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83 Cards in this Set
- Front
- Back
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Memory: trace or schema? |
Trace: distinct, permanent copiesof previous experiences Schema: reliesof fragments to support a new construction |
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Reappearance Hypothesis |
Thehypothesis that the same memory can reappear, unchanged, again and again. |
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Mystic Writing Pad Model |
Amodel of memory which argues that we retain fragments of old messages evenafter they have been “erased”. Intime, these fragments accumulate and begin to overlap, so that they becomeincreasingly hard to read. |
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flashbulb memory |
trace, Wherewere you when you first heard about _____? Thesememories are easier to recall because we have replayed them so often but are no more accurate than ordinary memories |
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consolidation theory |
Memorytraces of an event are not fully formed immediately after that event, but takesome time to consolidate. TRACE |
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retroactive interference |
Adecline in the recall of one event as a result of a later event. TRACE |
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what part of the brain plays crucial part in consolidation of memory trace? |
Hippocampus |
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reconsolidation |
Theprocess whereby a memory trace is revised upon reactivation. Bringsmemory trace in contact with other, current experiences Suggestsa memory trace may differ from the original experience. |
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Fourprocesses to describe schema theories: |
1.Selection: We select content that fits withour current interests 2.Abstraction: We convert the information into amore abstract form 3.Interpretation:We interpret the information using existing information 4.Integration: We integrate the information sothat it is consistent with the schema |
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misinformation effect |
misleadingpost-event information becomes integrated with the original informationcan plantan entirely false memory |
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Loftus and Palmer (1974) study on misinformation effect |
watch video on car crash Abouthow fast were the cars going when they _____ eachother?” Theblank was filled in with either: hit, smashed, collided, bumped, or contacted. Whenasked a week later about the collision: “smashed”condition reported having seen more detailsconsistent with a bigger collision “collided” condition did not recall such details |
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False memories: |
Suggestedthat the mistakes people make when trying to recall an event are often due tofaulty source monitoring Failingto determine the source of the memory. |
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Source Monitoring Framework |
A theory of the reason people sometimes fail to distinguish between a real and an imagined event. |
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universality of language |
Deaf children invent sign language All cultures have a language Language development is similaracross cultures Languages are “unique but the same”–Differentwords, sounds, and rules–Allhave nouns, verbs, negatives, questions, past/present tense |
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•B.F. Skinner (1957) VerbalBehavior |
Languagelearned through reinforcement |
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•Noam Chomsky (1957) SyntacticStructures |
Humanlanguage coded in the genes–Underlyingbasis of all language is similar born with internal ability to process language |
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critiques of learning theory of language |
children produce own words and say things incorrectly which have not been reinforced |
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•Psycholinguistics |
discoverpsychological process by which humans acquire and process language Comprehension Speechproduction Acquisition |
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•Lexicon: |
all words a personunderstands |
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•Phoneme: |
shortest segment of speech that, if changed, changes the meaning of the word |
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•Morphemes: |
smallest unit of language that has meaning or grammatical function |
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•Phonemic restoration effect |
–“Fill in” missing phonemes based on context of sentence and portion of word presented |
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•Lexical decision task |
task to test understanding words –Read a list of words and non-words silently –Say “yes” when you read a word |
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•Word frequency effect |
task to test understanding words –Respond more rapidly to high-frequency words |
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do we look at low frequency words shorter or longer than high-frequency words? |
longer |
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•Lexical ambiguity |
–Words have more than one meaning –Context clears up ambiguity after all meanings of a word have been briefly accessed |
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•Lexical priming |
–Stimulus activates a representation of the stimulus –Respond more rapidly if activation is still present when stimulus is presented again |
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•Semantics: |
meanings of words and sentences |
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•Syntax: |
rules for combining words into sentences |
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are semantics and syntax associated with the same mechanism? |
no |
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what is the process of mental grouping of wordsin a sentence into phrases called |
•Parsing |
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•Syntactic ambiguity: |
more than one possible structure, more than one meaning |
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•Syntax-first approach to parsing– |
Grammatical structure of sentence determines parsing |
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interactionist approach to parsing |
–Eyemovements change when information suggests revision of interpretation ofsentence is necessary –Syntacticand semantic information used simultaneously -diff mechanisms used simultaneously |
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components to understanding text |
•Anaphoric: connectingobjects/people •Instrumental: tools or methods •Causal: events in one clause causedby events in previous sentence |
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•Situation model to understanding text |
mental representation of what a text is about –Represent events as if experiencing the situation –Point of view of protagonist |
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•Physiology of simulations |
–Approximately the same areas of the cortex are activated by actual movements and by reading related action words –The activation is more extensive for actual movements |
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•Semantic coordination of conversations |
–Conversations go more smoothly if participants have shared knowledge |
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•Syntactic priming in conversations |
–Production of a specific grammatical construction by one person increases chances other person will use that construction –Reduces computational load in conversation |
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what is it called when individuals Use similar grammatical constructions in conversations? |
•Syntactic coordination |
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•Sapir-Whorf hypothesis: |
