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;
289 Cards in this Set
- Front
- Back
|
awareness of various cognitive processes, such as sleeping, dreaming, concentrating, and making decisions
|
Consciousness
|
|
|
all thoughts, feelings, and perceptions that occur when we are awake and reasonably alert
|
Waking consciousness
|
|
|
mental state that differs noticeably from normal waking consciousness
|
Altered states of consciousness
|
|
|
• Cognitive psychologists – see consciousness as first person element of information processing – __________.
|
sense of self
|
|
|
• Together with different brain centers provide the self with an overall orientation. When something new, unusual, or unexpected occurs, one or more of brain divisions enters _________.
|
consciousness
|
|
|
consciousness is only a small peak emerging from a mass of unconscious mental activity
|
Common view
|
|
|
example of _____: can’t remember something, tip of your tongue, remember it 2 hours later
|
common view
|
|
|
______ stated: sexual and aggressive instincts that remain largely hidden
|
Freud
|
|
|
explicitily
|
consciously
|
|
|
implicitly
|
unconsciously
|
|
|
not in conscious thoughts
|
Non-conscious
|
|
|
Many of today’s psychologists view consciousness as _________
|
highly adaptive
|
|
|
___ stated that consciousness is a necessary element of human sociability
|
Pinker
|
|
|
Our ________ depends on how we get along with the group
|
survival
|
|
|
about an ineffectual person who spends more time in heroic daydreams than paying attention to the real world.
|
James Thurber’s “ The Secret Life of Walter Mitty”
|
|
|
apparently effortless shifts in attention away from here and now into a private world of make believe.
|
Daydreams
|
|
|
Urge to daydream comes in wave about every __ minutes peaking between 12 and 2 pm
|
90 minutes
|
|
|
Average person spends almost ____ waking hours fantasizing
|
half ( 1/2)
|
|
|
Most daydreams are variations on a central theme – ________
|
unfulfilled wishes and goals
|
|
|
pleasant, playful, entertaining, scenarios
|
Positive
|
|
|
anxious people – loosely connected worrisome daydreams; little pleasure.
|
Scattered
|
|
|
extremely achievement-oriented people – recurring themes of frustration, guilt, fear of failure, and hostility
|
Negative
|
|
|
curious people – solve problems, think ahead, and develop insights
|
Purposeful
|
|
|
What are negative aspects of a daydream?
|
o Interference with productive activities
o Replacement of real-life relationship |
|
|
What are the postive aspects of a daydream?
|
o Break
o Working through hostile feelings o Problem – solving, interpersonal skills. Creativity o Enduring difficult situations |
|
|
characterized by reduction in voluntary body movement and decreased awareness of surroundings
|
Sleep
|
|
|
How long organisms sleep, where, in what positions, and other detail vary from __________.
|
species to species
|
|
|
• In general large animals sleep less than small animals.
• Sleep and waking follow a daily, or ___________. |
circadian cycle
|
|
|
tiny cluster of neurons in hypothalamus; responds to levels of proteins in body
|
Human biological clock
|
|
|
continues to function in absence of external cues to day and night
|
Self- sustaining
|
|
|
_______ seems to play a key role in adaptation to light and dark
|
Melatonin
|
|
|
losing awareness / failing to respond to a stimulus that would produce a response in waking state.
|
"Going to sleep"
|
|
|
sleep – characterized by REM / increased dreaming
|
Rapid eye movement (REM)
|
|
|
alternate with REM stages during sleep cycle
|
Non-REM-sleep
|
|
|
Brain Waves – resemble those recorded when a person is alert of excited
|
Stage 1 : Rythems of Sleep
|
|
|
Slowing of pulse, muscle relaxation and side to side rolling movements of eyes.
|
Stage 1: Rythems of Sleep
|
|
|
short rhythmic bursts of activity called sleep spindles periodically appear
|
Stage 2: Rythems of Sleep
|
|
|
delta waves – slow waves with very high peaks
|
Stage 3: Rythems of Sleep
|
|
|
brain emits VERY slow delta waves. The Heart rate, breathing rate, blood pressure, and body temperature are as low as they will get during night
|
Stage 4: Rythems of Sleep
|
|
|
• About an hour after falling asleep, the sleeper beings to ascend from Stage 4 sleep back to Stage 1 – takes about ______ but varies from person to person.
