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168 Cards in this Set
- Front
- Back
memory
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the capacity to store and retrieve information
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Ebbinghaus
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used meaningless 3 letter units- wanted to maintian a "pure measure of memory"
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rote learning
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memorization by repitition
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criterion performance
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being able to repeat all of the words that u memorized correctly
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implicit uses of memory
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the info. becomes available without any concious thought
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explicit uses of memory
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you make a concious effort to recover info
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declarative memory
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the recollection of facts and events
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procedural memory
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memories for how to do things
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encoding
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the intial processing of information that leads to representation in memory
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storage
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the retention over time of encoded material
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retreival
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the recovery at a later time of stored information
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sensory memory
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each sensory memory preserves accurate representations of the physical features of sensory stimuli for a few seconds or less
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iconic memory
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allows large amounts of info. to be stored for breif durations. lasts about half a second
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chunking
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grouping items on the basis of similarity or combining them into larger patterns based on info. stored in long term memory
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S.F
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memorized 84 digits by grouping
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Saul Sternberg
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demonstrated the great speed at which participants could asses which info was in short- term focus
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Baddley
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3 components of working memory: phonological loop, visuospatial sketchpad, central executive
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phonological loop
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holds and manipulates speech based info.
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visuospatial sketchpad
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(ex. using visual image to remember how many desks are in ure psych classroom)
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central executive
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controls attention and coordinates info. from the phonological loop and visuospacial sketchpad
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working memory span
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read sentances and remember final words 4 or more-high span 2.5 or fewer- low span
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LTM (long term memory)
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the storehouse of all the stuff acquired from sensory and STM memories- consitiutes each persons knowledge of world and self
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encoding specificity
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memories emerge the best when the context of retreival matches the context of when the memories where encoded
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Tulving and Thomson
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encoding specificity
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primacy effect
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rememebering the first few words on a list
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recency effect
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remembering the last few words on a list
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contextual distinctiveness
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"how different were the contexts in which I learned this information from the context in which I will try to recall it?"
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retention interval
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a period of time over which you must keep the information in memory
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recall
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reproduce the information to which you were previously exposed
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recognition
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the realization that a certain stimulus event is one you have seen or heard before
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retrieval cues
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the stimuli available as you search for a particular memory
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Tulving
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episodic and semantic types of declaritive memories
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Episodic memories
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perserve, individually, the specific events that you have personally experienced
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semantic memories
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generic, categorical memories, such as the meanings of words and concepts
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proactive interference
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info. you have acquired in the past makes id difficult to acquire new information
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retroactive interference
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new information makes it harder to remember old information
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levels- of - processing theory
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the deeper the level at which the info was processed, the more likely it is to be comitted to memory
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transfer- appropriate processing
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memory is best when the type of processing at encoding transfers to the process at retrieval
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priming
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the first experience of the word primes memory for later experiences
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elaborative rehersal
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while you are first commiting info. to memory, you elaborate on it so you remember it better (ex. put picture of mouse with tree)
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mnemonics
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encode a long series of facts by associating them with familiar and previously encoded info.
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metamemory
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questions of how memory works and how you know certain info.
