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History > Unit 5 Psych > Flashcards

Unit 5 Psych Flashcards

1
Q

Recall

A

retrieving info

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2
Q

recognition

A

identifying info

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3
Q

relearn

A

learning more quickly when learning a second time

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4
Q

encoding

A

getting info to the brain

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5
Q

storage

A

retaining info

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6
Q

retrieval

A

getting the info back out later

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7
Q

iconic memory

A

fleeting sensory memory of visual stimuli

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8
Q

echoic memory

A

fleeting sensory memory of auditory stimulus

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9
Q

Divided attention

A

simultaneous attention, allows multiple information processing for poor retention

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10
Q

Maintenance rehearsal

A

short term memory can be increased from 6-12 seconds long to 30 seconds by using

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11
Q

Central Executive

A

controlling system/CEO that monitors and coordinates the operations of the other components. Direction attention

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12
Q

Visuospatial sketchpad

A

inner eyes. Deals with visual and spatial information from either sensory memory or LTM

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13
Q

Phonological loop

A

articulatory control system: linked to speech production, inner voice, rehearsing information

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14
Q

Episodic Buffer:

A

temporary and passive display store until info is needed. For both visual and auditory memory. Info from sensory input and LTM

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15
Q

Effortful processing and explicit memory (declarative memory)

A

Semantic (facts/knowledge)
Episodic (experienced events)

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16
Q

Automatic processing and implicit memory (nondeclarative memory)

A

Classically conditioned association
Procedural memory
Space, time, (or sequence), frequency

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17
Q

Prospective memory:

A

memory about the future

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18
Q

Metacognition:

A

refers to the self-monitoring of one’s own memory

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19
Q

Associative Network Memory Model

A

representation that views memory as consisting of a set of nodes and interconnecting links where nodes represent stored info or concepts and links represent strength of association between this info or concepts

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20
Q

Priming

A

a phenomenon in which exposure to one stimulus influences how a person responds to a subsequent related stimulus

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21
Q

Context Dependent memory:

A

putting yourself back in the context of encoding can help retrieval

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22
Q

Overlearning

A

can retrieve memory even when we are not in the context of encoding

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23
Q

state-Dependent memory:

A

being in the same state as the time of encoding

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24
Q

mood congruent memory

A

the tendency to recall experiences that are consistent with one’s current mood

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25
Q

Serial position effect:

A

recall best recency effect and primacy effect items in a list

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26
Q

Shallow processing

A

a process on a basic level based on the structure or appearance of words

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27
Q

Deep processing

A

process semantically, based on the meaning of the words; better retention

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28
Q

Basal Ganglia

A

cluster of neurons/neural structures involved in motor movement, facilitates the formation of procedural memories for skills, receives messages from motor cortex but does not send back info

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29
Q

Frontal Lobes and hippocampus process…

A

explicit memory

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30
Q

Cerebellum

A

processes and stores classically conditioned memories, when damaged patients cannot show reflexes

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31
Q

Long Term Potentiation:

A

an increase in a cells firing potential/efficiency; a neural basis to learning a memory

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32
Q

Flashbulb memory:

A

a clear detailed and sustained memory of an emotionally significant event

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33
Q

Henry Molaison

A

surgeons removed much of his hippocampus in order to stop persistent seizures

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34
Q

Encoding failure

A

what we fail to encode we will not remember

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35
Q

Storage Decay

A

even after careful encoding, forgetting can happened due to storage decay

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36
Q

Ebbinghaus

A

tested how much he forgets after learning nonsense syllables, found out that the course of forgetting is rapid initially, but then levels off with time

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37
Q

Retrieval Failure

A

forgetting is not memories faded but memories unretrieved

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38
Q

Older adults are more to experience tip-of-the-tongue forgetting

A

can be retrieved when a retrieval cue is given

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39
Q

Proactive interference

A

forward-acting disruptive effect of older learning on the recall on new info

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40
Q

retroactive interference-

A

backward-acting disruptive effect of newer learning on the recall of old info

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41
Q

Positive Transfer

A

old memories often facilitate forming new memory

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42
Q

Sigmund Freud would argue that forgetting happens due to repression:

A

motivated forgetting

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43
Q

Reconsolidation

A

a process in which previously stored memories, when retrieved are potentially altered before being stored again

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44
Q

Misinformation effect

A

occurs when misleading information has distorted ones memory of an event

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45
Q

Elizabeth Loftus

A

claims that learning questions and post-event information may influence the accuracy of recall

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46
Q

Imagination effect:

A

repeatedly imagining nonexistent actions/event can create false memories

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47
Q

Source amnesia:

A

fault memory for how, when, or where, information was learned or imagined (aka failure of source monitoring)