|
40 minutes
|
|
|
REM sleep is also known as _____
|
AKA paradoxical sleep
|
|
|
usually stage 4. More common among children
|
Sleepwalking and sleep talking
|
|
|
not night mares; sleepers suddenly sit up in bed, often screaming out in fear. the dream cannot be remembered in the morning or the reason for screaming can not be remembered
|
Night Terrors
|
|
|
Usually in young children 4-12
|
Night Terrors
|
|
|
inability to fall or remain asleep
|
insomnia
|
|
|
breathing difficulty during night/ feelings of exhaustion during day
|
aphnea
|
|
|
hereditary ; sudden nodding off during day and sudden loss of muscle tone following moments of emotional excitement
|
Narcolepsy
|
|
|
vivid visual and auditory experiences that occur primarily during REM periods of sleep
|
dreams
|
|
|
Average person has _____ dreams a night, each dream takes 1-2 hours of total time spent sleeping
|
4 or 5
|
|
|
Why do we dream?
|
1. dreams as unconscious wishes 2. dreams as information processing 3. dreams and neural activity 4. dreams and waking life
|
|
|
people permit themselves to express primitive desires that are relatively free of moral controls
|
Freud: Dreams as unconscious wishes
|
|
|
Even in a dream, such hostile feelings may be censored and transformed into a ______ form.
|
symbolic : Dreams as unconscious wishes
|
|
|
Accounts for illogical nature of dreams
|
dreams as unconscious wishes
|
|
|
strengthening memory of information crucial to survival
|
Reprocess information gathered during day: dreams as information processing
|
|
|
Research shows that both humans and non-humans spend more time in REM sleep after _________
|
learning difficult material
|
|
|
activation-synthesis theory was created by ___
|
Alan Hobson
|
|
|
dreams are result of neurons misfiring. Meaningless.
|
activation-synthesis theory
|
|
|
activation-synthesis theory is part of the ________
|
dreams and neural activity
|
|
|
Extension of conscious concerns of daily life in altered (but not disguised) form.
|
dreams and waking life
|
|
|
In nearly every known culture throughout history, people have sought ways to alter waking consciousness
|
true
|
|
|
chemical substances that change moods, perceptions, mental functioning, or behavior
|
psychoactive drugs
|
|
|
Of all psychoactive substances, _______ has longest history of widespread use
|
alcohol
|
|
|
Middle ages Alcohol became known as _______
|
Aqua vitae – water of life
|
|
|
Is todays drug and alcohol problem different from the uses in other societies and times?
|
1. motives for using psychoactive drugs have changed
2.Drugs themselves have changed : more concentrated and pure 3.Synthetic drugs appear regularly, with unpredictable consequences |
|
|
What are the 3 types of depressants?
|
alcohol, barbituates, opitates
|
|
|
slow down activity in CNS – feelings of calmness / drowsiness
|
depressants
|
|
|
intoxicating ingredient in whiskey, beer, wine, and other fermented or distilled liquors
|
alcohol
|
|
|
Many Americans see nothing wrong with moderate social drinking but disapprove of drunkenness. ________is America’s number one drug problem
|
Alcohol
|
|
|
potentially deadly depressants
|
barbituates
|
|
|
1st used for sedative / anticonvulsant properties, and Now used only to treat such conditions as epilepsy and arthritis
|
barbituates
|
|
|
Because a perscription was needed people thought it was okay.
|
barbituates
|
|
|
researchers began to realize that barbiturates were highly addictive and potentially lethal
|
1950's
|
|
|
Continued use of ______ leads to tolerance
|
barbituates
|
|
|
psychoactive substances derived from, or resembling, seed pod of opium poppy
|
opiates
|
|
|
Changes in the way ______ and its derivative, _______, were used opened the door to substance abuse
|
opium & morphine
|
|
|
introduced in 1898 as a cure for morphine addiction – created an even stronger dependency
|
herion a type of opiate
|
|
|
What are some of the effects of Herion?
|
Effects of use: serious health conditions, collapsed veins, HIV/hepatitis, etc.
|
|
|
stimulant drugs that initially produce “ rushes” of euphoria often followed by sudden “crashes”
|
amphetamines
|
|
|
What are the effects of amphetamines?
