Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
94 Cards in this Set
- Front
- Back
|
Tip of the Tongue Phenomenon
|
Forgotten information feels just out of reach
|
|
|
Encoding
|
forming a memory code
|
|
|
Storage
|
maintaining encoded information over time
|
|
|
Retrieval
|
Recovering information from memory stores
|
|
|
Next-in-line effect
|
Being so preoccupied with what you're saying next to pay attention to what the person ahead of you is saying
|
|
|
Structural Encoding
|
emphasizes the PHYSICAL structure of the word (ie is it capital letters)
|
|
|
Phonemic Encoding
|
emphasizes the SOUND of word (does it rhyme)
|
|
|
Semantic Encoding
|
emphasizes the meaning of verbal input (construct a sentence)
|
|
|
Dual-Coding Theory
|
Holds that memory is enhanced by forming semantic and visual codes, since either can lead to recall; two codes are better than one
|
|
|
Encoding Enrichment Methods
|
Elaboration, Visual imagery, Self-Referent Encoding
|
|
|
Self-Referent Encoding
|
Making information personally meaningful to enhance recall
|
|
|
Short term memory
|
limited capacity store that can maintain unrehearsed information for up to 20 seconds
|
|
|
George Miller
|
Magic Number 7, Plus or Minus 2; capacity of short term memory storage; any new info past the capacity would bump out current information
|
|
|
Working Memory
|
Phonological Loop --> Visuospatial Sketchpad --> Central Executive System --> Episodic Buffer
|
|
|
Schema
|
organized cluster of knowledge about a particular object or event abstracted from previous experience with object/event; ie rooms you've been in
|
|
|
Semantic Networks
|
consists of nodes representing concepts, joined by pathways that link related concepts, webs
|
|
|
Spreading Activation (Semantic Network)
|
when one word/idea triggers thoughts of related, connected ideas within the network
|
|
|
Parallel Distributed Processing Models
|
assume that cognitive processes depend on patterns of activation in highly interconnected computational networks resembling neural networks (terms of excitatory, inhibitory signals)--> each piece of knowledge is represented by a PATTERN of connections in the network, not just each node.
|
|
|
Misinformation Effect
|
participants' recall of an event they witnessed is altered by introducing misleading postevent information
|
|
|
Imagination Inflation
|
Planting vivid imaginations of their past to increase belief they had actually experienced it
|
|
|
Source Monitoring
|
involves making attributions about the origins of memories (source)
|
|
|
Source Monitoring Error
|
memory derived from once source is misattributed to another (citing the wrong source)
|
|
|
Reality Monitoring
|
process of deciding whether memories are based on perception of actual events or imagination
|
|
|
Forgetting Curve
|
by Ebbinghaus; shows a HUGE drop in retention in the first HOUR after learning new material, then it slowly levels off
|
|
|
Recall
|
measure of retention requiring reproducing information without cues
|
|
|
Recognition
|
requiring selection of previously learned material from some options
|
|
|
Relearning
|
requiring re-memorization to see how much time or how many practice trials are SAVED by already learning it
|
|
|
Decay Theory
|
forgetting occurs because memory traces fade with time
|
|
|
Interference
|
people forget information because of competition from other material
|
|
|
Retroactive Interference
|
new information impairs retention of previously learned information
|
|
|
Proactive Interference
|
when previously learned information interferes with retention of new information
|
|
|
Encoding Specificity Principle
|
value of a retrieval cue depends on how well it corresponds to the memory code, making retrieval success inconsistent
|
|
|
Transfer-Appropriate Processing
|
when initial processing of information is similar to the type of processing required by the subsequent measure of retention
|
|
|
Retrograde Amnesia
|
loss of memories for events that occurred PRIOR to amnesia
|
|
|
Anterograde Amnesia
|
involves loss of memories for events that occur AFTER amnesia
|
|
|
Medial Temporal Lobe Memory System
|
hippocampal region, including the hippocampus, dentate gyrus, subiculum, etc; plays a key role in consolidation of memories
|
|
|
Consolidation
|
a hypothetical process involving gradual conversion of information into durable memory codes stored in long-term memory
|
|
|
Declarative Memory System
|
handles factual information
|
|
|
Procedural, Non-Declarative Memory System
|
memory for actions, skills, conditioned responses, emotional responses; less vulnerable to forgetting
|
|
|
Semantic Memory
|
contains general knowledge not tied to the time where it was learned (ie that xmas is December 25th, what dogs look like)
|
|
|
Episodic Memory
|
also part of declarative memory; made up of chronological, or temporally dated recollections of experiences
|
|
|
Prospective Memory
|
remembering to perform actions in the future
|
|
|
Retrospective Memory
|
remembering events from the past or previously learned information
|
|
|
Event-based tasks
|
involves future actions triggered by a cue (pills with meals)
|
|
|
Time-based Tasks
|
times are the cue for actions
|
|
|
iconic memory
|
visual memory
|
|
|
echoic memory
|
auditory memory
|
|
|
Primacy effect
|
remember the first rather than the last, most common
|
|
|
Recency Effect
|
Remember more recent items
|
|
|
Normative Approach
|
asks, in a given situation, how should we behave? Rational thing to do; social sciences
|
|
|
Descriptive Approach
|
what do people REALLY do, and how & where does that deviate?
