlational: -only comparing variables
  • low control
  • relationship between variables
  • examine complicated relationships between variables (pro)
  • no control = no cause (con)
  • Cause: -x causes y
    • high control
    • IV was manipulated
    • experiments
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Control vs. Ecological Validity?

A
  • Control:
    • experimenters have high control in lab, but doesn’t always translate
  • pro for true experiment
  • Ecological validity: has to do with how much experiment is like the real world
    • generalizability to real-world situations in which people think and act
    • similar to external variables
    • con for true experiment and quasi experiment
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

A Little History – Aristotle and Behaviorism

A
  • Aristotle: said memory and remembering are different
    • still stands today, but it’s remembering and familiarity
  • Behaviorism (1910-1950s)
    • cognitive psychology wasn’t really a thing in America yet (kind of in England though)
    • conditioning (classical and operant) was popular
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

History of cognitive psychology?

A

-Wasn’t really a thing in America yet (kind of in England)

Behaviorism:
-Conditioning (classical and operant) was popular

-People after Skinner (and Skinner himself) said all human behavior was explained by operant conditioning (stimulus, response, reinforcement)

  • Applicability to real world
  • Presented challenge to conditioning: applicability to world
  • Ex: How do we reduce plane crashes? Conditioning doesn’t explain something this complicated.
  • Verbal learning research
    • talked about stimulus and response
    • eased way for cognitive revolution to come
  • Linguistics
    • idea: Skinner wanted to explain language with conditioning (ex: you coo, and mom looks you in eye, smiles, and that reinforces you)
    • Chomsky: reviewed Skinner and pointed out they were not even using the proper definition anymore
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Cognitive Revolution: Assumptions of Cognitive Pysch:

A
  • mental processes exist
  • they’re subject to objective measurement (can’t see your memory, but can give you a test)
  • animals are active information processors
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Computer analogy?

A
  • Analogy for information processing; looking at mind as a computer
    1. Receive input – stages are one at a time (earlier version)
    2. Transform input into symbolic form (humans: neural transmission… computers: 0s and 1s)
    3. Recode it
    4. Decide (if… then)
    5. Make new expression (ex: change up info – reword)
    6. Save – remembering
    7. Output
  • Save and Output are like “save and print”
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Information processing as stages: The Modal Model

A

(most common model) (“mode” is statistical term)

  1. Environmental input
  2. Sensory registers
    - (visual, auditory… haptic) (all of different senses)
  3. Short-term store; Temporary working memory
    - control processes: rehearsal, coding, decisions, and retrieval strategies
    - consciousness and a few seconds ago
    - can do response output OR 4.
  4. Long-term store; Permanent memory store
    - can choose to retrieve something from here
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

EARLY information processing model

A
  • stages are fixed
  • stages do not overlap = serial processing
  • Ex: Modal Model
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Updated Information Processing Models (cognitive science approach)?

A
  • Parallel Processing: stages can overlap
    • Ex: constantly taking in info and short-term is working on its own thing
    • Some processing is serial and other is parallel (serial = when things are harder; parallel = when things are easier)
  • Use brain structure and function in theoretical development
    • When looking at how things work, we take into account the brain
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Neurons

A
  • Dendrites - take in info
  • Soma - regulate cell function (biological stuff)
  • Axon, axon terminals - delivers info
  • Myelin Sheath
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

LTP

A
  • Long-term potentiation
  • Strengthening connections between two neurons
  • How we build memories
  • Likes neurotransmitter, so creates growth, and then it’s easier to accept info
  • Ex: Glutamate taken in by receptors, it likes the glutamate, so it creates more receptors

-Brain plasticity - changing all the time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Cortical regions

A
  • about 3 mm thick; 2.5 sq. ft. if stretched; most higher mental functions; white matter (more myelinated; grey matter: not as myelinated, darker stuff (cortex))
  • Frontal Lobe
  • Broca’s Area
  • Motor Cortex
  • Somatosensory Cortex
  • Parietal Lobe
  • Occipital Lobe
  • Primary Visual Cortex
  • Wernicke’s Area
  • Temporal Lobe
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Frontal Lobe

A
  • Abstract thinking
  • Planning (short and long-term)
  • Social skills
  • Emotion regulation
  • Attention
  • Working memory (aka short-term memory)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Broca’s Area

