Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
UNIT2 cognition 4789
| Question | Answer |
|---|---|
| basic units of thought | image, concept, prototype |
| image | mental representation |
| concept | generalized idea that represents a mental grouping of similar objects, events, people, or ideas. |
| prototype | ideal model for concept (when thinking of bird, most common would say Robin, not something like a penguin or chicken) |
| cognitive process | assimilation, accomodation, schema |
| assimilation | the process of interpreting new information in terms of using existing schema -fit new experiences into what you already know without changing your schema. |
| accomodation | process of adjusting or changing existing schemas in response to new information that doesn’t fit what you already know. |
| schema | organizes/ interprets info |
| problem solving | algorithms, heuristics |
| algorithms | step by step |
| heuristics | a mental shortcut or rule of thumb that helps us make decisions and solve problems quickly, often relying on limited information. It's like a quick and easy strategy our brain uses to simplify complex tasks. |
| two parts of heuristics | availability heuristics, representativeness heuristics |
| availability heuristics | how easy it is to bring something to mind |
| representativeness heuristics | where decisions are based on comparisons to mental representations of stereotypes, prototypes, or preconceived outcomes -stereotypes |
| decision making | mental set, priming, framing |
| mental set | a cognitive framework that influences how we approach problem-solving based on previous experiences or solutions. experiences were successful |
| priming | activation, often unconsciously, of particular association in memory |
| framing | presentation of information/ how wording can influence |
| cognitive biases | functional fixedness, gambler's fallacy, sunk-cost fallacy |
| functional fixedness | inability to see a new use for an object ex: hammer |
| gambler's fallacy | belief that the odds have increased because event hasn't happened |
| sunk-cost fallacy | follow through with something that we've already invested heavily in, even when we shouldn't ex: like seeing a bad movie in theaters but not leaving because you paid for it. |
| executive functions | ?? |
| creativity | creative, convergent thinking, divergent thinking |
| creative | ability to produce novel and valuable ideas |
| convergent thinking | one solution (idea of inability to think outside of box) |
| divergent thinking | many solutions, creative (think outside of box) |
| executive functions | cognitive process that allow us to generate, organize, plan, and carry out goal-directed behaviors and experience critical thinking |
| perception | organize sensations into meaningful patters based on past experience |
| selective attention | The process by which you focus your conscious awareness on a particular stimulus while filtering out other stimuli in the environment. -cocktail party effect, divided attention, change blindness/ inattentional blindness |
| cocktail party effect | Ability to focus ur attention on a single conversation/ stimulus in noisy environment while still being able to detect relevant information, from unattended stimuli. -in loud room, hear someone say ur name from across big room, ur attention goes to them |
| divided attention | stroop effect The ability to focus on and perform more than one task or source of information at the same time. |
| change blindness/ inattentional blindnes | CB: don't notice the change IB: don't notice the change because your not paying attention, The failure to notice a fully visible but unexpected object because your attention is focused on something else. |
| perceptual sets | (expectations) readiness to perceive in a particular manner based off of expectations- schemas (organize) create |
| bottom-up processing | build up small sensory units to create big picture -organizing perception by beginning with low-level features |
| top-down processing | use pre-existing knowledge to organize -perception guided by prior knowledge or expectations |
| schemas | organize, create a mental framework or organized collection of knowledge that helps us interpret and understand information, experiences, and the world around us. |
| culture influence | (muller-lyer illusion) The way that a person’s culture—shared beliefs, values, norms, and practices—shapes their thoughts, behaviors, perceptions, and development. |
| constancies | size constancy, shape constancy, brightness/ color constancy |
| size constancy | object stays the same |
| shape constancy | shape stays the same |
| brightness/ color constancy | objects are constant color |
| perceiving motion | stroboscopic effect, phi phenomenon |
| stroboscopic effect | rapid images perceive as moving (flip book, movie film) The perception of continuous movement from a rapid series of slightly varying images. |
| phi phenomenon | lights next to each other blink creating movement The illusion of motion that occurs when two or more adjacent lights blink on and off in quick succession, making it look like a single light is moving. |
| gestalt psychology | organize the "whole" (gestalt) "The whole is greater than the sum of its parts" |
| gestalt principles | closure, figure and ground, proximity, similarity |
| closure | instead of a full figure, parts of it are missing, and your brain closes the gaps |
| figure and ground | main focus you're looking at and background |
| proximity | location A Gestalt principle of perception in which we tend to group objects that are close to each other as belonging together. |
| similarity | grouping based upon similarity |
| depth cues | depth perception, visual cliff Signals in the environment—either monocular (one eye) or binocular (both eyes)—that allow us to perceive the distance and three-dimensionality of objects. |
| depth perception | ability to see 3D and judge distance (2 eyes) The ability to see objects in three dimensions and judge their distance from us, even though the images on our retinas are two-dimensional. |
