Psychology Chapter 6, 7, And 8

Front 1

Memory

Back 1

Process by which we encode, store, and retrieve information

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Sensory memory

Back 2

Initial, momentary storage of information that lasts only an instant

Front 3

Short term memory

Back 3

Holds information for 15-25 seconds, stores according to meaning rather than sensory stimulation

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Long term memory

Back 4

Stores information on a relatively permanent basis, although it may be difficult to retrieve.

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Iconic memory

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(Part of sensory memory) Reflects information from the visual system.

Front 6

Echoic memory

Back 6

(Part of the sensory memory) Store auditory information coming from the ears.

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Chunking

Back 7

Grouping information that can be stored in short term memory. 7 plus or minus 2.

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Rehearsal

Back 8

Repetition of information that has entered short term memory

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Elaborative rehearsal

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Information is considered and organized in some fashion

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Mnemonics

Back 10

Organizing information in a way that makes it more likely to be remembered

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Working memory

Back 11

A memory system that holds information temporarily while actively manipulating and rehearsing that information

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Long term memory

Back 12

Storehouse of almost unlimited capacity

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Declarative memory

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For factual information

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Semantic memory

Back 14

Part of declarative memory. For general knowledge, facts about the world, and rules of logic.

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Episodic memory

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Part of the declarative memory. For events that occur in a particular time, place, or context.

Front 16

Procedural memory

Back 16

For skills and habits. Also known as non declarative memory.

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Semantic networks

Back 17

Mental representations of clusters of interconnected information.

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Semantic networks

Back 18

Mental representations of clusters of interconnected information.

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Spreading activation

Back 19

Activating one memory triggers the activation of related memories.

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Hippocampus

Back 20

Part of the brain's limbic system. It plays a central role in the consolidation of memories.

Front 21

Amygdala

Back 21

Part of the brain's limbic system, it is involved with memories involving emotion.

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Long term potential

Back 22

Certain neural pathways become easily excited while a new response is being learned.

Front 23

Consolidation

Back 23

Memories become fixed and stable in long term memory.

Front 24

Tip of the tongue phenomena

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In ability to recall information that 1 realizes 1 knows.

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Retrieval cues

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Stimulus that allows us to more easily recall information that is in long term memory.

Front 26

Recall

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Specific piece of information must be retrieved.

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Recognition

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Occurs when one is presented with a stimulus and asked whether they have been exposed to it previously or is asked to identify it from a list of alternatives.

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Explicit memory

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Intentional or conscience recollection of inclination.

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Implicit memory

Back 29

Memories of which people are not consciously aware.

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Priming

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Occurs when exposure to a word or concept makes it easier to recall related information later.

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Flashbulb memories

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Memories related to a specific, important, or surprisingly emotionally significant event that are recalled easily with vivid imagery.

Front 32

Source amnesia

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Occurs when an individual has a memory for some material but cannot recall where they encountered it.

Front 33

Constructive processes in memory

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Process in which memories are influenced by the meaning one gives to events.

Front 34

Schemas

Back 34

Organized bodies of information stored in memory that bias the way new information is interpreted, stored, or recalled.

Front 35

Repressed and false memories

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Recollections of events that are initially so shocking that the mind pushed them into the unconscious. Memories may be in accurate or even wholly false.

Front 36

Auto biographical memory

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Recognition of your own life experiences. One tends to forget information about one's past that is incompatible with the way in which one currently sees oneself.

Front 37

Decay

Back 37

The loss of information through non use.

Front 38

Memory traces

Back 38

Physical changes that take place in the brain when new material is learned.

Front 39

Interference

Back 39

Information in memory disrupts the recall of other information.

Front 40

Cue dependent forgetting

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Occurs when there are insufficient retrieval cues to rekindle information that is in memory.

Front 41

Proactive interference

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Information learned earlier disrupts the recall of newer material.

Front 42

Retro interference

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Material that was learned later disrupts the retrieval of information that was learned earlier.

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Alzheimers disease

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Progressive brain disorder that leads to a gradual and irreversible decline in cognitive abilities.