|
Effects : Formication, amphetamine psychosis (paranoid schizophrenia)
|
|
|
speed, fire, crank, ice, or crystal are all types of _____
|
methamphetamines
|
|
|
________ acts as both a stimulant and a hallucinogen
|
Ecstasy (MDMA)
|
|
|
natural or synthetic drugs that cause shifts in perception or experience of imaginary landscapes, settings, and beings
|
hallucinogens
|
|
|
Two types of hallucinogens
|
LSD and Marijuana
|
|
|
lysergic acid diethylamide
|
is LSD
|
|
|
LSD can creat _____, unpleasant experiences, may be set off by a change in dosage or an alteration in setting or mood
|
"bad trips"
|
|
|
mild hallucinogen – feelings of euphoria, a sense of well-being, and swing in mood
|
marijuana
|
|
|
Marijuana can also cause feelings of anxiety and paranoia called _________
|
Cannabis sativa
|
|
|
Active ingredient in marijuana, _________ shares some chemical properties with hallucinogens like LSD – far less potent
|
tetrahydrocannabinol (THC)
|
|
|
experience of practice results in a relatively permanent change in behavior
|
learning
|
|
|
acquisition of fairly specific patterns of behavior in presence of well defined stimuli
|
conditioning
|
|
|
AKA Pavlovian conditioning is a response naturally elicited by one stimulus comes to be elecitited by a different, formerly neutral stimulus.
|
classical conditioning
|
|
|
studying digestive processes in dogs (particularly saliva. The dogs salicated before the food was in their mouths. ____ came up with an experiment where he sounded a bell just before the food was brought into the room
|
pavlov's conditioning experiments
|
|
|
what are the elements of Classical Conditioning?
|
1. Unconditional Stimulus 2. Unconditioned Response 3. Conditioned Stimulus 4. Conditioned Response
|
|
|
a stimulus that invariably causes an organism to respond in a specific way
|
unconditioned stimulus
|
|
|
a response that takes place in an organism whenever UCS occurs
|
unconditioned response
|
|
|
originally neutral stimulus is paired with UCS; eventually produces desired response when presented alone
|
conditioned stimulus
|
|
|
after conditioning, response an organism produces when only CD is presented
|
Conditioned response
|
|
|
irrational fears of particular things, activities, or situations
|
phobias
|
|
|
_________ study by John Watson and Rosalie Rayner (never could this happen again) happened when trying to condition a fear of lab rats started showing ..... a white rat. Every time he approached the rat, experimenters made a loud noise by striking a steel bar. Eventually he cried every time he saw it.
|
Little Albert study
|
|
|
______ is selective
|
classical conditioning
|
|
|
If any object can be feared after being linked with a frightening stimulus, why dont people have phobias about almost anything?
|
Preparedness, contra-preparedness, conditioned taste aversion.
|
|
|
some stimuli serve readily as conditioned stimuli for certain kinds of responses
|
preparedness
|
|
|
other types of stimuli do not serve as conditioned stimuli well
|
contra preparedness
|
|
|
avoidance of certain foods even if there is only one experience
|
conditioned taste aversion
|
|
|
Why do taste illness combinations produce such rapid long lasting learning?
|
evolution: rapid learning of test illness combinations increases an animals chances of survival
|
|
|
Concerning conditioned taste aversion, what is a real problem for cancer patients?
|
they get very sick to the stomach when they go through chemotherapy thats why the doctor tell them to eat bland foods b/c after treatment they probably wont ever want to eat them again
|
|
|
designed to gain something desired or aviod something unpleasent
|
operant behavior
|
|
|
What are the Elements of Operant Conditioning?
|
1. Operant response-chosen behavior that is modifiable by its consequences (punishers-decrease likelihood behavior will recur & reinforcers- increase likeihood behavior will recur
|
|
|
_________ AKA pringciple of reinforcement - behavior consistently rewarded will be "stamped in" as learned behavior and behavior that brings about discomfort will be "stamped out"
|
Law of effect
|
|
|
adding to this situation (if your quite in church we can go get ice cream)
|
positive reinforcer
|
|
|
taking away something that will increase the likelihood of the behavior to be kept up ( ill stop beating you if you clean your room)
|
negative reinforcer
|
|
|
Problems with head aches: take your migraine medicine or aspirin- headache goes away, so that is a ______ reinforcer becuase you wlil be willing to take the medicine next time
|
negative
|
|
|
adding something to the situation that would make it less likely to happen again (got a little kid that hits her little brother - how do you take care of that, spank her)
|
positive punishment
|
|
|
If behavior increases its _____
|
reinforced
|
|
|
What are the problems with punishment?
|
being swift, certain, sufficient without being cruel, seen as deserved
|
|
|
"wait untill dad gets home" ineffective because it is not as serious by that time
|
swift
|
|
|
they have to know that if they do something in particular that they will get in throuble for it
|
certain
|
|
|
they have to not want to get punished
|
sufficient without being cruel
|
|
|
one has to think that they really deserve to be punished
|
seen as deserved
|
|
|
What are the drawbacks of punishment?
