Cognitive Psychology Exam #2

Front 1

New learning is grounded in ________

Back 1

previously learned (stored) knowledge

Front 2

New learning is grounded in ________

Back 2

previously learned (stored) knowledge

Front 3

All memory processes are susceptible to _____

Back 3

losing information (forgetting)

Front 4

Steps of human memory

_____ --> _____ --> _____

Back 4

Acquisition --> Storage --> Retrieval

Front 5

Working memory is more of a _____ than a place

Back 5

process

Front 6

virtually all mental activities require ______

Back 6

working memory

Front 7

Do all tasks demand the same amount of working memory?

Back 7

No

Front 8

Working memory emphasizes the _____ of shorter term memory

Back 8

function

Front 9

when something is in working memory we are saying ________

Back 9

we are saying the ideas are currently activated and are currently being worked on by specific set of operations.

Front 10

How can we measure working memory?

Back 10

Digit-span task

Front 11

Digit span task

Back 11

test of working memory where a participant it asked to remember digits and the list is increased until memory fails. The maximum number remembered is the digit span.

(7+/-2) is the standard working memory

Front 12

What is the standard working memory span as measured by the digit-span task?

Back 12

7 plus or minus 2.

Front 13

The 3 Task general resources are:

Back 13

Response Selection

Executive Control

Error Monitoring

Front 14

What controls the task general resources?

Back 14

The executive control function

Front 15

Reading span

Back 15

a measure of working memory that captures its active nature by asking participants to read sentences and remember the last word. The number of words remembered is the reading span.

Front 16

Operation span

Back 16

a measure of working memory that asks participants if an equation is true or false and then asks them to remember a word paired with each equation. The number of words remembered is the operation span.

Front 17

Reading span and operation span strongly correlate with

Back 17

test performance

reasoning

reading ability

Front 18

The hypothetical storage unit in working memory; it is estimated that working memory can hold 7 plus-or-minus 2 chunks. An unspecified quantity of information can be contained within each chunk, since the content of each chunk depends on how the memorizer has organized the materials to be remembered.

Back 18

Chunk

Front 19

chunk

Back 19

The hypothetical storage unit in working memory; it is estimated that working memory can hold 7 plus-or-minus 2 chunks. An unspecified quantity of information can be contained within each chunk, since the content of each chunk depends on how the memorizer has organized the materials to be remembered.

Front 20

Chunking requires

Back 20

effort (executive control)

Front 21

does chunking increase working memory?

Back 21

No

Front 22

Does an item's position on a list impact whether or not it will be remembered?

Back 22

Yes, due to the recency and primacy effects

Front 23

primacy effect

Back 23

an often observed advantage in remembering the early presented materials within a sequence of materials. This advantage is generally attributed to the fact that you can focus attention on those items simply because at the beginning of a sequence your attention is not divided between as many items.

Front 24

an often observed advantage in remembering the early presented materials within a sequence of materials. This advantage is generally attributed to the fact that you can focus attention on those items simply because at the beginning of a sequence your attention is not divided between as many items.

Back 24

primacy effect

Front 25

the tendency to remember materials that occur late in a series. If the series was just presented, the recency effect can be attributed to the fact that those late-arriving items are still in working memory (simply because nothing else has arrived after those items to bump them out of working memory.)

Back 25

recency effect

Front 26

recency effect

Back 26

the tendency to remember materials that occur late in a series. If the series was just presented, the recency effect can be attributed to the fact that those late-arriving items are still in working memory (simply because nothing else has arrived after those items to bump them out of working memory.)

Front 27

free recall

Back 27

a method of assessing memory. The person being tested is asked to come up with as many items as possible from a particular source (such as 'the list you heard earlier' or 'thinks you saw yesterday') in any sequence.

Front 28

a method of assessing memory. The person being tested is asked to come up with as many items as possible from a particular source (such as 'the list you heard earlier' or 'thinks you saw yesterday') in any sequence.