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Amnesia

Back 44

Memory loss that occurs without other mental difficulties.

Front 45

Retrograde amnesia

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Memory is lost for occurrences prior to a certain event but not for new events.

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Anterograde amnesia

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Memory is lost for events that follow and injury.

Front 47

Korsakoff's syndrome

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Afflicts long term alcoholics. Some abilities remain intact but include hallucinations and a tenancy to repeat the same story.

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Cognitive psychology

Back 48

Branch of psychology that focuses on the study of higher mental processes including thinking, language, memory, problem solving, knowing, reason, judging, and decision making.

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Thinking

Back 49

Brain activity in which people mentally manipulate information including words, visual images, sounds, or other data.

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Mental images

Back 50

Representations in the mind of an object or event

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Concepts

Back 51

Mental groupings of similar objects, events, or people.

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Prototypes

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Typical, highly representative examples of a concept.

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Algorithm

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Rule that, it's applied appropriately, guarantees a solution to the problem.

Front 54

Heuristic

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Thinking strategy that may lead to a solution but may sometimes lead to errors

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Availability heuristic

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Judging the probability of an event occurring on the basis of how easily it is to think of examples

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Representativeness heuristic

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Rule one applies when he judges people by the degree to which they represent a certain category or group of people

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Familiarity heuristic

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Familiar items are seen as superior.

Front 58

Preparation

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Understanding and diagnosing problems

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Well defined problem

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Nature of the problem and the information needed to solve are available and clear

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Ill defined problem

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Nature of the problem and the information needed to solve are unclear

Front 61

Arrangement problems

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Have all the information but needs to be rearranged to get the answer

Front 62

Problems of inducing structure

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Have some of the information but still need to figure out what's missing

Front 63

Transformation problem

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Have some of the information but it will still take several mental steps to find the answer

Front 64

Production

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Generating solutions to problems, trial-and-error or complex problem solving using heuristics and cognitive shortcuts

Front 65

Means end analysis

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Involves repeated test for differences between the desired outcome and what currently exists

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Subgoals

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Dividing problems into their parts

Front 67

Insight

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Sudden awareness of the relationships among various elements that had previously appeared to be unrelated to one another

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Judgment

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Final stage and problem solving

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Functional fixedness

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Tendency to think of an object only in terms of its typical use.

Front 70

Mental set

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A framework for the thinking about a problem based on prior experience with similar problems

Front 71

Confirmation bias

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Tendency to seek out and weigh more heavily information that supports one's initial hypothesis and to ignore contradictory information that supports alternative hypothesis or solutions.

Front 72

Creativity

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Ability to generate original ideas or solve problems and novel ways

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Divergent thinking

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Thinking that generates unusual, yet appropriate, responses to problems or questions

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Convergent thinking

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Thinking in which a problem is viewed as having a single answer

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Language

Back 75

Communication of information through symbols arranged according to sematic rules

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Grammar

Back 76

System of rules that determine how our thoughts can be expressed

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Phonology

Back 77

Study of the smallest units of speech called phonemes

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Phonemes

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Smallest units of speech

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Syntax

Back 79

Ways in which words and phrases can be combined to form sentences

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Semantics

Back 80

Meaning of words and sentences

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Cooing

Back 81

Only vowel sounds, no consonants

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Babble

Back 82

Meaningless, speech like sounds made by children from age 3 months to one year.

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Telegraphic speech

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Sentences in which only essential words are used. Examples: me eat, me out, me toy

Front 84

Overgeneralization

Back 84

The phenomena by which children over apply a language rule, thereby making a linguistic error. Example: runned

Front 85

At what age should the 1st words be spoken

Back 85

Age one

Front 86

Learning theory approach

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Language acquisition follows the principles of reinforcement and conditioning

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Nativist approach

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Humans are biologically pre wired to learn language at certain times and in particular ways

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Interactionist approach

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Combination of genetically determined predispositions and environmental circumstances

Front 89

Linguistic relativity hypothesis

Back 89

Language shapes and may determine the way people perceive and understand the world

