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Psychology 100 > Test 3 (Ch. 5 & 6) > Flashcards

Test 3 (Ch. 5 & 6) Flashcards

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1
Q

I. Cognitive Psychology

A

– study of mental activity (memory, problem solving, and decision making)

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2
Q

II. Atkinson-Shiffrin Model

A

Sensory memory, short-term memory, and long-term memory

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3
Q

III. Sensory Memory

A

(a sense picks it up and then its gone)

a. Iconic Memory – Stores visual information for less than a second
b. Echoic Memory – Storage for memory that you hear; lasts about 2 seconds

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4
Q

Iconic Memory –

A

Stores visual information for less than a second

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5
Q

Echoic Memory –

A

Storage for memory that you hear; lasts about 2 seconds

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6
Q

IV. Short-term memory

A

a. Information that you keep in mind for a short period of time
b. Rehearse/repeat the information to keep it in mind
c. Lose information in less than 20 seconds
d. Can hold about 7 pieces of information
e. Chunking a good technique to store more information (e.g. leopard)

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7
Q

V. Working Memory – Baddeley’s model

A

a. Holds what you are currently thinking about
b. Can hold about 7 pieces of information
c. Can hold 2 seconds worth of material

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8
Q

Working Memory

d. Word length effect

A

a. can remember shorter words easier than longer words

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9
Q

Working Memory

Phonological loop

A

has a storage area; also has a rehearsal area

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10
Q

Working Memory

f. Visuo-spatial sketchpad

A

stores visual information and spatial information (snowman example)

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11
Q

Working Memory

g. Episodic buffer

A

integrates information from different systems (such as verbal and spatial)

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12
Q

Working Memory

h. Serial position effect –

A

if given a list, will remember information at the beginning (primary effect) and at the end (recency effect)

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13
Q

VI. Long-term memory –

A

can hold information for a long time; don’t seem to run out of storage space

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14
Q

Long-term memory

a. Semantic memory –

A

memory for general information (carrots are orange)

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15
Q

Long-term memory

b. Episodic memory –

A

it is memory for experiences in our lives (personal)

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16
Q

Long-term memory

c. Procedural memory (implicit memory) –

A

memory for how to do things like bike riding; hard to verbalize procedural memories (bike)

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17
Q

VII. How does the brain store information in long-term memory

A

a. Prototype – ideal example (robin and ostrich are both birds)
b. Schemas – framework for related information (such as eating at a restaurant)
c. Networks – arranged in a hierarchy; concept “fruit” – what is listed underneath fruit (apple, oranges)
i. Spreading activation – when activate one concept, other concepts close by may also be activated (orange-bengals) apple-pie

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18
Q

VIII. How does long-term memory work (levels of processing approach)

A

a. Deep processing
b. Shallow processing
c. Elaborative rehearsal – very much like deep processing
d. Encoding specificity

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19
Q

iii. Mood congruence memory

A

if sad, more likely to remember sad memories

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20
Q

a. Transience

A

– some memories just fade away

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21
Q

b. Absentmindedness

A

– forgot because we were not paying attention

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22
Q

c. Blocking –

A

tip of the tongue phenomenon

i. Retroactive interference – e.g. remember “thank you” in Japanese but not Spanish example
ii. Proactive interference – remember thank you in Spanish but not Japanese example

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23
Q

X. Flashbulb memory

A

– an event is “burnt’ into your brain and will never forget it

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24
Q

XI. Eyewitness memory

A

– not very reliable

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25
Q

XII. Weapon-focus effect –

A

something very unexpected interferes with memory

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26
Q

a. Mnemonics

A

Memory Improvement (takes practice more than ability)

i. Acronym (e.g. HOMES for the Great Lakes)
ii. Acrostic (My Very Excellent Mother)
iii. Method of loci or journey method – memory by location; example greek poet simonides
iv. Remembering people’s names by using facial features

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27
Q

I. Metamemory

A

a. Knowing what you know and don’t know (e.g. psychology vs. chinese literature)
Cramming for exams – not a good idea because we misjudge what we know and

28
Q

Acronym

A

(e.g. HOMES for the Great Lakes)

29
Q

ii. Acrostic

A

(My Very Excellent Mother)

30
Q

iii. Method of loci or journey method –

A

memory by location; example greek poet simonides

31
Q

XVII. Organic Amnesia

A

(brain-Organic) – amnesia caused by brain damage

32
Q

a. Korsakoff’s syndrome

A

– associated with thiamine (facilitator of memory ) deficiency in alcoholism

33
Q

b. Herpes simplex encephalitis

A

– viral infection of the brain

34
Q

c. Anterograde amnesia –

A

difficult to remember new things (learning problem and retrieval problem)

35
Q

d. Retrograde amnesia –

A

difficult to remember things before the damage (retrieval problem)

36
Q

a. “a-ha” insight, or productive thinking

A

– solving unfamiliar problems

37
Q

b. reproductive thinking –

A

solving problems that you have solved before

38
Q

c. mental set –

A

when our thinking becomes too rigid and cant see better problem-solving strategies