A
  • Speech production
  • Grammar
  • Part of frontal lobe
  • Know what they want to say, but have trouble saying it
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Somatosensory Cortex

A
  • Part of parietal lobe

- Sensation (physical usually, like touch)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Parietal Lobe

A
  • Touch
  • Spatial orientation (where you and other things are in space)
  • Nonverbal thinking (special awareness)
  • Attention
  • Hemineglect (cannot pay attention to things in left field; only able to attend to one side of visual field)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Occipital Lobe

A

-Vision

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Primary Visual Cortex

A

-Part of occipital lobe

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Wernicke’s Area

A
  • Speech comprehension

- When speak, fluidity is fine, but it doesn’t make sense

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Temporal Lobe

A
  • Language
  • Hearing
  • Visual pattern
  • Recognition
  • Long-term memory
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Connectionism

A
  • Connectionist models (parallel distributed processing PDP models) refer to a computer-based technique for modeling complex systems that is inspired by the structure of the nervous system
  • Fundamental principle is that simple nodes or units that make up the system are interconnected
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Brain imaging

A
  • fMRI

- ERP

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

fMRI

A
  • Functional magnetic residence imaging
  • Getting images of brain function through blood flow
  • When brain is active, it recruits oxygenated blood (tells you where brain is active)
  • Cannot get causal explanation, only correlation
  • Benefit: good at spatial localization (where things are happening)
  • Limitations:
  • temporal (bad at timing) - blood shows up 2 seconds after
  • correlational (feedback loop)
  • involved regions - shows only what is involved in a task, not what is critical for it (ex: hippocampus critical for memory, but when fMRI, you’ll see frontal lobe and parietal lobe and hippocampus have blood flow, but parietal and frontal lobe are NOT critical)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

ERP

A
  • Event-related potential
  • Takes electrical output activity
  • Quick with timing
  • Looks at electrical signals
  • Benefit: good at time
  • Limitations:
    • coarse spatial localization (bad at showing exactly where)
    • involved regions (can only tell us what’s involved, not what’s critical)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Lesion studies

A
  • Causes: (damage to the brain; all death)
    • stroke (blood and/or oxygen loss)
    • disease (ex: alzheimer’s)
    • surgery (ex: H.M. guy who had hippocampus taken out)
    • TBI (traumatic brain injury - concussion)
    • Heart attacks
  • Limitations:
    • widespread damage - can only use data in very specific areas (ex: like with stroke - sometimes concussion)
    • small numbers of subjects - so not able to generalize very well; have to do same study over and over to generalize
    • plasticity - brain tries to recognize to make up for damage
    • indicates necessary areas (is not a limitation) - indicates what part of brain is critical
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Perception Themes

A

-Incoming stimuli are ambiguous – we’re not getting perfect stimulus

  • Perception is problem solving – a lot of cognitive processing happening; massively parallel; brain takes apart info before putting it back together
    • Parallel processing

-Your perceptual experience is a cognitive construct – my perceptual experience doesn’t have to match what’s actually out there in the world (ex: illusions)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Sensation

A
  • Reception of stimulation from the environment and encoding in nervous system
  • Contact between organism and environment
  • Ex: How much light is needed before you detect it?
  • Retina: rods and cones, fovea
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

Perception

A
  • Interpreting and understanding sensory information; organizing and interpreting sensation
  • Discontinuous information, but continuous sensory experience
  • Ex: What is it? How far away is it?
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

Proximal vs. Distal Stimulus?

A
  • Distal Stimulus: thing out there in the world

- Proximal Stimulus: pattern of energy that is contacting our sensory system; upside down; 2-D

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Blind Spot

A

-Big gap at back of retina

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

Visual Stimuli (How does it work?)

