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65 Cards in this Set
- Front
- Back
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what is memory? |
the persistence of learning over time through the storage and retrieval of info. |
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Encoding |
the process of information into the memory system- for example, by extracting meaning. |
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Storage |
the retention of encoded info overtime. |
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explicit memory |
memory of facts and experiences |
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Implicit memory |
type of long term memory that stands in contrast to explicit memory in that it doesn't require conscious thought. |
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iconic memory |
momentary sensory of visual stimuli; a photograph or picture image lasting no more than a tenth of a second |
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Echoic memory |
a momentary sensory memory or auditory stimuli; if attention is else where, sound + words can still be re-called within 3-4 secs. |
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masking |
the presentation of a patterned stimulus after a target stimulus to replace the sensory memory of the target. |
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Retroactive interference |
new info interfere with your ability to remember previous info. |
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Proactive interference |
when previously learned info interfere with out ability to learn new material. |
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short term store |
holds info we are currently working on or thinking about. |
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chunking |
organizing items into familiar, manageable units: often occurs automatically. |
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Transfer appropriate processing |
the best remembering will occur when the processes used at study are re-engaged at test |
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Encoding Specificity |
the best remembering will occur when the encoding contest and the retrieval context are the same. |
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what are two types of direct tests? |
1. recall 2. recognition |
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what are two types of indirect tests? |
1. stem completion 2. fragment completion |
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Auto biographical memory |
recollections people have of their own personal experiences and observations |
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Flashbulb memories |
emotional changes/ makes us remember shocking events or emotionally arousing event.ie 9/11 |
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Hippocampus |
a neural center located in the limbic system, helps process explicit memories for storage |
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Long - Term potentiation |
an increase in a cells firing potential after brief, rapid stimulation. Believed to be a neural basis for learning+memory. |
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Retrieval cues |
stimuli that helps you retrieve a certain memory |
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Priming |
associations activated without our awarness |
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Proactive interference |
the disruptive effect of prior learning on the re-call of new info |
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Retroactive interference |
the disruptive effect of new learning on the recall of old info |
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Cognition |
the mental activities associated with thinking,knowing, remembering and communicating |
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Prototype |
a mental image or best example of a catagory. |
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Heuristics |
simple thinking stratagies |
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Algorithms |
a methodical, logical rule or procedure that guarantees solving a particular problem. |
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Insight problems |
a sudden realization of a problems solution; contrasts with strategy based soloutions |
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Mental Set |
approaching a problem with what has worked for you previously. |
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Confirmation Bias |
a tendency to search for an interpret info in a way that confirms one's preconceptions leading to statistical errors |
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functional fixedness |
the tendency to view an object in its typical role thereby, failing to appreciate its utility for other functions |
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convergent thinking |
bringing together info focused on a single solution e.g... a math problem |
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Divergent Thinking |
the ability to think flexibly and entertain a wide range of possible solutions |
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phonemes |
in a language, the smallest distinctive sound unit |
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morphemes |
in language the smallest unit that carries meaning; maybe a word or part of a word. |
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Available heuristics |
the tendency to make judgments about frequency or likelihood of an event in terms of how easily examples can be brought to mind |
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Representative Heuristics |
the more an item/event resembles the most typical examples of a category or concept the more likely we will conclude that it belongs to that category |
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Anchoring heuristic |
making decisions based on info that is already available |
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Achievement test |
designed to asses what a person learned |
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Aptitude Test |
designed to predict a persons future performance |
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Reliability |
the consistency of the test results |
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Test-Retest Reliability |
the extent to which a test yields consistent results over time |
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Split-half reliability |
the extent to which two halves of a test yield consistent results |
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Validity |
test that measures or predicts what it is designed to measure/predict |
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Face Validity |
a test appears to measure what is supposed to be measured |
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Predictive Validity |
to which a test can predict a concurrent or future outcome |
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Construct Validity |
a test that measures the theoretical variable that is supposed to measure |
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Content Validity |
a test that samples the behaviour that is of interest |
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Sperling |
- Experiment on iconic memory -presented 12 items briefly on a screen -ppl ask to report as many items from display -results = 4/12 recalled -image was fading to fast Conclusions = iconic memory holds a great deal of info for less than.5 secs |
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long term memories can be lost by |
1.decay 2. organic disfunction 3. inappropriate retrieval cues 4. interference |
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Brown/Peterson Task |
1. Subjects were given a list of words 2. To prevent rehearsal, subjects are asked to count backward by 3 3. info in the STS is lost within a few secs if not rehearsed |
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Slamecka + Graf |
1. used two encoding conditions 2. pairs of synonyms that subjects had to read: e.g: ocean-sea 3. subjects recognized the words better if they had generated them |
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memory and aging |
older adults do not preform as well as younger on direct tests. |
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Amnesiacs |
1. amnesiacs patients and control subjects preform similarly on INDIRECT test of memory 2. Amnesiacs patients do not preform as well as control subjects on DIRECT tests |
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basal ganglia |
the bodies motor movement |
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Bartlett's work theory |
presented a fairytale like ghost story and asked subjects to recall as much as they could. only key aspects were remembered |
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Lotus theory |
* car accident * |
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Research conducted by Bower |
subjects ask to match the word they were given with the closest to it on a list |
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Chomskys Universal Grammer |
1. children in different cultures go through similar stages of development 2. children combine words in ways that adults never would 3. adults don't consistently correct there kids but the kids learn |
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Gloominess Four domains of Emotional Intelligence |
1. self awareness 2. self management 3. empathy 4. putting the pieces together to be skilled in having a relationship |
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3 kinds of Sternergs Theory |
1. componential/analytical intelligence/ 2.Experimental/creative intelligence 3. Contextual/practical intelligence |
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componential / Analytical intelligence |
- traditional intelligence a. abstract thinking + logical reasoning b. Verbal + mathematical skills |
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Experimental/creative intelligence
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- creative thinking a. divergent thinking ( generating new idea) b. ability to deal with novel situations |
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Contextual/practical intelligence
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- "street smarts" a. ability to apply knowledge to the real world |
