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ERGL02E - P1
| Question | Answer |
|---|---|
| Mind | System that creates mental representations of the world and controls mental functions such as perception, attention, memory, emotions, language, deciding, thinking, and reasoning. |
| Mind | creates and controls mental functions such as perception, attention, memory, emotions, language, deciding, thinking, and reasoning. |
| Mind | is a system that creates representations of the world so that we can act within it to achieve our goals. |
| Cognition | The mental processes involved in perception, attention, memory, language, problemsolving, reasoning, and decision making. |
| Cognitive Psychology | is the study of mental processes, which includes determining the characteristics and properties of the mind and how it operates. |
| Franciscus Donders | did one of the first cognitive psychology experiments and was interested in determining how long it takes for a person to make a decision. |
| reaction time | The time it takes to react to a stimulus. |
| simple reaction time | Reacting to the presence or absence of a single stimulus |
| choice reaction time | Time to respond to one of two or more stimuli. |
| Wilhelm Wundt | founded the first laboratory of scientific psychology at the University of Leipzig in Germany. |
| structuralism | An approach to psychology that explained perception as the adding up of small elementary units called sensations. |
| analytic introspection | A procedure used by early psychologists in which trained participants described their experiences and thought processes in response to stimuli. |
| Hermann Ebbinghaus | was interested in determining the nature of memory and forgetting—specifically, how rapidly information that is learned is lost over time. Quantitative measurement of mental processes. |
| savings | Measure used by Ebbinghaus to determine the magnitude of memory left from initial learning. Higher savings indicate greater memory. |
| savings curve | Plot of savings versus time after original learning. |
| William James | taught Harvard’s first psychology course and made significant observations about the mind in his textbook, Principles of Psychology (1890) |
| John B. Watson | founded an approach to psychology called behaviorism. his ideas are associated with classical conditioning |
| behaviorism | The approach to psychology, founded by John B. Watson, which states that observable behavior provides the only valid data for psychology. A consequence of this idea is that consciousness and unobservable mental processes are not considered worthy of study |
| “Little Albert” | Watson’s most famous experiment was the _____ experiment, |
| classical conditioning | A procedure in which pairing a neutral stimulus with a stimulus that elicits a response causes the neutral stimulus to elicit that response. |
| Ivan Pavlov | demonstrated classical conditioning in dogs |
| B.F. Skinner | introduced operant conditioning, which focused on how behavior is strengthened/weakened by the presentation of positive/negative reinforcers. |
| operant conditioning | A learning process by which behaviors are made more likely to recur by the inclusion of reinforcers or less likely to recur by the inclusions of punishments. Operant conditioning can be used to shape behavior toward a more desired outcome. |
| Edward Tolman | considered himself a behaviorist because his focus was on measuring behavior;— in reality, he was one of the first cognitive psychologists, because he used behavior to infer mental processes. |
| cognitive map | Mental conception of a spatial layout. |
| cognitive revolution | A shift in psychology, beginning in the 1950s, from the behaviorist approach to an approach in which the main thrust was to explain behavior in terms of the mind. One of the outcomes of the cognitive revolution was the introduction of the information-proc |
| Thomas Kuhn | created the book "The Structure of Scientific Revolutions." |
| scientific revolution | Occurs when there is a shift in thinking from one scientific paradigm to another. |
| paradigm | A system of ideas, which guide thinking in a particular field. |
| paradigm shift | A shift in thinking from one paradigm to another. |
| information-processing approach | The approach to psychology, developed beginning in the 1950s, in which the mind is described as processing information through a sequence of stages. |
| cocktail party effect | The ability to focus on one stimulus while filtering out other stimuli, especially at a party where there are a lot of simultaneous conversations. |
| Broadbent’s flow diagram | provided a way to analyze the operation of the mind in terms of a sequence of processing stages and proposed a model that could be tested by further experiments |
| Colin Cherry | presented participants with two auditory messages, one to the left ear and one to the right ear. They were told to focus their attention on one of the messages (the attended message) and to ignore the other one (the unattended message) |
| John McCarthy | a young professor of mathematics wondered to program computers to mimic the operations of human mind. |
| artifical intelligence | The ability of a computer to perform tasks usually associated with human intelligence. |
| Herb Simon and Alan Newell | succeeded in creating the program, which they called the logic theorist, in time to demonstrate it at the conference. What they demonstrated was revolutionary because the logic theorist program was able to create proofs of mathematical theorems that invol |
| logic theorist | This program, although primitive compared to modern artificial intelligence programs, was a real “thinking machine” because it did more than simply process numbers—it used humanlike reasoning processes to solve problems. |
| George Miller | presented the idea that there are limits to a human’s ability to process information—that the capacity of the human mind is limited to about seven items |
| chunking | technique used to help break the numbers into groups. |
| Ulrich Neisser | stated that the purpose of his cognitive psychology book was “to provide a useful and current assessment of the existing state of the art”. the two gaps are the study of higher mental processes and the study of the physiology of mental processes |
| Richard Atkinson and Richard Shiffrin’s (1968) model of memory | pictures the flow of information in the memory system as progressing through three distinctly separate stages |
| Sensory memory | holds incoming information for a fraction of a second. |
| Short-term memroy | Most of this information is quickly passed to ____. |
| long-term memory | a high-capacity system that can hold information for long periods |
| Endel Tulving | a prominent early memory researcher, proposed that long-term memory is subdivided into three distinct components |
| Episodic memory | is memory for events (like what you did last weekend). |
| Semantic memory | is memory for facts (such as the capitals of the states) |
| Procedural memory | is memory for physical actions (such as how to ride a bike or play the piano) |
| Neuropsychology | the study of the behavior of people whose brains had been damaged by traumatic injury, had been providing insights into the functioning of different parts of the brain since the 1800s |
| Electrophysiology | measuring electrical responses of the nervous system, made it possible to observe and measure the activity of specific neurons. Most electrophysiology research was conducted on non-human animals. |
| brain imaging | Technique such as functional magnetic resonance imaging (fMRI) that results in images of the brain that represent brain activity. In cognitive psychology, activity is measured in response to specific cognitive tasks. |
| positron emission tomography (PET) | introduced in 1976, made it possible to see which areas of the human brain are active during certain cognitive activities |
| functional magnetic resonance imaging (fMRI) | which did not involve radioactive tracers and which was capable of higher spatial resolution, meaning it could more precisely identify the specific locations of brain activity |
| Stephen Palmer | Stimuli used in his experiment. The scene on the left is presented first, and then one of the objects on the right is briefly flashed. Participants in this experiment were more accurate in identifying the bread. This outcome indicates that knowledge of wh |
Created by:
romulols