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AP psych > Unit 2 Vocab > Flashcards

Unit 2 Vocab Flashcards

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1
Q

The process of organizing and interpreting sensory information, enabling us to recognize meaningful objects and events

A

Perception

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2
Q

This is influenced by internal and external factors

A

Perception

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3
Q

Information processing guided by higher level mental processes, as when we construct perceptions drawing on our experience and expectations

A

Top-Down Processing

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4
Q

Your ability to make sense of typos and misspellings
whole –> individual

A

Top- Down processing

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5
Q

Analysis that begins with the sensory receptors and works up to the brain’s integration of sensory integration

A

Bottom- Up processing

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6
Q

When someone is learning a new word for the first time, without any previous refreance points for the new word, this is what type of processing

A

Bottom- Up processing

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7
Q

A mental framework for organizing and understanding our world. ________ helps guide our perception. Basis for top-down processing.

A

Schemas

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8
Q

Experieneces help us form ________ to organize and interpret unfamiliar information to guide our perception

A

Schemas

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9
Q

A mental predisposition to perceive one thing and not another

A

Perceptual Sets

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10
Q

this type of Gestalt principle, refers to the action taken by the brain to fill in missing pieces of information based on past experiences with the subject in question.

Example: an arrow with sides missing

A

Closure

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11
Q

This type of Gestalt principle refers to the human’s ability to visually differentiate between an object and its background.

Example: think of the vase picture that also has two faces

A

Figure-Ground

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12
Q

This type of Gestalt principle, describes how the human eye perceives elements that are close together as more related than elements that are further apart

A

Proximity

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13
Q

This type of Gestalt principle refers to the unconscious process of grouping sensory information with similar attributes.

Squares and circles

A

Similarity

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14
Q

Focused awareness of certain stimuli in the enviroment. We pay attention to what we deem important, and filter irrelevant or extraneous information

A

Selective Attention

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15
Q

Where people attend to metions of their names or specific topics in a loud or distracting enviroment

A

Cocktail Party Effect

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16
Q

Aspecfic type of ________, occurs when differences in the visual field are not perceived due to inattention or a brief interruption

Think about the monkey buisness video

A

Inattention bllindness or Inattention

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17
Q

A depth cue, such as retinal disparity and convergence that depends on the use of two eyes

A

Binocular depth cues

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18
Q

Determining depth based on how much both eyes rotate inwards

A

Convergence

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19
Q

Determining depth based on the difference between what each eye sees

A

Retinal Disparity

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20
Q

Hold your pencil out in front of you and close one eye. Now switch. See how the pencil appears to move. This is because of blank

A

Retinal Disparity

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21
Q

Use one eye to give the illusion of depth on flat or two dimensional surfaces

A

Monocular Depth cues

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22
Q

Objects that appear sharp, clear, and detailed are seen as closer than more hazy objects.

A

Relative Clarity

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23
Q

a perceptual clue which allows you to determine how close objects are to an object of known size

A

Relative Size

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24
Q

the progressively finer appearance of textures and surface grains of objects as the viewer moves away from them

A

Texture Gradient

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25
Q

a type of depth prompt that the human eye perceives when viewing two parallel lines that appear to meet at a distance.

A

Linear Perspective

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26
Q

a perceptual cue in which the distances of two separate objects are judged based on the fact that one object partially obscures or overlaps the other object.

A

interpostition

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27
Q

Visual perceptual constants maintain the perception of an object even when images of the object in the visual field change

A

Perceptual constancy

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28
Q

________can be visually perceived even when objects are not actually moving

A

Apparent Movement

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29
Q

Form the basis of thought. They are mental groupings based on features and come from experiences

A

Concepts

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30
Q

The ideal, typical, or best representative example of a natural concept. What quickly comes to mind, generic image that represents the typical example from your experience

A

Prototypes

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31
Q

Taking in new information but not changing the schema in light of it. Placing new information into an existing system

A

Assimilation

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32
Q

Taking in new information and changing the schema to incorperate the new information. Changing an existing schema or creating a new schema

A

Accommodation

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33
Q
A
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34
Q

A methodical, logical rule or step by step procedure. Provides accurate solutions when applied correctly, can be time consuming

A

Algorithms

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35
Q

A simple thinking strategy that often allows us to make judgements and solve problems efficiently, but does not guarantee a solution

A

Heuristics

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36
Q

Estimating the likelihood of events in terms of how well they seem to prepresent, or match, particular prototypes; may lead us to ignore other relevant information

A

Representative Heuristic

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37
Q

Estimating the likelihood of events based on their availabilty in memory; if instance come readily in mind perhaps because of their vividness we presume such events are common

A

Availability Heuristic

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38
Q

A tendency to approach a problem in one particular way, often a way that has been successful in the past

A

Mental Set

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39
Q

The activation, often unconsciously, of certain associations, thus prediposing one’s perception, memory, or response

