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84 Cards in this Set
- Front
- Back
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Confirmation Bias |
Tendency to seek information that confirms your beliefs and ignore the information that disconfirms your beliefs |
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Seven Sins of Memory |
Absent mindedness Blocking Bias Misattribution Processing Persistence Transience |
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Seven sins: Absentmindedness |
Failure to encode information ex: where are my keys? Draw a penny |
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Seven sins: Transience |
Memories fade away quickly! ex: I just studied this yesterday! I knew it then! |
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Seven sins: Blocking |
Failure to retrieve ex: Whats the name of that actress? Its on the tip of my tongue |
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Seven sins: Misattribution |
Forgetting the source of the memory |
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Seven sins: Bias |
Our current beliefs will change how we recall our memories |
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Suggestibility |
Our memories are open to change |
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Survival processing |
Anything that threatens your survival, you later try to prevent it from happening again. You will not have an easy time forgetting it because of special mechanisms in the brain |
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Can we suddenly remember something that happened to us at a very young age? |
No, hippocampus not fully formed Lack of schema make it slow and difficult to learn and remember |
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Seven Sins: Persistence |
We cant forget memories that we want to forget these are the most emotional memories ex: taste aversion after food poisoning In fact traumatic events are so special to us that we cannot keep them from pervading into our consciousness |
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Concept |
An idea, any kind of notion concepts have categories |
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Categorization |
Allows us to lump things together and respond differently to things Categories make up schemas |
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Schemas |
A framework of knowledge. Helps us organize knowledge |
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Superordinate |
Higher -Vehicles -Plants |
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Basic level |
What we use the most -cars -trees |
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Subordinate level |
-Hondas -Oak trees |
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Physics professors and intro physic students |
Both categorized physics pxs. Measured how they were categorized and how long it took. Novices- categorized by surface Experts-categorized using deeper principles, spent more time categorizing bc they have a deeper knowledge structure |
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Defining feature |
ex: Bachelor (category) feature: Male, Adult, unmarried |
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Typical features |
ex: Bachelor lives alone, in 20s or 30s Not important for category membership in classical view |
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Fuzzy Boundaries |
No defining features can help assess ex: What features make up a dog? |
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Problems for classical view |
Concepts are hard to define Easy to find category members that do not fit the rule Does not explain typicality |
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Methods to study typicality: Rating task |
Give people a list and ask to arrange from least to most typical |
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Methods to study typicality: Production task |
Ask people to produce examples from memory |
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Methods to study typicality: Picture identification task |
Show a picture and ask if its part of the category -Yes/No judgements -How fast |
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Methods to study typicality: Induction task |
Participants are asked to learn a new fact about one item and asked if that fact applies to another item Example A: a robins heart has four chambers. Does a ducks heart have four chambers? Example B: A ducks heart has four chambers, does a robins heart? Response "YES" for both, but faster for A |
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What causes typicality effects? |
Prototype view View of typicality can shift depending on context and expertise |
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Exemplar view |
The actual things we visualize for that category we have interacted with OR a specific remembered instance |
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Classical view and prototype views hold that |
categories are abstract, idealized representations (not something you have actual experience with)
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Hierarchical Semantic Network |
Explains how we have cognitive economy We have a network in our mind that stores info about each category ex: when you learn about a new animal and learn its a mammal you do not need to relearn what a mammal is bc it is already inferred |
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Cognitive economy |
Saves you thinking because you do not have to relearn the concepts |
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PXS with hierarchical model |
Predictions of cognitive economy are not always correct |
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Things that are associated together are closer together in your networks |
ex: Pigs have skin closer than Pigs have hair |
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You can have imagery of |
Things you have never experienced Things that do not exist |
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Visual imagery |
Mental representation of visual objects |
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Images are used to help certain types of pxs: |
Where did I leave my keys? How many windows in my house? |
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Images not useful for other types of pxs: |
What color is the paint in my living room? |
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Guided imagery |
Imagining all aspects of a safe comfortable place
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Mental rotation task |
Visual images work as perceptual images- when we imagine it we see it |
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Proofs from notes Images are at least kind of like pictures |
proof- Damage to parietal lobe= stop attending to one side of things. Tell them to draw a pic of a house they will outline it but only draw window or door on one side- Hemi Spatial neglect
