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Cognitive Psych. 3

Study Guide 3

QuestionAnswer
59. What is encoding?
60. What role did the original theory of STM play with respect to sensory and long-term memory?
61. How is information moved from sensory memory to short-term or working memory?
62. What are primacy and recency effects?
63. How did the theory of short-term memory explain primacy and recency effects?
64. What constrained the memory span of STM?
65. What process transferred information from short-term to long-term memory?
66. Does rehearsal reliably cause information to become a long-term memory, provide evidence?
67. What causes information to become a long term memory according to the current theory of working memory?
68. What is depth of processing?
69. What role does rehearsal play in working memory?
70. Does the intention or desire to retain information improve the formation of a long term memory, provide evidence?
71. What constrains the capacity of working memory, provide evidence?
72. Can information go directly from a sensory memory to a long-term memory and under what circumstances would this occur?
73. Identify the three parts of working memory that are proposed in the Braddeley model.
74. Explain how the mental computation of 37X28 involves the different parts of Braddeley’s model of working memory.
75. What cortical area is active when information is being retained in working memory?
76. What procedure has been used to study working memory in non-human subjects?
77. Explain how the delayed matching-to-sample procedure works?
78. What happens to an animals ability to remember information from different parts of the visual field when left or right frontal cortical areas associated with working memory are lesioned?
79. Describe the lateralized activity of human frontal cortical areas, when individuals rehearse verbal information and when they hold a visual image in their memory?
80. Define memory activation?
81. Does the activation associated with a particular memory remain constant over time, explain?
82. What is spreading activation?
83. What is associative priming, provide an example and explain how it works?
84. What is elaborative processing?
85. Provide an example of elaborative processing?
86. How can elaborative processing improve memory when it requires remembering more information than just the information to be remembered?
87. Explain how a clever elaboration can direct the learner (constrain memory) to the information that should be recalled?
88. Define memory strength?
89. How does memory strength effect recall?
90. What causes the strength of a memory to increase over time?
91. Explain the power law of learning?
92. Review an empirical demonstration of the power law of learning.
93. What neural process may underlie the power law of learning?
94. What is long-term potentiation?
95. What part of brain has neurons that display long-term potentiation?
96. How does long-term potentiation change with repeated activation of a synapse connecting two neurons?
97. What are flash bulb memories?
98. Is an individual’s confidence in the accuracy of a self-reported flash bulb memory a good indicator of the accuracy of the memory?
99. What might be necessary for the formation of a true flash bulb memory?
100. Identify 2 things that the amygdala does?
101. How did the brain activation of subjects closer and farther from ground zero on 9/11 differ when recalling their experience of the event?
1. Describe the power law of learning.
2. What neural process has been proposed to be the basis of the power law of learning and why?
3. Describe the power law of forgetting and provide evidence for the phenomenon.
4. What neural process has been proposed to be the basis of the power law of forgetting, provide evidence?
5. Identify the 3 causes of forgetting.
6. Identify 2 reasons as to why one may forget because of a failure to encode.
7. Identify 2 sources of evidence that memories may exist in the brain but cannot be retrieved.
8. How are problems with memory retrieval conceived and studied in cognitive psychology?
9. What is memory interference?
10. Review a study that created memory interference.
11. What is the fan effect and how does it influence memory performance?
12. Review a study that created a fan effect.
13. Under what circumstance does learning multiple associations with information cause a retrieval problem (interference) verses enhancing memory performance, provide evidence?
14. According to Bahrick (1984) how does memory for Spanish vocabulary decline over the life-span?
15. In the Bahrick (1984) study, why did people with more Spanish courses show better vocabulary memory over their life-span?
16. In the Bahrick (1984) study, what neural processes might explain the initial decline in vocabulary performance and what might explain the steep decline in performance late in life?
17. Identify 2 processes that cause memory decay.
18. What might explain why victims of Alzheimer’s (and other neural degenerative diseases) loose their most recently formed memories first?
19. What general property of memory has been proposed to explain the distortions and lapses that commonly occur when remembering?