Back 28

free recall

Front 29

does 30 seconds of unfilled delat impact the recency effect?

Back 29

No

Front 30

allows transfer from WM to LTM

Back 30

memory rehersal

Front 31

memory rehersal

Back 31

any mental activith that has the effect of maintaining information in working memory.

Front 32

Two types of memory rehersal

Back 32

maintenance rehersal

Elaborative rehersal

Front 33

maintenance rehersal

Back 33

a rote, mechanical process in which items are continually cycled through working memory, merely by being repeated over and over again.

Front 34

AKA - item-specific rehersal

Back 34

maintenance rehersal

Front 35

AKA - maintenance rehersal

Back 35

item-specific rehersal

Front 36

a rote, mechanical process in which items are continually cycled through working memory, merely by being repeated over and over again.

Back 36

maintenance rehersal

Front 37

elaborative rehersal

Back 37

a way of engaging materials to be remembered, such that you pay attention to what the materials mean and how they are rlated to one another, or to other things in the surroundings, or to other things you already know.

Front 38

a way of engaging materials to be remembered, such that you pay attention to what the materials mean and how they are rlated to one another, or to other things in the surroundings, or to other things you already know.

Back 38

elaborative rehersal

Front 39

Recency effect is based on

Back 39

Short-term memory

Front 40

Primacy effect is based on

Back 40

long term memory (due to rehersal)

Front 41

Using familiar items or common words increases retention of

Back 41

pre-recency, but not recency items.

Front 42

modal model

Back 42

a nickname for the specific conception of the architecture of our memory. In this model, working memory serves both as the storage site for material now being contemplated as the 'loading platform' for long term memory. Info can reach working memory through the processes of perception, or it can be drawn from long term memory. Once in working memory, material can be further processed, or it can be recycled for subsequent use. This model encouraged a large quantity of valuable research, but now has largely been set aside, with modern theorizing offering a very different conception of working memory.

Front 43

a nickname for the specific conception of the architecture of our memory. In this model, working memory serves both as the storage site for material now being contemplated as the 'loading platform' for long term memory. Info can reach working memory through the processes of perception, or it can be drawn from long term memory. Once in working memory, material can be further processed, or it can be recycled for subsequent use. This model encouraged a large quantity of valuable research, but now has largely been set aside, with modern theorizing offering a very different conception of working memory.

Back 43

modal model

Front 44

serial position

Back 44

a data pattern summarizing the relationship between some performance measure (often, likelihood of recall) and the order in which the test materials were presented. In memory studies, the serial position curve tends to be U-shaped, with people best able to recall the first-presented items (primacy effect) and also the last-presented items (recency effect).

Front 45

a data pattern summarizing the relationship between some performance measure (often, likelihood of recall) and the order in which the test materials were presented. In memory studies, the serial position curve tends to be U-shaped, with people best able to recall the first-presented items (primacy effect) and also the last-presented items (recency effect).

Back 45

serial position

Front 46

does repeated exposure guarantee memory?

Back 46

No, think of the test where we tried to identify which of the pennies were correct.

Front 47

between rehersal and relational/elaborative rehersal, which is superior?

Back 47

relational/elaborative rehersal

Front 48

relational rehersal

Back 48

a form of mental processing in which you think about the relations, or connections among ideas. The connections created (or strengthened) in this way will later guide memory search.

Front 49

a form of mental processing in which you think about the relations, or connections among ideas. The connections created (or strengthened) in this way will later guide memory search.

Back 49

relational rehersal

Front 50

shallow processing

Back 50

mode of thinking about material in which you pat attention only to appearances and other superficial aspects of the material; shallow processing typically leads to poor memory retention.

Front 51

mode of thinking about material in which you pat attention only to appearances and other superficial aspects of the material; typically leads to poor memory retention.

Back 51

shallow processing

Front 52

deep processing

Back 52

mode of thinking in which you pay attention to the meaning and implications of the material; typically leads to excellent memory retention.

