test 2 Flashcards
iconic memory
memory for visual information
echoic memory
memory for auditory info
span of apprehension
number of items that can be attended to at one time with 50% accuracy
spellings whole report condition
participants report around 4
partial report condition
identify which row to report, not perception but sensation
attention
is a limited resource
conscious process
cannot do two at a time
selective attention
you decide what to pay attention to (shining a light)
filtering
ignoring other things actively (turning down volume)
short term memory/working memory
limited capacity and duration
maintenance rehearsal
repeating over and over
elaborative rehearsal
adding meaning to things
digit span
adults memorize 7/2 digits or chunks
forgetting in STM
thought simply decays or is interfered
how to get something from sensory to STM
pay attention
how to get something from STM to LTM
rehearse it
proactive interference
first words make last words harder to learn
retroactive interference
new information interferes with old information
amnesia
hippocampus is completely destroyed but not all memory is lost
retrograde amnesia
always observed with ante retrograde and shows strong temporal gradient
declarative long term memory
can speak/declare it (who the president was)
non declarative long term memory
you just do it (walk up stairs), does not require hippocampus
semantic memory
stuff that you know (date)
episodic memory
mental time travel, feelings and recalling experience
procedural memory
nondeclariative, just follow the procedure
flashbulb moments
vary salient episodic memory, thought to be remembered better but aren’t
semantic priming
concepts that are familiar to each other prime others
semantic memory formed by meaning and how things are related
free recall
no recall cues (free response)
cued recall
cues for recall (fill in blank)
recognition
retrial cue could be item (multiple choice)
reconstructive memory
every act of encoding is an act of retrieval and every act of retrieval is an act of encoding
Loftus and Palmer
different answers to questions based on wording
spacing effect
memory is better when repetitions are spaced, not massed
encoding retrieval matches
memory is best when conditions at retrieval match conditions present at encoding (scuba divers)
attribution
mental process of inferring the causes of or providing explanations for other peoples behavior
fundamental attribution error
blame the victim. individualistic. exception is ourselves and our in-group
actor observer discrepancy
part of FAE, blame external sources for our problems and internal sources for others
self serving bias/beneffectance
successful outcomes due to ourselves, unsuccessful are external
egocentricity
self perceived to be more central to events than it actually is (gambling)
vicarious beneffectance
self associate with good but not bad outcomes of others
cognitive conservation
the self is resistance to change, first impressions very important, scientists associating w own claims
Johnstons groups performance
takes good credit for themselves, blames partner
Soloman ash
more than 1/3 of time gave wrong answer as group confederates
factors that promote conformity
give your response infront of a group, have not already expressed commitment, task is difficult, doubt your knowledge, strongly attracted to in group
milligrams obedience
performance of an active response to the direct orders of an authority
bystander effect
a bystander who is In the presence of others is less likely to help
social loafing
put less effort into group tasks than they do individual tasks
social facilitation
put more effort into group tasks if they are simple and well rehearsed
deindividualization
diffusion of responsibility and anominimity
affiliation
we do things because of the fear of being excluded, not because we want to be included
schachters studies of affilitation
external events such as threats to mortality can elicit temporary states reflecting an increase in the need to affiliate
criterion for social disorder
abnormality - circumstances considered
maladaptivness - seriously disrupts social life
personal distress - effects feelings
sucide
women more likely to attempt, men more likely to die
widowed/divorced more likely to commit
marriage is more protective for men than women
6/7 are men in older ages
id
completely unconscious, irrational immediate response
ego
partly conscious, regulate thoughts and bring back to realtiy
rerpession
forget to do something
projection
can’t handle feelings - make it other peoples fault
reaction formation
act opposite of what I’m feeling (playground romance)
regression
deal with problems in age inappropriate way
displacement
find someone new to act behaviors on
sublimation
deal with emotions in socially acceptable way
rationalization
downplay what bothers you
denial
not just forgetting but actively denying
undoing
karma, fixing problem in incorrect way
superego
parly conscious, self evaluative, moral component
trait perspective
relatively stable predisposed, stresses individual differences
sybil and Hans eysneck
3 dimensions of personality
introversion/extroversion
neurotic/stable
psycoticsim/ tougminded or tender
the big five
extroversion
introversion
agreableness
conscioencionoucness
openness
factors have 0 correlation with one another
MMPI
hundred of true and false, can’t cheat, not up for interpertation
internal validity
no confounding validity
direct control
control/comparison group
selection of participants
indirectly control
random assignment
classical conditioning
conditioned responses to conditioned stimulus, unconditioned responses to unconditioned stimulus (response is the same, it is what the dog is responding to)
backwards conditioning
reward before stimulus, difficult or impossible
overshadowing
more than one conditioned stimulus, only one is needed
rescola
two learning outcomes with equal parings do not produce equal learning
rats learn better when shock always comes with tone
stimulus gereralization
little Albers fear of white rats – learned generalized area of stimulus
spontaneous recovery
random stimulus will trigger response
extinction
response to stimulus will decline over time
gracia effect
within a species, certain associations will be easier to form than others
operant conditioning
performance of voluntary behavior
learned helplessness
do no try – give up. though they were operant the whole time
observational learning
children can learn by observing and doing tasks
aquisition
new operant reinforced
inhibition
new operant punished
disinhibition
operant loses inhibition in absence of punsihment
facilitation
reinforced operant gets even stronger
Edward chance Tomlin
latent learning expressed in rats
encoding
how information is entered into storage
strorage
how information is stored for later
retrieval
how info is retrieved from storage