|
only suppresses behavior, unpleasant emotions, may convey notion that hurting others is okay
|
|
|
"instead of smaking your little brother, come tell me instead of hitting him"
|
only supresses behavior
|
|
|
as a child gets older they are more and more likely to hit you back
|
unpleasent emotions
|
|
|
if you hit your kids, dont be suprised if they get in trouble at school for hitting other kids
|
may convery notion that hurting others is okay
|
|
|
depends on mental processes that are not directly observable
|
cognitive learning
|
|
|
Edward Tolman coined the term ___________ - not immediately reflected in a behavior change
|
latent learning
|
|
|
The first study for _________ want done by Tolman, two rats were put in seprate mazes one found food at the end the other didnt, when being put into the maze again the first rat found the food imediately while the other found no reason to do it. once the secound mouse was given food when finishing the maze he began to run the maze just as well as the first rat.
|
latent learning
|
|
|
stored internally in some way but not yet reflected in their behavior
|
latent
|
|
|
learning that occurs rapidly as a result of understanding all the elemments of a problem
|
insight
|
|
|
leanring suddenly shoots up from unsuccessful trial and error to instant success because of ______
|
insight
|
|
|
Wolfgant Kohler's chimpanzee study where a chimp was placed in a cage with a banana just outside the cage but not within reach (chimps reacted with lots of frustration) several imtems in the cage, including sticks (light bulb goes off to use the stick), sometimes quite suddenly, chimp would grab the stick poke it through the bars of the cage and drag banana within reach.
|
an example of cognative learning insight
|
|
|
emphasizes ability to learn by observing a model of receiving instructions without first hand experience
|
social leanring theory
|
|
|
the way we get most of the rules of our culture/society. Alot of the times we learn that something is good or bad by seeing others do it. EXAMPLE: guys, in the bathroom, is there alot of talking in there? No Did anybody ever tell you not to talk to the guy next to you? No. But time after time, you notice that NOBODY does it, so you instinctively dont do it.
|
observational learning
|
|
|
Why dont we imitate everything we observe other people do?
|
1.you must not only see but also pay attention to what the model does 2.you must remember what the model did 3.you have to convert what you have learned into action 4.Vicarious reinforcement and vicarious punishment: experienced by models-affects willingness of others to perform behaviors they learned by observing those models
|
|
|
An exmaple of Observational learning is the _____________: a blow up toy with eight at bottom so that you can beat it a little back and forth
|
Bobo doll study
|
|
|
In _______ Albert Bandura randomly divided a group of 66 nursery-school children (33B and 33G) into 3 groups of 22 children each. Each individually watched a film of adult abusing a doll. There were 3 conditions: 1.model-reward condition(model received candies and praise from adult, vicarious reinforcement)2.model-punish condition(adult fussed at model- vicarious punishment) 3.no-consequences condition(film ended with scene of aggression). Immediately after seeing film, kids were individually escorted into another room where they found the doll and various toys. PHASE 1: allowed to play alone for 10 min observed through 1 way miror. PHASE2:after that were offered treats for doing what they saw in the movie.
|
bobo doll study
|
|
|
In the bobo doll study, children in the ________ were more likely to spontaneously perform the model's behavior. Children in all three goups had learned to imitate the model's behavior ______-.
|
model-reward condition, equally well
|
|
|
internal record/representation of some prior even or experience
|
memory
|
|
|
short lived memory process. almost a direct representation of acutaly sensory attributes of the stimulus.
|
sensory memory
|
|
|
visual memory, last about 200-300 miliseconds
|
iconic memory
|
|
|
auditory memory, last about 1-2 seconds
|
echoic memory
|
|
|
Short term memory is also known as ________
|
primary memory
|
|
|
temporarily stores sensory information and decides whether to send it on to long term memory
|
short term / primary memory
|
|
|
______ has a limited capacity - Miller's Magic 7+ or -2
|
short term memory
|
|
|
Concept of ________ - ideas that short term memory works with higher cognitive process, such as learning, reasoning and comprehension
|
short term memory as working memory
|
|
|
_______ is an entirely different process from long term memory
|
working memory (short term)
|
|
|
Example of _________: H.M. who has not formed an explicit long term memory since day of operation to remove his hippocampus in 1954, has intact working memory
|
short term working memory
|
|
|
What are the 3 subsystems of short term working memory?
|
1. phonological loop (phonological store/ articulatory control process)
2. visuospatial sketchpad 3. central executive |
|
|
In the first subsystem of working memory, phonological loop, there are two subsets which are?