Front 53

mode of thinking in which you pay attention to the meaning and implications of the material; typically leads to excellent memory retention.

Back 53

deep processing

Front 54

incidental learning

Back 54

learning that takes place in the absence of any intention to learn and, ocrrespondingly, in the absence of any expectation of a subsequent memory test.

Front 55

learning that takes place in the absence of any intention to learn and, ocrrespondingly, in the absence of any expectation of a subsequent memory test.

Back 55

incidental learning

Front 56

intentional learning

Back 56

the acquisition of memories in a setting in which people know that their memory for the information will be tested later.

Front 57

the acquisition of memories in a setting in which people know that their memory for the information will be tested later.

Back 57

intentional learning

Front 58

does deep processing or shallow processing lead to better memory retention?

Back 58

deep processing leads to better memory retention.

Front 59

The 3 levels of depth of processing

Back 59

Shallow

Intermediate

Deep

(Levels of processing are in a D.I. Sh.)

Front 60

does intention matter in memory?

Back 60

No, what matters more is the depth of processing. Even unintentional learning will be retained if processed with a deep-learning strategy.

Front 61

retrieval path

Back 61

a connection (or series of connections) that can lead to a sought-after memory in long-term storage.

Front 62

a connection (or series of connections) that can lead to a sought-after memory in long-term storage.

Back 62

retrieval path

Front 63

Does the organization of the material to be learned matter?

Back 63

Yes, we memorize well when we find order in the material.

Front 64

elaborate encoding forces you to think about ____

Back 64

relationships

Front 65

type of encoding that forces you to think about relationships between items.

Back 65

elaborate encoding.

Front 66

How does depth of processing promote recall?

Back 66

It facilitates later retrieval.

Front 67

mnemonic strategy

Back 67

a technique designed to improve memory accuracy and to make learning easier; in general, mnemonic strategies seek in one fashion or another to help memory by imposing an organization on the material to be learned.

Front 68

does it matter what the person memorizing the material is doing at the time of exposure?

Back 68

Yes

Front 69

Does the backgrounk knowledge of the memorizer matter?

Back 69

yes

Front 70

Are aquisition, storage, and retrieval easily seperable?

Back 70

No, because new learning is grounded in previously learned (stored) knowledge and effective learning depends on how the information will be later retrieved.

Front 71

a technique designed to improve memory accuracy and to make learning easier; in general, they seek in one fashion or another to help memory by imposing an organization on the material to be learned.

Back 71

mnemonic strategies

Front 72

retrieval paths

Back 72

a connection (or series of connections) that can lead to a sought after memory in long term storage

Front 73

a connection (or series of connections) that can lead to a sought after memory in long term storage

Back 73

retrieval paths

Front 74

retrieval paths help us do what?

Back 74

learn new matererial.

Front 75

context-dependent learning

Back 75

a pattern of data in which materials learned in one setting are well remembered when the person returns to that setting, but less well remembered in other settings.

Front 76

a pattern of data in which materials learned in one setting are well remembered when the person returns to that setting, but less well remembered in other settings.

Back 76

context-dependent learning

Front 77

context reinstatement

Back 77

a procedure in which someone is led to the same mental and emotional state he or she was during a previous event; context reinstatement can often promote accurate recollecton of that event.

Front 78

a procedure in which someone is led to the same mental and emotional state he or she was during a previous event; context reinstatement can often promote accurate recollecton of that event.

Back 78

context reinstatement

Front 79

learning involves forming

Back 79

connections

Front 80

the greater/richer the number of learning-related connections activated, the better the

Back 80

retrieval

Front 81

encoding specificity

Back 81

the tendency. when meorizing to place in memory both the materials to be learned and also some amount of the context of those materials. As a result, these materials will be recognized as familiar, later on, only if the materials appear again in a similar context.

