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Cognitive psychology
Cog. Psy test 2 5-8
| Question | Answer |
|---|---|
| memory | the processes involved in retaining, retrieving, and using information about stimuli, images, events, and ideas |
| modal model | contains a number of stages, sensory memory, STM, and LTM |
| sensory memory | an initial stage that holds information for seconds. Bottom up processing |
| STM | holds info for 15-30, limited by time and storage |
| LTM | holds info for decades |
| persistence of vision | retention of the perception of light in your mind. Laser, or sparkler |
| echoic memory | last for a few seconds after presentation of original stimuli (Persistence of sound) |
| iconic memory | corresponds to the sensory memory stage. Brief sensory memory for a visual stimuli |
| serial position curve | indicates that memory is better for words at the beginning and the end of the list |
| coding | refers to the way information is represented |
| visual coding | remembering what something looks like. Mental image |
| phonological coding | remembering sound. Most common type of coding |
| semantic coding | Remember what someone was talking about. Meaning |
| H.M | showed that the hippocampus was important for LTM |
| good STM bad LTM | H.M |
| good LTM bad STM | K.F |
| Chunking | samll units (like words) can be combined into larger meaningful units, like phrases or sentences. STM |
| Chunk | a collection of elements that are strongly associated with one another. EX. noise ass. with crowd. Noise is not ass. with room or film |
| working memory | limited capacity for temp. storage and manipulationg for complex tasks such as comphrension, learing, and reasoning |
| three components of working memory | phonological loop, visualspatial sketch pad, and central executive |
| phonological loop | holds verabl and auditory information. Ex. remembering a telephone #. Contains the storage and rehearsal |
| visualspatial sketch pad | solving a puzzle, or forming a picture in your mind. |
| central executive | Coordinates the activity of the working memory |
| three ideas that support the idea of a system specialized for language | phonological similiarity effect, word length effect, and articulatory suppression |
| phonological similarity effect | occurs when letters or words that sound similar are confused. EX. Remember mac, can, cap, man, map. These words are sound similar, therfore harder to rem. |
| word-length effect | memory is better for a list of short words than for long words |
| articulatory suppression | trying ot remember numbers and someone behind you starts to repeat "the, the, the" It prevents rehearsal in the phonological loop |
| working memory has trouble handling _____ types of info. that are presented simultaneously | similar |
| prefrontal cortex | inpus from the sensory areas, which are involved in processing incoming visual and auditory information |
| delayed-response task | req. a monkey to hold info. in working memory during a delay period. |
| supports the idea that the prefrontal cortex is important for holding information for brief periods of time | delayed response task |
| Declaritive memory | is our conscious recollections of events or facts |
| episodic memory | memory for specific events. wedding |
| semantic memory | facts and knowledge about the world that is not tied to any specific personal experience. Your ABC |
| Implicit memory | memory that occurs when a poast experience influences behavior, but we are not aware of the experience that is influencing behavior. |
| priming effects | stimuli affecting your memory without you realizing it. |
| procedural memory | typing, writing. our memory for how to carry out highly practiced skills |
| encoding | process of aquiring information and transforming it into memory |
| maintenance rehearsal | not effective in transferring into LTM. EX. repeating number out of phone book |
| type oh phonlogical loop | maintencance rehearsal |
| elaborative rehearsal | occurs when you think about the meaning of an item and make connection between the item and something you know. Good at est. LTM, attaches meaning |
| levels of processing (LOP) | memory depends on how information is encoded |
| shallow processing | little attention to meaning. Occurs if attention is focused oh physical features |
| deep proccessing | close attention. focusing on an items meaning and relating it to something else |
| self-reference effect | memory is better if you are asked to relate a word to yourself. |
| particpants were three time more likely to remember words that they rated as describing themselves | self-reference effect |
| retrieval cues | the close link between how information is encoded and our ability to retrieve it later |
| retrieval cues | organizing information into catagories, |
| memory is represented by changes in synapse | (blank) |
| long term potentiation | strengthening of connection between neurons. changes in neurons and synapses-- increased firing leads to a structural changes which allow for easier firing |
| consolidation | strenthening of neurons in the brain, making them more permanent |
| consolidation is goverend by | hippocampus |
| episodic memory needs the | hippocampus |
| Medial temporal lobe | damage causes memory loss, but not as sever. important to LTM |
| more activity in the MTL = | a greater incoding ability |
| retrieval cues | catagories help, same person |
| transfer appropriate processing | deeper processing does not always lead to better memory. |
| transfer appropriate processing | memory performance is enhanced if the type of encoding that occurs during acquisition matches the type of retrieval that occurs during the memory test |
| ex. of Transfer app. processing | semantic-aqusition, rhyming-test condintion, rhyming-aqusition, rhyming-test condition |
| encoding specificity | we learn information together with its context. Same place as encoding and same place as retrieval |
| state-dependent learning | memory is best if a person is in the same state for encoding and retrieval. Silent, cold, loud, happy) |
| State-dependent learning ( supported studies) | underwater/land recall |
| continuous music technique | particpants are asked to think positive/negative thoughts while listening to a certain type of music. Mood effects test. |
| autobiograhpical memory | the events that make up our life stories are episodic memories |
| event specific knowledge | consists of individual events that happen on a timescale of minutes or hours. |
| A description of your first day at college | event specific knowlege |
| things that happen over days, weeks, or, months. welcome week | general events |
| span over many years. college years | lifetiem periods |
| the enhanced memory for adolescence and young adulthood that can be demonstrated in people over 40 | reminiscene bump |
| two explanations for reminiscence bump | life-narrative hypothesis, and cognitive hypothesis |
| life narrative hypothesis | people assume their life identities during that period of time |
| cognitive hypothesis | encoding is better during periods of rapid change that are followed by staility (My move to sarasota from lakeland) |
| flashbulb memories | vivid memories for emotionally powerful events. 911, challanger |
| some people suggest that we dont remember flashbulb memories because of special mechanism but because we rehearse these events after they occure called | narrative rehearsal hypothesis |
| suggest our memories decay just like regular memories | narrative rehearsal hypothesis |
| peoples belief in the accuracy of their memory remains high, the fact their confidence increases with time | narrative rehearsal hypothesis |
| constructive approach to memory | the mind contructs memories based on a number of sources of information |
| War of Ghost | the story was transformed to represent the participants culture. One of the first people to use repeated introduction techinique |
| Grades remember better A than D | support the constructive approach to memory (many factors effect memory) |
| source monitoring | we retrieve the memory first and then use a decision process to determine where the memory cam from |
| source misattribution | we attribute something we remember to the wrong source. |
| source misattrinution examples | nonfamous names |
| false memories | hammer/pounding test, baseball scenario |
| schema | the knowledge of what is involved in a particular experience-- college, work |
| script | type of schema, our conception of what an experience is like. |
| dentist office where people rem. seeing books but there werent any | sows how knowledge can affect memory |
Created by:
ashley5273