Cognitive Psy Test Number 2

Front 1

Describe the inverse optics problem. How do we solve it?

Back 1

It is having a 2D image on the retina. Cannot examine all computational complexity. Visual stimuli are inherently ambiguous. 2D→3D.

We solve it by environmental cues and likelihood principle.

Front 2

Oculomotor cues

Back 2

motion from eyes.
Convergence- rotation of the eyes.
Accommodation- changing the shape of lens to focus an object of interest on the retina.

Front 3

Monocular cues

Back 3

motion from one eye. Depth cues that can be picked up from a two-dimensional image.

Front 4

What else goes with monocular cues

Back 4

Relative Height, Relative size, Familiar size, Linear Perspective, Shadows,Texture gradient,Atmospheric Perspective

Front 5

Binocular cues

Back 5

motion from both eyes

Front 6

What else supports binocular cues

Back 6

Retinal disparity
Horoptor- an imaginary arc that goes through one point of fixation. All objects that are located on this arc fall on corresponding points of the retina. Ponzo illusion linear perspective vs. visual angle. Visual angle vs. depth cues

Front 7

Describe the recognition by components theory of object perception. Identify the advantages and disadvantages for this theory.

Back 7

A feature matching theory- objects are made of 36 geons. We pay attention to what geons are used and how they are arranged.

Advantages- we can identify a large number of objects using only a small se of building blocks geons.

Disadvantages- How doe we distinguish between objects that have the same genes. Neurons are turned to features of objects that are more basic then geons.

Front 8

Describe the impairment associated prosopagnosia. Describe the impairment associated with unilateral neglect.

Back 8

Prosopagnosia- patients can identify objects but not faces. They can not also recognize who that person is.

Unilateral neglect- patients ignore information on one side of their visual field. They categorize information, Shave one side of their face.

Front 9

Where is the ‘what’ system located?

Back 9

goes from occipital lobe to the portal lobe to the parietal lobe called the ventrual stram. Object identification

Front 10

Where is the ‘where’ system located?

Back 10

Where stream- goes from the occipital lobe to the pariental lobe called the dorsal structure. Object location.

Front 11

Describe one piece of evidence that we discussed in class that supports the idea that we have a separate ‘what’ and ‘where’ system?

Back 11

One piece of evidence we have is the Ungerleider and Mishkin. Object discrimination and landmark discrimination. Also the removal of parietal lobe and temporal lobe

Front 12

What is attention? why it is importnat.

Back 12

The ability to deal with some stimuli and not others. Attention selects certain information to process it more fully.Attention is selective divisible and has limited processing.

Front 13

change blindness

Back 13

not being able to detect that an object has changed.

Front 14

Describe the change blindness coglab. How did we explain the effect of the flicker? What type of search strategy is used in the flicker condition? What type of search strategy is used in the no flicker condition?

Back 14

No flicker condition our class had a higher percentage correct. The flicker was acting as a mask where it took us a way longer time to detect change compared to no flicker. The strategy used in the flicker condition was the object-by-object search. But the presence of the mask makes it difficult for the automatic detection of change.

Front 15

What is attentional blink?

Back 15

the detection of first letter tends to make detection of the second letter very difficult.

Front 16

Describe a typical attentional blink study and the predicted results. What does attentional blink suggest about the processing of visual information over time?

Back 16

In this study there were a sequence of 19 letters. Each letter would overwrite the previous one in between 100 milliseconds. The participants were asked to judge whether the letters J or K were in the sequence or both. The sequences of letters are systematically varied by the temporal separation between letters (0.0, 2.0, 4.0, 6., and 8.0). We predicted that we would detect the second letter more often as temporal separation between letters increases.

Front 17

What are the characteristics/properties of an automatic task?

Back 17

take few or no attentioanal resource, no interference with other mental activitie, occurs without intention, must run to complete, , and not open to awareness. Riding a bike

Front 18

What are the characteristics/properties of a non-automatic task?

Back 18

Non-automatic- Requires attentional resources, Interferes with other mental activities, cannot occur without intent, can be interrupted, and open to awareness. Reading in a different language

Front 19

Describe the partial report experiment. Explain the logic used to get an estimate of how many items were available in sensory memory at the offset of the letter matrix.

Back 19

Subject typically report 3-4 letters from any row. Indicate which row to report after the matric disappears. The choice of row was random. We found out that our estimate is visual sensory memory is low. Because information fades away so quickly that we cant recall the information.

Front 20

What is iconic memory?

Back 20

is visual sensory information

Front 21

What are its main properties/characteristics of iconic memory?