|
1.phonological store(acts like buffer to hold verbal information) 2.articulatory control process(active mechanism that keeps information alive in the phonological store, also tranforms written words into phonoligcal information)
|
|
|
stores information for long periods of time, capacity is virutally limitless and its duration is relatively permanent
|
long term memory
|
|
|
_______ mental models of knowledge
|
schemas
|
|
|
Psychologists believe that information in the LTM is stored in large, interrelated networks of _______
|
schemas
|
|
|
translating information into neural codes
|
encoding
|
|
|
retaining neutrally coded information over time
|
storage
|
|
|
recovering information from memory stoage
|
retrieval
|
|
|
What are the aspects of encoding?
|
1. attention
2. reheardal 3. deep processing 4. organization |
|
|
refers to concentration/focusing mental resources
|
attention
|
|
|
conscious repetition of information over time, increases the length of time that information was in memory; REMEMBERING INFO FOR SHORT TIME
|
rehearsal
|
|
|
linking new information to previously stored material; REMEMBERING INFO FOR LONG TIME
|
deep processing
|
|
|
if we organize information into meaningful units as we endcode it, we'll remember it better
|
organization
|
|
|
What are the types of long term memory?
|
1.episodic memories
2.semantic memories 3.procedural memories 4.emotional memories |
|
|
events experienced in a specific time and place; EX: DIARY ENTRY, SPECIAL EVENT
|
episodic memories
|
|
|
facts and concepts not linked to a particular time; EX: THINGS WE JUST KNOW...WASHINGTON FIRST PRES.
|
semantic memories
|
|
|
motor skills and habits; the information involved usually consists of a precise sequence of coordinated movements that are often difficult to descrive in words
|
procedural memories
|
|
|
learned emotional responses to various stimuli; EX: ROACHES FREAK YOU OUT, CERTAIN SYMBOLS BRING ANGER
|
emotional memories
|
|
|
There are two ways to classify long term memory _______ and ________
|
explicit and implicit
|
|
|
AKA declarative memory- can declare (put into words) what we know. Episodic and semantic memories fall under this category
|
explicit memory
|
|
|
AKA non-declarative memory - because you cant declare what you know. procedural and emotional memories fall under this category.
|
implicit memory
|
|
|
The distinction between explicit and implicit memory began as a result of experiments with amnesiac patients. H.M. was suffering from life threatening sezuires- removed hippocampus- could no longer form explicit memories, but could form new implicit memories. What did this mean?
|
The memories he had before the surgery were still there, but he was unable to form new ones.
|
|
|
When a person with amneasia traces a star, it is a __________: the person doesnt remember doing it, but they get better or they learn over time despite not being able to remember.
|
learned emotional response
|
|
|
U-shaped pattern of performance on a free recall task when recall is plotted as a function of word position
|
serial position effect
|
|
|
participants given 20 or more words IN a ROW then asked to recall list
|
free recall task
|
|
|
Within the free recall task there is ________ effect and ________ effect
|
PRIMACY EFFECT(relatively good recall of first items on list) and RECENCY EFFECT(relatively good recall of last items on list or most recent items on list)
|
|
|
continous, nonstop practice
|
massed practice
|
|
|
practice spread over time with rest periods intersperesed . Results in distributed practive more effective & reduction of fatigue; more associations.
|
distributed practice
|
|
|
What are the theories of forgetting?
|
1. decay theory
2. interference theory 3. Motivated forgetting theory 4. Encoding failure 5. retrieval failure theory 6. tip of the tongue phenomenon |
|
|
physical changes in memory trace that weaken it or reduce amount of info stored in it
|
decay theory
|
|
|
prior events make later memories more difficult to retrieve
|
proactive interference
|
|
|
recent events make prior memories more difficult to retrieve, new info retreats to the past, we forget new information as time progesses(not nessicarly true), simliar memories cause more interfernce (true)
|
Retroactive interference
|
|
|
mental mechanisms that make us forget unpleasant or painful facts; supression and repression
|
motivated forgetting theory
|
|
|
person tries to forget a painful memory; still aware that event occured
- nonconscious: effortLESS - conscious: effortFUL |
suppression
|
|
|
literally removes unpleasant memories from consciousness; person unaware that event took place.
|
repression
|
|
|
info is not successfully encoded by working memory for entry into long term memory; NEVER MAKES IT TO LTM
|
encoding failure
|
|
|
correct retrieval cues are not produced to get at contents memory; tip of the tongue phenomenon
|
retrieval failure theory
|
|
|
subjects know that they hav eknown a word, can even describe it or "see" it, but cannot produce it at the proper time
|
tip of the tongue phenomenom
|
|
|
What are the organic causes of memory loss?