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Hart
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research on the feelings- of- knowing
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Method of Loci
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can remember things by linking them to physical locations
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cue familiarity hypothesis
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people base their feelings of knowing on their familiarity with the retrieval cue (ex. know the answer with mult. choice)
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accessability hypothesis
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people base their judgements on the accessibility or availability of PARTIAL info. from memory
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concepts
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the mental representations of the categories you form
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prototype
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prototype shifts- (ex: typical dog averaged over all the dogs you have seen)
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basic level
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level at which people best categorize and think about objects (ex: APPLE. not piece of fruit or golden delicious)
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Schemas
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clusters of knowledge- encoding your knowlege of experience of the structure of the environment
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reconstructive memory
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reconstructing info. based on more general types of stored knowledge
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Bartlett
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demonstrated how individuals prior knowledge affected the way they remember new info. 3 reconstructive processes
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leveling
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simplifying the story
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sharpening
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overemphasizing certain details
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assimilating
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changing the details to better fit the participants own background or knowledge
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Loftus
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studies on eyewitness memory- postevent information
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Lashley
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work on the anatomy of memory- engram distributed throughout brain
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engram
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physical memory representation
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4 major brain structures involved in memory
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cerebellum, stiatum, cerebral cortex, amygdala, and hippocampus
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cerebellum
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procedural mem. repitition
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striatum
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habit formation- forbrain
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cerbral cortex
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sensory memories
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amygdala and hippocampus
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memories of facts, dates, names, and emotional memories
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amnesia
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failure of memory over a prolonged period of time
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developmental psychology
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concerned with changes in physical and psychological funcitioning
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normative investigations
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look for a characteristic of a specific age or developmental stage
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chronological age
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the number of months or years since a persons birth
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developmental age
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the age at which most people show the particular level of physical or mental development demonstrated by that child
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longitudinal design
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same people are repeadedly observed and tested over time, often for many years
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zygote
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unique genetic potential- single- cell- 23 from mom and 23 from dad
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Watson
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founder of behaviorism- "lively squirming bit of flesh, capable of making few simple responses"
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Fantz
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babies have visual preferences- objects with contours
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Gibson and Walk
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examined how children respond to depth information- Visual Cliff
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maturation
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the process of growth typical of all members of a species who are reared in the species usual habitat
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puberty
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brings about sexual maturity
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menarche
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the onset of menstruation
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cognitive development
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the study of the processes and products of the mind as they emerge and change over time
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Locke
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baby = blank tablet - experience (nurture) affects it over time - Empiricism
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Rousseau
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nativist- evolution (nature) shapes child's development
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Piaget
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developed theories about the ways that children think, reason, and solve problems
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schemes
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mental structures that enable people to interpret the world
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sensorimeter intelligence ?
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guide sensorimeter sequences like sucking, grasping, and pushing
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assimilation
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modifies new info. to fit what the child already knows
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accomodation
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restructures child's existing schemes so new info. is accounted for
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sensorimeter stage
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extends from birth to age 2
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object permenance
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child's understanding that objects continue to exsist out of sight
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properational stage
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2 to 7 yrs.old
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egocentrism
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child can't take the perspective of anone other than themselves
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centration
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the tendancy to have their attention captured by more striking features of objects
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concrete operations stage
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7 to 11 yrs. old- child capable of mental operations
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conservation
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physical properties don't change when nothing is added or taken away (ex. liquid poured into taller cylinder)
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formal operations stage
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11yrs. on- abstract thinking- see world around u
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Baillargeon
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babies understanding that solid objects cannot pass through other solid objects
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foundational theories
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frameworks for understanding- to explain experiences of the world
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Vygotsky
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children develop through internalizaton
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internatlization
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absorb knowledge from social context which impacts how cognition unfolds over time
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wisdom
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expertise in the fundamental practices of life
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Schaie
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training programs which can reverse older adult's decline in some cognitive abilities (prevent disuse)
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Baltes
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strategy for successful aging- selective optimization with compensation
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phenomes
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the minimal meaningful units in language
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child-directed speech
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exaggerated high-pitch tone in which adults talk to babies
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Chomsky
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children are born with mental structures that facilitate the comprehension and production of language
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Slobin
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operating principles that consitute a child's language-making capacity
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operating principles
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children must learn the realtionship between the order in which words appear and what they mean