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48
Q

Deja Vu

A

the eerie sense that “i’ve experienced this before”

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49
Q

Cognition

A

all the mental activities associated with thinking, knowing, remembering, and communicating

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50
Q

Concept

A

a mental grouping of similar objects, events, idea or people
High chair, reclining char, office chair

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51
Q

Schema:

A

a cognitive framework for one’s knowledge about people, place, objects, and events Chair- a thing for sitting

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52
Q

Prototype

A

a mental image of the best example for a concept
Bird: crow

53
Q

Creativity

A

the ability to produce new and valuable ideas

54
Q

Convergent thinking:

A

narrowing the available solutions to determine the single best solution

55
Q

Divergent thinking:

A

expanding the number of possible problem solutions; creative thinking diverges in different directions

56
Q

Trial and Error-

A

experimenting with various methods

57
Q

Algorithm-

A

a methodical, logical rule or procedure that guarantees solving a particular problem

58
Q

Heuristics-

A

a simple thinking strategy that that often allows us to make judgements and solve problems efficiently

59
Q

Insight

A

a sudden realization of a problem’s solution

60
Q

Intuition-

A

an effortless, immediate automatic feelings or thoughts, involves unconscious mind

61
Q

Representativeness heuristic

A

estimating the likelihood of events in terms of how well they seem to represent, or match, particular prototypes

62
Q

Availability heuristic:

A

estimating the likelihood of events based on their availability in memory; if instances come readily to mind we presume such events are common

63
Q

Framing

A

the way an issues is posed; how an issue is worded can significantly affect decisions and judgments

64
Q

Overconfidence:

A

the tendency to be more confident than correct; overestimation of the accuracy of our beliefs and judgment

65
Q

Confirmation bias

A

once a belief is formed it is hard to change; we prefer evidence that supports the existing belief

66
Q

Motivated Reasoning:

A

Rather than using the evidence to draw conclusions we use our conclusions to assess evidence

67
Q

Belief perseverance

A

clinging to one’s initial conceptions after the basis on which they were formed has been discredited
Ex. flat earthers

68
Q

Fixation

A

the inability to see a problem from a new perspective

69
Q

Mental set:

A

a tendency to approach a problem in one particular way, often a way that has been successful in the past, is a prime example of fixation

70
Q

Functional fixedness:

A

failure to recognize that object typically not used for a particular purpose can serve that purpose

71
Q

Language

A

our spoke, written or signed words and the ways we combine them to communicate meaning

72
Q

Symbolic

A

represents objects, ideas, actions

73
Q

Generative

A

allows the speaker to generate infinite sentences

74
Q

Structure

A

rules of order and presentation

75
Q

Noam Chomsky

A

argued that humans share universal grammar, language is unlearned human trait, we are not predisposed to learn a specific language

76
Q

Phonemes

A

the smallest distinctive sound unit

77
Q

Morphemes

A

the smallest unit that carry meaning; a word of a part of a word

78
Q

Grammar:

A

a system of rules that enables us to communicate with and understand others

79
Q

Semantics

A

is the languages set of rules for deriving meaning from sounds

80
Q

Syntax:

A

set of rules for combining words into grammatically sensible sentences

81
Q

Receptive stage:

A

4 months differences in speech sounds
Recognize object names (6 months)
Babbling stage

82
Q

Productive stage:

A

1st bday- one-word stage
2nd bday- two-word stage
Telegraphic speech: follows rules of syntax
Over Regularizing- “we goed”

83
Q

Aphasia:

A

impairment of language, usually cause by left hemisphere damage either to Broca’s or Wernicke’s area

84
Q

Benjamin Whorf

A

argued that language shapes thoughts

85
Q

Linguistic determinism

A

: language controls the way we think and interpret the world around us

86
Q

Linguistic influence

A

that language influences thoughts thus our thinking and world would be relative to our cultural language

87
Q

Interplay of thought and language

A

the traffic runs both ways

88
Q

Intelligence

A

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

89
Q

Francis Galton

A

“Intellectual strengths”- measured reation, time, sensory acuity, muscular power/body proportion
results showd that well-regarded adults and students DID NOT outscore others

90
Q

Alfred Binet

A

mental age: the age level of an individual’s mental ability

91
Q

Lewis Terman

A

applied Binet’s test to Cali children, adapted some of the original items (ex. age)

92
Q

Stanford-Binet

A

used American revision of Binet’s test
believed that students w above average IQ would be more successful

93
Q

William Stern

A

intelligence quotient
IQ = (mental age/chronological age) x 100

94
Q

Wechsler Adult Intelligence Scale (WAIS)

A

David Wechsler developed the most widely used individual intelligence test
- og IQ formula worked for children not adults
- compare tests w people the same age
- 15 subject
- overall intelligence score and individual scores

