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Psychology ch. 5-7
psychology chapters 5-7
| Question | Answer |
|---|---|
| Memory | The ability to store and retrieve information over time |
| Encoding | The process by which we transform what we perceive, think, or feel into an enduring memory |
| Storage | The process of maintaining information in memory over time. |
| retrieval | The process of bringing to mind information that has been previously encoded and stored. |
| Visual Imagery Encoding | The process of storing information by converting it into mental pictures. |
| Memory Storage | the process of maintaining information in memory over time. |
| Sensory Memory Store | The place in which sensory information is kept for a few seconds or less. |
| Iconic Memory | A fast-decaying store of visual information. |
| Echoic Memory | A fast-decaying store of auditory information. |
| Short-Term Memory Storage | A place where nonsensory information is kept for more than a few seconds but less than a minute. |
| Rehearsal | The process of keeping information in short-term memory by mentally repeating it. |
| Chunking | Combining smaller pieces of information into larger clusters or chunks that are more easily held in short-term memory. |
| Working Memory | Active maintenance of information in short-term storage. |
| Long-Term Memory Store | A place in which information can be kept for hours, days, weeks, or years. |
| Anterograde Amnesia | The inability to transfer new information from the short-term store into the long-term store. |
| Retrograde Amnesia | The inability to retrieve information that was acquired before a particular date, usually the date of an injury or operation. |
| Long-Term Potentiation | Enhanced neural processing that results from the strengthening of synaptic connections. |
| Retrieval Cue | External information that is associated with stored information and helps bring it to mind. |
| Encoding Specificity Principle | The idea that a retrieval cue can serve as an effective reminder when it helps re-create the specific way in which information was initially encoded. |
| State-Dependent Encoding | The tendency for information to be better recalled when the person is in the same state during encoding and retrieval. |
| Transfer-Appropriate Processing | The idea that memory is likely to transfer from one situation to another when we process information in a way that is appropriate to the retrieval cues that will be available later. |
| Explicit Memory | The act of consciously or intentionally retrieving past experiences. |
| Implicit Memory | The influence of past experiences on later behavior and performance, even though people are not trying to recollect them and are not aware that they are remembering them. |
| Procedural Memory | The gradual acquisition of skills as a result of practice, or "knowing how" to do things. |
| Priming | An enhanced ability to think of a stimulus, such as a word or object, as a result of a recent exposure tot he stimulus. |
| Semantic Memory | A network of associated facts and concepts that make up our general knowledge of the world. |
| Episodic Memory | The collection of past personal experiences that occurred at a particular time and place. |
| Transience | Forgetting what occurs with the passage of time. |
| Retroactive Interference | Situations in which later learning impairs memory for information acquired earlier. |
| Proactive Interference | Situations in which earlier learning impairs memory for information acquired earlier. |
| Absentmindedness | A lapse in attention that results in memory failure. |
| Prospective Memory | Remembering to things in the future. |
| Blocking | A failure to retrieve information in memory even though you are trying to produce it. |
| Memory Misattribution | Assigning a recollection or idea to the wrong source. |
| Source Memory | Recall of when, where, and how information was acquired. |
| Bias | The distorting influences of present knowledge, beliefs, and feelings on recollection of previous experiences. |
| Persistence | The intrusive recollection of events that we wish we could forget. |
| Flashbulb Memories | Detailed recollection of when and where we heard about shocking events. |
| Learning | Some experience that results in a relatively permanent change in the state of the learner. |
| Habituation | A general process in which repeated or prolonged exposure to a stimulus results in a gradual reduction in responding. |
| Classical Conditioning | When a neutral stimulus evokes a response after being paired with a stimulus that naturally evokes a response. |
| Unconditioned Stimulus | Something that reliably produces a naturally occurring reaction in an organism. |
| Unconditioned Response | A reflexive reaction that s reliably elicited by an unconditioned stimulus. |
| Conditioned Stimulus | A stimulus that is initially neutral and produces no reliable response in an organism. |
| Conditioned Response | A reaction that resembles an unconditioned response but is produced by a conditioned stimulus. |
| Biological Preparedness | A propensity for learning particular kinds of associations over others. |
| Operant Conditioning | A type of learning in which the consequences of an organism's behavior determine whether it will be repeated in the future. |
| Law of Effect | The principle that behaviors that are followed by a "satisfying state of affairs" tend to be repeated and those that produce an "unpleasant state of affairs" are less likely to be repeated. |
| Operant Behavior | Behavior that an organism produces that has some kind of impact on the environment. |
| Reinforcer | Any stimulus or event that functions to increase the likelihood of the behavior that led to it. |
| Punisher | Any stimulus or event that functions to decrease the likelihood of the behavior that led to it. |
| Shaping | Learning that results from the reinforcement of successive approximations to a final desired behavior. |
| Fixed Interval Schedule | An operant conditioning principle in which reinforcements are presented at fixed time periods, provided that the appropriate response is made. |
| Variable Interval Schedule | An operant conditioning principle in which behavior is reinforced based on an average time that has expired since the last reinforcement. |
| Fixed Ratio Schedule | An operant conditioning principle in which reinforcement is delivered after a specific number of responses have been made. |
| Variable Ratio Schedule | An operant conditioning principle in which the delivery of reinforcement is based on an average number of responses. |
| Intermittent Reinforcement | An operant conditioning principle in which only some of the responses made are followed by reinforcement. |
| Intermittent Reinforcement Effect | The fact that operant behaviors that are maintained under intermittent reinforced schedules resist extinction better than those maintained under continuous reinforcement. |
| Latent Learning | A condition in which something is learned but it is not manifested as a behavioral change until sometime in the future. |
| Observational Learning | A condition in which learning takes place by watching the actions of others. |
| Cognitive Map | A mental representation of the physical features of the environment. |
| Implicit Learning | :earning that takes place largely independent of awareness of both the process and the products of information acquisition. |
| Language | A system for communicating with others using signals that convey meaning and are combined according to rules of grammar. |
| Phoneme | The smallest unit of sound that is recognizable as speech rather than as random noise. |
| Morphemes | The smallest meaningful units of language. |
| Grammar | A set of rules that specify how the units of language can be combined to produce meaningful messages. |
| Deep Structure | The meaning of a sentence. |
| Surface Structure | How a sentence is worded. |
| Fast Mapping | The fact that children can map a word onto am underlying concept after only a single exposure. |
| Nativist Theory | The view that language development is best explained as an innate, biological capacity. |
| Language Acquisition Device | A collection of processes that facilitate language learning. |
| Genetic Dysphasia | A syndrome characterized by an inability to learn the grammatical structure of language despite having otherwise normal intelligence. |
| Aphasia | Difficulty in producing or comprehending language. |
| Concept | A mental representation that groups or categorizes shared features of related objects, events, or other stimuli. |
| Category-Specific Deficit | A neurological syndrome that is characterized by an inability to recognize objects that belong to a particular category while leaving the ability to recognize objects outside the category undisturbed. |
| Family Resemblance Theory | Members of a category have features that appear to be characteristic of category members but may not be possessed by every member. |
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