Week 7 (learning to think on their own) Flashcards

1
Q

What view reflects the “Cognitive Revolution”?

A

The view that the brain is like a computer.

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2
Q

How does information flow through the system?

A

Sensory register-> STM-> LTM.

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3
Q

What are executive control processes?

A

Strategies.

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4
Q

How does the sensory register work?

A

If attention is given to the stimuli then it is encoded.

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5
Q

What are the 3 types of information storage?

A

Short-term memory
Working memory
Long-term memory

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6
Q

What are the 3 types of retrieval?

A

Recognition
Recall
Cued recall

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7
Q

What are the 2 types of processing?

A

Top-down processing (cognitive)
Bottom-up processing (perceptual)

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8
Q

What is top-down processing?

A

When information stored in LTM directs our attention.

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9
Q

What is bottom-up processing?

A

When information we currently perceive guide our attention.

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10
Q

Are executive functions automatic or effortful processes?

A

Effortful.

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11
Q

What are 3 things about automatic processes?

A

1) require no mental effort
2) not conscious
3) do not improve with practice

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12
Q

What are three things about effortful processes?

A

1) require mental effort
2) potentially available to consciousness
3) improve with practice

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13
Q

What are the 3 main categories of executive functions?

A

1) working memory
2) inhibition
3) cognitive flexibility

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14
Q

How does completion of executive tasks change with age?

A

We get faster with age.

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15
Q

What is the span of apprehension?

A

the amount of information one can extract from a passively held storage.

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16
Q

What 3 aspects does Baddeley’s Model focus on?

A

1) central executive
2) articulatory loop
3) visuo-spatial sketch pad

17
Q

Explain the 2 main inputs from Baddeley’s Model.

A

Visual information is stored in the sketchpad.
Verbal information is stored in the articulatory loop.

18
Q

What were the results of Chi (1978) study on chess arrays and digit memory in chess-expert children and college-educated adults? What does this suggest?

A

Digit memory was relatively the same, but chess-expert children were much better at remembering chess arrays.
Suggests better working memory for practiced and interesting topics.

19
Q

How does working memory change with age?

A

The capacity increased.

20
Q

What is a stroop task? What is it used for? What is a common example?

A

A task that includes competing information that confuses the individual.
Assesses executive function and inhibition/resistance to interference.
e.g. Day/Night or Simon Says.

21
Q

At what age do you get better at stroop tasks?

A

5 years of age.

22
Q

What person may have issues with a stroop task (inhibition)?

A

Those with ADHD.

23
Q

What task is used to assess cognitive flexibility? How do children typically do on this task? Why?

A

Dimensional card sorting task.

Children typically fail because they lack cognitive flexibility.

24
Q

What are hot executive function tasks? Example?

A

Tasks that have an emotional and/or motivational component.
e.g. delay of gratification.

25
What area of the brain supports executive functions?
PFC.
26
What is mismatch in maturation? What might it explain?
brain areas associated with reward and emotion develop faster than prefrontal lobes that are responsible for risk-taking. May explain adolescent risk-taking.
27
What are cognitive strategies?
Goal-directed mental operations used to aid task performance.
28
What 2 factors have the greatest impact on performance through the implementation of strategies?
Knowledge Metacognition
29
What is production deficiency?
Giving young children strategies to use, but they don't create/use strategies independently.
30
What is utilization deficiency?
Children use a strategy but fail to experience the benefit in performance.
31
According to DeMaire-Deblow and Miller (1988) utilization deficiency study, when do children start to get the benefits to performance from cognitive strategies?
By late preschool age.
32
What is the main idea of Siegler's adaptive strategy choice model?
Children's cognitive strategies compete for use.
33
What are the 3 influences on children's strategy use and effectiveness?
1) mental capacity 2) knowledge base 3) metacognition