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AP Psych Vocab U5
AP Psych Vocab Unit 5 for Mrs. Hajdik's class
| Question | Answer |
|---|---|
| Memory | Persistence of learning over time through the storage & retrieval of information. |
| Storage | the retention of encoded info over time. |
| Retrieval | the process of getting info out of memory storage. |
| Sensory Memory | a quick, fleeting memory that is activated by the 5 senses (1-3 secs). |
| Iconic Memory | momentary sensory memory of visual stimuli; photographic lasting no more than 1/10th of a sec. Iconic = Icon = pic on your computer. |
| Short-term Memory | Conscious active processing of auditory & visual-spatial info that holds a few items briefly. George A. Miller says we can hold +/- 7 info bits. “Miller’s Magic #” Ex: 7 digits, 6 letters, or 5 words. |
| Long-term Memory | Relatively permanent & limitless storehouse of knowledge, skills, & experiences. |
| Encoding | the processing of info into the memory system. Encoding = Inside the brain |
| Working Memory | activated memory that holds a few items (7 items) for a brief time (30 secs) before the info is stored or forgotten. Encode through rehearsal |
| Flashbulb Memory | A clear memory of an emotionally significant moment/event. It is as clear as looking at a pic. Ex: 9/11 |
| Episodic Memories | Memories of certain events/episodes. Ex: birthdays, holidays, vacays, etc. *Not every episodic memory is a flashbulb memory, but every flashbulb memory is an episodic memory. |
| Semantic Memories | Fact-based Jeopardy-like info that we acquired about the world throughout our lives |
| Procedural Memories | “How to” or implicit memory. Ex: walking, talking, & riding a bike. |
| Automatic Processing | Unconscious encoding of incidental info such as space, time, frequency, & of well-learned info (meaning of words). |
| Implicit Memories (Nondeclarative) | Nondeclarative, procedural, how-to memory that you do not have to think about, independent of conscious recollection. Examples: Riding a bike. Playing an instrument. Use of motor skills. |
| Effortful Processing | Encoding that requires attention & conscious effort. Explicit/Declarative Memories |
| Explicit Memories (Declarative) | Declarative memory; facts & experiences that one can consciously know & declare. Examples: Vacations, holidays, personally experienced memories |
| State-Dependent Memories | What we learn in one state may be easily recalled when we are again in the state, such as being happy or sad. |
| Mood-Congruent Memories | The tendency to recall experiences that are consistent with one’s current good or bad mood. |
| Serial Position Effect | Our tendency to recall best the last & first items in a list. |
| Long-Term Potentiation | |
| Retrograde Amnesia | The inability to remember(the past) anything before specific brain surgery or an accident. |
| Anterograde Amnesia | The inability to form new memories after specific brain surgery or an accident. |
| Retroactive Interference | The disruptive effect of new learning on the recall of old info; backward acting. New disrupts past learning. Ex: can’t remember your old locker combo because keep remembering your new one |
| Proactive Interference | The disruptive effect past (prior) learning on the recall of new info; forward acting. Past disrupts new learning. Ex: Can’t remember your new locker combo b/c you keep remembering your old one. |
| Source Amnesia | Attributing to the wrong source an event we have experienced, heard/read about, or imagined. |
| Algorithm | A logical step-by-step procedure that, if followed correctly, will eventually solve for a specific problem. Example: Typing 0000, 0001, 0002, 0003, 0004, etc to figure out a pin # for an ATM card. |
| Concepts | a mental grouping of similar objects, events, ideas, or people |
| Convergent Thinking | A type of thinking that uses logic & algorithms to solve problems, there is only one answer, don’t see multiple perspectives. |
| Divergent Thinking | A type of thinking in which problem solvers devise a # of possible alternative approaches to problems & solutions, involves taking risks. |
| Heuristics | A general rule of thumb or “shortcut” that is used to reduce the # of possible solutions to a problem. Example: using birthdays for a pin # |
| Prototype | A mental image or best example of a category. Ex: Is a tomato a fruit? Is a whale a fish or mammal? |
| Biases | Having preexisting positions/beliefs about events, people, etc. |
| Availability Heuristic | Judging the likelihood of an event based on readily available personal experiences/news reports. |
| Belief Perserverance | Holding onto a belief even after it’s been discredited. |
| Confirmation Bias | A preference of info that confirms preexisting beliefs, while ignoring or discounting contradictory evidence. |
| Functional Fixedness | The tendency to think of an object as functioning only in its usual/customary way. Individuals often do not see innovative ways of familiar objects. |
| Representativeness Heuristic | Judging the likelihood of an event based on how well it matches a typical example. |
| Language | Way we communicate meaning (spoken, written, or gestured) to ourselves & others. |
| Language Acquisition Device (LAD) | Innate speech-enabling structures in the brain that allow us to learn language. |
| Linguistic Determinism | Thinking affects our language, which in turn affects our thoughts. |
| Morpheme | the smallest units of meaning in a language. |
| Phoneme | the smallest distinctive units of sound in language. |
| Semantics | the set of rules by which we derive meaning from morphemes, words, & sentences. Ex: ed; means it happened in the past. |
| Syntax | the rules for combining words into grammatically sensible sentences. Ex: adjectives come before nouns in English |
| Telegraphic Speech | Child speaks in 2 words around 24 mo. Ex: Go Park! |
| Achievement Tests | Measure what you already have learned. Ex: literacy test, driver’s test, or final exam in psych. |
| Aptitude Tests | Attempt to predict your ability to learn new skills. Ex: SAT or ACT; which predicts how you will do in future academic work. |
| Crystallized Intelligence | Our accumulated knowledge & verbal skills. Increases with age. Ex: Vocabulary |
| Fluid Intelligence | The ability to think quickly & abstractly. Decreases with age. Ex: Puzzles |
| Intelligence Quotient (IQ) | a method for assessing an individual’s mental aptitudes & comparing to others, using numerical scores. |
| Stanford-Binet Intelligence Test | Measures performance in 15 areas. |
| Wechsler Intelligence Scale (adult and children) | contains sub scores for verbal comprehension, processing speed, perceptual organization, & working memory. |
| Test Construction | For a psychological test to be acceptable it must fulfill the following three criteria: 1. Standardization 2. Reliability 3. Validity |
| Stereotype Test | A self-confirming concern that one will be evaluated based on a negative stereotype. |
| Reliability | A test is reliable when it yields consistent results. Types: 1. Split-half 2. Split-test 3. Test-Retest |
| Validity | A test that measures what it is intended to measure/predict. Types: 1. Content 2. Predictive 3. Construct |
| Down Syndrome | A condition of mild to severe intellectual disability & associated physical disorders caused by an extra copy of chromosome 21. |
| Intellectual Disability | a condition of limited mental ability, indicated by an intelligence score of 70 or below and difficulty in adapting to the demands of life; varies from mild to profound. |
| Savant Syndrome | A condition in which a person otherwise is limited in mental ability but has an exceptional skill, such as computation or drawing. |
Created by:
drey737
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