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PCA Ch. 11
| Question | Answer |
|---|---|
| systematic mental rules or procedures that are reversible | concrete operations |
| the relationship between subordinate and superordinate categories | class inclusion |
| ordering items along a quantitative dimension such as length or weight | seriation |
| the ability to reason about the relations between items in a serial ordering | transitivity |
| navigating based on the locations of objects and landmarks relative to the viewer's position | egocentric frame of reference |
| navigating based on locating objects relative to other objects or landmarks in the environment that are independent of the viewer's position | allocentric frame of reference |
| encoding landmarks with knowledge of routes | phase one of navigation |
| develop route knowledge using an egocentric frame of reference, also called dead reckoning | phase two of navigation |
| transition to allocentric frame of reference in which the metric and directional relationships between landmarks are mapped out (cognitive map) | phase three of navigation |
| memories of routes one has traveled are combined to create an integrated map of the environment | cognitive map |
| children understand the principles underlying Piaget's tasks at an earlier age if there are | simplified and familiar materials, reduced demands for working memory, a small amount of training on the concepts, comprehensible wording of questions |
| a mental workspace in which an individual carries out cognitive operations and stores information temporarily | working memory |
| WM as a limited capacity workspace in which we keep info temporarily active until it can be used for thinking and solving problems | Baddeley's influential model |
| four components of WM | central executive, visuospatial sketchpad, phonological loop, episodic buffer |
| a LCWM storage system for visual and spatial info | visuospatial sketchpad |
| LCWM storage system for articulated sounds | phonological loop |
| temporary storage device | episodic buffer |
| controls how info moves around the system | central executive |
| the ability to shift between rules and tasks | cognitive flexibility |
| errors of continuing to sort by one dimension after reinforcement was switched to another dimension | perseverative errors |
| knowledge of words and concepts, usually visualized as a network with nodes and links between nodes | semantic memory |
| a process by which new information is securely stored in memory | consolidation |
| memory strategy in which items are repeated singly or in groups | rehearsal |
| memory strategy in which similar items are grouped together for encoding or retrieval | organization strategy |
| knowledge about how memory works | metamemory |
| knowledge about cognitive processes, such as attention, memory, and comprehension | metacognition |
| the _____ of an interviewer --> children tend to be more accurate and complete in their recall | warmth and support |
| Authority figures --> children tend to elicit more errors in children's testimony because | they want to please the authority figure or getting into trouble with the person |
| When the interviewer is biased toward a particular point of view, repeated questions | can lead to errors in which the child says what the interviewer was expecting to hear |
| leads to suggestibility on part of young children | subtle rewording, interviewer believes that an event happened, asking children to pretend or imagine what might have happened, stereotypical wording about the "perpetrator", rewards and punishments for admitting or withholding info |
| ways interviewers can improve children's eyewitness memory | build noncritical rapport, uses innocuous situations, start with open-ended questions, use information supplied by child to cue memory, avoid yes-no questions |
| According to Inhelder and Piaget, when children can solve the class inclusion task, they understand | part-whole relationships |
| linking things you already know and giving them deeper meanings | elaboration |
| children approach adult levels of processing speed on a wide range of mental function by ages ____ years | thirteen to fifteen |
| When working memory is measured using a reverse span task, | improvements with age occur in parallel across different modalities. |
| list three differences in memory functioning between experts and novices on a particular subject | better-organized semantic memory, higher motivation to remember information, a tendency to cluster similar items together during recall |
Created by:
alumesi