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The persistence of learning over time through the storage and retrieval of information.
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The processing of information into the memory system- for example, by extracting meaning
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ap psych unit 5
cognitive psychology review
| Question | Answer |
|---|---|
| The persistence of learning over time through the storage and retrieval of information. | Memory |
| The processing of information into the memory system- for example, by extracting meaning | Encoding |
| The retention of encoded information over time. | Storage |
| The process of getting information out of memory storage. | Retrieval |
| The immediate, very brief recording of sensory information in the memory system. | Sensory memory |
| Activated memory that holds a few items briefly, such as the seven digits of a phone number while dialing, before the information is stored or forgotten. | Short term memory |
| The relatively permanent and limitless storehouse of the memory system. Includes knowledge, skills, and experiences. | Long-term memory |
| A newer understanding of short-term memory that focuses on conscious, active processing of incoming auditory and visual-spatial information, and of information retrieved from long term memory. | Working memory |
| The processing of many aspects of a problem simultaneously; the brain's natural mode of information processing for many functions, including vision. Contrasts with the step by step processing of most computers and of conscious problem solving. | Parallel processing |
| Unconscious encoding of incidental information, such as space, time, and frequency, and of well-learned information, such as word meanings. | Automatic processing |
| Encoding that requires attention and conscious effort. | Effortful processing |
| The conscious repetition of information, either to maintain it in consciousness or to encode it for storage. | Rehearsal |
| The tendency for distributed study or practice to yield better long-term retention than is achieved through massed study or practice. | Spacing effect |
| Our tendency to recall best the last and first items in a list. | Serial position effect |
| The encoding of picture images. | Visual encoding |
| The encoding of sound, especially the sound of words. | Acoustic encoding |
| The encoding of meaning, including the meaning of words. | Semantic encoding |
| Mental pictures; a powerful aid to effortful processing, especially when combined with semantic encoding. | Imagery |
| Memory aids, especially those techniques that use vivid imagery and organizational devices. | Mnemonics |
| Organizing items into familiar, manageable units; often occurs automatically | Chunking |
| A momentary sensory memory of visual stimuli; a photographic or picture-image memory lasting no more than a few tenths of a second. | Iconic memory |
| A momentary sensory memory of auditory stimuli; if attention is elsewhere, sounds and words can still be recalled within 3 or 4 seconds. | Echoic memory |
| An increase in a synapse's firing potential after brief, rapid stimulation. Believed to be a neural basis for learning and memory. | Long term potentiation (LTP) |
| A clear memory of an emotionally significant moment or event. | Flashbulb memory |
| The loss of memory | Amnesia |
| Retention independent of conscious recollection. (Also called nondeclarative or procedural memory.) | Implicit memory |
| Memory of facts and experiences that one can consciously know and "declare." (Also called declarative memory.) | Explicit memory |
| A neural center that is located in the limbic system; helps process explicit memories for storage. | Hippocampus |
| A measure of memory in which the person must retrieve information learned earlier, as on a fill-in-the-blank test. | Recall |
| A measure of memory in which the person need only identify items previously learned, as on a multiple-choice test. | Recognition |
| A measure of memory that assesses the amount of time saved when learning material for a second time. | Relearning |
| The activation, often unconsciously, of certain associations, thus predisposing one's perception, memory, or response. | Priming |
| The tendency to recall experiences that are consistent with one's current good or bad mood. | Mood congruent memory |
| All the mental activities associated with thinking, knowing, remembering, and communicating. | Cognition |
| A mental grouping of similar objects, events, ideas, or people. | Concept |
| A mental image or best example of a category. | Prototype |
| A methodical, logical rule or procedure that guarantees solving a particular problem. Contrasts with the usually speedier—but also more error-prone—use of heuristics | Algorithm |
| A simple thinking strategy that often allows us to make judgments and solve problems efficiently; usually speedier but also more error-prone than algorithms. | Heuristic |
| A sudden and often novel realization of the solution to a problem; it contrasts with strategy-based solutions. | Insight |
| The ability to produce novel and valuable ideas. | Creativity |
| A tendency to search for information that supports our preconceptions and to ignore contradictory evidence. | Confirmation Bias |
| The inability to see a problem from a new perspective, by employing a different mental set. | Fixation |
| A tendency to approach a problem in one particular way, often a way that has been successful in the past. | Mental set |
| The tendency to think of things only in terms of their usual functions; an impediment to problem solving. | Functional fixedness |
| Judging the likelihood of things in terms of how well they seem to represent, or match, particular prototypes; may lead us to ignore other relevant information | Representativeness heuristic |
| Estimating the likelihood of events based on their availability in memory; if instances come readily to mind (perhaps because of their vividness), we presume such events are common. | Availability heuristic |
| The tendency to be more confident than correct—to overestimate the accuracy of our beliefs and judgments. | Overconfidence |
| Clinging to one's initial conceptions after the basis on which they were formed has been discredited. | Belief perseverance |
| An effortless, immediate, automatic feeling or thought, as contrasted with explicit, conscious reasoning. | Intuition |
| Our spoken, written, or signed words and the ways we combine them to communicate meaning. | Language |
| In language, the smallest distinctive sound unit. | Phoneme |
| In a language, the smallest unit that carries meaning; may be a word or a part of a word (such as a prefix). | Morpheme |
| In a language, a system of rules that enables us to communicate with and understand others. | Grammar |
| The set of rules by which we derive meaning from morphemes, words, and sentences in a given language; also, the study of meaning. | Semantics |
| The rules for combining words into grammatically sensible sentences in a given language. | Syntax |
| Beginning at about 4 months, the stage of speech development in which the infant spontaneously utters various sounds at first unrelated to the household language. | Babbling stage |
| The stage in speech development, from about age 1 to 2, during which a child speaks mostly in single words. | One word stage |
| Beginning about age 2, the stage in speech development during which a child speaks mostly two-word statements. | Two word stage |
| Early speech stage in which a child speaks like a telegram—"go car"—using mostly nouns and verbs. | Telegraphic speech |
| Whorf's hypothesis that language determines the way we think. | Linguistic determinism |
| Impairment of language, usually caused by left hemisphere damage either to Broca's area (impairing speaking) or to Wernicke's area (impairing understanding) | Aphasia |
| controls language expression-area of the frontal lobe in left hemisphere that directs muscle movements involved in speech | Broca's area |
| Controls language reception. Damage creates inability to comprehend language; usually in the left temporal lobe. | Wernicke's area |
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