Cognitive Final

Front 1

What is the Gulf of evaluation?

Back 1

how easy is it to figure out what state the device is in?

Front 2

What is the Gulf of execution?

Back 2

how easy is it to do what you want to do?

Front 3

What is affordance?

Back 3

How obvious it is to do something

should be able to figure it out unconcsciously

Front 4

What is feedback?

Back 4

knowing when you did something

knowing what you did

Front 5

What is Mapping?

Back 5

easy to figure out relation between button and function

Front 6

Algorithm

Back 6

specific sequence or rule that will yield the correct answer

Front 7

Heuristic

Back 7

general rule of thumb that usually yields correct answer

Front 8

Representativeness heuristic

Back 8

tendency to judge item based on similarity to group

Front 9

Availability heuristic

Back 9

based on information thats available to you

Front 10

Recognition/fluency heuristic

Back 10

if one alternative is recognized it is picked

Front 11

Anchoring and adjustment heuristic

Back 11

According to this heuristic, people start with an implicitly suggested reference point and make adjustments to it to reach their estimate

Front 12

Maximizing

Back 12

searching for the best possible option

Front 13

satisficing

Back 13

going with the first choice that is good enough

Front 14

How do children learn language?

Back 14

language instinct/acquisition device

biological basis

defaults in the mind

Front 15

Phonemic acquistion

Back 15

children can distinguish phonemes very early

babble phonemes in own language - and dialect

gradually acquire additional phonemes over the years

Front 16

fis phenomenon

Back 16

children can distinguish phonemes even if they can't produce them

Front 17

overregularization

Back 17

part of the language-learning process in which children extend regular grammatical patterns to irregular words, such as the use of goed for went, or tooths for teeth.

Front 18

motherese/parentese/child-directed speech

Back 18

higher pitched

repetitive

highly enunciated

simplified

singsong

Front 19

Ways to become bilingual

Back 19

simultaneous bilingualism

sequential bilingualism

submersion

immersion

classroom instruction

Front 20

Prosody

Back 20

music of speech

Front 21

pidgin

Back 21

simplified fusion of languages

Front 22

creole

Back 22

full-fledged fusion; generally as complex as other languages

Front 23

Conceptual level of language

Back 23

integration of a sentence with semantic memory

Front 24

narrative

Back 24

organization of phrases or sentences into a coherent whole

Front 25

Broca's aphasia

Back 25

hard to produce words

Front 26

Wernicke's aphasia

Back 26

garbled speech production

Front 27

Confabulation

Back 27

fictional memories

Front 28

Whorf hypothesis

Back 28

hypothesis in linguistics and cognitive science that holds that the structure of a language affects its speakers' world view or cognition.

Front 29

Strong version

Back 29

language determines worldview

Front 30

Weak version

Back 30

language provides constraints in some areas of cognition, but that it is by no means determinative.

Front 31

Under what conditions are two sounds considered different phonemes?

Back 31

if changing from one to the other changes meaning

Front 32

Syntax

Back 32

rules for combination of words into phrases

Front 33

problem of invariance

Back 33

actual sound of a phoneme may change from word to word and speaker to speaker

Front 34

how does phonemic acquisition differ between kids and adults?

Back 34

it is harder for adults to learn different phonemes compared to kids

Front 35

accent

Back 35

a distinctive mode of pronunciation of a language, especially one associated with a particular nation, locality, or social class.

Front 36

general American accent

Back 36

umbrella variety of American English—a continuum of accents—commonly attributed to a majority of Americans and popularly perceived, among Americans, as lacking any notably regional, ethnic, or socioeconomic characteristics.

Front 37

how flexible are accents?

Back 37

they change over time

Front 38

How do phonemes differ across languages?

Back 38

the number of phonemes

number of vowels and consonants may vary

Front 39

morpheme

Back 39

smallest unit of language that conveys meaning

Front 40

what is the relationship between syntax and meaning?

Back 40

they can be looked at separately

Front 41

Competence

Back 41

what you know about language

Front 42

performance

Back 42

what you actually say

Front 43

language acquisition device

Back 43

hypothetical module of the human mind posited to account for children's innate predisposition for language acquisition

Front 44

input attention

Back 44

tends to be more automatic

Front 45

controlled attention

Back 45

tends to be more controlled

Front 46

habituation

Back 46

novel stimulus originally attract attention and then return you to baseline

Front 47

sustained attention

Back 47

how long you can focus on one thing

control is not perfect

Front 48

Broadbents model of attention

Back 48

suggests we select based on perceptual features

Front 49

Treisman's model of attention

Back 49

allows for influence of unattended stimuli on responses

Front 50

short term memory

Back 50

information sensed or perceived

Front 51

retroactive interference

Back 51

phenomenon that occurs when newly learned information interferes with and impedes the recall of previously learned information.

Front 52

Proactive interference

Back 52

Difficulty in learning new information because of already existing information

Front 53

phonological loop

Back 53

temporary store of auditory information

must be continuously refreshed

Front 54

phonological store

Back 54

holds information

Front 55

articulatory loop

Back 55

refreshes information

Front 56

articulatory supression

Back 56

process of inhibiting memory performance by speaking while being presented with an item to remember.