A
  • Distal Stimulus: thing out there in the world
  • Informational Medium: for vision = light waves; medium by which we get information
  • Proximal Stimulus: pattern of energy that is contacting our sensory system; upside down; 2-D
  • Perceptual Object: your perceptual experience (what you see)
  • There’s no one-to-one correspondence between physical reality and visual perception
  • This just gets 2-dimensional information
  • Can be learned and unlearned
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

Rods

A
  • Used for dim light (ex: in dark rooms, relying on rods)
  • Poor acuity (why it’s hard to see in the dark)
  • Don’t have color
  • *Seeing and reacting to info
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

Cones

A
  • Color
  • Light
  • Good acuity
  • *Seeing and reacting to info
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

Information Loss

A

-Compression: idea that you have information loss as you go through the eye’s system

  • We don’t experience blindspot because our eyes are constantly moving
    • Blindspot: big gap at back of retina
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

Saccades

A
  • Quick movement from one fixation to another
  • Variable in speed (250175 ms)
  • About 200 ms to “plan” a saccade
  • Vision is suppressed during saccades
  • 3-4 fixation-saccade cycles a second
  • Input to our visual system is not continuous (but that’s how we experience it)
  • Saccades → Change blindess (vs. inattention blindess)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

Change Blindness

A
  • A failure to notice changes in the visual stimuli because of a disruption of the image (e.g., saccade)
  • Ex: of plane picture
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

What’s the difference between change blindness and inattention blindness?

A
  • Change blindness is due to disruption of the image and inattention blindness is due to focus on something else
  • *IMPORTANT
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

Summary: Discontinuous (gaps) in visual input

A
  • Saccades (vision suppressed) and fixations
  • Blind spot
  • Proximal (inverted; 2-D) vs. distal stimulus
  • Our experience of continuity depends on a very short term memory store
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

Goal of vision?

A

-Understand what you’re seeing, not seeing reality perfectly

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

Iconic Memory

A
  • A buffer that holds visual information for brief periods of time
  • Allows visual system to integrate information into a continuous experience
  • It’s a memory system, but it’s dedicated to perception
  • Properties:
    • Size: large capacity
  • Duration: very brief (about one second)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

Whole Report vs. Partial Report Procedures?

A
  • Whole: Ex: Exam is to write down everything we’ve learned

- Partial: Ex: answer certain questions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

Beta Movement

A

-Example of moving picture of horse

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

Depth Perception

A

-We get 2-D information, not three

  • Two kinds of depth cues:
    • Binocular:
    • Monocular:
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
52
Q

Binocular Cues

A
  • Info from both eyes
  • Binocular disparity: slightly different images from the two eyes
  • Ex: 3-D movies
  • Convergence (crossing eyes; is a depth cue)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
53
Q

Monocular Cues

A
  • Info from one eye
  • Interposition (overlap)
  • Linear perspective (sense of convergence gives us perception of depth)
  • Texture gradients
  • Relative size (reason something farther away looks smaller)
  • Elevation (closer to the horizon = looks further to us)
54
Q

Pattern Recognition

A

-The assignment of meaning to a stimulus (an instance of X)

55
Q

Gestalt Principles

A
  • Heuristics by which we organize parts (of an image) into wholes (a whole image)
    • Heuristic is cognitive shortcut
  • They help us resolve ambiguities (in the image)
  • Inferences – a lot of own view is made up of inferences
    1. Figure ground relations (idea that in image something is selected as foreground, and other thing will be background; ex. Of vase vs. faces)
    1. Similarity (we group things based off of similarity)
    1. Proximity (we group things based off of how far apart they are from each other)
    1. Closure (we’re able to close gap in mind)
    1. Good continuation (we like to see things as nice, smooth lines)
    1. Common fate (things that move together tend to stay together)
56
Q

Template Approach

A
  • Stored models of all categorizable patterns
  • Did not work!
  • Problem with templates: Non-canonical (not typical) views and forms
    • Ex: multiple different fonts
    • Ex: different forms of cows, but we know they’re all cows
57
Q

Feature Detection

A

-RIGHT MODEL

  • Feature: a simple fragment of a whole pattern
    • Starting from individual features and build up from this
  • Pandemonium: a feature detection model
    1. Data or image “demons” - encode pattern; get data into system
    1. Computational demons - match the simple features
    1. Cognitive demons - match whole letter patterns; put those features together
    1. Decision demon - decides which letter it is
  • Bottom-up processing model (data driven model)
58
Q

