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AP Psych Mod 31-33
| Question | Answer |
|---|---|
| Alzheimer's | A neurological disorder that gradually destroys memory, -primarily affects explicit first |
| recall | -the ablity to recall information without the use of cues |
| recognition | the ablity to recall information (like a person or place) when using verbal cues. |
| relearning | when you learn something more quickly when you look over the information a second time |
| encoding | the process of storing information into the memory system - (think like the action of putting something into a cloest) |
| storage | the process of retaining encoded information overtime - (think like keeping something that you put in a closet in the cloest) |
| retrieval | the process of getting information out of a memory storage place =(think like taking out a item from your cloest) |
| parallel processing | the proessing of many aspects of a memory at the same time |
| sensory memory | the brief recording of sensory information into a memory system -Ex: ioninc and sensory memory |
| Long term memory | knowledge that is stored for a long time -includes knowledge, skills, and experiences |
| What occurs when someone has alzheimer's disease? | it's hard to remember new information and progresses into inability to do everyday tasks |
| short term memory | active memory that stores information on recent thoughts |
| working memory | a newer understanding of short term memory that states that our brains processes new information by using information stored in long term memory |
| explicit memory (declaritive memory) | memories that can be consciously recalled -often easier to explain than implict memories -Examples: episodic memory and semantic memory |
| effortful processing | encoding that requries attention and conscious effort |
| Automatic processing | the unconscious and effortless encoding of information about space, time, frequency, and well-learned material. |
| Implict memory (non declaritive memory) | a type of long-term memory that you can use without conscious awareness. -Two examples are procedural memory and Classical conditoning |
| Procedural Memory | a type of implicit long-term memory responsible for remembering how to perform skills and actions. |
| Classical Conditioning Effects | Learning that occurs when a neutral stimulus becomes associated with another stimulus. Examples: feeling anxious when you hear a dentist’s drill because of past experiences. |
| Priming | Exposure to one stimulus affects your response to another stimulus, without conscious awareness. Example: seeing the word “yellow” makes you recognize “banana” faster. |
| iconic memory | a type of sensory memory that briefly stores visual information for a fraction of a second after the stimulus is gone. |
| 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 |
| chunking | organizing information into meanful units such as letters and phases in order to recall infromation easier :Ex: |
| mnemonics | memory aids -most of use visual imagery and organizational devices |
| Hierachies | a way of organizing information by putting them in many broad concepts and subdivisions |
| shallow processing | encoding on basic level; based on the structure or appearance of words |
| spacing effect | the tendency for distributed study or practice to yield better long-term retention than is achieved through massed study or practice |
| testing effect | enhanced memory after retrieving, rather than simply rereading, information. Also sometimes referred to as a retrieval practice effect or test-enhanced learning |
| deep processing | encoding based on the meaning of the words (semantically) - tends to yield the best retention |
| Alzheimer | a disorder that causes memory loss |
| Semantic memory | -memories of facts and general knowledge -an explain of explain memory |
| Prospective Memory | the ability to remember to perform a planned action in the future. |
| Episodic memory | involves the conscious recall of personal experiences and specific events, including their time and place. -a type of explicit memory -Example: Remembering your last birthday, a vacation, or what you ate for breakfast yesterday. |
| Multistore model | - a model that divides memory into 3 stages #1 sensory memory: captures information for a brief moment - #2 Short term memory :temporarily holds and processes information #3 Long-term memory – stores information long durations of time |
| Central executive | the control system of working memory that directs attention and coordinates the other components. |
| Visuospatial Sketchpad | a component of working memory that temporarily stores and manipulates visual and spatial information. |
| Phonological Loop | a component of working memory that stores and rehearses verbal and auditory information. |
| Levels of Processing Mode | Structural (shallow): Focus on appearance/structure of info (ex letters in a word) Phonemic (intermediate): Focus on sound (ex: rhyming) Semantic (deep): Focus on meaning; leads to better retention |
| Hippocampus | Forms new explicit memories - converts short-term to long-term; - hippocampus damage leads to trouble in forming new memories. |
| Frontal Lobe | Organizes, retrieves, and uses memories; - used for explicit memory |
| What is the effect on memory of brain damage when it comes to both sides of the brain? | -if the left side of the brain is damaged, then memory of speech is disrupted -if right side is damged then memory of visual information does not work |
| Memory consolidation | The process of turning short-term memories into long-term memories. |
| What is the cerebellum's role in memory? | -helps form and store implict meories -Involved in motor learning and conditioned responses |
| Basal ganglia | brain area involved in procedural memory (skills and habits) -does implict memory |
| What two brain regions do implicit memory? | Basal ganglia and cerebellum |
| What two brain regions do explicit memory? | Frontal lobe and hippocampus |
| Amygdala | brain area that : Processes emotions leading to enhanced memory for emotionally charged events. -Example: Remembering a scary experience more vividly than a neutral one |
| flashbulb memory | - clear sustained memnory of an emotionally signicant event -Ex: 9/11 victims can vidly remmeber their personal experiences of the event due to the emotional tramua |
| Long-term potentiation | A long-lasting strengthening of synapses between neurons, enhancing communication and making learning and memory more efficient. -Basis for learning and memory formation |
| State depdent memory | Retrieval is easier when your internal state (physical or chemical) matches the state you were in during memory encoding. Example: You learn something while caffeinated → you will recall it better when caffeinated again. |
| Mood congruent memory | Retrieval is easier when your current mood matches the emotional tone of the memory. Focuses on emotional content, not general physiological state. Example: When sad, you recall other sad memories more easily. |
| Serial position effect | our tendency to recall best the last and first items in a list |