39
Q

d. functional fixedness

A

– can’t see new and creative ways to solve problems

40
Q

a. algorithms –

A

step-by-step procedures to solve a problem; can be very time consuming (TIGER example in book)

41
Q

b. means-end analysis –

A

breaking a problem down into smaller problems or subgoals (Tower of Hanoi example in book)

42
Q

c. The analogy approach –

A

using knowledge you have to solve a familiar problem and applying it to an unfamiliar probem (general, fortress, and radiation for tumor example in book)

43
Q

a. Inductive reasoning –

A

use specific information to arrive at a general conclusion (e.g. several people you know marry people similar to them – specific information; from this make general conclusions that people like to mary others similar to them)

44
Q

b. Deductive reasoning –

A

go from general conclusions to specific instances

45
Q

c. Confirmation Bias –

A

seek evidence to confirm our beliefs and “miss” other evidence (sterotypes example)

46
Q

V. Heuristics and biases in decision making –

A

short-cuts in decision making

47
Q

a. Representativeness heuristic –

A

use partial pieces of information to make decisions (e.g. good at math, likes computers, awkward with people)

48
Q

b. Base rate fallacy

A

(e.g. is Tira a school teacher or trapeze artist)

49
Q

Gamblers Fallacy –

A

believe past events affect present (e.g. lose at slot machines several times makes us believe we will hit it big on this attempt)

50
Q

d. Availablitlity heuristic –

A

estimate frequency by how easily things come to mind (e.g. Sarah vs. Beatrice)

51
Q

e. Simulation heuristic –

A

we imagine something so we think it is true; we are more likely to believe something if it is easily imagined

52
Q

f. Counterfactual thinking

A

– thinking about what might have happened rather than what actually happened (e.g. Silver medalist more upset than bronze medalist)

53
Q

g. Hindsight bias –

A

e.g initially think it is fine to walk from library late at night, but then someone was assaulted so then decide it was not such a good idea)

54
Q

h. Anchoring heuristic

A

– influenced by a starting point, which is usually a number (e.g. UN delegates from African nations-high starting point, people estimate higher; low starting point, then people estimated lower)

55
Q

VI. Prospect theory and economic decision – making

A

a. Risk averse – prefer a less risky option; people may select a $5000 dollare sure gain rather than only a 50% chance of winning $11,000
b. Risk seeking – if losing something, then may engage in “riskier” behaviors
c. Reference dependence – (e.g. Mark expecting three thousand dollar raise and receives only 2000 with no new office, more disappointment; pay less for car repair than what was initially expected
d. Loss aversion – loss affects us more than gains

56
Q

a. Risk averse –

A

prefer a less risky option; people may select a $5000 dollare sure gain rather than only a 50% chance of winning $11,000

57
Q

b. Risk seeking –

A

if losing something, then may engage in “riskier” behaviors

58
Q

c. Reference dependence

A

– (e.g. Mark expecting three thousand dollar raise and receives only 2000 with no new office, more disappointment; pay less for car repair than what was initially expected

59
Q

d. Loss aversion

A

– loss affects us more than gains

60
Q

VIII. Maslow’s hierarch of needs (motivation)

A

some needs are more critical than other needs
maslow’s hierarchy of needs
a. physiological needs – food and water
b. safety – protection from danger
c. social – romance and friends
d. esteem – achievement and respect from others
e. self-actualization – to fully develop your potential

61
Q

I. Hunger and eating –

A

biological factors

62
Q

Why we eat

A

II. Stomach, intestines, liver, fat cells tell the hypothalamus we are hungry
III. Lateral hypothalamus initiates eating
IV. Ventromedial hypothalamus reduces eating

social factors (Eat based on habit, Time of day, Social situation, Convenience)
We eat due to our emotional states (Depressed, Bored, Celebrate)
63
Q

VIII. Instrumental aggression

A

– involves behavior and an intent to harm but there is an additional goal (For example, a hired killer gets the goal of money to harm someone)

64
Q

IX. Aggression –

A

biological factors

a. There seems to be a genetic predisposition for both aggression and criminal behavior – not just one gene but a combination of genes
b. Remember, a genetic predisposition does not mean that you will act on that behavior (genes aren’t our destiny, we still have choice)

65
Q

c. PSYCHOPATHIC INDIVIDUALS TEND TO BE

A

CALM AND UNRESPONSIVE

66
Q

d. LOW SEROTONIN IN RELATED TO DEPRESSION BUT IT IS ALSO RELATED TO

A

AGGRESSION IN CERTAIN AREAS OF THE BRAIN (IT MAKES US IMPULSIVELY AGGRESSIVE)

e. GIVING PEOPLE MEDICATION TO INCREASE SEROTONIN REDUCED AGGRESSION IN SOME PEOPLE
f. TESTOSTERONE IS ALSO RELATED TO AGGRESSION

67
Q

• Universal emotions –

A

people experience similar emotions all over the world – appropriate expression of emotions may be different, but we all experience similar emotions

Psychology 100 (3 decks)

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