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56 Cards in this Set
- Front
- Back
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What is cognitive psychology? |
It is the study of how we process information. |
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Pattern Recognition |
- Giving meaning to a source of input - Interpreting information from our environment - Bypassing some info and focusing on meaning (language) ----These are seemingly effortless processes |
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Whole report technique |
Present something very quickly to subject subject is tested on how much info they processed |
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At what point to people stop being able to process information from the whole report technique? |
At approx. 4.3 items |
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What are some characteristics of sensory memory? |
- There is no limited capacity, but rather, limited duration. - The system gets cleared really quickly by either time or new info stream |
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What is sensory memory? |
Sensory memory is an ultra-short-term memory and decays in approx. 1/2 second after the perception of an item |
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Where is sensory memory transferred? |
The information people received which is stored in sensory memory is just long enough to be transferred to short-term memory. |
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Sub-type of sensory memory: What is stored in iconic memory? |
sensory memory associated with visual information received from environment. studied by George Sperling. |
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Sub-type of sensory memory: What is echoic memory? |
sensory memory associated with auditory information received from the environment |
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What did George Sperling find about sensory memory? |
- It is veridical (coinciding with reality) - we receive the raw image - pre-categorical: not yet assigned meaning - sensory memory allows us to hold onto info just long enough for us to recognize it - if presented too briefly, it gets forgotten |
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Word Superiority Effect |
People are better at recognizing a single letter when it is in a word than when it's presented by itself |
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What was found in the McClelland and Rumelhart 1981 Computer Model? |
All letters and words are competing for activation and they are going to inhibit each other |
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What are our steps in cognition? |
Top-down: typical old woman feeding birds Bottom-up: those are actually tiny dinosaurs |
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Endogenous |
focus on reading paper |
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Exogenous |
A cue in our peripheral field of vision that draws our attention |
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How do we measure attentional selection and control? |
Track rate of deoxygenated blood, MRI shows increases/decreases in blood flow which corresponds to area of brain activity Examples: -----increased blood flow in occipital lobe when processing visual info -----decreased blood flow in temporal when listening to music but focusing on visual input |
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Is attention a limited resource? |
Yes e.g. distracted driving |
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What is in-attentional blindness? |
It is when you're focusing on one thing so your ability to focus on other things is reduced |
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visual search |
attending to one thing limits visual scope/field |
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Automatic and controlled processes |
-fast -unaware -unconscious -obligatory consistent practice -> automaticity |
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Instance Theory of Automaticity |
Given enough needles (instances) in the haystack (memory) solving the problem seems to happen automatically. e.g. multiplication |
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The Stroop Task |
the test of selective attention, reading is an automatic response - this task inhibits automatic urge to read and instead focus on color reading pathway |
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Brown Peterson Task |
Found that unless rehearsed, info is lost graph is downward curve |
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what is the duration of short term memory without rehearsal? |
20 to 30 seconds |
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Recency effect |
info still in short term memory. this effect can be diminished with a delay or distraction e.g counting back from 30 |
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Primacy Effect |
info that gets placed in long term memory. this effect can be diminished by having shorter presentation time |
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Encoding |
how the memory trace is formed
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storage |
how the memory trace is stored |
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retrieval |
how the memory trace is accessed |
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level of processing words based on shallow, intermediate, and deep understanding |
shallow: visual intermediate: auditory deep: conceptual upward curve, more understanding when words are assigned meaning |
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what is encoding? |
the formation of memory e.g hand-written notes require more depth of processing during encoding |
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retrieval practice |
practicing retrieval by testing cements information in memory much longer than merely studying does |
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context-dependent memory |
info is more successfully retrieved when it takes place in a similar env to encoding |
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Encoding Specificity Principle |
the specific situation present during encoding is important during retrieval because context is part of the memory trace |
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Availability vs Accessibility |
the more difficult it is to encode info, the more accessible the info becomes later on ---difficulty in learning promotes better memory later |
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Forgetting |
most info is list from memory relatively early
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retroactive interference |
Retroactive interference makes the human mind forget old information. |
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proactive interference |
Proactive interference causes people to forget knowledge and ideas that have been learned recently because of interference from old memories |
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Episodic Memory |
memory for specific events autobiographical memory memory for salient events (flashbulb memories) |
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flashbulb memory |
a detailed and vivid memory that is stored on one occasion and retained for a lifetime. Usually, such memories are associated with important historical or autobiographical events. |
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semantic memory |
general knowledge including facts |
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What evidence shows that Episodic and Semantic memory occur in separate systems? |
-- Henry Molaison had medial temporal lobectomy due to seizures -- left with anterograde amnesia: inability to form new memories -- only short term and semantic memory was preserved -- impaired episodic memory |
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What is the purpose of language comprehension and language production? |
to share and communicate meaning |
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what are the steps to communicating? |
have meaning morphemes phonemes phrase syntax sentence |
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Speech Errors |
errors allow us to understand how the system normally works - looking at failures of system to understand mechanism - naturally occurring slips of the tongue |
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What are the different levels at which errors can occur? |
--- Phonological >phonemes are the smallest unit of sound that change meaning ---morphological >morphemes are the smallest units of language that have meaning |
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What are the two types of morphemes? |
Function morpheme: dog[s] Content morpheme: [dog]s |
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what are the types of phonological speech errors? |
Perseveration - pass out -> pass pout Anticipatory - ratty peed Spoonerism - ug hup instead of up hug |
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morphological errors |
-- affix substitution > they misunderestimated me -- word substitution > I know how hard it is for you to put food on your family |
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what constraints do errors reveal? |
--- words not produced as units, phonemes and morphemes are activated then combined --- bias to produce words --- never violate phonotactic rules of language --- the production of language involves accessing the multiple stages in parallel |
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Language comprehension |
Auditory and written input - identify sounds/letters - word (lexical) retrieval - semantic retrieval - message |
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Processing fluency |
title given before presentation - 65% recall no title - 30% recall title given after presentation - 30% recall |
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How do children learn language? |
first imitation, then applied rules |
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over-regulation errors |
child says "I putted" instead of "I put" |
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What is the critical period for language learning? |
period by which learning a language is no longer possible |
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What is the sensitive period for language learning? |
baby- 10 yrs - second language learning shows a gradual decline with age |
