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213 Cards in this Set
- Front
- Back
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Sensory memory |
The first stage in memory |
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Sensory memory |
The point at which information enters the nervous system through the sensory systems |
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Iconic memory |
Lasts for a fraction of a second |
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Masking |
Information that has just entered iconic memory will be pushed out by new information |
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Eidetic imagery |
The ability to access a visual sensory memory over a long period of time |
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Echoic memory |
The brief memory of something a person has heard |
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Short-term memory |
Held for up to 30 seconds or more |
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Selective attention |
The ability to focus on only one stimulus from among all sensory input |
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Treisman |
Proposed that selective attention operates in a two-stage filtering process |
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Working memory |
An active system that processes the information present in short-term memory |
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Central executive |
Controls and coordinates the other two systems |
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Central executive |
Interpreter for both the visual and auditory information |
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Digit-span test |
A series of numbers is read to subjects in the study who are then asked to recall the numbers in order |
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Maintenance rehearsal |
Repeating it just long enough to allow us to remember |
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Long-term memory |
System into which all the information is placed to be kept more or less permanently |
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Elaborative rehearsal |
A way of transferring information from STM into LTM by making that information meaningful in some way |
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Nondeclaritive memory |
Memories for things that people know how to do |
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Anterograde amnesia |
New long-term declarative memories cannot be formed |
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Declarative memory |
The things that people can know |
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Declarative memory |
The things that people can know |
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Semantic memory |
The awareness of the meanings of words, concepts, and terms |
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Declarative memory |
The things that people can know |
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Semantic memory |
The awareness of the meanings of words, concepts, and terms |
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Episodic memory |
Memories of what has happened to people each day |
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Declarative memory |
The things that people can know |
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Semantic memory |
The awareness of the meanings of words, concepts, and terms |
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Episodic memory |
Memories of what has happened to people each day |
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Semantic network model |
Assumed that information is stored in the brain in a connected fashion with concepts related to each other than concepts that are not highly related |
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Declarative memory |
The things that people can know |
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Semantic memory |
The awareness of the meanings of words, concepts, and terms |
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Episodic memory |
Memories of what has happened to people each day |
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Semantic network model |
Assumed that information is stored in the brain in a connected fashion with concepts related to each other than concepts that are not highly related |
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Retrieval cue |
A stimulus for remembering |
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Declarative memory |
The things that people can know |
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Semantic memory |
The awareness of the meanings of words, concepts, and terms |
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Episodic memory |
Memories of what has happened to people each day |
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Semantic network model |
Assumed that information is stored in the brain in a connected fashion with concepts related to each other than concepts that are not highly related |
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Retrieval cue |
A stimulus for remembering |
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Encoding specificity |
Connection between surroundings and remembered information |
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Declarative memory |
The things that people can know |
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Semantic memory |
The awareness of the meanings of words, concepts, and terms |
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Episodic memory |
Memories of what has happened to people each day |
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Semantic network model |
Assumed that information is stored in the brain in a connected fashion with concepts related to each other than concepts that are not highly related |
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Retrieval cue |
A stimulus for remembering |
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Encoding specificity |
The tendency for memory of any kind of information to be improved if retrieval conditions are similar to the conditions under which the information was encoded |
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Priming |
Where experience with information or concepts can improve later performance |
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Context-dependent learning |
The physical surroundings a person is in when they are learning specific information |
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Context-dependent learning |
The physical surroundings a person is in when they are learning specific information |
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State-dependent leadning |
Memories formed during a particular physiological or psychological stage will be easier to remember while in a similar state |
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Context-dependent learning |
The physical surroundings a person is in when they are learning specific information |
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State-dependent leadning |
Memories formed during a particular physiological or psychological stage will be easier to remember while in a similar state |
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Recall |
Memories are retrieved with few or no external cues |
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Context-dependent learning |
The physical surroundings a person is in when they are learning specific information |
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State-dependent leadning |
Memories formed during a particular physiological or psychological stage will be easier to remember while in a similar state |
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Recall |
Memories are retrieved with few or no external cues |
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Recognition |
Involved looking at of hearing information and matching it to what is already in memory |
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Serial position effect |
Information at the beginning or end of the list tends to be remembered more easily and accurately |
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Primacy effects |
Words at the beginning of the list tend to be remembered better than those in the middle of the list |
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Recency effect |
The last word or two was just heard and is still in short term memory for easy retrieval |
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Recency effect |
The last word or two was just heard and is still in short term memory for easy retrieval |
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Recognition |
The ability to match a piece of information or a stimulus to a stored image or fact |
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Recency effect |
The last word or two was just heard and is still in short term memory for easy retrieval |
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Recognition |
The ability to match a piece of information or a stimulus to a stored image or fact |
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False positive |
Occurs when a person thinks that he or she has recognized something or someone but does not have that something in memory |
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Recency effect |
The last word or two was just heard and is still in short term memory for easy retrieval |
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Recognition |
The ability to match a piece of information or a stimulus to a stored image or fact |
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False positive |
Occurs when a person thinks that he or she has recognized something or someone but does not have that something in memory |
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Automatic encoding |
Long-term memories seem to enter permanent storage with little or no effort |
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Recency effect |
The last word or two was just heard and is still in short term memory for easy retrieval |
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Recognition |
The ability to match a piece of information or a stimulus to a stored image or fact |
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False positive |
Occurs when a person thinks that he or she has recognized something or someone but does not have that something in memory |
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Automatic encoding |
Long-term memories seem to enter permanent storage with little or no effort |
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Flashbulb memlrkes |
Memories of highly emotional events, vivid detail |
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Constructive processing |
Memories are built from information stored away during encoding |
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Constructive processing |
Memories are built from information stored away during encoding |
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Hindsight bias |
Tendency of people to falsely believe that they would have accurately predicted an outcome without having been told about it in advance |
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Constructive processing |
Memories are built from information stored away during encoding |
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Hindsight bias |
Tendency of people to falsely believe that they would have accurately predicted an outcome without having been told about it in advance |
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Misinformation effect |
False memories are created by a person being exposed to information after the event |
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Constructive processing |
Memories are built from information stored away during encoding |
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Hindsight bias |
Tendency of people to falsely believe that they would have accurately predicted an outcome without having been told about it in advance |
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Misinformation effect |
False memories are created by a person being exposed to information after the event |
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False-memory sybdrome |
The creation of inaccurate or false memories through the suggestion of others |
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Constructive processing |
Memories are built from information stored away during encoding |
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Hindsight bias |
Tendency of people to falsely believe that they would have accurately predicted an outcome without having been told about it in advance |
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Misinformation effect |
False memories are created by a person being exposed to information after the event |
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False-memory sybdrome |
The creation of inaccurate or false memories through the suggestion of others |
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Curve of forgetting |
Forgetting happens quickly within the first hour after learning the lists then tapers off gradually |
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Constructive processing |
Memories are built from information stored away during encoding |
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Hindsight bias |
Tendency of people to falsely believe that they would have accurately predicted an outcome without having been told about it in advance |
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Misinformation effect |
False memories are created by a person being exposed to information after the event |
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False-memory sybdrome |
The creation of inaccurate or false memories through the suggestion of others |
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Curve of forgetting |
Forgetting happens quickly within the first hour after learning the lists then tapers off gradually |
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Distributed practice |
Spacing out study sessions |
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Constructive processing |
Memories are built from information stored away during encoding |
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Hindsight bias |
Tendency of people to falsely believe that they would have accurately predicted an outcome without having been told about it in advance |
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Misinformation effect |
False memories are created by a person being exposed to information after the event |
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False-memory sybdrome |
The creation of inaccurate or false memories through the suggestion of others |
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Curve of forgetting |
Forgetting happens quickly within the first hour after learning the lists then tapers off gradually |
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Distributed practice |
Spacing out study sessions |
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Massed practice |
Attempt to study a body of material all at once |
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Constructive processing |
Memories are built from information stored away during encoding |
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Hindsight bias |
Tendency of people to falsely believe that they would have accurately predicted an outcome without having been told about it in advance |
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Misinformation effect |
False memories are created by a person being exposed to information after the event |
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False-memory sybdrome |
The creation of inaccurate or false memories through the suggestion of others |
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Curve of forgetting |
Forgetting happens quickly within the first hour after learning the lists then tapers off gradually |
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Distributed practice |
Spacing out study sessions |
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Massed practice |
Attempt to study a body of material all at once |
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Encoding failure |
The failure to process information into memory |
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Memory trace |
Physical change in the brain which occurs when a memory is formed |
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Memory trace |
Physical change in the brain which occurs when a memory is formed |
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Decay |
If traces of memories are not used they fade into nothing |
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Memory trace |
Physical change in the brain which occurs when a memory is formed |
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Decay |
If traces of memories are not used they fade into nothing |
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Disuse |
Use it or lose it |
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Memory trace |
Physical change in the brain which occurs when a memory is formed |
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Decay |
If traces of memories are not used they fade into nothing |
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Disuse |
Use it or lose it |
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Proactive interference |
The tendency for older or previously learned material to interfere with learning |
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Memory trace |
Physical change in the brain which occurs when a memory is formed |
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Decay |
If traces of memories are not used they fade into nothing |
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Disuse |
Use it or lose it |
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Proactive interference |
The tendency for older or previously learned material to interfere with learning |
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Retroactive interference |
When newer information interferes with the retrieval of older information |
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Memory trace |
Physical change in the brain which occurs when a memory is formed |
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Decay |
If traces of memories are not used they fade into nothing |
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Disuse |
Use it or lose it |
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Proactive interference |
The tendency for older or previously learned material to interfere with learning |
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Retroactive interference |
When newer information interferes with the retrieval of older information |
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Consolidstion |
Alteration and the other changes that takes place as a memory is forming |
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Memory trace |
Physical change in the brain which occurs when a memory is formed |
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Decay |
If traces of memories are not used they fade into nothing |
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Disuse |
Use it or lose it |
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Proactive interference |
The tendency for older or previously learned material to interfere with learning |
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Retroactive interference |
When newer information interferes with the retrieval of older information |
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Consolidstion |
Alteration and the other changes that takes place as a memory is forming |
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Long-term potentiation |
Changes in the sensitivity of the synapse through repeated stimulation |
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Retrograde amnesia |
Loss of memory before the point of injury |
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Retrograde amnesia |
Loss of memory before the point of injury |
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Anterograde amnesia |
Loss of memories from the point of injury or illness forward |
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Infantile amnesia |
Type of memory that exists in the first few years of life |
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Autobiographical memory |
Memory for events and facts related to one's personal life story |
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Longitudinal design |
One group of people is followed and assessed at different times as the group ages |
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Cross-sectional design |
Several different age-groups are studied at one time |
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Cross-sequential design |
A combination of longitudinal and cross-sectional designs |
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Human development |
The scientific study of the changes that occur in people as they age |
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Cohort effect |
Particular impact on development that occurs when a group of people share a common time period of common life experience |
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Nature |
The influence of inherited characteristics on personality, physical growth, intellectual growth, and social interactions |
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Nurture |
The influence of environment and anything that can influence development |
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Behavioral genetics |
Field in the investigation of the origins of behavior |
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Genetics |
The science of heredity |
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DNA |
Genetic codes for building the proteins that make up organic life
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Gene |
Each section of DNA containing a certain sequence of amines |
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Chromosomes |
Rod shaped structures in DNA |
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Dominant |
Genes that are more active in influencing traits |
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Recessive |
Genes that fade into the background when compared with the dominant gene |
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Down syndrome |
Disorder where there is one extra chromosome in what would normally be the 21st pair |
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Fertilization |
When an egg and sperm unite |
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Zygote |