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Wernicke's area

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In temporal lobe and is primarily involved in speech comprehension

Front 91

Broca's area

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In frontal lobe and is mainly involved in the production of speech

Front 92

Bilingual education

Back 92

Teaching 2 languages at the same time

Front 93

Immersion programs

Back 93

Students are immediately plunged into foreign language instruction in all subjects

Front 94

Alternation model

Back 94

Combine both billingual education and immersion programs

Front 95

Intelligence

Back 95

The ability to acquire knowledge, think critically, and to use resources effectively

Front 96

Culture specific intelligence

Back 96

The skills required to adapt successfully to environmental demands may differ from culture to culture

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G factor

Back 97

The single, general factor for mental ability assumed to underlie intelligence in some early theories of intelligence

Front 98

Fluid intelligence

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Intelligence that reflects information processing capabilities, reasoning, and memory

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Crystalized intelligence

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The accumulation of information skills and strategies that are learned through experience

Front 100

Theory of multiple intelligences

Back 100

Howard Gardner. Harvard psychologist believes there are 8 distinct spears of intelligence.

Front 101

Linguistic intelligence

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Use language as well as writers do. Howard Gardner

Front 102

Logical/Mathematical intelligence

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The ability to reason mathematically and logically. Howard Gardner.

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Spatial intelligence

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Ability to solve spatial problems or to succeed in a field such as architecture. Howard Gardner.

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Musical intelligence

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Ability to perceive pitch and rhythm. Howard Gardner.

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Bodily kinesthetic intelligence

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Skills in using the whole body or various portions of it, in the solution of problems, or in the construction of products or displays, exemplified by dancers, athletes, actors, and surgeons. Howard Gardner.

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Interpersonal intelligence

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Ability to understand and relate well to others. Howard Gardner.

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Intrapersonal intelligence

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Ability to understand one's self. Howard Gardner.

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Naturalistic intelligence

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Ability to detect and understand phenomena in a natural environment. Howard Gardner.

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Practical intelligence

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Intelligence related to overall success in living. Robert Sternberg.

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Analytical intelligence

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Focuses on abstract but traditional types of problems measured on IQ tests. Robert Sternberg.

Front 111

Creative intelligence

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Involves the generation of novel ideas and products. Robert Sternberg.

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Emotional intelligence

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The set of skills that underlie the accurate assessment, evaluation, expression, and regulation of emotions

Front 113

Alfred Binet

Back 113

Developed the 1st intelligence test to assess the mental skills of French school children

Front 114

Lewis Terman

Back 114

Imported the Binets intelligence test to US in 1916 and revised it as the Stanford-binet scale

Front 115

The Stanford-Binet

Back 115

The standard for individually administered intelligence tests and is still used today

Front 116

David Wechsler

Back 116

Believed the Stanford Binet relied too much on verbal skills. Thought intelligence should be measured by verbal and nonverbal ability's. Developed test for adults and children that measured both nonverbal and verbal intellectual skills.

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Reliability

Back 117

Consistency of measurement

Front 118

Validity

Back 118

How well a test actually measures what it is designed to measure

Front 119

Standardization

Back 119

The development of norms rigorously controlled by testing procedures

Front 120

Mentally retarded

Back 120

Approximately 3 to 5% of the US population, or about 10 million people, are classified as _______?

Front 121

Familiar disability

Back 121

ID with no apparent biological defect

Front 122

Giftedness

Back 122

At the top end of the intelligence bell curve are intellectually gifted. Many are enormously talented in one area of mental competence but quite average in other domains. Large discrepancies are often found between verbal and spatial/Mathematical skills.

Front 123

Mild retardation

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IQ of 54-69 and is 90% of retarded population.

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Moderate retardation

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IQ of 40-54 and is 7% of retarded population.

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Severe retardation.

Back 125

IQ of 25-39 and is 2% of retarded population.

Front 126

Profound retardation

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IQ of below 24 and is 1% of retarded population.

Front 127

Giftedness

Back 127

At the top end of the intelligence bell curve. IQ's of 130 or higher. In the top 2-4% of the population.