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overregularization
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overextending learned grammar rules (ex: foots, mouses)
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social development
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how people's social interactions and expectations chage across the life span
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Erikson
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people must complete 8 psychological stages which present conflicts
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socialization
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lifelong process in which peoples behaviors are shaped to conform to what society deems acceptable
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attachment
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intense relationship between mother, father and child
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imprinting
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infant becoming imprinted on first moving thing it sees- can not automatically be modified
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Lorenz
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young gees will imprint on a human instead of on e of their own kind
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Bowlby
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human attachment- infants and adults are biologically more likely to form attachments
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Ainsworth
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strange situation test- securly attached, insecurly attached-avoidant, insecurly attached- resistant
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parenting style
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intersection of demandingness and responsiveness
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parenting practices
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arise in response to particular goals
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Harlow
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infants attach to those providing contact comfort
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cupboard theory
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babies attach to parents because they provide them with food, their most basic need
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Suomi
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putting emotionally vulnerable monkeys in the foster care of supportive monkeys turns their lives around
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Hall
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storm-and-stress of adolecense
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BEnedict and Mead
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storm-and stress not applicable to western culture
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initmacy
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the capacity to make a full commitment to another person
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selective social interaction theory
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elderly are more selective in choosing social partners who satisfy their social needs
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generativity
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commitment beyond oneself to work, society, or future generations
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ageism
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prejudice against older people
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sex differences
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biologically based differences that distinguish males and females
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gender
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learned, sex-related behaviors and attitudes
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gender identity
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a person's sense of maleness or femaleness- acceptance of one's sex
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gender roles
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patterns of behavior regarded as appropriate by society for males and females
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Maccoby
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parents do not necessarily stamp in gender roles
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morality
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a system of beliefs about the rightness or wrongness of human acts
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Kohlberg
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studied moral reasoning- judgements about what is correct and incorrect in certain situations- 4 principles
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Gilligan
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ponted out that Kohlberg only studied boys
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sensory registers *
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lasts few secs, very short
after effects: iconic- visual echoic- auditory |
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standard memory model *
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the mind is a computer- mind has 3 stores: sensory registers, STM, LTM
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Maitenence
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repeat info. keep it active
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Elaborative
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attach meaning to information- relate it to other knowledge
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STM capacity
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5-9 pieces of info. can be alive
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Info fades in STM *
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20-30 seconds
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LTM size *
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infinite
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serial position curve *
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supports the exsistance of STm vs. LTM
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working memory *
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temporary storage and processing of info. used
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3 modules of Working Memory *
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visual memory store, verbal memory store, central executive
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visual memory store *
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visal sketchpad for remembering pictures and retrieving them
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verbal memory store *
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STM
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Central excecutive
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make plans and decisions
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context cues *
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put in a situation you were first in makes you remember (ex. put in classroom, you remember ure teacher)
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state-dependant memory *
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mood at time of retrieval matches mood at memory
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distributed practice *
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LTM better spread out than cramming
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nodes *
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may contain thoughts, images, smells, emotions, or any other info
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decay theory *
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memory will fade with disuse
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motivated forgetting *
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forgetting can avoid painful memories
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critical periods *
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points in life where brain is prime to learn things
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cross- sectional method *
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compares groups of different ages at the same time
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continuous change *
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gradual alteration of behavior
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diccontinuous change *
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idea that 10yr. ols and 3yr. old think differently
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orienting reflex *
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infant pay more attention to new stimuli rather than familiar stimuli
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suckinf reflex *
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infants can be trained to suck a pacifier- sucking increases with new stimuli
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brain waves *
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differ in infants between new and familiar stimuli
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epistemology *
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philosophy concerned with the Acquisition of knowledge
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Animism *
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belief that everything is alive
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Centration *
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can only deal with one dimension at a time (height but not width)
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irreversibility *
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Can't imagine that something didn't occur
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processing speed *
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mental quickness increases as children get older
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knowledge base *
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children gain knowledge base with experience
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Automatization *
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the ability to preform some tasks automatically
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Metacognition
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"thinking about thinking"
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quantatative continuous *
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info. processes develop over time
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qualitative discontinuous *
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diff. stages over diff. ages
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