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43 Cards in this Set
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- Back
- 3rd side (hint)
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Theories of Forgetting: Decay theory |
memory is processed and stored in a physical form. -connections b/w neuron deteriorate over time, leads to forgetting. |
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interference theory |
forgetting caused by tho competing memories, esp. if they have similar qualities. -retroactive interference -proactive interference |
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retroactive interference |
when new information leads to forgetting old material ex. learning new phone number--forget old one |
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proactive interference |
when old info leads to forgetting new info. ex. spanish learned in middle school may interfere with ability to remember and learn french in high school. |
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motivated forgettin theory |
based on the idea that we forget some things for a reason, such a painful memories. |
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encoding failure theory |
our sensory memory receives the info and passes in to the short term memory, but during short term memory we over look precise details and may not fully encode it , which would result in a failure to pass along a complete memory for proper storage in LTM. |
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retrieval failure theory |
memories stored in the LTM are not forgotten. They are just momentarily unaccessible. TOT |
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Tip of the tongue phenomenon TOT |
the feeling that a word or event you are trying to remember will pop out at any second--result from interference. |
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Factors in forgetting: misinformation effect |
a memory distortion that results from misleading post-event info. --the police giving you descriptions about what may or may not of happened then you start to incorporate that into/your memory. |
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Factors in forgetting:serial position effect |
remember words at the beginning (primary effect) and at the end of a list (receny effect) better than those in the middle. |
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Factors in forgetting: source amnesia |
a memory error caused by forgetting when , where or how a previously stored memory was acquired, while retaining the factual knowledge. |
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Factors in forgetting: sleeper effect |
memory error in which info from an unreliable source that was initally discounted later gain crediability b/c the source was forgotten. |
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Factors in forgetting: spacing of practice if we try to memorize too much info at once we are far less likely to remember and learn as much. |
-Disturbed practice: time spent learning are mixed with resst intervals. _-massed practice: time spent studying is grouped into unbroken intervals...craming |
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Factors in forgetting: culture |
can play a role in how well ppl remember what they have learned ex. oral-related stories. |
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Cognitive Development: Piaget Theory |
3 mayor concepts: schemas, assimilation, accomodation |
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Schemas (piaget) |
he most basic units of intellect. act as patterns that organize our interactions with the environmnet |
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assimilation (piaget) |
process by absorbing new info into existing schema... sucking schema used in other situations |
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Accommodation (piaget) |
existing ideas are modified to fit new info new schemas are changed to better fit the new info |
he existing schem wont work so we have to change it. |
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4 stages of Cognitive deveolpment -regardless of culture, these stages cannot be skipped. |
Sensorimotor stage preoperational stage concrete operational stage formal operation stage |
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sensorimotor stage (piaget) |
-birth to age 2 -Limits/lacks significant language and object permanence (understanding that things still exist even when they cannot be seen , heard or felt) -abilities: uses senses and motor skills to explore and develop cognitively (pplaying with their food) |
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preoperational stage (piaget) |
ages 2-7 limits: cannot perform operations (lack reversibilty) intuitive thinking versus logical reasoning egocentric thinking: inability to consider anothers point of view animistic thinkin ( believing all things are living) Abilities: has significant language and thinks symbilically |
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concrete operational stage (piaget) |
ages 7-11 limits: -cannot think abstractly and hypothetically -thinking tied to concrete, tangible objects and events -Abilities: _can perform operations on concrete objects (understands reversibility) -understands conservation ( realize that changes in shape or appearance can be reversed) -less egocentric -can think logically about concrete objects and events. |
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formal operational stage (piaget) |
ages 11and over limits: -adolescent egocentrism at the beginning ,with related problem of the personal fable and imaginary audience abilities: -can thing abstractly and hypothetically ex tend to show great concern for physical apearance |
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personal fable (piaget stage 4) |
adolescents feel that they are special and unique, they alone are having insights or difficulties. |
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imaginary audience |
believing that others are always watching them |
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attachment |
a strong emotional bond with special others that endures overtime |
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imprinting |
an inherited, primitive form of rapid learning in which some infant animals physically follow and form an attachment to the first moving object they see or hear |
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harry harlow: touch |
created two type of surogate mothers, one covered in a soft cloth and the one left uncovered, wire-formed. -found the monkeys to cling frequently to the soft material and developed greater emotional security and curiosity than did the monkey assigned to the wire mom |
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Mary ainsworth styles of attachment |
secure anxious/ambivalent anxious/avoidant disorganized/disorientated |
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SECURE ATTACHMENT (60%) |
infant seeks closenes w/ mother when stranger enters. uses her as a safe base. shows moderate distress on separation from her and is happy when she returns |
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anxious/avoidant |
infant does not seek closeness or contact with the mother and show little emotion when mother departs or return. -caregivers are inconsistant |
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anxious ambivalent |
infant becomed upset when mother leave the room and shows mixed feelings when she return -caregivers are aloof and distant |
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disorganized/disoriented |
exhibits avoidant or ambivalent attachment, often seeming either confused or apprehensive in the presence of the mother -caregivers are abusive |
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romantic love and attachment |
we tend to follow the same patterns as we experienced during childhood in our romantic lives... |
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Baumrind, parenting styles could be divided into 4 broad patterns |
the diiferent effects of different methods of child bearing on childs behavior. permissive-meglectful permissive indulgent authoritarian authoritative |
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permissive neglectful |
parents make few demands, and show little interedt or emotional support to the child-- low C (conttrol) low W(warmth) children tend to have poor social skills, little self control , overly demanding and disobedient |
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permissive indulgent |
parents set few demands but are highly involved and emotionally supportive. low C High W children often fail to learn respect for others, tend to be implsive and immature. |
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authoritarian |
parents are demanding/rigind/punitive while being low on warmth High C Low W children tend to be easily upset, moody, aggressive, often fail to learn good communication skills |
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autnoritative |
generally set and enfore firm rules nad are emotionally supportive high C high W children are usually selfrelient and high achieving |
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Evaluating BAUMRIND research |
-child temperament-child expectations-parental warmth |
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child temperament |
childs unique rxn to parental efforts rather than the parenting style |
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child expectations |
cultural research, a childs expectation on how parent should behave |
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parental warmth |
most important variable in parenting styles and child developmet might be the degree of warmth vs rejection parents feel towards their child |
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