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AP Psych: Mod 31-36
Meyers Unit 7
| Term | Definition |
|---|---|
| memory | the persistence of learning over time through the storage and retrieval of information. |
| encoding | the processing of information into the memory system. |
| storage | the retention of encoded information over time. |
| retrieval | the process of getting information out of memory storage. |
| parallel processing | the processing of many aspects of a problem simultaneously; the brain's natural mode of information processing for many functions. |
| connectionism | learning is a product between stimulus and response. |
| sensory memory | the immediate, very brief recording of sensory information in the memory system. |
| short-term memory | activated memory that holds a few items briefly before the information is stored or forgotten. |
| long-term memory | the relatively permanent and limitless storehouse of the memory system; includes knowledge, skills, and experiences. |
| working 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. |
| explicit memory | memory of facts and experiences that one can consciously know and "declare" (declarative memory). |
| effortful processing | encoding that requires attention and conscious effort. |
| automatic processing | unconscious encoding of incidental information, such as space time, and frequency, and of well-learned information, such as word meanings. |
| implicit memory | retention independent of conscious recollection. (nondeclarative or procedural memory). |
| iconic memory | a momentary sensory memory of visual stimuli; a photographic or picture-image memory lasting no more than a few tenths of a second. |
| echoic memory | a momentary sensory memory of auditory stimuli; if attention is elsewhere, sounds and words can still be recalled within 3 or 4 seconds. |
| flashbulb memory | a clear memory of an emotionally significant moment or event. |
| chunking | organizing items into familiar, manageable units; often occurs automatically. |
| mnemonics | memory aids, especially those techniques that use vivid imagery and organizational devices. |
| peg -word system | mnemonic strategy used to remember lists where each item is associated in imagination with a number-word pair. |
| heirchies | system in which concepts are arranged from more general to more specific. |
| spacing effect | the tendency for distributed study of practice to yield better long-term retention that is achieved through massed study or practice. |
| testing effect | enhanced memory after retrieving, rather than simply rereading info. |
| shallow processing | encoding on a basic level based on the structure or appearance of words. |
| deep processing | encoding systematically, based on the meaning of the words; tends to yield the best retention. |
| self-reference effect | information deemed relevant to me and its processed more deeply and remains more accessible. |
| hippocampus | a neural center that is located in the limbic system; helps process explicit memories for storage. |
| left hippocampus damage... | trouble remembering verbal information. |
| right hippocampus damage... | trouble remembering visual designs and locations. |
| cerebellium | key role in forming and storing implicit memories created by classical conditioning. |
| basal ganglia | deep structures involved in motor movement, facilitate formation of our procedural memories for skills. |
| amygdala | emotional arousal can sear memories into the brain and can disrupt memory for neural events. |
| long-term potentiation | an increase in a synapse's firing potential after brief, rapid stimulation. Believed to be a neural basis for learning and memory. |
| recall | a measure of memory in which the person must retrieve information learned earlier, as on a fill-in-the-blank test. |
| recognition | a measure of memory in which the person need only identify items previously learned, as on a multiple-choice test. |
| relearning | a measure of memory that assesses the amount of time saved when learning material for a second time. |
| priming | the activation, often unconsciously, of particular associations in memory. |
| context-depending memory | remembers better when you are in the same place the learning or experience occurred. |
| state-dependent memory | what you learn in one state (drunk, sober, high) helps you remember when you return to that state. |
| mood-congruent memory | the tendency to recall experiences that are consistent with one's current good or bad mood. |
| serial position effect | our tendency to recall best the last and first items in a list. |
| anterograde amnesia | an inability to form new memories. |
| retrograde amnesia | an inability to retrieve information from one's past. |
| Ebbinghaus Forgetting Curve | the course of forgetting is initially rapid, then levels off with time. |
| proactive interference | the disruptive effect of prior learning on the recall of new information. |
| retroactive interference | the disruptive effect of new learning on the recall of old information. |