|
1.traumatic brain injury
2.dementia 3. amnesia |
|
|
_____ is loss of memory as a result of brain injury or trama; anterograde and retroactive
|
amenisia
|
|
|
inability to remember ongoing events AFTER incidence of trauma or onset of dieases
|
anterograde amneisia
|
|
|
forgetting events that occurred BEFORE incidence of trauma or onset of disease
|
retroactive amneisa
|
|
|
group of symptoms that are caused by changes in brain fuctions; symptoms may include asking the same question repeatedly, becomming lost in familiar places, being unable to follow directions, getting disoriented about time, people and places, and neglecting personal safety, hygiene and nutrition, emotional incontinence.
|
dementia
|
|
|
What are the two most common forms of dementia?
|
1. Alzheimer Disease
2. Multi-Infarct Dementia(sometimes called Vascular Dementia) which is irreversable |
|
|
occurs when skull makes a sudden collision with another object
|
traumatic brain injury
|
|
|
does NOT penetrate brain; brain is injured when impact causes delicate brain tissue to hit rough, jagged inner surface of skull
|
close head injury
|
|
|
object penetrates skull or skull is fractured; bone fragments, foreign material or dirt can get into brain, damage brain tissue and cause infection.
|
penetrating head injury
|
|
|
Under what reversible conditions are you considered to have dementia?
|
high fever, dehydration, vitamin deficiency and poor nutrition, bad reactions to medications, problems with thyroid gland, or minor head injury , depression is often mistaken for dementia
|
|
|
most common form of dementia among older people. A German Dr. notices changes in brain tissue of a woman who dies of abnormal illness. She had abnormal clumps(amyloid plaques), tangled bundles of fiber(neurofibrillary tangles), loss of nerve cells in areas of brain vital to memory, neurotransmitter deficiences
|
Alzheimer's Disease
|
|
|
Approximately __ suffer from Alzheimer's disease in US
Usually begins after the age of __ |
4 million/ 60
|
|
|
Aka source confusion or source misattribution - inability to recall source of information experienced, heard about or read about or imagined
|
source amensia
|
|
|
tendency to intially discount infomration from an unreliable source; later we consider it more trustworthy because source is forgotten (example: little boy tells you can get preg. 1st time having sex, 8 years later you remember knowing that but not who told you so you believe it to be true)
|
sleeper effect
|
|
|
when eyewitnesses are later exposed to new misleading information about an event, their recollections often become distorted
|
eyewitness testimony
|
|
|
An example of _________: participants viewed a simulated car accident at an intersection with a stop sign.After viewing, half the people were suggested to that it was a yield sign. That half later believe it to be a yield sign while the other half that receive no suggestion said it was a stop sign.
|
eyewitness testimony
|
|
|
forget the event ever happened
|
repressed memory
|
|
|
1986- Nadean Cool's recovered memories of satanic abuse, later believed she had for than 120 personalities, therapist performed exorcisim, therapist got sued. 1992: Beth Rutherford's recoved memories of sexual abuse, memories of forced abortions, clergyman father was forced to reseign, the medical exams revealed that she was still a virgin (the false memories were fairly easy to instill). MOST TRAUMATIZED PEOPLE HAVE TROBLE FORGETTING!! not remembering.
|
in repressed memory!
|
|
|
what are the memory tips?
|
1.pay attention
2.use rehearsal techniques 3.improve your organization 4.counteract the serial position effect: remebering first and last not in between 5.use the encoding specificity principle 6. employ self-monitoring and overlearning |
|
|
encoding specificity principle: when we form memories, we store them with links to the way we thought about them at ______
|
encoding
|
|
|
the closer the match between conditions at encoding and conditions at ________, the better our memory will be
|
retrieval
|
|
|
memory that can be helped or hindered by similarities or differences between the context that is learned and the context in which it is recalled
|
context-dependence memory
|
|
|
memory that can be aided or impeded by a person's internal state; similarities and diff. b/t encoding and retrieval states
|
state-dependent memory
|
|
|
memory is helped or hindered by match between mood at time of encoding and at time of retrieval
|
mood congruence effects
|
|
|
keep studying information even after you feel you know it
|
overlearning
|
|
|
mental images, concepts, language
|
cognitive building blocks
|
|
|
non verbal mental representations of sensory experience; can be exceptionally powerful and images allow us to think in non-verbal ways
|
mental images
|
|
|
mental categories for classifying specific people, things or events
|
cognitive building block of concepts
|
|
|
mental categories for classifying specific people, things, or events; MODIFY BASED ON EXPERIENCE
|
concepts
|
|
|
Concepts can be organized into hierarchies: with narrowist, ____________.
|
most specific category at the bottom and most general at the top
|
|
|
If we cannot explain differences between mouse and rat, how can we use fuzzy concepts in our thinking?
