Unit 7- Cognition/Memory Flashcards
memory
persistence learning over time
encoding
processing of info into memory system
storage
process of retaining encoded info
retrieval
getting info out of memory storage
parallel processing
processing many aspects of a problem simultaneously
sensory memory
immediate recording of sensory info
short-term memory
briefly activated memory before info is forgotten
long-term memory
permanent storehouse of memory stystem
working memory
using short-term memory, cognitive tasks
explicit memory
memory of facts/experiences one can declare; formed through studying, rehearsing, thinking,
processing, and then storing
information in long-term
memory.
effortful processing
encoding that requires attention and conscious effort
automatic processing
unconscious encoding of incidental info
implicit memory
produced by automatic processing, without our awareness
iconic memory
momentary sensory memory of visual stimuli
echoic memory
momentary sensory memory of auditory stimuli
chunking
organizing items into familiar/manageable units
mnemonics
memory aids, especially techniques that us vivid imagery/organizational devices
spacing effect
distributed study yield better long-term retention
testing effect
enhanced memory after retrieving rather than re-reading
shallow processing
encoding on basic level based on structure of words
deep processing
encoding based on meaning of words
hippocampus
helps process explicit memories for storage
flashbulb memory
clear memory of emotionally significant event
long-term potentiation (LTP)
increase in cell’s firing potential after brief, rapid stimulation
recall
retrieve info learned earlier but not currently in conscious awareness
recognition
identifying items previously learned (MC-Test)
relearning
learning something more quick when you learn the 2nd time
priming
activation, often unconsciously, of particular associations in memory
mood-congruent memory
recall experiences that match one’s mood
serial position effect
recall first/last items in list
anterograde amnesia
inability to form new memories
retrograde amnesia
inability to retrieve past info
proactive interference
disruptive effect of prior learning on recall of new info (Facebook passcode interferes with newly learned phone passcode)
retroactive interference
disruptive effect of new learning on recall of old info (someone sings new lyrics to tune of old song, trouble remembering the original words)
repression
banishes anxiety-arousing thoughts/feelings/memories
misinformation effect
incorporating misleading into one’s memory of an event
source amnesia
attributing to wrong source (false memories)
deja vu
current situation unconsciously triggers retrieval of earlier experience
cognition
mental activities associated with thinking/remembering/etc
concept
mental grouping of similar objects, events, ideas, or people
prototype
mental image of category
creativity
ability to produce novel/valuable ideas
convergent thinking
narrows problem’s solution to single best solution
divergent thinking
expands the number of possible problem solution
algorithm
methodical/logical procedure that guarantees solving problem
heuristic
thinking strategy, make judgments/solve problems efficiently, speedier but more error-prone than other algorithms; A heuristic is a short-cut, step-saving thinking strategy
or principle that generates a solution quickly, type of problem solving
insight
sudden realization of problem’s solution, a leap forward in thinking that leads to problem’s solution
confirmation bias
tendency to search for info that supports our preconceptions, disregarding
contradictory evidence
mental set
tendency to approach a problem one particular way, often a way that has been successful in the past
intuition
effortless, automatic feeling or thought
representativeness heuristic
judge likelihood of things in terms of how well they represent prototypes
availability heuristic
estimate likelihood of events based on their availability in memory
overconfidence
tendency to be more confident than correct
belief perserverance
clinging to initial conceptions even if discredited
framing
the way an issue is posed
language
words combined to communicate
phoneme
smallest distinctive sound unit (B-A-T) (Ch-A-T)
morpheme
smallest unit that carries meaning (pre-view-s)
grammar
language rules to communicate and understand others
babbling stage
4 months; infants utter sounds at first unrelated to household language
one-word stage
age 1-2; child speaks single words
two-word stage
age 2; child speaks two-word sentences
telegraphic speech
child uses mostly nouns/verbs (“go car”) like telegram
aphasia
impairment of language, damage to Broca/Wernicke
Broca’s area
controls language expression/speech
Wernicke’s area
controls language reception/comprehension
linguistic determinism
language determines the way we think
Richard Atkinson
mathematical modeling of memory/cognition
Richard Shiffin
model of memory, sensory register, short/long-term memory
George A Miller
cognitive neuroscience, developed wordnet
Hermann Ebbinghaus
study of memory, forgetting curve, learning curve, spacing effect
Eric Kandel
short/long term memory formed by different signals
Elizabeth Loftus
memories change by things we are told
Robert Sternberg
more to success than traditional intelligence (practical, analytical, creative)
Wolfgang Kohler
insight learning, learning occurs with insight into entire situation
Amos Tversky
limits of human rationality
Daniel Kahneman
increase understanding of economic decisions
Steven Pinker
focused on visual cognition, recognition, direct attention
Noam Chomsky
theory of universal grammar; language is natural
Paul Broca
research on Broca’s area
Carl Wernicke
research on Wernicke’s area
Benjamin Lee Whorf
language influences thought’; linguistic determinism
trial and error
involves trying various possible
solutions, and if that fails, trying others, type of problem solving
fixation
The tendency to get
stuck in one way of
thinking; an inability
to see a problem from
a new perspective
motor cortex
word is pronounced
visual cortex
receives written words as visual stimulation
Atkinson-Shiffrin Model
stimuli are recorded by our senses and held briefly in sensory memory, then short term memory, then long term
procedural memory
such as knowing how to ride a bike, and
well-practiced knowledge such as word meanings