language influences thought |
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•Insight problem: |
•A problem that we must look at from a different angle before we can see how to solve it |
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•Gestalt: |
•Consciousness tends to be organized into a coherent whole |
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Gestalt switch: |
A sudden change in the way information is organized |
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Kohler and the mentality of apes Significance? |
•Chimpanzeearrived at sudden insight to use a small stick to retrieve a longer stick toretrieve a banana outside of cage •Insightoccurred spontaneously and was all-or-none Sig= unknown problem must be understood |
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•Structurally blind thinking: |
•Tendency to reproduce thinking appropriate for other situations, but not for the current situation ex: hammer fixes things. it is just a hammer. |
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• Productive thinking: |
•Thinking based on a grasp of the general principles that apply in the situation at hand ex: hammer is blunt object, also heaver, can be paperweight. look at functional properties |
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functional fixedness |
The inability to see beyond the mostcommon use of a particular object and recognize that it could also perform thefunction needed to solve a problem |
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Maier and the concept of direction |
•A hint must be consistent with thedirection that the person’s thinking is taking, and cannot be useful unless itresponds to a difficulty that the person has already experienced |
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true or false: insight and problem solving problems are both involuntary |
FALSE: only insight problems are involuntary and appear suddenly. problem solving is gradual. |
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•Metacognition: |
What you know about what you know |
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•Progress monitoring theory: |
we monitor our progress on a problem, and when we reach an impasse we are open to an insightful solution not until you reach wall that you modify approach (studying) |
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representational change theory |
insight requires a change in the way that we represent the problem depends on: constraint relaxation & chunk decomposition |
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constraint relaxation |
removal of assumptions that block problem solution |
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chunk decomposition |
Partsof the problem that are seen as belongingtogether are separated into “chunks” and thought about independently |
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evidence that __________ & _________ are involved in insight problem solution |
anterior cingulate cortex (ACC) & hippocampus |
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Insight and sleep: |
Participants who slept after training were more likely to produce insightful solutions (59%) compared to those who had not slept (22%) |
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why is sleep important for insight problems? |
certain amount of time needed to solve problem brain still working while sleeping sometimes just need passage of time as problem pending |
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functional fixedness and children |
young children less functionally fixed than older children pre-utilization vs no-pre-utilization: 5yrs old-same, 6yrs- pre-utilization creates longer time to solve (object use gets locked in) |
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true or false: functional fixedness is more impairing with age? |
TRUE |
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•Einstellungeffect: |
•The tendency to respond inflexibly to a particular type of problem; also called a rigid set |
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•Negative transfer: |
•The tendency to respond with previously learned rule sequences even when they are inappropriate Ex: so used to solving prob certain way & you know it wont work but its all you've got |
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•Strong but wrong routines: |
•Overlearned response sequences that we follow even when we intend to do something else EX: most car crashed happen close to home (less likely to respond appropriately to change in strongly familiar environment) |
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Mindlessness vs mindfulness |
tobehave mindlessly means to act as if a situation hasonly one possible interpretation, whereas to behave mindfully means to actively seek newpossibilities ex: build a wall to keep dog from crapping in yard - what benefits are there from dog coming? |
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what does the RED hat do? |
intuition, feeling, emotion, gut feeling |
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what does the YELLOW hat do? |
positive thinking |
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what does the GREEN hat do? |
creativity, ideas, alternatives, solutions to black hat |
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what does the BLUE hat do? |
process control, deciding what hat to wear, manager perspective |
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what does the WHITE hat do? |
facts, what do i know? |
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what does the BLACK hat do? |
cautions, weaknesses, risks, difficulties |
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what was Kohlberg interested in with moral reasoning? |
reasonings for judgement not answer |
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what is heinz dilemma? |
meds and such |
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what are the moral reasoning stages? |
preconventional (1&2) conventional (3&4) postconventional (5&6) |
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preconventional moral reasoning |
based on perception of likelihood of reward and punishment 1. he shouldn't steal because he'll go to jail 2. he should because he needs the drug |
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conventional moral reasoning |
right is what agrees with rules established by tradition and authority 3. he shouldn't steal because good sons don't do that 4. he shouldn't steal because if everyone does CHAOS |
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postconvetional moral reasoning |
right is from universal principles 5. he should because laws need to be changed to reflect ppls basic rights 6. shouldn't because the universal principle of ownership must be primary over ind. needs |
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Syllogistic reasoning: |
A thought process that yields a conclusion from premises (e.g. percepts, thoughts, or assertions) |
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•Fourforms of syllogistic reasoning |
Universal affirmative •Universal negative •Particular affirmative •Particular negative |
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Logicism: |
the belief that logical reasoning is an essential part of human nature. |
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•Practical syllogism: two premises |
Premise 1: I need to understand psychology as a whole. Premise 2: The only way to understand psychology as a whole is through the study of cognition. Conclusion: Therefore I need to study cognition. |
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issue with syllogism? |
need to look at premises individually conclusions may be correct but based on incorrect premises |
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effect of content on syllogistic reasoning |
validity: conclusion nicely follows from premises balievability: makes invalid argument more acceptable |
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d |