| Recency effect | the tendency to recall the last items on a list best |
| Primacy effect | the tendency to recall the first item on a list more than the last ones |
| Von Restorff Effect | be better able to remember things that are odd or specifc |
| Anterograde Amnesia | Inability to form new long-term memories after the start of amnesia -Can remember past memories, but cannot create new explicit memories Example: Cannot remember what happened today, but recalls childhood events |
| Retrograde Amnesia | forgetting of past memories from before the start of amnesia while still retaining the ablity to form new memories Example: Forgetting past events like high school or a vacation, but can learn new things |
| Proactive Interference | Old memories interfere with the ability to learn or recall new information Example: Remembering your old phone number makes it hard to memorize your new number |
| Retroactive Interference | New memories interfere with the recall of old information Example: Learning a new password makes it harder to remember your old password |
| Positive Transfer | Learning in one context helps performance or learning in a new context Example: Knowing Spanish helps you learn Italian faster |
| repression | the tendency to ignore remebering a painful or anxiety causing memory |
| reconsolidation | The process by which previously stored memories are reactivated and potentially modified before being stored again. Key idea: Memories are not fixed; recalling them can alter or strengthen them |
| misinformation effect | when misleading information distorts a person's memory of the event |
| source amensia | not being able to remember how, when, or where information was learned or imagined |
| deja vu | the sense of feeling that you're experiencing a situation that you already experienced before -occurs due to how cues in your current sitaution unconsciously cause you to recall a memory of a similar situation |
| the forgetting curve | Most forgetting occurs rapidly after learning, then levels off |
| encoding failure | When information never enters long-term memory because it wasn’t properly processed. -Example: Forgetting what a penny looks like because you never paid attention to its details |
| Constructive Memory | Memory that is reconstructed or influenced by existing knowledge, beliefs, or suggestions, rather than perfectly recalled. |
| Imagnination inflation | The phenomenon where imagining an event increases confidence that it actually occurred, even if it didn’t. |
| cognition | te mental activiites associated with knowing, remembering and communcation |
| concept | a mental grouping of similar ideas, objects events or people |
| prototype | the best or most typical example of a concept or category. Key idea: Used to categorize new objects or ideas based on similarity Example: A robin is a prototype for the category “bird” because it closely matches common features |
| convergent thinking | narrowing the available solutions to detemrine the single best answer Example: Solving a math problem or multiple-choice question |
| Divergent thinking | Problem-solving that generates many possible solutions Key idea: Creative, open-ended, and flexible |
| Imaginative thinking skills | the ablity to see things in many ways, to recognize patterns and make connections |
| Intrinsic motivation | Performing an activity because it is enjoyable or satisfying. Key idea: Driven by internal rewards, not external ones Example: Reading a book because you enjoy the story |
| Availability Heuristic | People estimate the likelihood of an event based on how easily examples come to mind. -After seeing news reports about airplane crashes, you think it is now more dangerous to fly on a plane |
| Representativeness Heuristic | People judge the probability of an event based on a prototype or stereotype, , ignoring actual statistics. Example: Thinking professor likes books more than a salesperson because they “fit the stereotype,” |
| Heurisitc | a simple thinking strategy that allows us to make judgments and solve problems -allows us to think faster than algorithms, but is more prone to causing error |
| Algorithhm | a step by step procedure that guarantees solving a particular problem -the oppiste of heuristic -slower process |
| Insight | - a sudden realization of a problem's solution, contrasts with stagety based |
| Confirmation bias | the tendency to search for information that supports our preconceptions and to ignore or distort contradictory evidence |
| Mental set | The tendency to approach problems using strategies that worked in the past, even if they are no longer effective. -Example: Solving every math problem the same way, even when a simpler method exists |
| Fixation | Definition: Inability to see a problem from a new perspective, often blocking problem-solving Example: Trying to fit a shape into a pattern only the old way, ignoring alternative approaches |
| Intution | our fast, automatic thoughts and feelings |
| framing | wording a question or sttment in order to cause a desired reponse |
| Phoneme | the smallest distinct units of sound in language |
| morphemes | the smallest unit that carries meaning in a language |
| Grammar | the set of rules for a language that allow people to communicate |
| A Baby's receptive language | a baby's ability to understand what is said to and about them |
| A Baby's productive language | a baby's ability to produce words |
| Babbling stage | The speech development stage in which an infant makes a wide variety of sounds not specific to any one language. - Babbling includes sounds from many languages, so you cannot tell what language the baby will eventually speak. -occurs at 4 months old |
| One word stage | the stage in speech development where a infant only speaks one word -occurs when they are 1 year old |
| two word stage | -the stage in speech devolpment at which a child speaks mostly two worded statements |
| telegraphic speech | the stage in speech where a child speaks mostly nouns and verbs like a telegram would -Ex: a child says "go car" (go=verb) (car=noun) |
| aphasia | impariment of language -caused by damage to Broca's area or Wernicke's area |
| Broca's area | the brain area that directs the muscle movements to cause speech -damage to this area causes trouble with speaking language |
| Wernicke's area | a brain area involved in language comprehension -damage to this area causes trouble with understanding language |
| Linguistic determination | the idea that language completely controls the way we think -You can only think in ways your language allows Strong version of Linguisitc influence (generally rejected) |
| Semantics | a set of rules that are used to derive meaning from morphemes |
| syntax | set of rules that decides how words are arranged to form sentences in a language. Determines sentence structure Example: “The dog bit the man” vs. “The man bit the dog” |
| Critical period | A limited period in early development when the brain is more receptive to learning certain skills -learning is much harder or incomplete if it does not occur during this time. |
Created by:
KenechukwuIE