| visual cliff | (fear of heights) purpose: to look at depth -Is it learned (nurture) or born with (nature)? |
| binocular cues (two eyes) | Depth cues that require the use of both eyes to perceive distance and three-dimensional depth. -retinal disparity, convergence |
| retinal disparity | retinal differences between the images projected onto each eye-eyes are 2.5 inches apart |
| convergence | merging of retinal images |
| monocular cues (one eye) | Depth cues that require only one eye to perceive distance, depth, or three-dimensionality. -relative clarity, relative size, texture gradient |
| relative clarity | A monocular depth cue in which objects that appear clearer and sharper are perceived as closer, while hazier or less distinct objects are perceived as farther away. -judges distance based on how clear or hazy an object appears |
| relative size | In which if 2 objects are assumed to be the same size, the 1 that appears smaller is perceived as farther. -the brain perceives that 2 objects are similar in size, but 1 that casts a smaller retinal images is perceived as being farther |
| texture gradient | A monocular depth cue in which objects with a fine, detailed texture appear closer, while objects with a smoother, less detailed texture appear farther away. -can't see true texture the farther the object gets |
| linear perspective | monocular depth cues in which parallel lines appear to converge as they recede into the distance, giving the viewer a sense of depth and distance |
| interposition | where one object partially blocking another object is perceived as being closer |
| executive functions | cognitive processes that allow us to generate, organize, plan and carry out goal-directed behaviors and experience critical thinking |
| processing memory | three part mental process -encoding -storing -retrieving |
| encoding | converting information into a form to be retained in memory |
| storing | holding information in memory for later use |
| retrieving | recovery of stored information |
| types of memory | explicit, implicit, prospective |
| explicit memory | facts and experiences/ a recollection that a person is unaware of having or is consciously retrived -semantic -episodic |
| episodic memory | experiences |
| semantic memory | facts |
| implicit memory | memory we do not know exists/ a recollection that a person does not know exists and is retrieved unconsciously(texting on phone, computer) -procedural |
| procedural memory | (basic) skills (like walking, writing) - the part of LTM for how to do things that require motor or performance skill |
| prospective memory | future actions |
| long-term potentiation | strengthenig of neurons through activation |
| working memory | conscious, active processing from auditory (phonological loop), visual (visuospatial sketchpad) -controlled by central executive |
| phonological loop | auditory |
| visuospatial sketchpad | visual |
| multi-store model | sensory memory (briefly holds incoming sensory information) --> short-term memory (holds a small amount of information for a short time: 7+/-2 so 5-9) --> long-term memory (stores information for long periods: limitless) |
| sensory memory | briefly holds incoming sensory info iconic and echoic memory |
| iconic memory | a mental image or visual representation (vision, part of sensory) |
| echoic memory | a brief continuation of sensory activity in the auditory system after a sound is heard (auditory, part of sensory) |
| short term memory | holds a small amt of info for a short time |
| long term memory | stores info for long periods |
| automatic processing | unconscious effort (implicit) |
| effortful processing | attention/ conscious effort (explicit) |
| levels of processing model | three levels from shallowest to deepest -structural -phonetic -semantic shallow processing deep processing |
| shallow processing | encoding information based on surface features, like how it looks or sounds, rather than its meaning. This usually leads to weaker memory. -basic level |
| deep processing | connect to prior info (helps us remember info longer) |
| structural | visual->shallow |
| phonetic | sound->STM->LTM |
| semantic | meaning->deep |
| mnemonic devices | memory strategies -method of loci -chunking -spacing effect |
| method of loci | mnemonic strategy that involves associating information you want to remember with specific physical locations—often a familiar place like your home, a route you walk, or a building you know well. -familiar area |
| chunking | process of grouping similar or meaningful information together (grouping) |
| spacing effect | the finding that long-term memory is improved when studying is spread out over time rather than crammed into a single session. In other words, distributed practice leads to better retention than massed practice. -massed practice -disturbed practice |
| massed practice | all at once |
| disturbed practice | over time |
| catergories (mnemonic devices) | memory strategy in which info is grouped into clusters based on charged characteristics |
| hierarchies (mnemonic devices) | memory strategy in which info is organized from broad concepts down to increasingly specific subcategories |
| serial position effect | make the most errors in the middle of a list (when remembering, remember first and lasts, not middle) |
| primary effect | remember beginning of list |
| recency effect | remember end of the list |
| maintenance rehearsal | repeating info (rote memorization) over and over to keep it active in STM |
| rote memorization | learning by simple repitition |
| elaborative rehearsal | connect to prior knowledge -making memories more meaningful through processing that encodes links between new info and existing memories and knowledge |
| autobiographical memory | episodic memories, "highlight reel" of your life |
| superior autobiographical memory (hyperthymesia) | recall specific details of their life (every single detail of their life) |