Front 82

the tendency. when meorizing to place in memory both the materials to be learned and also some amount of the context of those materials. As a result, these materials will be recognized as familiar, later on, only if the materials appear again in a similar context.

Back 82

encoding specificity

Front 83

a framework for explaining how context effects both learning and recall

Back 83

encoding specificity principle

Front 84

memory is more effective when information available at encoding is also

Back 84

present at retrieval

Front 85

spreading activation

Back 85

a process through which activation travels from one node to another, via associative links. As each node becomes activated, it serves as a source for further activation, spreading onward through the network.

Front 86

a process through which activation travels from one node to another, via associative links. As each node becomes activated, it serves as a source for further activation, spreading onward through the network.

Back 86

spreading activation

Front 87

associations

Back 87

functional connections that are hypothesized to link nodes within a mental network or detectors within a detector network; these assocations are often hypothesized as the carriers of activations, from one node or detector to the next.

Front 88

functional connections that are hypothesized to link nodes within a mental network or detectors within a detector network; these assocations are often hypothesized as the carriers of activations, from one node or detector to the next.

Back 88

associations

Front 89

detector

Back 89

a node within a processing network that fires primarily in response to a specific target contained within the incoming perceptual information

Front 90

a node within a processing network that fires primarily in response to a specific target contained within the incoming perceptual information

Back 90

detector

Front 91

node

Back 91

an individual unit within an associative network. In a scheme using local representation, it represent single ideas or concepts. In a scheme using distributed representations, ideas or contents are represented by a pattern of activation across a wide number of them

Front 92

an individual unit within an associative network. In a scheme using local representation, it represent single ideas or concepts. In a scheme using distributed representations, ideas or contents are represented by a pattern of activation across a wide number of them

Back 92

node

Front 93

in a scheme using local representation nodes represent

Back 93

single ideas or concepts

Front 94

in a scheme using distributed representations ideas or concepts are represented by

Back 94

a pattern of activation across a wide number of nodes

Front 95

can the same nodes participate in other patterns of memory?

Back 95

yes

Front 96

File management for computers

Back 96

Creating---> Storing---> Opening

Front 97

What does executive control handle?

Back 97

Sequences of thought and action

Select and launch responses

Plan and set goals

Break habits or routines

Front 98

what type of presentation aids pre-recency items?

Back 98

slow presentation aids pre-recency items, but leaves recency effect the same.

Front 99

incidental learning

Back 99

learning that takes place in the absence of any intention to learn and, correspondingly, in the absence of any expectation of a subsequent memory test

Front 100

learning that takes place in the absence of any intention to learn and, in the absence of any expectation of a subsequent memory test

Back 100

incidental learning

Front 101

intentional learning

Back 101

the acquisition of memories in a setting where people know their memory for the information will be tested later

Front 102

the acquisition of memories in a setting where people know their memory for the information will be tested later.

Back 102

intentional learning

Front 103

in shallow processing you pay attention to

Back 103

surface or perceptual features

Front 104

in deep processing you pay attention to

Back 104

processed, meaningful interpretations of the information

Front 105

Are these words in the same font is an example of what depth of processing?

Back 105

shallow

Front 106

do these words rhyme is an example of what depth of processing?

Back 106

medium

Front 107

are these words synonyms is an example of what depth of processing?

Back 107

Deep

Front 108

structural tasks that ask you to note the pattern of consonants and vowels in a word are and example of what depth of processing?

Back 108

shallow

Front 109

semantic tasks that ask if the given word fits in a sentence is an example of what depth of processing?

Back 109

deep

Front 110

ROYGBIV is an example of what type of mnemonics?

Back 110

first letter mnemonics

Front 111

skeleton peg-word system of mnemonics

Back 111

items are 'hung' on a system of already known 'pegs' using mental imagery.

Front 112

the downside of mnemonics is

Back 112

that you don't look for a richer understanding of the material by relating it to things already known.

Front 113

does effective learning depend on how the information will later be retrieved?