20. Provide an example of implied meaning causing an error in recall?
21. Do memory errors occur at the time of encoding or at the time of recall, provide evidence?
22. Why is it hard for people of Western industrial culture to remember the War of the Ghosts?
23. Provide evidence of eyewitness testimony being influenced by the phrasing of a question?
24. Can eyewitnesses be made to “recall” an observed detail that did not occur, explain?
25. How good are people at recognizing the specific individuals involved in a “crime” that they witnessed, provide evidence?
26. Can social pressure influence the testimony of a witness, provide evidence?
27. What are repressed memories?
28. Provide a psychodynamic and information processing explanation of infantile amnesia.
29. Should we be cautious about the accuracy of a repressed memory, explain?
30. What areas of the brain respond similarly and differently to true and false memories?
31. Can the physical context of learning and recall influence memory performance, provide evidence?
32. What is mood dependent memory and review an empirical demonstration of the phenomenon?
33. What is mood congruent memory and review an empirical demonstration of the phenomenon?
34. What are the clinical implications of mood congruent memory for depression?
35. What is state dependent memory and review an empirical demonstration of the phenomenon?
36. What variables might influence state dependent memory effects?
37. What is synesthesia and is the phenomenon associated with memory performance?
38. What is often common among people with exceptional memory abilities?
39. What is eidetic memory and how common is the phenomenon?
40. What area of the brain is associated with problem solving?
41. How did Wolfgang Kohler define insight and how was this conception of insight different from Thorndikes’s?
42. Identify 3 types of problems that Kohler used to study problem solving.
43. How does information processing theory represent problem solving?
44. What is an operator, according to information processing language of problem solving?
45. Identify 2 methods by which we can learn about operators that can solve a problem?
46. How is operant reinforcement related to learning about operators that can solve a problem, provide examples?
47. How can operators be socially learned?
48. Identify four principles that influence the social learning of an operator.
49. What does learning an operator by analogy involve?
50. How good are people at using analogy to learn the solution to a problem, explain?
51. What is the difference reduction method of operator selection?
52. What role does back-up avoidance play in operator selection, provide examples?
53. What is the means-end analysis method of operator selection?
54. Provide an example of a problem that requires means-end analysis?
55. What is the advantage of means-end analysis in problem solving?
56. Provide examples of problem representation influencing problem solving performance.
57. What is functional fixedness?
58. Provide examples of problems in which people can be limited in finding a solution by functional fixidness.
59. What is a set effect in problem solving?
60. What is the difference between a set effect and the Einstellung effect?
61. Review a study in which a set effect limited the solving of a problem.
62. What is incubation as the term is used in problem solving?
63. Provide an example of a problem that can demonstrate an incubation effect.
64. How did the Gestalt psychologists explain the phenomenon of incubation?
65. Is there evidence for the Gestalt explanation of incubation, provide evidence?
66. What is the current cognitive explanation for the incubation phenomenon, provide evidence?
67. When defined as the sudden discovery of the solution to a problem, what variable seems to influence the experience of insight?
68. Distinguish declarative and implicit memory and provide examples of each.
69. What are retrograte and anterograde amnesia?
70. How does the memory performance of anterograde amnesic and normal subjects show that declarative and implicit memories are processed differently?
71. What areas of the brain are associated with processing declarative and implicit memories?
72. What type of memory is associated with expert ability?
73. Do we use more or less of our brain as we become more expert (practiced) at performing a task, provide evidence?
74. What framework can be used for understanding the development of expertise?
75. Identify and describe 3 stages in the development of automaticity.
76. Through what process is automaticity acquired?
77. What are the time scales for acquisition and loss of expertise?
78. What is deliberate practice and how is it different from practice that does not lead to expert ability?
79. How do experts and novices represent the same problems differently, provide evidence?
80. How well can novice and expert chess players remember the location of pieces on chess boards arranged in random and “game play” configurations?
81. How do expert chess players represent “game play” board configurations to improve their memory for the location of chess pieces?
82. What is the doctrine of formal discipline and how does it relate to beliefs about the transfer of skill?
83. Is the transfer of skill from one cognitive domain to another broad or narrow, provide evidence?
84. What is the theory of identical elements and how does it relate to beliefs about the transfer of skill?
85. Is the transfer of cognitive skill as narrow as suggested by the theory of identical elements, provide evidence?
Created by: hillkm
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