Cognition - Memory, Thinking, Language and Creativity
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| show | the persistence of learning over time through the storage and retrieval of information. (p. 255)
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| encoding | show 🗑
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| storage | show 🗑
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| retrieval | show 🗑
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| show | the immediate, very brief recording of sensory information in the memory system. (p. 257)
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| short-term memory | show 🗑
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| long-term memory | show 🗑
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| show | a newer understanding of short-term memory that focuses on conscious, active processing of incoming auditory and visual-spatial information, and of information retrieved from long-term memory. (p. 258)
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| parallel processing | show 🗑
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| automatic processing | show 🗑
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| show | encoding that requires attention and conscious effort. (p. 259)
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| rehearsal | show 🗑
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| show | the tendency for distributed study or practice to yield better long-term retention than is achieved through massed study or practice. (p. 260)
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| show | our tendency to recall best the last and first items in a list. (p. 260)
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| show | the encoding of picture images. (p. 261)
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| show | the encoding of sound, especially the sound of words. (p. 261)
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| semantic encoding | show 🗑
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| imagery | show 🗑
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| mnemonics | show 🗑
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| chunking | show 🗑
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| iconic memory | show 🗑
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| echoic memory | show 🗑
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| show | an increase in a synapse’s firing potential after brief, rapid stimulation. Believed to be a neural basis for learning and memory. (p. 269)
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| show | a clear memory of an emotionally significant moment or event. (p. 270)
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| amnesia | show 🗑
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| implicit memory | show 🗑
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| show | memory of facts and experiences that one can consciously know and “declare.” (Also called declarative memory.) (p. 272)
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| show | a neural center that is located in the limbic system; helps process explicit memories for storage. (p. 272)
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| show | a measure of memory in which the person must retrieve information learned earlier, as on a fill-in-the-blank test. (p. 274)
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| recognition | show 🗑
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| show | a measure of memory that assesses the amount of time saved when learning material for a second time. (p. 274)
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| priming | show 🗑
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| déjà vu | show 🗑
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| show | the tendency to recall experiences that are consistent with one’s current good or bad mood. (p. 278)
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| show | the disruptive effect of prior learning on the recall of new information. (p. 282)
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| repression | show 🗑
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| misinformation effect | show 🗑
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| show | attributing to the wrong source an event we have experienced, heard about, read about, or imagined. (Also called source misattribution.) Source amnesia, along with the misinformation effect, is at the heart of many false memories. (p. 287)
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| show | all the mental activities associated with thinking, knowing, remembering, and communicating. (pp. 298, 417)
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| concept | show 🗑
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| prototype | show 🗑
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| show | a methodical, logical rule or procedure that guarantees solving a particular problem. Contrasts with the usually speedier—but also more error-prone—use of heuristics. (p. 300)
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| show | a simple thinking strategy that often allows us to make judgments and solve problems efficiently; usually speedier but also more error-prone than algorithms. (p. 300)
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| show | a sudden and often novel realization of the solution to a problem; it contrasts with strategy-based solutions. (pp. 236, 300)
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| show | the ability to produce novel and valuable ideas. (p. 301)
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| show | a tendency to search for information that supports our preconceptions and to ignore or distort contradictory evidence. (p. 303)
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| show | (1) the inability to see a problem from a new perspective, by employing a different mental set. (2) according to Freud, a lingering focus of pleasure-seeking energies at an earlier psychosexual stage, in which conflicts were unresolved. (pp. 303, 483)
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| show | a tendency to approach a problem in one particular way, often a way that has been successful in the past. (p. 303)
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| functional fixedness | show 🗑
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| representativeness heuristic | show 🗑
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| availability heuristic | show 🗑
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| show | the tendency to be more confident than correct—to overestimate the accuracy of our beliefs and judgments. (p. 306)
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| show | clinging to one’s initial conceptions after the basis on which they were formed has been discredited. (p. 307)
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| show | an effortless, immediate, automatic feeling or thought, as contrasted with explicit, conscious reasoning. (p. 308)
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| show | the way an issue is posed; how an issue is framed can significantly affect decisions and judgments. (p. 311)
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| language | show 🗑
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| phoneme | show 🗑
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| morpheme | show 🗑
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| show | in a language, a system of rules that enables us to communicate with and understand others. (p. 314)
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| semantics | show 🗑
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| show | the rules for combining words into grammatically sensible sentences in a given language. (p. 314)
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| show | beginning at about 4 months, the stage of speech development in which the infant spontaneously utters various sounds at first unrelated to the household language. (p. 315)
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| show | the stage in speech development, from about age 1 to 2, during which a child speaks mostly in single words. (p. 316)
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| two-word stage | show 🗑
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| show | early speech stage in which a child speaks like a telegram—“go car”—using mostly nouns and verbs. (p. 316)
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| show | Whorf’s hypothesis that language determines the way we think. (p. 319)
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