A

Priming

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40
Q

The way an issue is posed’ how an issue is worded can significantly affect decisions and judgements

A

Framing

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41
Q

A false belief that you can predict a chance event beased on past chance events

A

Gambler’s Fallacy

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42
Q

Cognitive processes that allow individuals to generate, organize, plan, and carry out goal-directed behaviors and critical thinking

A

Executive functions

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43
Q

A way of thinking that includes generating new ideas

A

Creativity

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44
Q

Generating or condsidering many different ideas or solutions to a problem, related to creativity because you break from normal problem solving and create unusual associations

A

Divergent Thinking

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45
Q

Using knowledge and logic to narrow down options to find the known solution or a single correct answer

A

Convergent Thinking

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46
Q

Failing to solve problem because you are stuck on the object’s common use. The more you use an object in its intended way, the harder it is to see new uses, you may become blind to potential uses

A

Functional Fixedness

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47
Q

The ability to retain information or represetation of past experience, based on the mental processes of learning and encoding, retention across some interval of time, and retrieval or reaction of the _________.

A

Memory

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48
Q

Declarative memories with conscious awareness

A

Explicit Memory

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49
Q

Memories specific to our unique personal experiences
Play by play memory

A

Episodic Memory

50
Q

information we know, including specfic facts or conceptual understandings

ex: Who was the first President of the USA? Did you know…

A

Semantic Memory

51
Q

Remembering to remember; memory of an intent to perform a specfic action

intent, I need to remember to get this or do my homework

A

Prospective Memory

52
Q

Nondelcarative memories without conscious awareness

A

Implicit Memory

53
Q

knowng how to do something

walking, biking etc

A

Procedural

54
Q

learned associations that evoke emotional or phsiological responces

dog and the bell, that one guy that trained their dog to salivate at the sound of a bell

A

Classically Conditioned responces

55
Q

Exposure to one thing unconsciously influences futute thoguhts or behaviors

Set up to think later on

People are more likely to think of salt when they see the word pepper if they were previously exposed to the phrase salt and pepper

A

Primed responses

56
Q

A process by which synaptic connections between neurons become stronger with frequent activiation, is a biological process for memory

A

Long term potentiation

57
Q

Contains limited information. Information there is only temporarily maintained. Used for many cognitive tasks (remebering, imagining, solving, learning, etc)

A

Working Memory

58
Q

The ________________ examines how our primary memory engages in a dynamic interaction with several somponents, namely the central executive, phonological loop, and visuo-spatial sketch pad to process information into long term memory

A

Working Memory Model

59
Q

This model proposes three interacting systems that information must apss through to be remembered. This model focuses on the impact of automatic effortful processing on memory encoding, storage and retrieval

A

Multi-Store Model

60
Q

If we pay attention to it in our sensory memory we transfer it to our short term memory

A

Sensory Memory

61
Q

A momentary sensory memory of auditory stimuli; if attention is elsewhere, sounds and words can be recalled within 3 or 4 seconds

A

Echoic Memory

62
Q

A momentary sensory memory of visual stimuli; a picture-image memory lasting no more than a few tenths of a second

eyeball

A

Iconic Memory

63
Q

Temporary storage of information that we attend to from our sensory memory. Capacity number 7

A

Short Term Memory

64
Q

The relative permanent and limitless storehouse of the memory system. Includes knowledge, skills and experiences

A

Long Term Memory

65
Q

Unconscious encoding of incidental information, such as space, time and frequency and well learned information such as word meanings

A

Automatic Processing

66
Q

Encoding that requires attention and conscious effect

A

Effortful Processing

67
Q

Process of getting information into the memory system- for example, by exrracting meaning

A

Encoding

68
Q

The process of retaining encoded information over time

A

Storage

69
Q

The process of getting information from our memory storage

A

Retrieval

70
Q

leads to a less durable ( less long-lasting) memory

trying to remember something by repeating it over and over

A

Shallow Level Processing

71
Q

leads to a more durable (longer-lasting) memory

applying a word, diagrams, paraphrasing, etc

A

Deep Level Processing

72
Q

Encoding using the basic visual qualities of the word/concept (shallowest level)

how a word is spelled

A

Structral

73
Q

encoding using the basic auditory (sound) qualities of the word/concept (shallow level)

how the word rhymes or sounds

A

Phonemic

74
Q

Encoding the meaning of the word (deep level processing)

meaning and deeper level understanding

A

Sematic

75
Q

techniques used to encode inforamtion in a way that aids in retrieval by connecting new inforamtion to something familiar

A

Mnemonic Devices

76
Q

A mnemonic device that relies on spatial relationships between loci to encode and later retrieve information

A

Method of Loci

77
Q

The tendency for distributed study or practice to yield better long term retention that is achieved through massed study or practice