Back 113

yes

Front 114

does the state of the person attempting to recall a memory matter?

Back 114

yes, memory is most effective when an individual is in the same state they were when the memory was formed.

Front 115

________ is similar to neurons in that when input sums to reach a threshold, it causes firing

Back 115

spreading activation

Front 116

Spreading activation travels from one node to another via _____

Back 116

associative links

Front 117

_____ travels from one node to another via associative links

Back 117

spreading activation

Front 118

_____ offers an account of how connections impact learning

Back 118

spreading activation

Front 119

spreading activation offers an account of how

Back 119

connections impact learning

Front 120

threshold

Back 120

the activity level at which a cell or detector responds or fires

Front 121

the activity level at which a cell or detector responds or fires

Back 121

threshold

Front 122

____ and ____ suggest an explanation for why hints often help us remember.

Back 122

spreading activation

thresholds

Front 123

subthreshold activation

Back 123

activation levels below response threshold. STA will not trigger a response but is important because it can accumulate, leading to an activation level that exceeds the response threshold

Front 124

activation levels below response threshold. It will not trigger a response but is important because it can accumulate, leading to an activation level that exceeds the response threshold

Back 124

subthreshold activation

Front 125

response threshold

Back 125

the quantity of information, or quantity of activation needed in order to trigger a response.

Front 126

the quantity of information or activation needed in order to trigger a response

Back 126

response threshold

Front 127

activation level

Back 127

a measure of the current status for a node or detector. Activation level is increased if the node or detector receives the appropriate input from its associated nodes or detectors; activation level will be high if input has been received frequently or recently

Front 128

A measure of the current status for a node or detector.

Back 128

activation level

Front 129

is increased if the node or detector gets the appropriate input from it's associated nodes or detectors

Back 129

activation level

Front 130

____ will be high if the node or detector has frequently or recently gotten input

Back 130

activation level

Front 131

detector

Back 131

a node within a processing network that fires primarily in response to a specific target contained within the incoming perceptual information

Front 132

a node within a processing network that fires primarily in response to a specific target contained within the incoming perceptual information.

Back 132

detector

Front 133

processing pathway

Back 133

the sequence of NODES and DETECTORS and the connections among these various units that activation flows through when dealing with a specific stimulus

Front 134

the sequence of NODES and DETECTORS and the connections among these units that activation flows through when dealing with a specific stimulus.

Back 134

processing pathway

Front 135

recognition

Back 135

the task of memory retrieval where the items to be remembered are presented and the person must decide whether or not the item was encountered in some earlier circumstance.

Front 136

the task of memory RETRIEVAL where the items to be remembered are presented and the person must decide whether or not the item was encountered in some earlier circumstance.

Back 136

recognition

Front 137

recognition is a task of memory ____

Back 137

retrieval

Front 138

"Have you ever seen this person before" is a question of ____

Back 138

recognition

Front 139

"Was this poster in the group you saw last week" is a question of ____

Back 139

recognition

Front 140

recall

Back 140

the task of memory RETRIEVAL in which the person must come up with the desired materials, sometimes in response to a cue that names the context in which these materials were earlier encountered or sometimes in response to a question that requires the information

Front 141

the task of memory RETRIEVAL where the person must come up with the desired material sometimes in response to a cue and sometimes in response to a question that uses the sought after information

Back 141

recall

Front 142

"name the pictures you saw earlier" requires recall or recognition?

Back 142

recall

Front 143

"name a fruit" requires RECALL or RECOGNITION?

Back 143

Recall

Front 144

"What is the capital of California?" requires recall or recognition?

Back 144

Recall

Front 145

____ requires a controlled search through memory

Back 145

recall

Front 146

source memory

Back 146

a form of memory that allows you to recollect the episode in which learning took place or the time and place in which a particular stimulus was encountered.

Front 147

a form of memory that allows you to recollect the episode in which learning took place or the time and place in which a particular stimulus was encountered.