| repression | the psychoanalytic theory, the basis defense mechanism that banishes from consciousness anxiety-arousing thoughts, feelings, and memories. |
| reconsolidation | process of replacing or disrupting a stored memory with a new version of the memory. |
| misinformation effect | incorporating misleading information into one's memory of an event. |
| imagination inflation | imagining an event which never happened can increase confidence that it actually occurred. |
| source amnesia | attributing to the wrong source an event we have experiences, heard about, read about, or imagined (source misattribution) the heart of many false memories. |
| deja vu | the eerie sense that "I've experienced this before." Cues from the current situation may subconsciously trigger retrieval of an earlier experience. |
| cognition | the mental activities associated with thinking, knowing, remembering, and communicating. |
| concept | a mental grouping of similar objects, events, ideas, or people. |
| prototype | a mental image or best example of a category. provides a quick and easy method for sorting items into categories. |
| creativity | the ability to produce novel and valuable ideas. |
| convergent thinking | narrows the available problem solutions to determine the single best solution. |
| divergent thinking | expands the number of possible problem solutions. |
| 5 components of creativity... | 1) expertise, 2) imaginative thinking, 3) adventuresome personality, 4) intrinsic motivation, 5) a creative environment |
| algorithm | a methodical, logical rule or procedure that guarantees solving a particular problems. contrasts with the usually speedier - but also more error-prone-use of heuristics. |
| heuristic | a simple thinking strategy that often allows us to make judgements and solve problems efficiently; usually speedier but also more error-prone than algorithms. |
| insight | a sudden and often novel realization of the solution to a problem; it contrasts with strategy-based solutions. |
| confirmation bias | a tendency to search for information that supports our preconceptions and to ignore or distort contradictory evidence. |
| fixation | the inability to see a problem from a new perspective, by employing a different mental set. |
| mental set | a tendency to approach a problem in one particular way, often a way that has been successful in the past. |
| intuition | an effortless, immediate, automatic feeling or thought, as contrasted with explicit, conscious reasoning. |
| representativeness heuristic | judging the likelihood o things in terms of how well they seem to represent, or math, particular prototypes; may lead us to ignore other relevant information. |
| availability 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. |
| overconfidence | the tendency to be more confident than correct-to overestimate the accuracy of our beliefs and judgements. |
| belief perseverance | clinging to one's initial conceptions after the basis on which they were formed has been discredited. |
| framing | the way an issue is posed; can affect decisions and judgements. |
| language | our spoken, written, or signed words and the ways we combine them to communicate meaning. |
| phoneme | in language, the smallest distinctive sound unit. |
| morpheme | in a language, the smallest unit that carries meaning; may be a word or a part of a word (such as a prefix). |
| grammar | in a language, a system of rules that enables us to communicate with and understand others. |
| semantics | the set of rules by which we derive meaning from morphemes, words, and sentences in a given language; also the study of meaning. |
| syntax | the rules for combing words into grammatically sensible sentences in a given language. |
| receptive language | ability to understand what is said about them. |
| productive language | ability to produce words. |
| babbling stage | 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. |
| one-word stage | the stage in speech development, from about age 1 to 2, during which a child speaks mostly in single words. |
| two-word stage | beginning about age 2, the stage in speech development during which a child speaks mostly two-word statements. |
| telegraphic speech | early speech stage in which a child speaks like a telegram - go car"- using mostly nouns and verbs. |
| universal grammar | elaborates that all children are born with an innate and define ability to learn, develop, and understand language. |
| language has its own... | critical period (Gene). |
| aphasia | impairment of language, usually caused by left hemispheric damage to Broca's Area or Wernicke's Area. |
| Broca's Area | controls language expression-an area of the frontal lobe (typically left hemisphere) that directs muscle movement in speech (struggle to speak). |
| Wernicke's Area | controls language reception-a brain area involved in language comprehension and expression (meaningless words/cannot form correct sentences). |
| linguistic determinism | Whorf's hypothesis that language determines the way we think. |
Created by:
kqunell
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