| amnesia | inability to retrieve memories of events that occurred before an injury |
| retrograde amnesia | can't remember old memories |
| anterograde amnesia | can't create new memories (short-term memory) |
| Alzheimer's disease | a progressive, irreversible brain disorder characterized by a gradual deterioration of memory, thinking and function -low acetylcholine |
| infantile amnesia | can't remember events from early life (because hippocampus hasn't matured) |
| retrieving memories | recall, recognition |
| recall | retrieval of information with no cues (essay) |
| recognition | retrieval of information with cues (MC Test) -recognize the answers |
| context dependent | the tendency to remember information better when you are in the same environment or setting where you originally learned it. -environment (where you encoded the info) |
| state dependent | the tendency to remember information better when you are in the same internal state (such as mood, level of alertness, or physiological condition) as when you learned it. -physical state |
| mood congruent | the tendency to recall memories that match your current mood. When you're happy, you remember happy things; when you're sad, you remember sad things. -emotional state |
| testing effect | self testing/ quizzes enhances relation of info |
| metacognition | "thinking about your own thinking" / awareness of one's thought process |
| forgetting curve | occurs rapidly after initial learning and levels over time |
| encoding failure | does not move into LTM -didn't pay attention to properly create memory |
| interference | competing information -proactive interference -retroactive interference |
| proactive interference | old memories interfere with retrieval of new memories -new year -passwords |
| retroactive interference | new memories interfere with retrieval of old memories -new info from class interferes with etest in a different class later in the day |
| tip-of-the-tongue | you know it, but just can't retrieve it |
| repression | keeping distressing thoughts and feelings buried in the unconscious |
| misinformation effect | different words change memories -car hit/car crash |
| source amnesia | retain factual knowledge, but can't remember source |
| constructive memory | Your brain fills in the gaps when remembering, which can lead to inaccurate memories. inaccurate memory influenced by new info, beliefs, or suggestions -memory consolidation -imagination inflation |
| memory consolidation | the process by which short-term memories are transformed into long-term memories. -can be influenced by constructive memory |
| imagination inflation | an imagined event we think happened |
| intelligence | ability to learn from experience, solve problems and use knowledge in new situation -capacity for rational thought, purposeful action, and effective adaptation |
| debate of intelligence | general ability (g) vs multiple abilities |
| general ability (g) | the idea that there is a single underlying factor, known as 'g,' that influences and accounts for an individual's overall intellectual ability. old school |
| multiple intelligences (abilities) | the theory proposed by Howard Gardner that suggests there are several distinct types or forms of intelligence new school -Howard Gardner's theory that there are several specialized types of intellectual ability |
| Stanford-Binet IQ test | compare others by age |
| intelligence quotient | IQ: (mental age/ chronological age) x100 -IQ is used to identify students for educational services -most common today, Wechsler Intelligence scale and Stanford-Binet |
| Psychometric principles | scientific standards used to develop, evaluate, and interpret psychological tests Standardization, Validity, Reliability, Culture Fair |
| Standardization | uniform testing procedure, compare group. -tests that are administered, scored, and interpreted using uniform procedures -ex: AP tests, ACT -normal curve |
| Validity | accuracy -construct -predictive |
| construct validity | ability of measurement tool -AP test, IQ/personality test |
| predictive test | how well a test measures the theory it is meant to measure (measures future performance) -college admissions test |
| Reliability | consistency -Test/ retest -Split half |
| test-retest reliability | same test, given twice -IQ test gives same results |
| split half reliability | compare odds with evens |
| Culture Fair ?? | get rid of bias in questions |
| stereotype threat | the anxiety or concern that one might confirm a negative stereotype about their social group, which can impair performance on tasks related to that stereotype. -women will perform poorly on math test after being told men perform better |
| stereotype lift | performance boost experienced by individuals when they become aware of + stereotypes about their own group/ when - stereotypes abt other groups r highlighted. This + comparison enhances confidence & improves performance. |
| Flynn effect | IQ increases on average 3 points every decade -better nutrition -healthcare -higher socioeconomic status (some argue it's moving backwards due to cellphones) |
| impacts on intelligence | nature vs nurture |
| genes | -identical twins share similar iQ -adopted children share IQ closer to biological parents (even if ur genes give you the potential for genius, of u aren't in an environment that fosters ur intelligence, u won't meet ur full genetic potential |
| poverty | -creates educational inequalities -depresses cognitive development |
| scores form IQ tests have been used for | -jobs -military ranks (WW1 was when they widely used IQ tests. smart ones in back, dumb ones in trenches) -educational institution -immigration |
| achievement tests | what someone knows -AP exams, tests |
| Aptitude tests | future performance -career tests |
| fixed mindset | intelligence fixed from birth "I'll never be this smart" |
| growth mindset | intelligence is malleable due to experience "I won't give up" |
Created by:
113014