Front 57

working memory

Back 57

the part of short-term memory that is concerned with immediate conscious perceptual and linguistic processing.

Front 58

phonological similarity effect

Back 58

similar words in a short-term memory test are more difficult to recall than phonologically dissimilar words

Front 59

visuospatial sketchpad

Back 59

responsible for the manipulation and temporary storage of visual and spatial information.

Front 60

shepard and metzler

Back 60

rotation tests

varied degree of rotation

Front 61

explicit memory

Back 61

conscious memory

Front 62

implicit memory

Back 62

memory that doesnt require consciousness

Front 63

semantic memory

Back 63

general world knowledge

Front 64

episodic memory

Back 64

memory for specific events or episodes

Front 65

encoding

Back 65

acquisition

Front 66

storage

Back 66

retention

Front 67

retrieval

Back 67

remembering

Front 68

how did ebbinghaus study memory?

Back 68

nonsense syllables

carefully controlled procedures

Front 69

forgetting curve

Back 69

how quickly items are forgotten

Front 70

recall task

Back 70

give me the information

Front 71

recognition task

Back 71

was this information presented before

Front 72

maintenance rehearsal

Back 72

basic repitition

Front 73

elaborative rehearsal

Back 73

uses meaning or other mnemonics

Front 74

shallow processing

Back 74

focus on perceptual features

Front 75

deep processing

Back 75

focus on meaning

Front 76

mnemonics

Back 76

tricks to improve memory

Front 77

False memory

Back 77

memory for something that never happened

Front 78

Deese-Roediger-McDermott procedure

Back 78

giving people a list of words relating to one word

Front 79

Loftus and Palmer

Back 79

used stronger verbs to create a different persepctive

Front 80

Sam Stone

Back 80

kids and a classroom, false memory

Front 81

cognitive interview

Back 81

method of interviewing eyewitnesses and victims about what they remember from a crime scene. Using four retrievals, the primary focus of the cognitive interview is to make witnesses and victims of a situation aware of all the events that transpired.

Front 82

forgot it all along phenomenon

Back 82

an individual has suddenly remembered a past experience/memory that they seemingly forgot for a period of time.

Front 83

reminiscence bump

Back 83

tendency for older adults to have increased recollection for events that occurred during their adolescence and early adulthood

Front 84

autobiographical memory

Back 84

memory for personal life events

Front 85

childhood amnesia

Back 85

inability of adults to retrieve episodic memories which are memories of specific events before the age of 2–4 years

Front 86

flashbulb memory

Back 86

memory for a shocking or emotionally moving event

Front 87

features of flashbulb memory

Back 87

place, event, informant, own reaction, reaction of others, aftermath

Front 88

TV priority

Back 88

people often began to think that they heard the news on the TV

Front 89

Wrong time slice error

Back 89

people really did see it on TV at some point, and remembered that instead of the original memory

Front 90

Talarico and Rubin results

Back 90

people were far more confident in flashbulb memories but just as inconsistent as everyday memories

Front 91

subtypes of intelligence

Back 91

math, writing/language, music, spatial abilities, reasoning, speed

Front 92

why is intelligence testing controversial

Back 92

sordid history, hard to define

Front 93

Why were the first intelligence tests developed?

Back 93

wanted scientific ways to assess students

Front 94

Spearmans two factor theory

Back 94

performance equals general intelligence plus specific skill

Front 95

phoneme

Back 95

any of the perceptually distinct units of sound in a specified language that distinguish one word from another

Front 96

ways of testing semantic memory

Back 96

sentence verification

exemplar generation

Front 97

Naturalistic categories

Back 97

not all-or-none

prototypicality

flexible

boundaries

Front 98

scripts and schemas

Back 98

semantic memory for a sequence

Front 99

arbitrariness

Back 99

no relation between a word and its meaning

Front 100

structure

Back 100

importance of order and form of utterances

Front 101

productivity

Back 101

can form meaningful novel utterances

Front 102

displacement

Back 102

can talk about things that aren't present or don't exist

Front 103

sensation

Back 103

reception and detection of stimuli

Front 104

perception

Back 104

interpretation of stimuli

Front 105

ecological validity

Back 105

the extent to which the findings of a research study are able to be generalized to real-life settings.

Front 106

internal validity

Back 106

how well an experiment is done, especially whether it avoids confounding

Front 107

external validity

Back 107

validity of generalized (causal) inferences in scientific research, usually based on experiments as experimental validity

Front 108

Fovea

Back 108

direct and detail vision

ganglion and bipolar cells pulled aside

high concentration of cones

relatively few rods

Front 109

macula

Back 109

area surrounding fovea

Front 110

optic nerve

Back 110

goes from eye to brain

Front 111

change blindness

Back 111

occurs when a change in a visual stimulus is introduced and the observer does not notice it

Front 112

Cochlea

Back 112

produces neural impulses that lead to sound perception

Front 113

Dorsal stream

Back 113

where pathway

Front 114

Ventral stream

Back 114

what pathway

Front 115

taste

Back 115

only with your tongue

Front 116

Flavor

Back 116

influenced by other senses/systems

Front 117

types of pain

Back 117

fast and sharp

slow and dull

Front 118

geons

Back 118

breaking an object down into components