Back 21

You can focus attention on just one row before percepts fade away. Masking hurts performance. Large capacity.

Front 22

echoic memory

Back 22

is auditory sensory memory

Front 23

What are its main properties/characteristics of iconic memory echoic memory

Back 23

Smaller capacity. Longer duration 3-4 seconds.

Front 24

Describe a typical serial position curve. Make sure you discuss recency and primacy effects.

Back 24

When given a list of items people tend to do well in recalling first and last items but not so well in the middle. Primacy it the start and recency is at the end of the curve.

Front 25

Describe the modality effect. What is the general explanation for the modality effect?

Back 25

iconic memory poor recall compared to echoic memory Recency depends on the modality of presentation.

Front 26

Describe the Ebbinghaus experiment and its results. What did it teach us? Describe the Ebbinghaus forgetting curve.

Back 26

Measure how long it takes to learn a list of non-sense syllables perfectly. Suggests that memories in some form can last very long time. In the graph we saw that the participants never went to 0. High rate of savings in the start but later on it is a very slow decline that never reaches 0.

Front 27

Describe Broadbent’s filter theory.Describe the findings that we discussed that support Broadbent’s filter theory. Describe the findings that we discussed that do not support Broadbent’s filter theory. NEED IN notes

Back 27

Broadbent’s filter theory- Analyze almost everything on physical, sensory level. Filter out before higher level analysis fire get through based on physical characteristic usually yelled

Front 28

What is the PRP effect? How is it accounted for using the information processing approach to cognition?

Back 28

Dual-task situation - slowed reaction time to a second stimulus as compared to when the stimulus is presented alone. When you put both tasks together compared to if you would do the task alone. Thought to be a response selection bottleneck perception, response selection and response production,

Front 29

Describe the space-based view of attention. Describe the evidence that we discussed supporting the space-based view.

Back 29

Attention is allocated to spaces. Spatial cueing of attention.

Front 30

Describe the object-based view of attention. Describe the evidence that we discussed supporting the object-based view.

Back 30

Evidence says that attention is allocated to objects. Two movies shown simultaneously. They found only that people can only focus on one move only

Front 31

What is visual search? Describe the following in relation to visual search: feature present, feature absent, conjunctive present, and conjunctive absent. What impressions do participants report from these visual search situations? Describe the main findings related to these searches. Interpret the main findings.

Back 31

Time and type of processing can be measured by having observers respond as quickly as possible when they detect a target.feature present- is feature absent no searching is required,
feature absent- features searches pop out and the distractors are irrelevant. No difference. Because everything searched all at once.
conjunctive present- must search through individual items to see if the target is there.conjunctive absent- you keep looking for the item to make sure it is not there. Takes a longer time. Take longer because you want to make sure that the target is not there

Front 32

Describe feature integration theory.

Back 32

Feature integration theory-there are two stages- pre-attentive and Conjunctive processing. Attention is the glue that binds the basic features together into objects.

pre-attentive processing- based on basic features of the stimulus (color, orientation, size), no attention necessary doesn’t take any resources , parallel processing so the rezponses are fast and noa s many distractors

Conjunctive processing- Based ona conjunction of features attention necessary, takes resources serial processing. So the responses are slow and are affected by the number of distractors.

Front 33

How does it explain the predicted results of the four types of visual search that we discussed?

Back 33

feature present- is feature absent no searching is required
feature absent- features searches pop out and the distractors are irrelevant. No difference. Because everything searched all at once.
conjunctive present- must search through individual items to see if the target is there.
conjunctive absent- you keep looking for the item to make sure it is not there. Takes a longer time. Take longer because you want to make sure that the target is not there

Front 34

Describe the Stroop task and its typical experimental results. What is the general explanation (i.e., the one given in class) for these findings? Describe the design and results of the bilingual Stroop effect experiment we discussed in class.

Back 34

It takes longer to identify the color when the ink is in words. Word name interferes with ink color naming ink color does not generally interfere with word naming.

bilingual Stroop effect- More interference for with in language stoop task then between language stroop task.

Front 35

What is memory?

Back 35

Memory – is using the past in service of the present. It is important because it is our safe with tons of information waiting to be withdrawn out from past experiences.

Front 36

Describe the modal model of memory. Identify the different memory systems, their properties/characteristics, and their relationship to one another.

Back 36

They are 3 systems in the modal model of memory sensory memory, short term memory, and long term memory. Information goes through the sensory memory to short term memory that can either be rehearsed or stored to long term memory which then would lead to a response.