A

Spacing Effect

78
Q

The formation of long term memories from short term/ temporary one

A

Memory Consolidation

79
Q

encoding processes can be affected the order of how information is presented, called ____________. This effect predicts that information presented at the beginning of a list or the end of list will be more memorable than information presented in the middle of a list

A

Serial Position Effect

80
Q

Storage may be prolonged by reheasing information over time

phone number, address

A

Maintenance Rehearsal

81
Q

Rehearsing information over time in ways that that promote meaning helps with memory retention

A

Elaborative Rehearsal

82
Q

A person’s memory for episodes or experiences that occurred in their own life

A

Autobiographical Memory

83
Q

Problem retrieving explict memories from long term to working memory.. AN event blocks or prevents retrival of old memories. Damage to some part of cortex

A

Retrograde Amnesia

84
Q

Problem moving information from short term into long term memory. Difficultly encoding or inability to encode new memories. Hippocampus damage

A

Anterograde Amnesia

85
Q

Alzheimer’s is a type of dementia that affects memory, thinking, and behavior. Symptoms eventually grow severe enough to interfere with daily tasks

A

Alzheimers Disease

86
Q

The commonly experienced inability to recall event from early childhood

A

Infantile Amnesia

87
Q

The setting help retrieval

A

Context Dependent

88
Q

Those memory pathways are only active in the right state. Drugs, drinking, dreaming, etc

A

State-Dependent

89
Q

Our emotion often influences which memory is retrieved

A

Mood Congruent

90
Q

The more often you take a test or work with certain types of questions, the better you become

A

Testing Effect

91
Q

Thinking about your own thinking

A

Metacognition

92
Q

The forgetting curve shows that time is a significant factor in forgetting. Forgetting occurs rapidly after initial learnign and levels of overtime

A

Forgetting Curve

93
Q

Associated with storing and retrieving information. Can you, or can’t you remember

A

Amnesia

94
Q

Associated with processing information. Is what you are thinking of corrupted by information that was processed at a different time

A

Interference

95
Q

New information corrupts, intertwines with, or blocks information that was processed at an earlier time

A

Retroactive Interference

96
Q

Old information prevents, corrupts, or intertwines with current or recent information

A

Proactive interference

97
Q

Information fails to be effectively transferred and stored in our memory system

A

Encoding failure

98
Q

Inadequate retrieval. A state in which one cannot remember a familiar word but can recall words of similar meanings

A

Tip of the Tongue Phenomenon

99
Q

Psychodynamic theorists believe that information or memories can be forgotten to defend the ego from distress

A

Repression

100
Q

1.

Not remembering where or when you learned something

A

Source Amnesia

101
Q

Occurs when misleading information has distored one’s memory of an event. This can lead to the creation of a false or distorted memory

A

Misinformation Effect

102
Q

The use of general knowledge stored in one’s memory to construct a more complete and detailed account of a n event or experience by changing or filling in various features of the memory

A

Constructive Memory

103
Q

The increased likelihood that a person will judge an event as having actually occured when they imagine the event before making such a judgement

A

Imagination Inflation

104
Q

The ability to learn from experience, solve problems, and use knowledge to adapt to new situations

A

Intelligence

105
Q

According to Spearman and others, it underlines all mental abilities and is therefore measured by every task on an intelligence test

A

General intelligence

106
Q

Intelligence is based on unrelated domain. It’s not about how smart you are, its how ARE you smart. Performance and ability are domain specific. It takes acquried skills and knowledge to demostrate talent

A

Multiple Intelligences

107
Q

Defined orginally as the ratio of mental age to chronological age multiplied by 100

A

Intelligence Quotient

108
Q

A method for assessing an individuals mental aptitudes and comparing them with those of others, using numerical scores

A

Intelligence Tests

109
Q

The branch of psychology concerned with the quantification and measurement of mental attributes, behavior, performance

A

Psychometrics

110
Q

Defining uniform testing procedures and meaningful scores by comparison with the performance of a pretested group

A

Standardized

111
Q

How well a test predict future performance

A

Predictive Validity

112
Q

How is the test made so that so that an abstract concept can be measured

A

Construct Validity

113
Q

Testing with alternative forms of the test or retesting with the same test

A

Test Retest

114
Q

Determined by dividing the total set of items relating to a construct of interest in halves and comparing the two results obtained from the two subsets

A

Split Half

115
Q

The unconscious process of one’s performance being reduced to match what society believes

A

Stereotype threat

116
Q

The unconscious process of one’s performance being improved to match what society believes

A

Stereotype Lift

117
Q

The gradual cross cultural rise in raw scores obtained on measures of general intelligence

A

Flynn Effect

118
Q

A test designed to assess what a person has learned

A

Achievement Tests

119
Q

A test designed to predict a person’s future performance; aptitude is the capacity to learn

A

Aptitude Tests

120
Q

The belief that mental characteristics cannot be changed

A

Fixed mindset

121
Q

The belief that mental characteristics can be changed

A

Growth mindset

AP psych (5 decks)

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