|
|
|
State Space
|
Problem Solving; nodes that represent each state of problem (every logical configuration in one network), and their connections (if it's possible to get from one node to another, then you can connect them); solving problems are when you get through that space on a path; steps initial, goal, current
|
|
|
Language
|
consists of symbols that convey meaning, plus rules for combining said symbols, that can be used to generate an infinite variety of messages
|
|
|
Linguistic Relativity
|
one's language determines the nature of one's thought
|
|
|
Additive Strategy in Decision Making
|
list all the attributes that influence his decision, rating each attribute
|
|
|
Conjunction Fallacy
|
occurs when people estimate the odds of two uncertain events happening together are greater than odds of either happening alone
|
|
|
Alternative Outcomes Effect
|
when people's belief about whether an outcome will occur changes depending how other alternative outcomes are distributed even though the summed probably of the alternative outcomes are held constant
|
|
|
Gambler's Fallacy
|
belief that the odds of a chance event increase if the event hasn't occurred recently
|
|
|
Overestimating the Improbable
|
overestimating the choices of heavy media coverage
|
|
|
Semantic Slanting
|
deliberately choosing words to create specific emotional responses (pro choice)
|
|
|
Development
|
sequence of age-related changes that occur as a person progression from conception to death
|
|
|
Zygote
|
one-celled organism formed by the union of a sperm and an egg
|
|
|
Prenatal Period
|
extends from conception to birth, usually encompassing 9 months of pregnancy
|
|
|
Germinal Stage
|
first phase of prenatal development, first 2 weeks after conception
Begins at fertilization; rapid cell division, implant into uterus, begins Placenta |
|
|
Placenta
|
structure that allows oxygen and nutrients to pass into the fetus from mother's bloodstream and bodily wastes to pass out to the mother
|
|
|
Embryonic Stage
|
2nd stage of prenatal development, 2 weeks - 3rd month
Organs and body systems form in the embryo; SUPER VULNERABLE |
|
|
Fetal Stage
|
3rd stage of prenatal development, 2 months - birth; rapid growth, physical movement capabilities, function of organs
|
|
|
Cephalocaudal Trend
|
children gain control of upper body before lower (crawling before walking)
|
|
|
Proximodistal Trend
|
center-outward direction of motor development (torso before extremities)
|
|
|
Stage
|
developmental period where characteristic patterns of behavior revealed and certain capacities are established
|
|
|
Erikson's Stages
|
Trust/Mistrust
Autonomy/Shame&Doubt Initiative/Guilt Industry/Inferiority Identity/Confusion Intimacy/Isolation Generativity/self-absorption Integrity/Despair |
|
|
Trust/Mistrust stage of Erikson's Theory
|
Is my world predictable and supportive?
|
|
|
Autonomy/Shame&Doubt stage of Erikson's Theory
|
Am I good or bad?
|
|
|
Industry/Inferiority stage of Erikson's Theory
|
Am i competent or worthless?
|
|
|
Identity/Confusion stage of Erikson's Theory
|
Who am I and where am I going?
|
|
|
Intimacy/Isolation stage of Erikson's Theory
|
Shall I share my life with someone or live alone?
|
|
|
Generativity/Self Absorption stage of Erikson's Theory
|
Will I produce something of value?
|
|
|
Integrity/Despair stage of Erikson's Theory
|
Have I lived a full life?
|
|
|
Cognitive Development
|
transitions in youngs patterns of thinking (reasoning, remembering, problem solving), Jean Piaget
|
|
|
Piaget's Stage Theory
|
Sensorimotor, Preoperational, concrete operational, formal operational stages
|
|
|
Assimilation
|
interpreting new experiences in terms of existing mental structures without changing them
|
|
|
Accomodation
|
changing existing mental structures to explain new experiences
|
|
|
Sensorimotor stage of Piaget's Cognitive Development
|
(birth-2) developing ability to coordinate sensory input to motor actions; often results in repetition of pleasurable responses; gradual appearance of symbolic thought from innate reflexes-
Object Permanence: knowing something exists though not visible |
|
|
Preoperational stage of Piaget's Cognitive Development
|
(2-7) development of symbolic thought marked by irreversibility (inability to reverse an action), centration (tendency to focus on ONE feature of a problem, not other aspects) and egocentrism (can't share another's viewpoint), animism (giving life to everything); don't have sense of conservation (ie volume)
|
|
|
Concrete Operational stage of Piaget's Cognitive Development
|
(7-11) mental operations applied to concrete events; finally learn to reverse and master decentration; mastery of conservation, hierarchal classification; develop new problem-solving capacities
|
|
|
Vygotsky's Sociocultural Theory
|
Child's cognitive development is fueled by interactions with elders --> apprenticeship
Cognitive development is greatly affected by cultures Language acquisition is a HUGE part of fostering cognitive development |
|
|
Zone of Proximal Development (Vygotsky)
|
gap between what a learner can accomplish alone and what he can achieve with guidance
|
|
|
Scaffolding (Vygotsky)
|
occurs when assistance to a child is adjusted as learning progresses (decreases as progress continues)
|
|
|
Habituation
|
gradual reduction in the strength of a response when a stimulus event is presented repeatedly
|
|
|
Dishabituation
|
if new stimulus elicits increase in strength of a habituated respnse
|
|
|
Kohlberg's Stage Theory of Moral Development
|
Preconventional, Conventional, Postconventional Levels; tied very much to cognitive development
|
|
|
Preconventional Stage of Kohlberg's Theory of Moral Development
|
think of external authority; follow rules to avoid punishment; like PREOPERATIONAL stage for Piaget
|
|
|
Conventional Stage of Kohlberg's Theory of Moral Development
|
rules are necessary for social order; win approval from others, concrete operational
|
|
|
Postconventional Stage of Kohlberg's Theory of Moral Development
|
working outside of personal code of ethics, can make exceptions for greater good
|