95
Q

Psychometrics

A

field of study concerned with the theory and technique of psychological measurement
- knowledge, abilities, attitudes, and personality traits

96
Q

Intelligence Test

A

method of assessing an individuals mental abilities and comprising them with those of others, using numerical scores

97
Q

Achievement tests

A

a test desigined to asses what a person has learned (eg AP tests)

98
Q

Aptitude Tests

A

a test designed to predict a person’s future performance, measures the capacity to learn (eg. SAT)

99
Q

3 essential principles of test construction

A

standardization
reliability
validity

100
Q

Standardization

A

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

101
Q

Flynn Effect

A

refers to the worldwide phenomenon of rising of
intelligence test performance

102
Q

Flynn’s idea

A

due to our need to develop new mental skills to cope with modern environments

103
Q

Reliability

A

the extent to which a test yields consistent results

104
Q

Test-retest reliability

A

The degree to which the test
yields consistent results after repeated testing

105
Q

Split-half reliability

A

The degree to which the test yields the same number of correct or incorrect answers on each half

106
Q

Internal consistency reliability

A

The degree to which the
test yields consistent results over various items within
the test

107
Q

Inter-rater reliability

A

The degree to which the rater’s observations and scores are consistent with each other

108
Q

Validity

A

the extent to which a test measures or predicts what it is supposed to

109
Q

content validity

A

the extent to which a test measures the behavior/knowledge that is of interest (eg drivers test has high b/c tests the actual tasks the driver would do)

110
Q

predictive validity

A

the extent to which a test predicts the behavior/knowedge it is desgined to predict (eg SAT scores used to predict the students’ academic performance in college)

111
Q

Charles Spearman’s general intelligence

A

believed we have general intelligence “g factor”
those who score high in one area typically score high in other areas

112
Q

Thrunstones Primary Abilites

A

7 primary mental abilities

113
Q

Garner’s Multiple Intelligences

A

8 relatively independent intelligences
later he proposed 9th: existential intelligence- the ablility to ponder larger questions about life, death, and existance

114
Q

Savant syndrome

A

supports multiple intelligences, 4/5 are male, have autism

115
Q

Sternbergs 3 Intelligences

A
  1. Analytical: assessed by
    intelligence tests with single right answers. Such tests
    predict school grades reasonably well but vocational success more modestly.
  2. Creative: demonstrated in innovative tasks; the ability
    to adapt to new situations and generate novel ideas
  3. Practical: required for everyday tasks that have
    multiple solutions
116
Q

Emotional intelligence

A

The ability to perceive,
understand, manage, and use emotions

117
Q

Criticism

A

too much of a stretch and emphasis on feelings and relationships. If stretched too far to cover every aspect of life, the word intelligence will lose its meaning

118
Q

Crystallized Intelligence

A

Our accumulated knowledge
and verbal skills (e.g. vocabulary and analogies tests)
- increases w age
work best in 40s and 50s

119
Q

Social reasoning skills

A

increase w age
- Ability to take multiple perspectives and to offer
helpful wisdom in times of social conflict
* Adults’ decisions are less distorted by negative
emotions

120
Q

Fluid intelligence

A

Our ability to reason speedily and
abstractly (e.g. novel logic problems)
- decreases w age
- 20s and 30s

121
Q

Cross-sectional study for intelligence

A

research that compares people of different ages at the same point in time

122
Q

Longitudinal study for intelligence

A

research that follows and retests the same people over time

123
Q

Limitation for cross-sectional

A

They do not show how one
individual’s intelligence change over the course of life

124
Q

Limitation for longitudinal

A

Not all participants stick with the research until the end. The participants that survived to the end may be the healthier and brighter people.

125
Q

Low extreme : Intellectual disability

A

a condition of limited mental ability, indicated by an intelligence test
score of 70 or below AND difficulty adapting to the demands of life:
* Conceptually—language, reading, time, money, numbers
* Socially —interpersonal skills, following basic rules, avoid being victimized
* Practically—health and personal care, occupational skill and travel

126
Q

down syndrome

A

a condition on mild to severe intellectual disability and associated
with physical disorders caused by an extra copy of chromosome 21.

127
Q

high extreme

A

Children whose intelligence test scores indicated extraordinary academic gifts mostly thrive.

128
Q

gifted child program

A

However, critics note that tracking by academic aptitude sometimes
creates a self-fulfilling prophecy: implicitly labeling some children as “ungifted” and denying them opportunities for enriched education can widen the achievement gap between ability groups.

129
Q

stereotype threat

A

A self-confirming concern that one will be evaluated based on a negative stereotype (This is an example of self-fulfilling prophecy).

History (6 decks)

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