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Psychology 1010 > Unit Four Test > Flashcards

Unit Four Test Flashcards

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1
Q

Memory

A

the ability to retain knowledge

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2
Q

Information Processing

A

continuum forms attention through problems solving that includes memory

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3
Q

Encoding

A

the process of taking information and putting it into memory

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4
Q

Storage

A

taking information from memory and storing it

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5
Q

Retrieval

A

recovering stored information

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6
Q

Sensory Memory

A

all sensory information is held for a very brief time

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7
Q

Short-term memory

A

a small fraction of sensory memory moves to short-term memory

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8
Q

Chunking

A

putting information into meaningful chunks improves short term memory

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9
Q

Working Memory

A

Similar to short term memory except multiple types of information (only a single type for short-term) can be actively manipulated (passive for short-term)

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10
Q

Phonological Loop

A

rehersal of auditory information

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11
Q

Visuospatial Sketchpad

A

remembering and manipulating things we see

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12
Q

Episodic buffer

A

links different information together and combines it with information from long term memory

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13
Q

Central Executive

A

directs appropriate amount of attention to each component

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14
Q

Long-term memory

A

location of permanent memories, large capacity and long duration

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15
Q

Level of Processing Theory

A

deeper levels of processing to a greater likelihood that something will be retained in long-term memory

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16
Q

Serial Position Effect

A

when people are asked to recall a list of words, (rehersal moved to long-term memory)

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17
Q

Regency Effect

A

words learned last are more likely to be remembered (still in working memory)

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18
Q

Primacy Effect

A

words learned first are more likely to be remembered (rehersal moved to long-term memory)

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19
Q

Declarative Memory

A

knowing “that” memories about the world

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20
Q

Nondeclarative Memory

A

memories that are difficult to verbalize

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21
Q

Semantic Memories

A

memories of facts, ideas, concepts, general knowledge

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22
Q

Episodic Memories

A

memories of personally experienced events

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23
Q

Autobiographical memories

A

either semantic or episodic memories about oneself

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24
Q

Classical Conditioning

A

we often have conditioned emotional responses to things we are not aware of

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25
Q

Procedural Memories

A

how to do things, usually difficult to describe How would you explain to someone how to ride a bike?

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26
Q

Priming

A

exposure to on stimulus changes a response to a later stimulus

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27
Q

Spreading Activation Model

A

people organize their memories based on how related things are in their own personal experience, lots of individual differences

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28
Q

Schema

A

our set of expectations about situations or things

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29
Q

Cue

A

stimulus that aids in retrieval of information

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30
Q

Encoding Specificity

A

when memories are encoded, lots of specific information is included, some of this information can be used as cues

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31
Q

Tip of the Tongue (TOT)

A

incomplete memory retrieval where part of a memory is recalled, Related to spreading activation

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32
Q

Flashbulb Memory

A

Vivid and detailed memory associated with a highly emotional event

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33
Q

Forgetting

A

decrease in the ability to retrieve a previously formed memory

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34
Q

Interference

A

newer and older information in memory might complete, potentially distorting memories

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35
Q

Proactive Interference

A

reduced memory for information because of prior memories

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36
Q

Retroactive Interference

A

reduced memory for information because of information learned afterward

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37
Q

Motivated Forgetting

A

failure to remember threatening or negative things

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38
Q

Long-Term Potentiation (LTP)

A

neurons that are regularly activated together become more efficient at communicating

39
Q

Distributed Practice

A

practice or learning distributed more or less evenly over-time

40
Q

Massed Practice

A

practice or learning crammed into a short amount of time

41
Q

Mnemonics

A

devices that link new information to something simpler or already well-known

42
Q

Developmental Psychology

A

the science of how and why people change overtime, from conception to death

43
Q

Continuity

A

the idea that development is a gradual process, with one stage gradually leading to another

44
Q

Discontinuity

A

the idea that development has stages that are clearly demarcated from one another

45
Q

Universal Development

A

some facts of development seem to be constant across cultures

46
Q

Ecological Development

A

environments can affects developmental process

47
Q

Zygote

A

the cell that results from sperm combining with egg (gametes) first two weeks after conception

48
Q

Implantation

A

Zygote attaches to uterine wall 6-12 days after fertilization

49
Q

Embryo

A

3rd through 8th week Rudimentary forms of body structural develop

50
Q

Fetus

A

9th week until birth (38 weeks) most brain cells are present by 7 months

51
Q

Primitive Streak

A

line that appears down the middle of the embryo (also for birds and reptiles) eventually becoming the neural tube (22 days) then the CNS (brain and spinal column)

