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ap psych unit 5
| term | def |
|---|---|
| sensory memory | first stop for external events; a split-second holding tank for incoming sensory information |
| iconic memory | split-second perfect photograph of the scene |
| echoic memory | an equally perfect brief (3–4 second) memory for sounds |
| Selective attention | We encode what we are attending to or what is important to us |
| Episodic memory | Memories of specific events, stored in a sequential series of events. Example: remembering the last time you went on a date. |
| Semantic memory | General knowledge of the world, stored as facts, meanings, or categories rather than sequentially. Example: What is the difference between the terms effect and affect? |
| Procedural memory | Memories of skills and how to perform them. These memories are sequential but might be too complicated to describe in words. Example: how to throw a curveball. |
| Explicit memories | the conscious memories of facts or events we actively tried to remember |
| Implicit memories | unintentional memories that we might not even realize we have |
| Recognition | the process of matching a current event or fact with one already in memory ("have i smelled this before") |
| Recall | retrieving a memory with an external cue ("what does my aunt lucy's perfume smell like") |
| primacy effect | predicts that we are more likely to recall items presented at the beginning of a list |
| recency effect | demonstrated by our ability to recall the items at the end of a list |
| serial position effect | when recall of a list is affected by the order of items in a list |
| semantic network theory | states that our brain might form new memories by connecting their meaning and context with meanings already in memory |
| State-dependent memory | phenomenon of recalling events encoded while in particular states of consciousness |
| interference | Sometimes other information in your memory competes with what you are trying to recall |
| Retroactive interference | Learning new information interferes with the recall of older information. If you study your psychology at 3:00 and your sociology at 6:00, you might have trouble recalling the psychology information on a test the next day. |
| Proactive interference | Older information learned previously interferes with the recall of information learned more recently. |
| anterograde amnesia | cannot encode new memories but they can recall events already in memory |
| phonemes | smallest units of sound used in a language |
| morpheme | smallest unit of meaningful sound; can be words, such as a and but, or they can be parts of words, such as the prefixes an- and pre |
| holophrastic stage or one-word stage | when babies speak single words |
| linguistic relativity hypothesis | the language we use might control, and in some ways limit, our thinking |
| Belief bias | occurs when we make illogical conclusions in order to confirm our preexisting beliefs |
| Belief perseverance | refers to our tendency to maintain a belief even after the evidence we used to form the belief is contradicted |
| Rigidity | refers to the tendency to fall into established thought patterns |
| Framing | refers to the way a problem is presented |
| convergent thinking | thinking pointed toward one solution |
| divergent thinking | thinking that searches for multiple possible answers to a question |
| functional fixedness | the inability to see a new use for an object |
| Three-Box/Information-Processing Model | This model proposes the three stages that information passes through before it is stored (sensory, encoding, short-term, long-term, retrieval, recall) |
| Levels of Processing Model | This theory explains why we remember what we do by examining how deeply the memory was processed or thought about (deeply processed or shallowly processed) |
| what effect does recent research indicate language has on the way we think | The labels we apply affect our thoughts |
| heuristic | a rule that is generally, but not always, true that we can use to make a judgment in a situation |
| Availability heuristic | Judging a situation based on examples of similar situations that come to mind initially |
| Representativeness heuristic | Judging a situation based on how similar the aspects are to prototypes the person holds in his or her mind |
| Split-half reliability | involves randomly dividing a test into two different sections and then correlating people’s performances on the two halves |
| Face validity | refers to a superficial measure of accuracy. |
| content validity | refers to how well a measure reflects the entire range of material it is supposed to be testing |
| Concurrent validity | measures how much of a characteristic a person has now |
| Predictive validity | a measure of future performance |
| Fluid intelligence | refers to our ability to solve abstract problems and pick up new information and skills |
| crystallized intelligence | involves using knowledge accumulated over time |
| Spearman | Intelligence can be measured by a single, general ability (g). |
| Gardner | Theory of multiple intelligences—the term “intelligence” should be applied to a wide variety of abilities |
| Sternberg | Triarchic theory of intelligence—people can be intelligent in different ways; they can evidence analytic, practical, and creative intelligence. |
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ineedtostudymore1