Top-Down vs. Bottom-Up Processing

A
  • Bottom-up:
  • Data-driven processing
  • Processing that is driven by feature detection
  • Ex: Putting a puzzle together without knowing what the picture is (Pandemonium and geon models)
  • Top-down:
  • Processing that’s driven by knowledge and context
  • Ex: Putting a puzzle together knowing what the picture is
  • Helps solve perception problems
  • Helps us interpret ambiguous stimuli
    • Knowledge and context (this is what helps us here)
  • Influence of whole pattern on the perception of the part of the pattern
  • Think of word superiority effect (letters better identified in the context of known words; harder to identify because you no longer have your knowledge to help you)
  • Ex: of hearing green needle vs. hearing brain stem
59
Q

Object Recognition

A
  • Recognition by Components (geons)
  • Think about images of mug and suitcase
  • Only difference between feature and objects is objects are 3-D
60
Q

Problems with feature and geon detection

A
  • Assume the first step is feature/geon detection
  • Problem: knowledge and context may matter as much or more than features
  • Ex: someone changes their hair, you don’t always recognize them
  • Your knowledge influences what you perceive
  • What you know and your context matters (relates to top-down processing)
61
Q

Top-Down Influences on Pattern and Object Recognition

A
  • top down processing (or conceptually driven processing) is when existing context or knowledge influences earlier or simpler forms of mental processes
  • the assignment of meaning to a stimulus 9an instance of x)
62
Q

Agnosia

A
  • Definition: deficit to perceive visual images – not eye problem; it’s a brain problem; inability to perceive something; visual impairments that aren’t blindness
    1. Prosopagnosia: face recognition deficit; face blindness; can’t really perceive face
    1. Apperceptive agnosia: deficit in perceiving whole patterns (feature combination)
  • Like bottom half of Pandemonium Model
    1. Associative agnosia: deficit in associating a pattern with meaning
      - Can see pattern, but can’t put it together with its meaning
      - Ex: See a table, but can’t recognize and name it that

Agnosias indicate:
-Sensation and feature detection: different processes and brain regions

  • Combining features is critical
    • Getting features alone doesn’t get you far
  • Naming the object: different processes and brain regions
    • Associative agnosia: can see pattern, just can’t recognize
63
Q

Are eyes necessary for vision?

A
  • Think of Ben Underwood and Daniel Kish (both use echolocation)
  • Occipital lobe (visual) lights up when using echolocation
64
Q

McCarley et al., 2004 – Visual Skills: Why examine this? What do we already know? What don’t we know?

A

-Visual search in medicine
-Orientation
-Scanning → Recognition
→ result in practice effects (ex: doctors gain by experience)

-But doesn’t work for airport security because? Background changes, objects change, orientation changes. For doctor, basic image won’t change

65
Q

McCarley et al., 2004 – Research Questions

A
  • Does practice improve search (scanning the image) and/or recognition?
  • Do any effects of practice transfer to new stimuli?
66
Q

McCarley et al., 2004 – Method

A
  • IVs:
  • target present (20%) or absent (Why? More realistic. Very rare to find threat in many bags)
  • Knife set
  • DVs:
    • target recognition (sensitivity), given fixation (how often do they fixate and recognize the target)
    • RT (how quick when knife is in there)
    • Saccades (how many moves did eyes make before finding it)
    • Probability of fixation
    • False alarms
    • Dwells

-Participants: 16 young adults (mean age = 21; 12 female)

67
Q

McCarley et al., 2004 – Results

A

Comparisons:

- Session 1 vs. Session 4 = looks at practice effects (Faster? Recognize more?
- Session 4 vs. Session 5 = does the practice transfer to new targets?
- Session 1 vs. Session 5 = does experience in the task help at all? (Does experience help at all?)
68
Q

McCarley et al., 2004 – Session 1 vs. Session 4

A
  • Practice effects (recognition got better)
  • Increase in target recognition
  • Decrease in RT
  • Fewer saccades before detection (more efficient – moving eyes less frequent)
  • NO CHANGE in the probability of fixating the target (not fixating more often)
69
Q

McCarley et al., 2004 – Session 4 vs. Session 5

A
  • Does practice transfer to new targets?
  • Decrease in target recognition (introducing new knives made them a little bit worse)
  • Increase in RT (people slowed down with new materials)
  • More saccades before detection (eyes are moving a bit more)
  • NO CHANGE in the probability of fixating the target (no change in the way they’re scanning, so they’re not fixating more)
70
Q

