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PSYCH 100 Exam Pt 2
Chapter 7-8
| Question | Answer |
|---|---|
| memory | The nervous system's capacity to acquire and retain skills & knowledge. It enables organisms to take info from experiences & store it for retrieval later. It doesn't live in 1 part of the brain; if you lose a particular brain cell, you won't lose memory. |
| brain regions associated with the brain | Temporal Lobes: declarative memory. Amygdala: fear learning. Cerebellum: motor action learning & memory. Hippocampus: spatial memory. Prefrontal cortex: working memory. |
| sensory memory | A memory system that very briefly stores sensory information in close to its original sensory form. |
| short-term memory | A memory storage system that briefly holds a limited amount of information in awareness. |
| working memory | An active processing system that keeps different types of information available for current use. |
| chunking | Organizing information into meaningful units to make it easier to remember. |
| long-term memory | The relatively permanent storage of information. |
| serial position effect | The ability to recall items from a list depends on order of presentation, with items presented early/late in the list remembered better than those in the middle. Two seperate effects: primacy effect & recency effect. |
| primacy effect | The better memory people have for items presented at the beginning of the list. |
| recency effect | The better memory people have for the most recent items, the ones at the end of the list. |
| mnemonics | Learning aids, strategies, and devices that improve recall through the use of retrieval cues. |
| implicit memory | The system underlying unconscious memories. |
| explicit memory | The system underlying conscious memories. |
| declarative memory | The cognitive information retrieved from explicit memory; knowledge that can be declared. |
| episodic memory | Memory for one's person past experiences. |
| semantic memory | Memory for knowledge about the world. |
| procedural memory | A type of implicit memory that involves motor skills and behavioral habits. |
| proactive interference | When prior information inhibits the ability to remember new information. |
| retroactive interference | When new information inhibits the ability to remember old information. |
| proactive interference | When prior information inhibits the ability to remember new information. |
| retroactive interference | When new information inhibits the ability to remember old information. |
| proactive interference | When prior information inhibits the ability to remember new information. |
| retroactive interference | When new information inhibits the ability to remember old information. |
| proactive interference | When prior information inhibits the ability to remember new information. |
| retroactive interference | When new information inhibits the ability to remember old information. |
| proactive interference | When prior information inhibits the ability to remember new information. |
| retroactive interference | When new information inhibits the ability to remember old information. |
| proactive interference | When prior information inhibits the ability to remember new information. |
| retroactive interference | When new information inhibits the ability to remember old information. |
| proactive interference | When prior information inhibits the ability to remember new information. |
| retroactive interference | When new information inhibits the ability to remember old information. Ex: study psychology --> study anthropology --> take psychology test. |
| amnesia | A deficit in long-term memory, resulting from disease, brain injury, or psychological trauma, in which the individual loses the ability to retrieve vast quanties of information from long-term memory. |
| retrograde amnesia | A condition in which people lose past memories, such as memories for events, facts, people, or even personal information. |
| anterograde amnesia | A condition in which people lose the ability to form new memories. |
| confabulation | The unintended false recollection of episodic memories. Morris Moscovitch described it as "honest lying", the person does not intend to deceive and is unaware of his/her false story. |
| cognition | mental activity that includes thinking and the understandings that result from thinking. |
| stereotypes | Cognitive schemas that allow for easy, fast processing for information about people based on their membership in certain groups. |
| reasoning | Using information to determine if a conclusion is valid or reasonable. Two types: deductive & inductive. |
| deductive reasoning | Using general rules to draw conclusions about specific instances. Ex: you have read that Parisians dress fashionably, you might expect your Parisian pen pal to dress fashionably. |
| inductive reasoning | Using specific instances to draw conclusions about general rules. Ex: Since your Parisian pen pal is friendly, you might assume/hope that most Parisians are friendly. |
| heuristics | Shortcuts (rules of thumb or informal guidlines) used to reduce the amount of thinking that is needed to make decisions. |
| intelligence | The ability to use knowledge to reason, make decisions, make sense of events, solve problems, understand complex ideas, learn quickly, and adapt to environmental challenges. |
| achievement | The assessment of people's current levels of skills and of knowledge. |
| aptitude | Used to predict what tasks, and prehaps even what jobs, people will be good at in the future. |
| Alfred Binet | Developed the first method of assessing intelligence. Goal was to identify children in the French school system who needed extra attention & special instructions. |
| Stanford-Binet test | Established normative scores for American children. |
| Wechsler Adult Intelligence Scale (WAIS) | A test developed by David Wechsler with two parts: verbal and performance. Verbal measures aspects such as comprehension, vocabulary, and general knowledge. The performance part involves nonverbal tasks, such as making objects, puzzles. |
| mental age | An assessment of a child's intellectual standing compared with that of same-age peers; determined by comparing the child's test score w/ the average score for children of each chronological age. Ex: 8yr old who can read do calculus, mental age = 16. |
| intelligence quotient (IQ) | An index of intelligence computed by dividing a child's estimated mental age by the child's chronlogical age, then multiplying this number by 100. Ex: 16/8 x 100 = 200. Wilhelm Stern |
| general intelligence | The idea that one general factor underlies intelligence. Charles Spearman |
| Validity of testing | To evaluate tests, consider what it means to be intelligent |
| Fluid intelligence | Intelligence that reflects the ability to process information, particularly in novel or complex circumstances. |
| Crystallized intelligence | Intelligence that reflects both the knowledge one acquires through experience and the ability to use that knowledge one acquires through experience and the ability to sue that knowledge |
| Savants | Minimal intellectual capacities but show exceptional ability in some 'intelligent' process such as music, math or art. |
| Behavioral genetics | Twins raised apart are similarly intelligent. Social multipliers (environment or environmental factor) that increases what might be a small advantage. Intelligence gene is made up of thousands of individual genes. |
| Sex | Arthur Jensen analyzed intelligence tests. Males excel at some things and females excel at others |
Created by:
f.sarwar92
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