Front 128

Artificial intelligence

Back 128

The attempt to create machines that think like humans. Computers trying to emulate the brain.

Front 129

Motivation

Back 129

Factors that direct and energize the behavior of humans and other organisms.

Front 130

Instincts

Back 130

Inborn patterns of behaviors that are biologically determined rather than learned.

Front 131

Instinct approaches of motivation

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People and animals are born preprogrammed with sets of behaviors essential to their survival.

Front 132

Drive reduction theory

Back 132

Suggests that a lack of some basic biological need produces a drive to push an organism to satisfy that need.

Front 133

Drive

Back 133

Motivational tension, or arousal, that energizes behavior to fulfill a need.

Front 134

Primary drive

Back 134

Basic drives (hunger, thirst, sleep, sex) are related to biological needs of the body or of the species as a whole.

Front 135

Secondary drives

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Prior experience and learning bring about needs (doing well in school)

Front 136

Homeostasis

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Balance. Body's tendency to maintain a steady internal state.

Front 137

Arousal approach

Back 137

Belief that people try to maintain a steady level of stimulation and activity.

Front 138

Incentive approach

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Suggests that motivation stems from the desire to obtain valued external goals or incentives (grades, money, food, etc)

Front 139

Organisms sometimes seek to fulfill needs even when incentives are not apparent.

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Incentive approach fails to provide complete explanation of motivation because:

Front 140

Cognitive approaches

Back 140

Suggests that motivation is a product of people's thoughts, beliefs, and expectations.

Front 141

Combination explanation of motivation

Back 141

Internal drives work in tandem with external incentives to push or pull behavior

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Self actualization

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Top of Maslows triangle. State of self fulfillment in which people realize their highest potential

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Esteem

Back 143

4th on Maslows pyramid. Need to develop a sense of self worth

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Love and belongingness

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3rd row of Maslows pyramid. Obtain and give affection.

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Safety

Back 145

2nd row of Maslows pyramid. Safe and secure environment.

Front 146

Physiological needs

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1st row in Maslows pyramid. Primary drives (food, water, sleep, and sex)

Front 147

Obesity

Back 147

Body weight that is more than 20% above the average weight for a person of a certain height. By 2018 40% will be obese.

Front 148

Glucose

Back 148

Kind of sugar

Front 149

Insulin

Back 149

Leads body to store excess sugar in the blood as fats and carbohydrates.

Front 150

Ghrelin

Back 150

Communicates to the brain feelings of hunger.

Front 151

Hypothalamus

Back 151

Monitors glucose levels. Regulates food intake.

Front 152

Weight set point

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Particular level of weight that the body strives to maintain.

Front 153

Metabolism

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Rate at which food is concerted to energy and expanded by the body.

Front 154

Fat cells

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Rate of weight gain during the 1st 4 months of life is related to being overweight during later childhood.

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Weight

Back 155

Difference between eating disorders is

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Sexual motivation

Back 156

Mostly guided by hormones

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Androgens

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Male sex organs

Front 158

Estrogen and progestrone

Back 158

Female sex hormones

Front 159

Ovulation

Back 159

When an egg is released from the ovaries, making the chances of fertilization by sperm cell highest

Front 160

Masterbation

Back 160

Sexual self stimulation, often using the hand to rub the genitals

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Heterosexuality

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Sexual attraction and behavior directed to the other sex

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Homosexuality

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Sexual attraction to members of their own sex

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Bisexuality

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Sexually attracted to people of the same sex and the opposite sex.

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Transsexuals

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People who believe they were born with the body of another gender.

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Transgenderism

Back 165

Transsexuals and people who view themselves as a 3rd gender, transvestites, or others who believe that traditional male-Female gender classification inadequately characterizes themselves.

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Need for achievement

Back 166

A stable, learned characteristic in which a person obtains satisfaction by striving for and achieving challenging goals.

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Need for affiliation

Back 167

An interest in establishing and maintaining relationships with other people.

Front 168

Need for power

Back 168

A tendency to seek impact, control, or influence over others and to be seen as a powerful individual.