McCarley et al., 2004 – Session 1 vs. Session 5

A
  • Does experience matter at all? Yes (for 3 of 4 measures)
  • Increase in target recognition
  • Decrease in RT
  • Fewer saccades before detection
  • (but) NO CHANGE in the probability of fixating the target
71
Q

McCarley et al., 2004 – Conclusions

A
  • Sensitivity got better (professor says “recognition” instead of “sensitivity”)
  • Faster to fixate and recognize
  • Efficiency vs. Effectiveness?
    • Scanning was faster (efficiency)
    • No more likely to fixate the target (effectiveness); probability of fixating on new target
72
Q

McCarley et al., 2004 – Take Home Message

A
  • Practice improved the ability to recognize camouflaged targets
    • Problem solving
  • Recommendations to TSA?
    • Focus on ability to recognize (if going to fixate more often, then at least improve recognizing it when they do)
    • Train on a wide array of objects
73
Q

Defining Attention

A
  • Attention is very well-studied, but hard to define
  • Define in terms of types and purposes
  • ”Everyone knows what attention is.” – William James (1890)
  • ”No one knows what attention is.” – Harold Pashler (1998)
74
Q

Purpose of Attention?

A
    1. To alert/prepare you → orienting
    1. To focus on some things while ignoring others → selective attention
    1. To coordinate multiple tasks or goals → mental resource/capacity
    1. To override habits → control and automaticity
75
Q

Orienting

A
  • Orienting reflex
  • Reflexive redirection and capture of attention
  • Triggered by abrupt changes
  • Ex: lightning, thunder, books falling
76
Q

Selective Attention

A

-Selection of one source of info despite competition from others

  • (arrow pointing down to this) How do we do that?
  • What happens to the info we ignore?
  • (arrow pointing down to this) Dichotic listening research
  • Filter theories of selective attention
77
Q

Dichotic Listening and Shadowing. How do we shadow effectively?

A
  • Headphones → different messages in each ear
  • Attended channel: info they should be listening to
  • Unattended channel: ignore
  • Shadowing: repeating what they hear in the attended ear
  • Physical characteristics:
    • spatial location (ex: pretend to be listening to one, but actually listen to other)
    • frequency (male vs. female voice)
    • intensity (ex: volume (auditory); brightness (vision)
    • *these allow people to focus on attended channel
78
Q

What do people hear in the unattended channel?

A
  • Can’t say whether it’s speech or noise
  • Can’t necessarily tell which language
  • Morray (1959): Same word 35 times
  • ”You can stop shadowing now”
  • Attention is limited; when info exceeds that limit, we filter some out
79
Q

Filter Models of Selective Attention

A

-Early filter (Broadbent’s model)

Late filter (Triesman’s model)

80
Q

Early Filter Model

A
  • Fundamental Points:
    • selection is based on physical characteristics
    • selection occurs BEFORE pattern recognition, before anything is recognized
  • sensory store → selective filter (people choose something to focus on based on physical characteristics; ex: male and female voice) → pattern recognition meaning → ← memory
    • Pattern recognition and memory influence each other
81
Q

Testing Early Filter Model

A
  • Morray (1959): Cocktail Party Phenomenon
    • Capture of attention by info that’s presented in unattended channel
    • Shouldn’t be able to hear name across room because you’re paying attention to person in front of you (problem with this model)
    • Shadowing breaks down
  • Triesman (1960)
    • priming you for one thing, but supposed to hear another
82
Q

Late Filter Model

A
  • Fundamental Points:
    • selection for attention is based on meaning
      • All info is processes for meaning and “gets into” memory (to some degree)
    • attention is limited in terms of HOW to respond

-Sensory store → pattern recognition meaning → selective filter → response selection

83
Q

Corteen and Wood

A
  • Shock associated words in unattended channel

- Glycemic skin response - anytime shocked, this response increases

84
Q

Where is the attentional bottleneck?

