unit 5G concepts Flashcards
what is G
general intelligence
what is retention? (and parts of it)
how well you retain
-recall
-recognition
-relearning
recall
a person must retrieve information learned earlier on (fill in the blank)
recognition
a person identifies items previously learned (multiple choice test)
relearing
assesses the amount of time saved when learning material again
Ebbinghaus curve
shows that the more times you practice a list a day, the less time required to relearn it the next day and so on
human memory system parts
-encoding
-storage
-retrieval
encoding
process of getting information into the memory system
storage
process of retaining encoded information over time
retrieval
process of getting information out of memory storage
memory construction
formation of new memories
parallel processing
enables you to process two things at once
working memory model
auditory rehearsal (remember password) ——>
central executive (focuses attention, also goes to long-term memory) ——>
visual-spatial information
automatic processing (+ examples)
unconscious encoding, like space, time, and frequency, and well learning information
iconic memory
sensory memory of visual stimuli, only lasts a second
echoic memory
sensory memory of auditory stimuli can be recalled after 4 seconds
spacing effect
studying over a long period of time instead of cramming is much more beneficial
Karl Lashley and his maze experiments findings
found that damaging one area of the brain, different parts of the brain take on that role because brain parts communicate with each other
cerebellum
implicit memory, motor, and conditioning learning.
-forms and stores implicit memories created by classical conditioning
amygdala
supports memory for emotionally arousing experiences
hippocampus
saves explicit memories, the brain registers, and temporarily holds things: smell, feel, sound, and location.
basal ganglia
implicit, deep brain structure involved in motor movement, receives input from the cortex
implicit
(non-declarative) without conscious recall, processed into the cerebellum and basal ganglia
-space, time, frequency (where you ate dinner yesterday)
-motor and cognitive skills (how to ride a bike)
-classical conditioning (reaction to doctor’s office)
explicit
(declarative) with conscious recall, processed in the hippocampus and frontal lobes
-semantic memory, facts, and general knowledge
-episodic memory, personally experienced events
chunking
organizing items into manageable units (phone number)
mnemonics
memory aids (PEMDAS)
rehearsal
repetition of info in order to process it to long term
serial positioning
our tendency to recall first and last things on a list
hierarchies
putting things into groups (grocery list: fruit, snacks, hygiene)
prototypes
the first of something, like the first “practice” machine
heuristics
(Several types)- a strategy that allows us to make judgments and solve problems
algorithms
a logical rule that guarantees to solve a problem
insight
a sudden realization “aha”
divergent thinking
expanding the number of possible problem solutions
cognitive biases
tendency to search for information that supports our preconceptions and ignore actual evidence
overconfidence
tendency to be more confident than correct
framing effect
how something is worded can effect our choices
fixation
inability to see a problem from a new perspective
morpheme
smallest unit that carries meaning (talks + talked)
phoneme
in language; the smallest distinctive sound unit (bat + that)
semantics
study of the meaning of a language (destination + last stop)
stages of language development
babbling, one word, two words
Whorf’s linguistic determinism hypothesis
language controls the way we think and interpret the world around us (linguistic determinism), but there are shades of colors that don’t have a name, and we wonder whether someone will drop a load of things. So we have a linguistic influence which is the idea that language affects thought.
spearman
general/basic intelligence (G) shows different abilities
-but…human abilities are too diverse and can’t just be encapsulated by a single factor
thurstone
primary mental abilities is our intelligence may be broken down into seven distinct factors and this shows a single G score is not as informative
-but…these seven mental abilities show a tendency to cluster with an underlying G factor
gardner
multiple intelligences is our abilities best classified into 8/9 categories which includes more than just school intelligence and this shows that our intelligence is more than just mathematical skills and other skills are just as important
-but…should all abilities be intelligence, can’t they just be talents?
sternberg
triarchic theory is our intelligence best classified into 3 areas that predict real world success, these areas can be reliably measured
-but…may be less independent and show an underlying G factor
binet
designed fair tests by measuring each child mental age
normal curve as it relates to IQ
scores on aptitude tests tend to form a bell shaped curve around an average score
Crystallized intelligence
accumulated knowledge and verbal skills, increases with age
fluid intelligence
ability to reason quickly; decreases during age
apitude
test designed to predict a persons future performance (ap exam)
predictive validity
the degree to which test scores accurately predict scores