|
because natural categories are fuzzy, prototypes are only the best and most suitable models of a concept, not perfect but exclusive representations of it
|
|
|
a mental model containing the most TYPICAL features of a concept
|
prototypes
|
|
|
Given such variations, how do we decide which objects belong to which concepts?
|
we decide what is most probable or most sensible, given the facts at hand. Rosch- we rely on degree of category membership
|
|
|
a flexible system of symbols that enable us to communicate our ideas, thoughts, and feelings; DEFINING FEATURE OF HUMAN COGNITION
|
human language
|
|
|
How does human language differ from from non human animal communication?
|
1.nonhuman animals communicate primarily though signs(general steryotype communications about animals current state; humans are not limited to that)
2.displacement(communicating about something beyond here and now; underlies analytical thinking) 3.productivity(ability to all new communications) |
|
|
The strucutre of language consists of ____________, ______, __________.
|
phonemes/ morphemes/ grammar
|
|
|
basic sound units of language that indicate changes in meaning; sounds depend on the language (ENGLISH= ~45)
|
phonemes
|
|
|
smallest meaningful unites of speech- simple words, prefix suffix; same sounds(PHONEMES) to produce different words (MORPHEMES)
|
morphemes
|
|
|
language rules that determine how sounds and words can be combined and used to communicate meaning with language
|
grammar
|
|
|
rules for arranging words into grammatical phrases and sentences
|
syntax
|
|
|
criteria for assiging meaning to the morphemes in a language(NOAM CHOMWSKY) ; sentances have surface structure and a deep structure (outer and inner meaning)
|
semantics
|
|
|
What are the stages of language development?
|
1.pre-lingusitic stage
2.cooing stage 3.babbling stage 4. linguistic stage |
|
|
three basic cries: hunger, anger and pain
|
pre-lingustic stage
|
|
|
vowel-like sounds infants produce beginning around age 2-3 months
|
cooing
|
|
|
vowel-consonant combinations that infants begin to produce about age 4-6 months
|
babbling
|
|
|
begins around 1 year, babbling beings to startsounding more like child's native language, baby starts to understand sound is related to meaning, overextension, around 2 most kids are using telegraphic speech necessary words, over generalize
|
linguistic stage
|
|
|
overly broad use of a word to include object that do nto fit a words meaning
|
overextension
|
|
|
applying rules of grammar to cases that are exceptions to rule
|
over generalize
|
|
|
general capacities to profit from experience, acquire knowledge and adapt to changes in environment
|
intelligence
|
|
|
Theories on Intelligence:?
|
1.Spearman's 2factor theory(general intellience factor, g) 2.gerdner's theory of multiple intelligences( independent neural existance for each intelligence) 3.RB Cattell and Fuilds vs Crystallized Intellegence(two aspects highly related: more you know the easier it is to learn more information, the more intellegince you have the more able you are to learn) 4.Sternberg's triarchic model(combined analytical, creative, and practical intellegence)
|
|
|
intelligence tests scores also included measurement error and a s(specific factor); general intellicene factor
|
Spearman's 2 factor theory
|
|
|
Consisted of... linguistic, logical mathematical, spatial, musical, body-kinesthetic, naturalist, interpersonal , and intrapersonal intelligence; independent neural existence for each intelligence - savants ( people usually below average intelligence, but have great talents in specific areas)
|
Gerdner's Theory of Multiple Intelligences
|
|
|
different aspects of g; consists of fluid intelligence and cystallized intelligence; two aspects highly related more you knwo the easier it is to learn, the more intelligence you have the more you are able to learn
|
RB Cattell and Fluids vs Crystallized Intelligence
|
|
|
consists of analytical, creative, and practical intelligence
|
Sternburg's Triarchic Model
|
|
|
general learning and comprehension abilites
|
analytical intelligence
|
|
|
thinking different that other peopel; ability to slelect, encode, compare , and combine information in meaning ful way to create new insights theories and ideas
|
creative intelligence
|
|
|
adaptive behavior in the real world , street smarts
|
practical intelligence
|
|
|
Brass instruments era- late 1800's machiens used to measure sensory threshold and reactions times
|
true
|
|
|
______ father of mental testing, Thought measures of sensorimotor activity indicated intelligence
|
sir francis galton
|
|
|
first to use term "mental test"
|
cattell
|
|
|
sensorimotoro scores were unrelated to academic achievement
|
wissler 1901
|
|
|
many different levels of retardation
|
esquirol
|
|
|
mentally handicapped could benefit from sensorimotor training
|
seguin
|
|
|
1.broad sampling of tasks
2.measures aptitude not achievement 3.indifference of the indication -Spearman should be able to change the questions without changing their overall scores 4.reliability-consistancy 5.valid-the test measures what it claims to measure 6.standardization- norms&procedures followed ...... these are all _____________ |
Characteristics of Good Intelligence tests
|
|
|
differences in the extent to which the person being tested has had the opportunity to know and become familiar with the specific subject matter or specific processes required by the test item
|
cultural biases
|
|
|
what was psychology's primary concern?