A
  • Early selection → before pattern recognition
  • Late selection → after pattern recognition
  • Both of these are possible
85
Q

Inhibition

A
  • Suppression of salient but irrelevant information that reduces its activation level
  • Negative priming is one way to test idea of inhibition
  • Naming red object:
    • Unrelated: baseline RT
    • Attended repeat: faster (faster because you just said/saw it)
    • Unattended repeat: slower (slower because you have to name what you just suppressed)
86
Q

Hemineglect

A
  • Failure of attention to left visual field due to damage to right parietal lobe
  • Attention to left visual field is sometimes possible if nothing is in the right visual field
  • Sometimes associated with denial of disorder (anosognosia)
  • There can be varying degrees of hemineglect
87
Q

Capacity or Resource Theories

A
  • Attention as mental resource (cognitive fuel)
  • Limited
  • Flexible coordination
  • (arrow pointing down to this) Coordinate multiple tasks or goals
88
Q

Kahneman’s Capacity Model

A

-Takes overall arousal level into account

  • You have this mental resource available and have to decide how to use it
    • use long and short-term goals

-A lot going on, but have to decide what to do (how going to divide attention, if at all)

89
Q

Multitasking

A
  • Easier to combine tasks in different modalities → some small devoted fuel tanks
  • Increasing difficulty to one makes others harder → general fuel tank
90
Q

Automatic Criteria

A
  • Occurs without intention
  • Not open to introspection
  • Few (if any) resources are used and does not interfere with other processes
  • Tend to be fast
  • Stroop Task
91
Q

Stroop Task

A
  • Related to automaticity
  • Slow-downs and errors due to trying to ignore the word and name the color
  • Difficult because reading is an automatic process
  • 2 things competing to become the response
92
Q

Downside to Automaticity

A
  • Action slips: unintended automatic actions in appropriate for the situation
  • Ex: you’re a passenger, and press brakes even though not driving
93
Q

Controlled Criteria

A
  • Occurs with intention
  • Open to introspection
  • Takes attentional resources
  • Slower
  • Ex: surgery
  • Few “pure” situations; most a combination
    • Act in concert → good performance (get home fast to study! Drive on “autopilot” while thinking of everything you have to do)
    • Act in opposition → slow and error prone performance (ex: must go to store before going home)
94
Q

Research Question: What is the effect of texting during class on test performance for high and low IQ individuals? IV? DV? Any grouping variables?

A
  • IV: texting or not
  • DV: test performance
  • Grouping variables (quasi-IVs): high or low IQ
95
Q

Which types of study allows you to determine cause and effect?

A

-True experiments

96
Q

What is ecological validity?

A

-How like the real world the experiment is

97
Q

What are the assumptions of cognitive psychology?

A

-Can be objectively measured, mental processes exist, animals are active information processes

98
Q

What was one thing that led to the cognitive revolution?

A

-Real world applicability

99
Q

What assumption of information processing models changed after evidence of both serial and parallel processing?

A

-What changed was the belief that only one step of information processing could occur at a time. Now, we know more than one step can be happening at a time. They can overlap.

100
Q

What’s the most typical information processing model called?

A

-Modal model

101
Q

What is a limitation of each of fMRI, ERP, and lesion studies?

A
  • fMRI: time lage (about two seconds)
  • ERP: doesn’t do space well
  • Lesion: widespread damage and elasticity
102
Q

Which part of the neuron receives information from other neurons? Which part outputs information?

A
  • Dendrite receives

- Axons/axon terminals output

103
Q

What is LTP?

A

-Long term potentiation

104
Q

A person who has trouble with abstract thinking after brain damage may have an injury to the _____ lobe?

A

-Frontal

105
Q

What’s one subcortical structure that’s important to memory?

A

-Hippocampus

106
Q

What’s the difference between change blindness and inattention blindness?

A

Change: your vision is disrupted

-Inattention: paying attention to something else

107
Q

What’s an example of discontinuity in visual input?

A
  • Blindspot

- Saccades

108
Q

What cues allow us to perceive depth? Examples?

A
  • Binocular: conversions

- Monocular: texture gradients; elevation

109
Q

What are the major characteristics of iconic memory?

A

-Holds info short time; brief but big

110
Q

What purpose does iconic memory serve?

A
  • Like a buffer

- Holds incoming info and stitches together info

111
Q

Why is partial report a better test of iconic memory than whole report?

A

-Because when do whole report, memory is decaying as you’re reporting

112
Q

What’s echoic memory?

A

-Sensory register that’s for auditory, rather than imagery (visual?)

113
Q

What’s the difference between pattern and object recognition?

A
  • Pattern recognition: 2-Dimensional

- Object recognition: 3-Dimensional

114
Q

What are the Gestalt grouping principles?

