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38 Cards in this Set
- Front
- Back
Structuralism
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Defines psychology as a science of immediate experience, built from elements of consciousness such as ideas and sensations.
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Functionalism
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Interested in the process of conscious activity, emphasising the biological significance of behaviours.
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Behaviourism
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Examines the process of learning as it translates to observable behaviour.
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Selective attention
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Determines which events we become conscious of.
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Inattentional Blindness
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Failure to process information that is not attended to.
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Bottom-Up Processing
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Stimulus-driven mechanism whereby attention is attracted by information within the environment.
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Top-Down Processing
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Goal-driven mechanism in which attention is driven by our own motivation.
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Hemi-Neglect
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A condition in which damage to the right hemisphere causes attentional deficits to the right visual field.
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Attention-Deficit/Hyperactivity Disorder (ADHD)
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A neurological developmental disorder affecting 3-5% of children, involving constant motion, impatience, distractability and lack of focus.
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Divided Attention
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When more than one event is being attended to; our limited cognitive resources can be spread but efficiency is reduced.
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Declarative/Explicit Memory
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Memory that is expressible in words e.g. semantic or episodic memory.
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Episodic Memory
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A type of declarative memory for personally experienced events.
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Semantic Memory
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A form of declarative memory for general knowledge, language, word meanings and conceptual information.
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Flashbulb Memory
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Vivid, long-lasting memories of distinctive, unexpected and highly emotional events.
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Autobiographical Memory
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Memory for events of our own life, major life goals, emotions and personal meanings.
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Autonoetic Consciousness
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A sense of self-recollection ("I remember"), required for episodic memory.
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Noetic Consciousness
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A sense of general knowledge ("I know), necessary for semantic memory.
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Three Stages of Memory Processing
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Encoding, Retention and Retrieval.
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Craik's (1972) Level of Processing Theory
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Memory recall is a function of the depth of mental processing; shallow processing leaves fragile memory traces whereas deep processing is more durable.
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Schema
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A mental structure to organise and simplify our knowledge of the world, helping us to understand situations, behave correctly and predict common events.
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Scripts
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Well-structured sequences of events associated with a particular activity.
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Metacognition
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Thinking about thinking; knowledge and control of our own cognitive processes.
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Metamemory
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Memory capabilities and strategies that can aid memory; the processes involved in memory self-monitoring.
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Tip of the Tongue State
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A common experience involving a failure to recall a word of which we have knowledge.
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Judgements of Learning
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Evaluating how much studying will be required to learn particular information.
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Feeling of Knowing Judgements
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Our feelings regarding our knowledge for a specific subject, and whether or not that information exists within our memory.
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Types of Rehearsal
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Maintenance rehearsal involves repeating items over and over again in order to improve short-term memory, whereas elaborative rehearsal requires consideration of the meaning of the information to improve long-term memory.
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Prospective Memory
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Remembering to carry out an action in the future, and recalling when this will be required (low information content).
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Retrospective Memory
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Remembering events from the past and recalling what we know about something (high information content).
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Mnemonic
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A learning technique that aids information retention, aiming to translate information into an easily memorable form e.g. method of loci, acronym, narrative, rhyme.
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Anterograde Amnesia
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A condition whereby the ability to memorise new things is impaired or lost.
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Retrograde Amnesia
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A condition in which a person's pre-existing memories are lost to conscious recollection.
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Ebbinghaus' Forgetting Curve
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A graph showing how information rapidly decays from memory shortly after encoding, then is forgotten more slowly as time passes.
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Passive Forgetting
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Non-rehearsed memory traces fade with time due to the lack of consolidation of information.
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Proactive Interference
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When old learning disrupts new learning, e.g. prior knowledge of one language interferes with the ability to learn a new language.
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Retroactive Interference
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When new learning disrupts old learning e.g. when you learn how to use a new phone, it is difficult to remember how to use your old one.
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Social Contagion of Memory/Memory Conformity
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When one person's report of an event affects another's memory for the same event e.g. in eyewitness testimony.
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Post-Event Misinformation Bias
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Occurs when eyewitness memory is distorted by misleading information or leading questions.
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