Back 147

source memory

Front 148

If ______ is available recognition responses are similar in mechanism to recall

Back 148

source memory

Front 149

if source memory is available recognition responses are similar in mechanism to

Back 149

recall

Front 150

familiarity

Back 150

the subjective feeling that you have encountered a stimulus before or the fact that you have indeed encountered a stimulus before and are now in some way influenced by that encounter, whether or not you recall that encounter or feel the stimulus is familiar.

Front 151

the subjective feeling you have encountered a stimulus before or the objective fact that you have encountered a stimulus before and are now in some way influenced by that encounter, whether or not you recall it or feel the stimulus is familiar

Back 151

familiarity

Front 152

In some cases recognition responses are based on a feeling of ___

Back 152

familiarity

Front 153

in some cases ____ responses are based on a feeling of familiarity.

Back 153

recognition responses

Front 154

______ is associated retrieval of source and context whereas memory based on ____ is not

Back 154

recall

familiarity

Front 155

are the processes that mediate source memory and familiarity in the brain the same?

Back 155

No, they are dissociable in the brain.

Front 156

what area of the brain supports memory for source?

Back 156

hippocampus

Front 157

what part of the brain is linked to recall?

Back 157

hippocampus because it supports memory for source.

Front 158

areas of the brain implicated in familiarity related signals

Back 158

left lateral parietal cortex

Front 159

familiarity =

Back 159

recognition

Front 160

recognition =

Back 160

familiarity

Front 161

is the hippocampus linked to recall or recognition?

Back 161

recall

Front 162

is the left lateral parietal cortex linked to recall or recognition?

Back 162

recognition (familiarity)

Front 163

can we be influenced by memories of which we are not aware?

Back 163

Yes

Front 164

can we have familiarity without conscious or episodic memory?

Back 164

Yes

Front 165

Can only a feeling of familiarity influence us?

Back 165

Yes

Front 166

Gollin's partial pictures task assesses __

Back 166

perceptual learning

Front 167

e_ _ _ p _ _ n _ is an example of what indirect test that can reveal memory of the past?

Back 167

word-fragment completion

Front 168

sp _ _ _ is an example of what indirect test that can reveal memory of the past?

Back 168

word-stem completion

Front 169

word-stem completion

Back 169

a task in which people are given the beginning of a word and must provide a word that starts with the letters provided. In some versions only one solution is possible and performance is measured by counting the number of words completed. In other versions several solutions are possible for each stem and performance is assessed by determining which of the responses fulfill some other criterion.

Front 170

a task in which people are given the beginning of a word and must provide a word that starts with the letters provided.

Back 170

word-stem completion task

Front 171

in the version of the word-stem completion task where only one solution is possible, performance is measured by ___

Back 171

counting the number of words completed

Front 172

in the version of the word-stem completion task where several solutions are possible for a given word, performance is measured by ___

Back 172

determining which of the responses fulfill some other criterion.

Front 173

repetition priming

Back 173

a pattern of priming that occurs simply because a stimulus is presented a second time; processing is more efficient on the second presentation.

Front 174

a pattern of priming that occurs simply because a stimulus is presented a second time; processing is more efficient on the second presentation.

Back 174

repetition priming

Front 175

In repetition priming _______ is more efficient on the second presentation.

Back 175

processing

Front 176

priming

Back 176

a process through which one input or cue prepares a person for an upcoming input or cue.

Front 177

a process through which one input or cue prepares a person for an upcoming input or cue.

Back 177

priming

Front 178

Implicit memories refer to memories __________

Back 178

not accessible by conscious awareness

Front 179

are implicit memories revealed by direct memory tests?

Back 179

No

Front 180

Are implicit memories revealed by indirect memory tests?

Back 180

yes

Front 181

direct memory testing

Back 181

form of memory testing in which people are asked to explicitly remember some previous event.

Recall and stand