52
Q

Monsomy

A

and individual has only one copy of a particular chromosome

53
Q

Trisomy

A

an individual has three copies of chromsome

54
Q

Teratogen

A

substance or condition that increases the risk of prenatal abnormalities includes, drugs, pollutants, radiation, diseases, malnutrition, extreme stress

55
Q

Behavioral Teratogen

A

teratogen that doesn’t cause overt physical defects, but harms the brain leading to hyperactivity antisocial behavior or learning disabilities

56
Q

Fetal Alcohol Syndrome (FAS)

A

associated with consumption or large amounts of alcohol during pregnancy

57
Q

Thalidomide

A

substance once used to treat morning sickness

58
Q

Piaget’s Four States in his Cognitive Development Theory are?

A
  • sensorimotor
  • properational
  • concrete operational
  • formal operational
59
Q

Sensorimotor

A

birth to 2years, Infants use senses and motor abilities to understand the world. At some point during this stage, infants realize that an object doesn’t disappear when removed from view (object permanence)

60
Q

Conseration

A

The idea that the amount of something (number volume) stays constant even if it undergoes a change in apperance

61
Q

Theory of Mind

A

the idea that other people might have different thoughts or beliefs

62
Q

False-believe task

A

a child has knowledge of something that another observer does not. The child is then asked about the situation from the observer’s perspective

63
Q

Accommodation

A

old ideas (or schemes) are restructured to include new experiences

64
Q

Disequilibrium

A

when schemes are wrong much of the time, entirely new ways of thinking must be adopted, For Piaget, this is when children move on to a more advanced stage

65
Q

Zone of Proximal Development (ZPD)

A

vygotsky’s term for skills a person is not quite able to do on his or her own, but can with assistance

66
Q

Scaffolding

A

support provided to children while they learn new skills

67
Q

Temperament

A

inborn predisposition

68
Q

Attachment

A

emotional bond between infant and caregiver (associated with John Bouloy)

69
Q

Secure Attachment

A

most common (50-70%) baby express freely when Mom is in the room

70
Q

Insecure/avoidant attachment

A

child appears dazed, apprehensive, and confused

71
Q

Authoritarian

A

blind obedience to parent with high expectations and stern (often physical punishment)

72
Q

Permissive

A

(indulgent) emotional warmth with few rules and little discipline

73
Q

Authoritative

A

has limits and rules but children are listening to and forgiven

74
Q

Uninvolved

A

parents are not aware (or appear not to care) what children are along

75
Q

Personality

A

characteristics ways of behaving, thinking, and feeling

76
Q

The “Big Five” personality characteristics

A
  • openness to experience
  • conscientiousness
  • extroversion
  • agreeableness
  • neuroticism
77
Q

Openness

A

people who score high on openness tend to be curious, inventive and open to try new things/low score are reluctant to change

78
Q

Conscientiousness

A

people who score high are reliable, orderly, disciplined and hardworking low score are reluctant to change

79
Q

Extroversion

A

(surgency) tend to seek out other people, assertive, excitement have personal warmth

80
Q

Introversion

A

reserved, happy spending time alone, passive cautious

81
Q

Agreeableness

A

people scoring high tend to be trustworthy, compassionate/low score tend to be untrustworthy, uncooperative and detached

82
Q

Neuroticism

A

people scoring high tend to be anxious, hostile, depressed, self-conscious/low score are relaxed secure, and confident

83
Q

Temperament

A

patterns of mood, activity and emotional responsive

84
Q

Social Norms

A

rules for conduct in social situations, can vary by culture or group

85
Q

Conformity

A

matching behaviors to the social Norms of a group

86
Q

Stanford Prison Experiment

A

undergraduate men were assinged as guards or prisnors

87
Q

Compliance

A

obeying the request of another person when they don’t have any direct authority over you, commonly used in sales technique

88
Q

Door-in-the-face technique

A

greater compliance for small requests when it’s preceded by large request

89
Q

Foot-in-the door technique

A

once a person has agreed to a small request it is easier to get them to agree to a larger request

90
Q

Obedience

A

obeying the request of a person who has authority (police officer)

91
Q

Tit for Tat

A

in social situations, cooperate on the first move then mirror the last move of your opponents

92
Q

Altruism

A

an act that leads to gains to a recipient and no gain or harm to an actor

93
Q

Reciprocal Altruism

A

individuals who trade favors will be better off than those who don’t cooperate with anyone

94
Q

Aggression

A

deliberate attempt to harm others

Psychology 1010 (4 decks)

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