|
consciousness
|
|
|
focus of psychology in early times was on what?
|
directly observable, measurable behavior
|
|
|
alternative states of consciousness, rise in cognitive psychology, advances in neuroscience, dissatisfaction with behaviorism
|
Change in 1960’s
|
|
|
different brain centers provide the self with what?
|
overall orientation
|
|
|
how does the brain work most times?
|
nonconsciously
|
|
|
When something new, unusual, or unexpected occurs, one or more of the brain divisions enters what?
|
consciousness
|
|
|
having trouble getting to sleep
|
onset insomnia
|
|
|
get up and then cannot get back to sleep
|
Maintenance Insomnia
|
|
|
paranoid schizophrenia; hearing noises, thinking that people are out to get you
|
Amphetamine Psychosis
|
|
|
causes body temperature to spike which can cook the brain inside the skull
|
Ecstasy: (methylenedioxymethamphetamine, MDMA)
|
|
|
what are some physical effects of marijuana?
|
Droopy eyes/ Dry mouth/ Increased hunger and thirst/ Increases fertility/ Temporal Disintegration
|
|
|
thought of time passing slowly
|
Temporal Disintegration
|
|
|
• Classical conditioning was discovered almost by accident by a Russian physiologist who was studying digestive processes
|
Ivan Pavlov
|
|
|
KNOW AND UNDERSTAND PAVLOV'S WHAT?
|
DOG SALIVATION EXPERIMENT
|
|
|
conditioned taste aversion was discovered by whom?
|
john garcia
|
|
|
garcia was exposing what to special chambers with high levels of readiation that made them what?
|
rats/ sick
|
|
|
rats drank how much water in radiation chambers
|
less
|
|
|
home cages= ? bottles
radiation chamber= ? bottles |
glass/ plastic
|
|
|
The plastic taste of water served as a WHAT rats associated with radiation- UCS
|
CONDITIONED STIMULI (CS)/
|
|
|
most of our is what rather than what by outside events?
|
voluntary/ triggered
|
|
|
consequences which INCREASES the likelihood that the behavior will be repeated
|
Reinforcers
|
|
|
consequences that DECREASES the chances that a behavior will be repeated
|
Punishers
|
|
|
DO NOT LOOK AT THE what LOOK AT THE what ON BEHAVIOR
|
form/ effect
|
|
|
the taking away of a stimulus that DECREASES the likelihood that the behavior will recur
|
Negative Punishment
|
|
|
can be increased through chunking
|
limited capacity
|
|
|
Logically relating piece of info to increase capacity of short term memory
|
Chunking
|
|
|
it lasts about 30 seconds
|
limited duration
|
|
|
stimuli that cannot be verbalized, such as spatial information
|
Visuospatial Sketchpad
|
|
|
attentional control and cognitive processing;
a. Decides what information will be attended to b. Associated with frontal lobe |
central executive
|
|
|
The knowledge we store in what affects our what of the world, and influences what information in the what we attend to. What provides the framework to which we attach new what
|
LTM/ perceptions/ environment/ LTM/ knowledge
|
|
|
goes to related schemas
|
spreading activation
|
|
|
When we most often think of things we can deliberately call to mind...we think of what?
|
memory
|
|
|
Because differences, psychologists distinguish between ? types of memories.
|
2
|
|
|
forgetting is caused by competition from other events that are encoded in to memory, which in turn makes a given memory one is trying to retrieve more difficult to access
|
Interference Theory
|
|
|
subjects know that they know a word, can even describe it or “see” it, but cannot correctly produce it a t proper time
|
Tip-of-the-tongue phenomenon
|
|
|
organizing and shaping of information during encoding and retrieval that may cause memory errors and distortions.
|
Constructive Process
|
|
|
what two things can happen to our stored memory?
|
1. can change over time
2. some may not be remembered at all |
|
|
When we are trying to remember an event, we are ? it based on whatever fragments of our memory are left of that particular event.
|
re- constructing
|
|
|
what two things help guide us in a re-constructive process?
|
beliefs and values
|
|
|
Concepts provide a way of what or what experiences so that encounters with something new need not be what
|
grouping/ categorizing/ surprising
|
