unit 2 - memory and intelligence/achievement Flashcards
memory is often seen as a 3 step process…
encoding, storage, retrieval
information processing model
sensory memory: immediate brief memory recording of sensory information
working memory: briefly activated memory of a few items that is later stored or forgotten
long-term memory: relatively permanent and limitless archive of the memory system, includes knowledge, skill, and experiences
parallel processing
processing multiple aspects of a stimulus or problem simultaneously
baddeley’s 3 systems of working memory
central executive (semantic info)phonological loop (auditory info)visuospatial sketchpad (visual info)
what is LTP?
long term potentiation
an increase in a nerve cell’s firing potential after brief, rapid stimulation
eidetic memory?
technical term for photographic memory
chunking?
organizing items into familiar manageable units (automatically)
maintenance vs. elaborate rehearsal?
maintenance: simple repetition to keep STM until it can be used
elaborative: relating new info to already existing memory in LTM
mnemonic devices
memory aids
creating songs/sentences to help you memorize more things
acronyms
e.g, soh cah toa, bff, lmao!
hippocampus
a “save” button for explicit memories
not permanently stored in hippocampus
critical to memory
left = verbal memory
right = visual/locations
explicit vs. implicit memory
declarative, explicit memory: requires conscious effort to retrieve. Examples: remembering a birthday date, recalling facts about a historical event. Often associated with declarative memory (knowing facts).non-declarative, implicit memory: unconscious recall, often through automatic processes. Examples: knowing how to ride a bike, typing on a keyboard without thinking about finger placement. Associated with procedural memory (motor skills)
episodic/semantic memory
episodic: memories for specific events, stored as sequential events (experienced events)semantic: memories that are general world knowledge, stored as facts or categories (facts and general stuff)
distributed practice/spacing effect
strategy of learning smaller increments of study over a long period of time
testing effect
restudying/rereading
flashbulb memory
clear memory of an emotionally significant event
personal or shared event (most of the time)
serial position effect
the tendency to remember the first and last items in a list
content-dependent memory
idea that memories are easier to recall if put in the same place/environment that memory was formed
state-dependent memory
tendency to remember information better when you’re in the same physiological (mental/physical) state
mood-congruent memory
emotions serve as a cue and you can often remember events better when you are in the same moode,g, happy, happy memories. sad, sad memories
anterograde vs. retrograde amnesia
anterograde amnesia: inability to form memories from new information
retrograde amnesia: inability to remember information previously stored in memory
retrieval cues and give examples (3)
serves as connection points to access memory, priming
recall: must reproduce previously presented material
recognition: identify information that has been previously presented
primacy effect vs. recency effect
primacy effect: predicts that we are more likely to recall items at the beginning of a list
recency effect: demonstrates our ability to recall items at the end of a list
the misinformation effect
occurs when memory has been corrupted by misleading information
transience/decay theory
impermanence of long term memories based on the idea that memories gradually fade in strength overtime
retroactive vs proactive interference
retroactive: learning new information interferes with the recall of older information
proactive: older info learned previously interferes with the recall of more recent information
what is encoding?
modification of info to fit the preferred format of the memory system
effortful vs. automatic processing
effortful: processing information that required sustained effort to learn (needs both effort and attention)automatic: the unconscious processing of well learned material
who studied rehearsal by using nonsense syllables?
ebbinghaus
shallow vs. deep processing?
shallow: encoding a word by type of font/colour, not paying attentiondeep: encoding a word based on its meaning and connecting it to previous learning, effort and attention
semantic, acoustic, and visual encoding…explain
semantic: encoding the meaning
acoustic: encoding the sound
visual: encoding the image
iconic vs. echoic memory
iconic: visual, lasts a tenth of a second
echoic: auditory, lasts a few seconds
what was the experiment that demonstrated iconic memory?
the george sperling experiment
who coined the term, “magical number seven (plus/minus two)”
george miller
what is the hormone the body produces when excited or stressed? why?
glucose produced when signalling something important is happening
what does stress/excitement cause the amygdala to initiate?
a memory trace
prospective vs. retrospective memory?
prospective: remembering to do something in the future
retrospective: remembering you already did something back in the past
what is the patient’s name that had 2/3rds of his hippocampus removed and suffered from retrograde and anterograde amnesia?
henry molaison (h.m.)
what is reconstructive memory?
process of reassembling events partially stored in memory
process gets rid of or additionally adds details from the original evente.g, at the beach hangout you remember a beach ball— when there never was a beach ball that day
general intelligence (g) by charles spearman explains that?
general intelligence is a basic intelligence, it helps us predict our abilities in varied academic areas he used “factor analysis” - a statistical procedure that identified clusters of related areas (called factors) on a test
fluid/crystallized intelligence are 2 factors that explain
fluid: ability to reason speedily and abstractly, tends to decrease as we age
crystallized: knowledge and verbal skill gained through experience, tends to increase as we age
howard gardner identified multiple intelligences, what were they called? (9)
linguistic/verbal (word smart)logical/mathematical (math smart)spatial (picture smart)musical (musically smart)body-kinesthetic (body smart)intrapersonal (self smart)interpersonal (people smart)naturalist (nature smart)existential (life/death, ability to ponder about existence smart)
what is the triarchic theory of intelligence? who made it?
made by robert sternberg
analytical
creative
practical
achievement vs. aptitude tests
achievement: intended to reflect what you have learned (e.g, ap exam)
aptitude: intended to predict what you will be able to learn (e.g, college entrance exam)
for a psychological test to be acceptable it must have… (3)
standardization
reliability
validity
what is standardization?
involves administering the test to a representative sample of future test takers in order to establish a basis for meaningful comparisonconsistent procedures, establishes an average score from a representative sample for comparison, and standardization is essential for reliability validity of a test
reliability?
importance of yielding consistent results split-half reliability, using different tests, and test-retest reliability
validity?
refers to what the test is supposed to measure or predict
what did alfred binet assume and measure?
assumed children follow the same intellectual developmentcreated a standardized test to predict their future school performancethe goal was to measure a child’s “mental age”
who adapted binet’s test for american school children? what did he name the test?
lewis terman
stanford-binet test
who created the intelligence quotient? (iq) how do you calculate iq?
william sterniq = mental age/chronical age x 100
what are problems with the iq formula?
works well for children, not adults
doesn’t make sense in the context of adult ages
what is the weschler adult intelligence scale? (WAIS)
is currently the most widely used intelligence test
has separate verbal and performance scores
separate tests created for adult and children
has 15 subtests, e.g, vocab, block design, similarities
or the WISC?
for children, 7-16
excellent for identifying learning disorders
the flynn effect
rise of intelligence test performance over time across cultures
are we getting smarter or as a species are we getting better at taking tests?