A
  • Heuristics

- get little bits of info, use heuristics to put it together

115
Q

Why doesn’t the template model of pattern recognition work?

A

-Doesn’t account for infinite way to write letter A

116
Q

What is the limitation of feature detection models?

A

-Doesn’t account for content and prior knowledge (top-down processing)

117
Q

In which type of agnosia is the ability to perceive whole patterns impaired?

A

Apperceptive agnosia

118
Q

Newer information processing models assume that processing can be either ____ or ____. Which type does the Pandemonium model assume?

A

-Pandemonium; parallel processing

119
Q

Aphasia

A
  • language disorder

- sound normal, but what they’re saying doesn’t make sense

120
Q

What aspect(s) of visual search got better with practice in the McCarley et al. paper on visual screening of luggage?

A
  • Fewer saccades
  • RT improved
  • Recognition (sensitivity) improved
121
Q

A light blinks unexpectedly in your peripheral vision and you automatically turn your head to see what it is. What kind of attention is that?

A

-Orienting attention

122
Q

How does the dichotic listening and shadowing task work?

A

-Two different things being said in each ear, and you repeat what they say

123
Q

What is selective attention?

A

-Ability to pay attention to one source of info despite surroundings

124
Q

If you’re paying attention to a conversation you’re having with a friend at a party, shou you, according to the Early Filter Model of selective attention, be able to hear someone else say your name? What would the Late Filter Model say?

A
  • Early: No, because filter comes after pattern recognition

- Late: Yes, because filter comes after pattern recognition

125
Q

What kind of “blindness” is relevant to selective attention?

A
  • Inattentional blindness

- Ex: of gorilla dancing

126
Q

Sensory Memory

A
  • Part of modal model
  • At the input end, environmental stimuli enter system, with each sense modality having its own sensory register or memory
127
Q

Strayer and Drews, 2007 - Purpose

A

Inattention blindness: focus on phones, not noticing environment

-To investigate what cell phones do to driving

128
Q

Strayer and Drews, 2007 - Experiment 1

A
  • IV:
  • silence
  • talking
  • DV:
    • eye tracking
    • recognition test
  • Regular recognition measure = what they recognize ÷ all “old” things
  • Conditional recognition = what they recognize ÷ things they specifically looked at
  • Data:
    • Less likely to recognize road signs when on the phones
    • Looking time didn’t matter (time didn’t matter; only mattered whether looking at phone or not)
  • Conclusion:
    • supports inattention blindness explanation
    • disengaged from environment (don’t notice what’s going on around you)
129
Q

Strayer and Drews, 2007 - Experiment 2

A

-Criticism of E1: importance of objects

  • Changes:
    • 2AFC (2 attentive force choices)
    • Relevance rating (how relevant they think it is to safety)
  • Data:
    • replicate (replicated experiment 1)
    • no correlation to relevance
  • Conclusion:
    • no special allocation policy
    • attention is generally divided
130
Q

Strayer and Drews, 2007 - Experiment 3

A
  • Criticism of E1 and E2:
    • When do the deficit occur? Memory of perception? (making assumption that testing attention, but may be testing memory instead)
  • Changes (DVs)
    • Car following task
    • P300 component (ERP) (marker of attention; higher amplitude = more attention; divided attention = low amplitude; reduced when talking on the phone, which is in good favor of attention hypothesis)
  • Hypothesis:
    • If it’s divided attention → lower P300
131
Q

Strayer and Drews, 2007 - Experiment 4

A
  • Criticisms of E1 and E2 (and even E3):
    • Is a phone conversation really different?
  • Changes:
    • IV: cell phone vs. passenger
    • DV: exit (making correct exit)
  • Hypothesis: better exiting with passengers
  • Passengers aware of traffic conditions and help navigate
132
Q

Strayer and Drews, 2007 - Summary, Conclusion, and Take Home message

A
  • Summary: Essential bottleneck forces serial processing
    • attention is limited and when in this situation, you’re doing only one thing at a time (task switching)

-Conclusions: central processing bottleneck forces serial processing

  • Take Home Message: Disengagement from environment when you’re on the phone → inattention blindness; it IS inattention blindness
    • It’s not the same as a passenger, radio, etc.

Psych. 316 (Cognitive Psych) (4 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions