Psych Ch 7&11

Front 1

processes that allow us to record and retrieve experiences and information that have been stored in the brain

Back 1

memory

Front 2

getting information into the cognitive system by translating it into a neural code the brain processes

Back 2

encoding

Front 3

encoding that is intentional and requires awareness and attention. i.e.) studying

Back 3

effortful processing

Front 4

encoding that occurs without intention and requires minimal attention. i.e.) frequency, spatial location, timing of events.

Back 4

automatic processing

Front 5

paying attention to the structural properties of words and how it looks (shallow--how many circles in the word party)

Back 5

structural encoding

Front 6

paying attention to the sound qualities of words (intermediary)

Back 6

Phonological (phonemic) encoding

Front 7

paying attention to the meaning of the words (deepest processing-- what does "word" mean?)

Back 7

semantic encoding

Front 8

Retaining information over time

Back 8

Storage

Front 9

pulling information out of storage

Back 9

retrieval

Front 10

damage to __________ stunts ability to form memory

Back 10

hippocampus

Front 11

a false but subjectively compelling memory (when prof gave us a list of words that related to sleep, but sleep wasn't one of the words and we all thought she said sleep)

Back 11

memory illusion

Front 12

memory in whichwe see ourselves as an outside observer would

Back 12

observer memory

Front 13

seeing the worldthrough your visual field

Back 13

field memory

Front 14

when you imagine yourself walking on a beach, is called ____ _____, because you couldn't possibly have seen yourself, so the memory was ____

Back 14

reconstructive memories, reconstructed

Front 15

three systems of memory?

Back 15

sensory memory, short-term memory, and long-term memory

Front 16

how much information each system can hold

Back 16

span

Front 17

duration

Back 17

over how long a period of time that system can hold information

Front 18

brief storage of perceptual informationbefore it is passed to short-term memory "buffer area".

buys our brains abit of extra time to process incoming sensa-tions. It also allows us to “fill in the blanks”

Back 18

sensory memory

Front 19

visual sensory memory. last for only about a second, and then they’re gone forever.

Back 19

iconic memory

Front 20

another term for photographic memory?

Back 20

eidetic imagery

Front 21

auditory sensory memory; when you say something out loud, you can hear it repeated in the same way in your head shortly after. can last 5-10 seconds

Back 21

echoic memory

Front 22

(second) memory system that retains information forlimited durations

Back 22

short-term memory

Front 23

fading of information from memory overtime

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decay

Front 24

loss of information from memory because ofcompetition from additional incoming information. memories getting in the way of each other

Back 24

interference

Front 25

2 kinds of interference?

Back 25

retroactive interference, proactive interference

Front 26

interference with acquisition of new informa-tion due to previous learning of information

Back 26

proactive interference

Front 27

interference with retention of old informationdue to acquisition of new information

Back 27

retroactive interference

Front 28

the span of short-term memory, according toGeorge Miller: seven plus or minus twopieces of information ( digit span of most adults is between five and nine digits, with an av-erage of seven digits.)

Back 28

magic number

critique: psychologists have since argued that Miller’s MagicNumber may overestimate the capacity of short-term memory, and that the true MagicNumber may be as low as four

Front 29

organizing information into meaningful group-ings, allowing us to extend the span of short-term memory

Back 29

chunking ( SPCACBCRCMPCSISTGIFCTVNFLD = SPCA CBC RCMP CSIS TGIF CTV NFLD)

Front 30

remember information congruent with our current mood better (have sex before studying so adrenaline and alertness/arousal matches how we feel when we go into an exam)

Back 30

Mood-congruent recall

Front 31

ability to retrieve info is better when our internal state during recall matches original state during encoding

Back 31

Internal cues: State-dependant memory

Front 32

Context-dependant memory=remember something in the same environment that it was experienced (sitting in same spot during an exam as where you do all semester)

Back 32

external cues

Front 33

memory is enhanced when conditions present during retrieval match those that were present during encoding

Back 33

Encoding Specificity Principle

Front 34

use of cues?

Back 34

self-generated cues allow for deeper processing and more elaborative rehearsal

Front 35

____________ is an example of retrieval cues • when you "blank" on a test, its really failure of retrieval cue • if someone gets anxious they loose track of retrieval cue (panics)

Back 35

priming

Front 36

stimulus (internal or external) which activates information stored in LTM

Back 36

retrieval cue

Front 37

repetition helps to transfer to LTM (long term memory); repeating stimuli in their original form to re-tain them in short-term memory

Back 37

maintenance rehersal

Front 38

expands the info and focuses on meaning; linking stimuli to each other in a meaningfulway to improve retention of information inshort-term memory

Back 38

elaborative rehearsal

Front 39

craik and lockhart found that:

Back 39

The more deeply information is processed, the better it will be remembered

Front 40

Mnemonic devices

Back 40

acronyms

Front 41

involves deciding how or where info is personally relevant

Back 41

self-referent encoding

Front 42

mental framework for organizing information • codes that represent the meaning or gist of information, influence encoding and recall • making "sense" of information based on pre-existing ideas and knowledge

Back 42

schemas

Front 43

depth of transforming information, which in-fluences how easily we remember it

Back 43

levels of processing

Front 44

focussing on how the words in the sentence sound

Back 44

phonological processing

Front 45

relatively enduring (from minutes to years)retention of information stored regarding ourfacts, experiences, and skills

Back 45

long term memory LTM

Front 46

associated ideas and concepts • concepts are represented as single nodes and their associations as links between these nodes. (i.e. spreading activation and priming: related concepts "light up", priming activates one concept by another. ex. fire truck-->red-->hot-->hot guys-->fires etc) one idea leads to another

Back 46

associative networks

Front 47

concepts are represented as patterns of activation over many associated nodes • no single neuron for each node

Back 47

neural networks

Front 48

conscious or international memory retrieval

Back 48

explicit memory

Front 49

decide whether stimulus is familiar

Back 49

recognition

Front 50

spontaneous memory retrieval, may be cued (search and rescue mission)

Back 50

recall

Front 51

when memory influences our behaviour without awareness

Back 51

implicit memory

Front 52

4 components of STM

Back 52

Phonological rehearsal loop: repeating info •

Visual-Spatial Sketchpad: making mental maps, manipulating images and spatial info (giving someone directions being like oh turn left at the tim's. mentally going back yourself etc) •

Central Executive: CEO of memory, allocating resources to other three components •

Episodic Buffer: anytime you recall a past experience "oh that topic in class links to that" "oh that happened to me" recalling episodes of your life

Front 53

recall is influenced by a words position in a series of items

Back 53

Serial Position Effect

Front 54

(beginning=better memory) LTM

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Primacy Effect

Front 55

(End= better memory) still in STM

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Recency Effect

Front 56

factual knowledge (demonstrated by verbalizing)

Back 56

declaritive memory

Front 57

factual knowledge about personal experiences (5 W's)

Back 57

episodic

Front 58

general factual knowledge about the world and language, including memory for words and concepts

Back 58

semantic

Front 59

reflected in skills and actions (expressed by doing things) (implicit=-how we know how to play a whole song of the piano. his fingers just move)

Back 59

Procedural Memory

Front 60

recollections that are so vivid that we picture them like a snapshot in time • Involve strong emotional reactions. (not immune to mismemory;when 9/11 happened, people said "ya i turned on the tv and saw the first plane hit" but thatts not true because nobody was just recording the sky, it was the second plane that they saw.)

Back 60

flashbulbs memory

Front 61

measures of forgetting?

Back 61

Recall: requires subjects to reproduce information on their own without any causes

Recognition: requires subjects to select previously learned information from an array of options

Relearning: requires a subject to memorize information a second time to determine how much time or practice trials are "saved" by having learned it before

Front 62

5 main reasons that explain why we forget?

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1)encoding failure

2)decay of memory trace

3) interference theory

4)Retrieval Failure

5)motivated forgetting:

Front 63

lack of deep processes -not paying attention

Back 63

encoding failure

Front 64

we forget information b/c other items in LTM impair ability to retrieve it (especially when similar)

Back 64

interference theory

Front 65

2 kinds of interference?

Back 65

proactive interference: material learned in the past interferes with recall of newer material (10 codes in the police-profs dad)

• Retroactive interference: newly acquired information interferes with the ability to recall information learned previously

Front 66

graph depicting both primacy and recency ef-fects on people’s ability to recall items on a list?

Back 66

serial position curve

Front 67

our knowledge of facts about the world

Back 67

semantic memory

Front 68

recollection of events in our lives

Back 68

episodic memory

Front 69

memories we recall intentionally and of whichwe have conscious awareness

Back 69

explicit memory (aka declarative memory) (semantic an episodic)

Front 70

memories we don’t deliberately rememberor reflect on consciously

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implicit memory (procedural, priming, habituation and conditioning)

Front 71

_____ _____ tends to activate the left frontal cortex morethan the right frontal cortex, and vice versa for ____ ______

Back 71

Semantic memory, episodic memory

Front 72

memory for how to do things, includingmotor skills and habits (riding a bike)

Back 72

procedural memory

Front 73

our ability to identify a stimulus more easilyor more quickly after we’ve encountered sim-ilar stimuli

Back 73

priming

Front 74

process of getting information into our mem-ory banks

Back 74

encoding

Front 75

a learning aid, strategy, or device that en-hances recall

Back 75

mnemonic

Front 76

Rhyming is a key component of the ____ ______, often used to recall lists ofwords. i.e.) For three—hippocampus—imagine a treewith a hippo camping under it. For number four, decay, you might picture a rotting, decay-ing door on an old house.

Back 76

pegword method

Front 77

___ ____ ____ relies on imagery ofplaces, that is, locations,

Back 77

method of loci

Front 78

This strategy depends on your ability to think of an English word(the keyword) that reminds you of the word you’re trying to remember.

Back 78

keyword method

Front 79

3 main mneumonic methods

Back 79

keyword, pegword, method of loci

Front 80

process of keeping information in memory

Back 80

storage

Front 81

hint that makes it easier for us to recallinformation

Back 81

retrieval cue

Front 82

selecting previously remembered informationfrom an array of options

Back 82

recognition

Front 83

reacquiring knowledge that we’d previouslylearned but largely forgotten over time

Back 83

relearning

Front 84

studying information in small increments overtime (distributed) versus in large incrementsover a brief amount of time (massed)

Back 84

distributed versus massed practice

Front 85

experience of knowing that we know some-thing but being unable to access it

Back 85

tip-of-the-tongue (TOT) phenomenon

Front 86

our attempts at retrieving information are not always successful

Back 86

retrieval failure

Front 87

when initial processing of information os similar to the type of processing required by the subsequent measure of retention

Back 87

Transfer Appropriate Processing

Front 88

processes such as repression "block" us from remembering pailful or anxiety-inducing memories. idea that memories are pushed into the unconscious

Back 88

motivated forgetting (repression v. suppression)

Front 89

"ego" protects us from painful words. we are not aware they occurred

Back 89

repression

Front 90

we push away thoughts of painful events. always still aware that they happened

Back 90

suppression

Front 91

phenomenon of remembering somethingbetter when the conditions under which weretrieve information are similar to the condi-tions under which we encoded it

Back 91

encoding specificity

Front 92

superior retrieval of memories when the external context of the original memoriesmatches the retrieval context

Back 92

context-dependent learning (scuba divers being told words on land and not being able to remember them while under water but did once they were back on land)

Front 93

superior retrieval of memories when the or-ganism is in the same physiological or psycho-logical state as it was during encoding

Back 93

state dependant learning

Front 94

the physical trace of each memory in the brain

Back 94

engram

Front 95

gradual strengthening of the connectionsamong neurons from repetitive stimulation

Back 95

long-term potentiation (LTP)

Front 96

______ ______ seems to be one of the major “banks” from which we withdraw ourmemories

Back 96

prefrontal cortex

Front 97

Memory loss for events that occurred prior to the onset of amnesia

Back 97

retrograde amnesia

Front 98

blood clot, stroke--then interferes with your ability to remember

Back 98

Internal origin onsets

Front 99

accidents, injuries, any sort of TBI (traumatic brain injury)

Back 99

external origin onsets

Front 100

Memory loss for events that occur after the initial onset of amnesia (Ie. HM and Korsakoffs syndrome)

Back 100

anterograde amnesia

Front 101

Inability to remember personal experiences from birth to apprx. 3-4 years of age (in genuine memory, can remember things from a child hood but the memories have been altered in some way. i.e. prof remembering eating grass with he brother and pretending they were bunnies)

Back 101

infantile amnesia

Front 102

refers to our schemas filling in the outside of a scene so we tent to remember things at a wider angle than originally presenter. (pictures prof showed us--thought we saw the same pics of beach etc but they were different because the second ones were wider)

Back 102

boundary extension

Front 103

knowledge about our own memory abilitiesand limitations

Back 103

meta-memory

Front 104

lack of clarity about the origin of a memory (was it in real life or a dream?)

Back 104

source monitoring confusion

Front 105

creation of fictitious memories by providingmisleading information about an event afterit takes place (when it "smashed" into the car--answer was 65 km/h • when it "made contact" with the other car--answer was 50 km/h)

Back 105

misinformation effect

Front 106

our tendency to recall something or recognize it as familiar, but forget where we encountered it (girl that had grandpa that watched porn that she saw, and claimed that her grandpa was doing that to her but things didn't line up so there was _____ ______because she was claiming he was doing the stuff that she was actually just watching)

Back 106

source confusion

Front 107

what are the seven sins of memory

Back 107

1) Suggestibility. (leading questions)

2) Misattribution. ( mistaking what we’ve imagined fora real memory)

3) Bias. ( schemas can bias our memories., If we expect people to act unethically, we may re-member them as acting unethically even when they didn’t.)

4) Transience. (memories fade)

5) Persistence. ( events can linger in our minds for days or weeks and intrude into ourthoughts, even disrupting our ability to sleep.)

6) Blocking. (forget what you were gonna say. TOT applies to this)

7) Absentmindedness.

Front 108

theory that humans experience a small num-ber of distinct emotions that are rooted inour biology

Back 108

discrete emotion theory

Front 109

small number (perhaps seven) of emotionsbelieved by some theorists to be cross-cul-turally universal

Back 109

primary emotions (Ekman)

older-Happiness, disgust, surprise, sadness, anger, and fear

newer- contempt, pride, shame

Front 110

refer to positive or negative affective states

Back 110

emotions

Front 111

Can narrow attention, help in responding to threats through increased physiological activation

Back 111

negative emotions

Front 112

cross-cultural guidelines for how and when toexpress emotions

Back 112

display rules

Front 113

help to broaden thinking and behaviour, promote exploration and acquisition of skills

Back 113

positive emotions

Front 114

when a weapon is present during a crime, we tend to focus on the weapon rather than the perpetrator • this leads to a decreased ability for witnesses to correctly identify the perpetrator

Back 114

weapon focus effect

Front 115

aroused by the threat of a weapon therefor we watch the weapon rather than perpetrator

Back 115

Arousal/Threats Hypothesis

Front 116

we pay attention to the weapon because it is unusual in the setting (has more research support-prof talks about how she break into a class holding a banana and took a purse and only 20% of the class recognized her because they were all looking at the banana. 2) if someone tried robbing a gun store with a gun, the perpetrator would be recognized by staff because they're used to the sight of guns)

Back 116

unusualness hypothesis

Front 117

5 broad categories (of instrumental behaviour?)

Back 117

1)Moving toward others •

2)Moving away from others (fear disgust) • 3)Moving against others (anger) •

4)Helplessness (depression-pattern of whatever you do you can see change) •

5)Submission (giving up, sadness, giving in, stop trying)i.e.) prof had brutal day so just submitted and drank a bottle of wine and crackers

Front 118

fake smile?

Back 118

panam smile

Front 119

real big smile

Back 119

duchenne smile (then partial duchenne and non duchenne-smeyze)

Front 120

are facial cues (labelled as action units) that show signs of particular emotions

Back 120

microexpressions

Front 121

theories proposing that emotions are prod-ucts of thinking

Back 121

cognitive theories of emotion

Front 122

theory proposing that emotions result fromour interpretations of our bodily reactions tostimuli (we're afraid because we run away)

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James-Lange theory of emotion

Front 123

theory proposing that we use our “gutreactions” to help us determine how weshould act

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somatic marker theory

Front 124

theory proposing that an emotion-provokingevent leads simultaneously to an emotion andto bodily reactions

Back 124

Cannon-Bard theory

Front 125

theory proposing that emotions are pro-duced by an undifferentiated state of arousalalong with an attribution (explanation) of thatarousal

Back 125

two-factor theory

Front 126

phenomenon in which repeated exposure toa stimulus makes us more likely to feel favor-ably toward it (familiarity breeds comfort)

Back 126

mere exposure effect

Front 127

theory that blood vessels in the face feedback temperature information in the brain,altering our experience of emotions

Back 127

facial feedback hypothesis

Front 128

gestures in which one body part strokes, presses, bites or otherwise touches another body part (often stress-induced)

Back 128

manipulators

Front 129

gestures that convey conventional meanings recognized by members of a culture

Back 129

emblems

Front 130

unconscious spillover of emotions into non-verbal behavior

Back 130

non verbal leakage

Front 131

study of personal space (based on idea that personal distance is correlate with emotional distance)

Back 131

proxemics

Public: 12+ feet (public speaking)

• Social 4-12 feet (convos between strangers) • Personal 1.5-4 feet (convos with friends/partners)

• Intimate: 0-1.5 feet (kissing, hugging, whispering, affection)

Front 132

people who are innocent are deemed as guilty

Back 132

false positive

Front 133

People who are guilty are deemed as innocent

Back 133

false negative

Front 134

supposedly perfect physiological or behavioralindicator of lying

Back 134

pinnocio response

Front 135

alternative to the polygraph test that relies onthe premise that criminals harbor concealedknowledge about the crime that innocentpeople don’t

Back 135

guilty knowledge test (GKT)

Front 136

questionnaire that presumably assessesworkers’ tendency to steal or cheat

Back 136

integrity test

Front 137

discipline that has sought to emphasizehuman strengths

Back 137

positive phychology

Front 138

is a strategy used to prepare for negative outcomes by mentally compensating for any anticipated failures (particularly valuable for anxious people). sometimes good--ie) if you're anxious for a test you study more so you do better, but usually bad

Back 138

defense pessimism

Front 139

theory proposing that happiness predisposesus to think more openly

Back 139

broaden and build theory

Front 140

4 main misconceptions about happiness?

Back 140

Misconception 1) Prime determinant of happiness is what happens to us

• Misconception 2) Money makes us happy • Misconception 3) Happiness declines as we age. • Positivity effect: tendency for people to remember more positive than negative information as they age • happiest group: men over 65

• Misconception 4) People on the west coast are the happiest • What does make us happy? • marriage, friendships, university, religion, exercise, giving, flow

Front 141

tendency for people to remember more pos-itive than negative information with age

Back 141

positivity effect

Front 142

ability to predict our own and others’ happiness

Back 142

affective forecasting

Front 143

belief that both our good and bad moods willlast longer than they do

Back 143

durability bias

Front 144

which we’re totallyabsorbed in an activity and don’t notice timepassing,

Back 144

flow

Front 145

tendency for our moods to adapt to externalcircumstances

Back 145

hedonic treadmill

Front 146

evaluation of our worth

Back 146

self esteem

Front 147

tendencies to perceive ourselves more favor-ably than others do

Back 147

positive illusions

Front 148

psychological drives that propel us in a specificdirection

Back 148

motivation

Front 149

theory proposing that certain drives, likehunger, thirst, and sexual frustration motivateus to act in ways that minimize aversive states

Back 149

drive reduction theory

Front 150

inverted U-shaped relation between arousalon the one hand, and mood and perfor-mance on the other--we do our best and are most content when weexperience intermediate levels of arousal.

Back 150

Yerkes-Dodson law

Front 151

As we get closer to a goal, the ________ gradient becomes steeperthan the ______ gradient. Projects thatseem desirable a few weeks in the futurebecome more undesirable as thedeadline approaches

Back 151

avoidance, approach

Front 152

theories proposing that we’re often motivat-ed by positive goals

Back 152

incentive theories

Front 153

model, developed by Abraham Maslow,proposing that we must satisfy physiologicalneeds and needs for safety and security be-fore progressing to more complex needs

Back 153

hierarchy of needs

Front 154

theory that when our blood glucose levelsdrop, hunger creates a drive to eat to restorethe proper level of glucose

Back 154

glucostatic theory

Front 155

hormone that signals the hypothalamus andbrain stem to reduce appetite and increasethe amount of energy used

Back 155

leptin

Front 156

value that establishes a range of body andmuscle mass we tend to maintain . people who are obese try to keep their weight below their ____ ____ .Consequently, they’re hungry much of the time, which increases the appeal of tasty,high-calorie foods and makes dieting difficult.

Back 156

set point

Front 157

eating disorder associated with a pattern ofbingeing and purging in an effort to lose ormaintain weight

Back 157

bulimia nervosa

Front 158

eating disorder associated with excessiveweight loss and the irrational perception thatone is overweight

Back 158

anorexia nervosa

Front 159

phase in human sexual response in whichpeople experience sexual pleasure and noticephysiological changes associated with it

Back 159

excitement phase

Front 160

phase in human sexual response in which sexualtension builds

Back 160

plateau phase

Front 161

phase in human sexual response marked byinvoluntary rhythmic contractions in the mus-cles of genitals in both men and women

Back 161

orgasm (climax) phase

Front 162

phase in human sexual response followingorgasm, in which people report relaxationand a sense of well-being

Back 162

resolution phase

Front 163

Levay found that the _________ is related to sexual orientation

Back 163

hypothalamus

Front 164

physical nearness, a predictor of attraction

Back 164

proximity

Front 165

extent to which we have things in commonwith others, a predictor of attraction

Back 165

similarity

Front 166

rule of give and take, a predictor of attraction

Back 166

reciprocity

Front 167

love marked by powerful, even overwhelming,longing for one’s partner

Back 167

passionate love

Front 168

love marked by a sense of deep friendshipand fondness for one’s partner

Back 168

companionate love

Front 169

3 sides of love? (can be reversed for hate)

Back 169

intimacy, passion, commitment