The resulting cell of fertilization |
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Monozygotic twin |
Identical twins |
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Dizygotic twins |
Fraternal twins |
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Germinal period |
The mass of cells form a hollow ball and attaches itself to the wall of the uterus |
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Placenta |
Provides nourishment and filters away the developing baby's waste products |
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Embryonic period |
2-8 weeks |
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Embryo |
The organism that develops once its firmly attached to the uterus |
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Critical periods |
Times during which some environmental influences can have an impact on the development of the infant |
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Teratogen |
Any substance such as a drug, chemical virus, or other factor that can cause a birth defect |
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Fetal alcohol syndrome |
Series of physical and mental defects caused by exposure to alcohol during pregnancy |
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Fetal period |
Period of tremendous growth lasting from 8 weeks to birth |
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Preferential looking |
Assumes that the longer an infant spends looking at a stimulus the more the infant prefers that stimulus over others |
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Habituation |
Tendency for infants to stop paying attention to a stimulus that does not change |
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Reflexes |
Innate involuntary behavior patterns |
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Synpatic pruning |
Unused synaptic connections and nerve cells are cleared away to make way for functioning connections and cells |
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Cognitive development |
Development of thinking, problem solving, and memory |
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Schemes |
Mental concepts |
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Assimilation |
Children first try to understand new things in terms of schemes they already possess |
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Accommodation |
The process of altering or adjusting old schemes to fit in new information and experiences |
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Sensorimotor stage |
Infants use their senses of motor abilities to learn about the world around them
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Object permanence |
The knowledge that an object exists even when it is not in sight |
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Preoperational stage |
Time of developing language and concepts |
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Animism |
Anything that moves is alive |
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Egocentrism |
The inability to see the world through anyone else's eyes but one's own |
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Centration |
Focusing only on one feature of some object rather than taking all features into consideration |
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Conservation |
The ability to understand that altering the appearance of something does not change its amount, volume, or mass |
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Irreversibility |
Mentally reversing actions
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Concrete operations stage |
Children become capable of conversation and reversible thinking |
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Abstract concepts |
Do not have some physical concrete reality |
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Concrete concepts |
Kind of concepts about objects, written rules, and real things |
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Formal operations |
Abstract thinking becomes possible |
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Scaffolding |
Children develop cognitively when someone else helps them by asking leading questions |
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Zone of proximal development |
What a child can do alone versus what a child can do with the help of a teacher |
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Cooing, babbling, one-word speech, telegraphic speech, whole sentences |
Stages of language development |
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Temperament |
The behavioral and emotional characteristics that are fairly well established at birth |
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Attachment |
The emotional bond that forms between an infant and a primary caregiver |
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Self-concept |
The image you have of yourself |
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Adolescence |
Period of life where a person is no longer physically a child but is not yet independent |
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Puberty |
The physical changed in both primary sex characteristics and secondary sex characteristics |
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Personal fable |
Adolescents have convinced themselves they are special |
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Imaginary audience |
Convinced that everyone is looking at them |
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Identity versus role confusion |
The teenager must choose from among many options for values in life |
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Menopause |
Women cease ovulation |
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Andropause |
Begins in 40s in men reduced sperm count and low testosterone |
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Generativity |
Parenting the next generation and helping them through their crises |
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Authoritatian parenting |
Overly concerned with rules |
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Permissive parenting |
Parents put very few demands on their children for behavior |
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Permissive neglectful |
Parents aren't involved with their children, ignoring them and allowing them to do whatever they want |
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Permissive indulgent |
Parents way too involved with their children, allowing kids to behave any way they wish
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Authoritative parenting |
Involves combining firm limits on behavior with love, warmth, affection, respect, and a willingness to listen to the child's point of view |
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Ego integrity |
A look at life with a sense of wholeness |
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Cellular-clock theory |
Cells are limited in the number of times they can reproduce to repair damage |
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Wear-and-tear theory |
Theory that points to outside influences such as stress, physical exertion, and bodily damage |
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Free-radical theory |
Theory that gives a biological explanation for the damage done to cells over time
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Activity theory |
Theory that proposes that an elderly person adjusts more positively to aging when remaining active in some way
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