Sensory memory- the brief rentation of sensory stimulation based on the senses

Front 37

Describe the partial report experiment. Explain the logic used to get an estimate of how many items were available in sensory memory at the offset of the letter matrix.

Back 37

Subject typically report 3-4 letters from any row. Indicate which row to report after the matric disappears. The choice of row was random. We found out that our estimate is visual sensory memory is low. Because information fades away so quickly that we cant recall the information.

Front 38

Describe the suffix effect. What is the general explanation for the suffix effect?

Back 38

Suffix word acts like a auditory mask to wire out last word in list from echoic memory. Words are physically different from tones
After given a list of items and a tone is heard then the participants have to recall the list. memory performance is better when a tone vs a words. Adding a words basically lengthens the list.
One of there reason echonic memory

Front 39

Describe the Brown-Peterson task and the task’s typical results. What was the original explanation of these results?

Back 39

Ask the participants to count back words by 3’s and then recall the trigram.

Suggests some memories last only a few seconds. Keep memories active requires effort. some memories only last short time. Information that is not rehearsed it decays away. If you are distracted by another task you cannot apply the effort to keep the memory.

Front 40

Describe the main characteristics/properties of long-term memory. Describe the main characteristics/properties of short-term memory.

Back 40

Long term memory high capacity long duration

Short term is small capacity approximately remember about 7 items. Short duration approximately 15 seconds.

Front 41

Use the serial position curve and the neuropsychological evidence we discussed in class to make an argument that LTM and STM are different systems.

Back 41

We know they are different properties based on that fact that LTM is the primacy and STM is the Recency.

Front 42

Identify and describe the three ways that Sternberg hypothesized one might search short-term memory. Describe the Sternberg (1969) experiment and data/findings that we discussed in class/lab. What did his findings suggest about how short-term memory is searched?

Back 42

Parallel- target item is compared to all the items in memory at the same time.
Serial Terminating- target item is compared to each item one after the other.
Serial Exhaustive- target is compared to each item one after the other.
List of numbers and our data was the serial exhaustive

Front 43

Identify and describe the different parts of Baddeley’s working memory model

Back 43

We have the central executive which controls the flow of information.
Visuospatial sketch- maintains visual and spatial material.
Also have the ACP- converts non0speech information into speech code
Phonological store PS- how it get processed

Front 44

What two factors determine how many items we can store in our phonological loop? Make sure to identify the structures/systems that these two factors rely on. Identify the phenomena we discussed in class that support the existence of the phonological loop.

Back 44

how long things stay in the PS and how fast the ACP can rehearse the material
– The phonological similarity effect

– Articulatory suppression

– The word-length effect

– Language and memory span

– The irrelevant speech effect

Front 45

Describe the phonological similarity effect. Describe and evaluate the two possible explanations of this effect.

Back 45

phonological similarity effect- all items are stored in PS. Harder to rehearse ACP and fade more quickly PS

Front 46

Describe the word length effect. How can this be accounted for using the properties of the phonological loop?

Back 46

word length effect- number of items remembered is related to the length of words. We can use the phonological loop to explain how long things stay in the PS and how fast the ACP can rehearse the material

Front 47

People that speak different languages have different digit spans. Explain this finding using Baddeley’s working memory model.

Back 47

It is because some languages are spoken more quickly then other like mandarin Chinese

Front 48

Describe the irrelevant speech effect. How can this be explained using what we know about the phonological loop?

Back 48

irrelevant speech effect- the presence of phonemes in the background is critical to the effect on memory retention. No background noise is the best way to study and retain information. Background phenomenon enters the PS directly and causes interference.

Front 49

Be familiar with the various ways one can improve their memory. Be able to come up with at least six (that we identified in class) using free recall.

Back 49

Practice, study habits, Avoid cramming, grouping and chunking, method of loci, peg word system,

Front 50

Describe the method of loci. Describe the peg word system.

Back 50

Loci- It is a way to remember a lost of words or key ideas. They would link items to remember with landmarks.

Peg word system- you would use vivid bizarre imagery to recall a list of words.

Front 51

Describe the levels of processing view of memory. What predictions does it make? What does it have to say about intent to learn?

Back 51

Processing part How you rehearse and how you practice. Example physical properties of the word how you process our rehearse. How you process it

Front 52

Describe the levels of processing coglab. What were the predicted results?

Back 52

You would see how many vowels, was you would see if the word with rhyme with the other word, and last you would see if the word was similar to the other word.
We predicted that people should correctly recognize more words with the deep processing task and fewest words with the shallow processing task