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Cognitive Science > Test #2 > Flashcards

Test #2 Flashcards

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Biology 101 flashcards
1
Q

What is Atkinson’s and Shriffron’s three memory model

A

we have 3 types of memory systems; sensory memory, short term store, and long term memory

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2
Q

What are 4 characteristics that can be used to differentiate between the different types of memory

A

encoding, duration, capacity, and types of code(s)

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3
Q

What are the two different sources of encoding in the short term memory system

A

from selective attention (sensory memory) and from long term store

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4
Q

How long does something last in our short term memory (without rehearsal)

A

15 seconds

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5
Q

What study/task showed that the duration of short term memory is 15 seconds without rehearsal

A

brown peterson task

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6
Q

What is the most prominent type of coding in short term memory

A

acoustic coding or avl

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7
Q

Wicklegren gave participants a list of letters orally. When participants were asked to repeat back the letter what kind of errors did they make?

A

acoustic errors (mistaking a D for a T)

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8
Q

Conrad elaborated on Wickelgren’s work about acoustic error. What contribution did Conrad make?

A

When letters were presented visually as well as orally people still made acoustic mistakes

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9
Q

What does AVL stand for

A

Acoustic verbal linguistic

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10
Q

Is short term capacity small medium or large and what number of items can people remember on average

A

small. 7 plus or minus 2

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11
Q

What concept or theory does De Groot’s study on chess elaborate on

A

chunking

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12
Q

What is it called when we elaborate on an input to process it

A

elaboration encoding

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13
Q

What is the serial position curve

A

when given a list of items subjects are more likely to remember the first couple and last couple items. These are primacy and recency effects respectively

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14
Q

Why do primacy effects occur

A

Those items have been rehearsed so much they enter our temporary long term store

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15
Q

Why do recency effects occur

A

we just rehearsing

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16
Q

What happens to the serial position curve when the prof makes a “mistake” at the end

A

the recency effect disappears because rehearsal stops

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17
Q

Whats another term for chunking

A

reduction

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18
Q

Explain Bijrok & Whitten’s cued recall study

A

Same as the serial position curve task except they had 10 pairs of words

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19
Q

What were the results of Bikroks and whitens cued recall study

A

Even after a twenty second delay without rehearsal people were still able to pair the item when given a cue suggesting there were still recency effects

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20
Q

Besides AVL coding what kind of codes can people make in short term memory

A

visual and semantic

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21
Q

Explain Kroll et al shadowing task

A

While people were shadowing they were given a letter either visually or orally and were told to say the letter after a delay

22
Q

what were the findings of Kroll’s shadowing task

A

After a longer delay people who were given the letter visually were able to remember it better than those given the letter orally

23
Q

What was shulman’s study on semantic codes

A

showed participants words for half a second after a delay they were given a probe and participants had to say whether that was one of the words they saw

24
Q

What were the results of shulman’s study on semantic codes and what does it mean

A

People were likely to give false positives (“that was one of the words”) when the words were semantically similar. This suggests that we can code semantically in short term memory

25
Q

What is working memory

A

the actie system for the temporary store and the manipulation of information

26
Q

Who is the creator or main proponent of working memory

A

Baddeley

27
Q

What are the three components of working memory

A

phonological loop, central executive, and visuospatial sketchpad

28
Q

What four main things does the central executive do

A

plan actions, integrate information, and initiate/control decisions, and transfer information to/from long term store

29
Q

What are the two parts of the visuo-spatial sketchpad

A

visual cache (storage) and inner scribe (processing)

30
Q

What is the phonological loop

A

the part of working memory that recycles information for immediate recall. It is the rehearsal of verbal information

31
Q

What are the two parts of the phonological loop

A

phonological store (storage) and the articulatory rehearsal (processing)

32
Q

What addition to working memory did Baddeley add in the late 2000’s which was pretty much disputed

A

empathetic buffer

33
Q

What are the three assumptions of working memory

A
  1. We have one working memory system (it is the same for math, reading, driving). 2. working memory has a limited storage and processing capacity. 3. demand of task #1 can limit performance of task #2
34
Q

What are the three assumptions of two subsystems

A
  1. involve simple low-level processing (it is just the rehearsal and maintenance of information. 2. The subsystems are domain specific (phonological versus visuospatial. 3. Each subsystem has its own limited (small) pool of attentional resources.
35
Q

Which part of the phonological loop is passive and which is active

A

the phonological store is passive and the articulatory loop is active.

36
Q

What is the auditory suppression effect

A

the act of speaking uses up resources in the articulatory loop so words from the list cannot be refreshed and are lost.

37
Q

What is a real life example of the auditory suppression effect

A

its hard to read when other people are talking

38
Q

What is the phonological similarity effect and why does it happen

A

it is harder to remember words that are similar. This occurs because sound codes get confused in the phonological store.

39
Q

What were the results of Stand’s study on ASL

A

Deaf people made more memory confusions when words were cherologically similar

40
Q

Shepard and Metzler asked participants to mentally rotate a 3D object to determine if two objects were the same. What were the results

A

depending on how rotated the object is (by degrees) the longer it takes to know if they are the same or different

41
Q

Why was the dual-task method created

A

to show that we have separate phonological and visuospatial sub systems

42
Q

What are the results of Logie, Zucco and Baddeley’s work on the dual task method

A

tasks that use the same subsystem interfere with one another (two phonological or two visuospatial tasks) But one can successfully do two tasks that use different subsystem

43
Q

According to Neuroimaging evidence for difference subsystems which part of the brain does the central executive mostly use

A

prefrontal cortex

44
Q

According to Neuroimaging evidence for difference subsystems which part of the brain does the phonological loop mostly use

A

Brocca’s area

45
Q

According to Neuroimaging evidence for difference subsystems which part of the brain does the visuospatial sketchpad mostly use

A

occipital cortex in the right hemisphere

46
Q

Which area of working memory has most of the research been dedicated to

A

phonological loop

47
Q

Explain Dob’s paced auditory naming task (PANT)

A

It is a measure of the central executive where participants repeat back letters (by one back, two back, etc)

48
Q

Dob used the PANT task to look at the central executive abilities of the elderly. What caused the results to be bimodal

A

Dividing the elderly subjects by those who are independent and in good health and those who are not.

49
Q

According to the research on working memory and driving what part of working memory is responsible for awareness of vehicles behind you

A

the phonological loop

50
Q

According to the research on working memory and driving what part of working memory is responsible for awareness of vehicles in front of you

A

Visuospatial sketchpad

51
Q

Explain Heenan’s and Herdman’s work on driving

A

Had the driver and someone else play twenty question. Asking the questions tasked a person’s working memory more especially the phonological loop (the area used to detect cars located behind you)

Cognitive Science (4 decks)

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