proof- fMRI study, looking at brain when they imagine if stimulus is on. No activity when its off, but there is an activity when on/imagined proof- right visual cortex removed. Before and after asked to imagine walking toward a horse. Reported having imagery decrease in size |
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Funtional-equivalence hypothesis |
Visual images are not exactly like visual perception, but they are functionally equivalent We might not "see" individual elements or have a "perfect" image, but we store representations in a way that is functional and descriptive |
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How are images not like pictures? |
We store meaning, relationship between parts-not a picture |
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Genie |
Feral, abused found at age 12 could learn some words but could not combine thoughts together, so never able to develop language |
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Language |
Learned implicitly, we need to be around it, not through explicit instruction |
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4 necessary characteristics of language |
Grammar Productive Arbitrary Discrete |
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Characteristics of language: grammar |
governed by a system of rules (follows implicit rules native speakers observe) |
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Characteristics of language: productive |
Infinite combinations of things can be expressed (unique and original) |
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Characteristics of lang: Arbitrary |
Lack of resemblance between word and what it refers to |
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Characteristics of lang: Discrete |
Can be divided into recognizable parts |
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Phonology- Phonemes |
Smallest unit of speech Sounds of language /s/ /f/ /t/ /l/ represent sounds common in English (we have 40) |
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Morphology- Morphemes |
Smallest unit that denotes meaning ex: root words- cake, chair, box Has to be attached to something else |
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Syntax |
rules used to put words together for a sentence |
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Pidgin language |
people from different cultures come together and have to have a rudimentary language system (find ways to communicate) |
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Creole |
Joining of 2 languages together ex: 2nd generation generation Nicaragua sign language |
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Prescriptive grammar |
How people should speak based on formal rules |
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Descriptive grammar |
How we talk and do not follow the rules |
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Syntactic priming |
you watch or read something constantly and start to talk like the characters |
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Semantics |
Study of meaning in a language |
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Denotation |
What the words mean themselves |
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Connotation |
Meanings beyond literal dictionary meanings |
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Pragmatics |
Gricien Maxims Social rules of language Limit your contribution to the amount of info required Say truthful things be clear be relevant |
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Nurture |
How the environment influences psychological processes |
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Nature |
How the biology influences psych. processes |
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Nurture and language |
if we are not exposed to language (phonemes) by a certain point we cannot pick it up ex: Genie |
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Nature and language |
ex of nurture and lang: Deaf infants coo and babble which supports nature. They are hardwired despite the fact they cannot hear
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Cooing |
birth to 5 mos - vowel sounds |
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Babbling |
5-10 mos- mixing consonants with vowels |
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Holophrases |
10 to 12 mos - first words |
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Telegraphic speech |
10/12-18/24 mos- Making sentences as simple as possible |
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Basic adult structure |
3-4 yrs old using function words (to, the, a) |
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Million word gap |
What causes differences in cognitive outcome of low and high socioeconomic status researchers went into diff homes in kc difference- number of words spoken to kids in low SES- interactions were negative in high SES- words were positive When kids get to kindergarten, low SES kids know a million less words than high SES which effects further learning |
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Overextension |
Using one word to refer to diff things es: every 4 legged hair animal is a dog |
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Underextension |
Words refer to one thing ex: girl getting mad bc her "dad" is the only "dad" |
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Overregularization |
Kid has a rule of grammar and applies it to everything ex: I goed to the pool |
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Lang Acquisition Device and L.A. support system |
Yes we are hardwired to learn language but if there is no support system we don't learn it. LAD to LAS |
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Synaptic pruning |
They go away "use it or lose it" 2 year olds form a million new synapses a second when learning |
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Nature support |
Environment is necessary during critical period of language dev't ex: genie |
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Bottom up processing in reading |
Reading unclear handwriting Font clarity and type of quality will influence the persuasiveness of arguments |
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Top Down processing in reading |
Attention to detail? ex: count F's in sentence |
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Saccades |
When your eyes jump to something When reading you saccad over words we expect b/c brain makes guesses on what should come next Good readers saccad more and have smaller fixations and back track less |
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Fixations |
eyes fixed on something ex: cat with laser pointer |
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Word superiority effect |
Letters are more easily recognized in the context of a word than alone |
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Linguistic relativity |
Our language processes influence our thought processes and vice versa |
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Sapir-Whorf Hypothesis |
Language causes thought milder interpretation- language influences thought |
