Cognitive

Question 1

Encoding

Answer 1

Putting information into memory

Question 2

Storage

Answer 2

Retaining information in memory

Question 3

Retrieval

Answer 3

Recovering the information in memory

Question 4

Whole report procedure

Answer 4

A method of studying memory, where subjects looking for a graction of a second at a visual display of nine items, and were then asked to recall as many items as they could (usually only about 4)

Question 5

Partial report procedure

Answer 5

George Sperling devised an alternative to whole report procedure where he asked subjects to report only one row of the items they saw and each subject reported the 9 items almost perfectly.

Question 6

Semantic priming task

Answer 6

The subject has to decide whether two words are a word or not. Response time is quicker if the words were semantically related (e.g. nurse-doctor), than if they were not (nurse-butter).

Question 7

Semantic verification task

Answer 7

In this task subjects are asked whether or not a simple statement presented is true or false. This was used to proposed the “Spreading Activation Model”.

Question 8

Semantic feature comparison model

Answer 8

Proposed by Smith, Shoben, and Rips, this model suggests that concepts (e.g., schools) are represented by sets of features, some of which are required (e.g., faculty) for that concept and some of which are typical (e.g., fraternities) of that concept.

Question 9

Levels of processing theory (depth of processing theory)

Answer 9

The way you process material will determine what memory system it gets into. Physical (visual) and acoustical (sound combinations a word has), will not be a good as semantic (focusing on the meaning of the word). Proposed by Craik and Lockhart

Question 10

Paivio’s dual code hypothesis

Answer 10

Information can be stored (or encoded) in two ways: visually and verbally. Abstract information tends to be stored verbally (e.g., the word virtue) and concrete information ends to be encoded visually and verbally (e.g. elephant)

Question 11

State dependent learning

Answer 11

A special case of encoding specificity, where we recall better if your psychological or physical state at the time of recall is the same as your state when you memorized the material.

Question 12

Luchin’s water-jar problem

Answer 12

A task where subjects are presented with three empty jars and asked to obtain a particular amount of water in one of the jars. Exemplifies problems with having a mental set.

Question 13

Guilford’s divergent thinking tasks

Answer 13

A participant is asked “What can yo use a brick for” and the number of creative solutions is a measure of divergent thinking.

Question 14

Kahneman and Tversky

Answer 14

Found that humans use heuristics

Question 15

Base-rate fallacy

Answer 15

Using prototypical factors rather than actual numerical information about which category is more numerous.

Question 16

Learning theory of language

Answer 16

A major theoretical perspective in language development which believes that language is acquired through classical conditioning, operant conditioning, and/or modeling. Think BF Skinner

Question 17

Cognitive Developmental theory of language

Answer 17

A major theoretical perspective in language development which believes language has to do with a child’s capacity for symbolic thought, which develops towards the end of the sensorimotor period. Language continues to develop according to the child’s cognitive level.

Question 18

Nativist theory of language

Answer 18

There is an innate, biologically based mechanism for language acquisition. Think Chomsky.

Question 19

Linguistic relativity hypothesis (Whorfian hypothesis)

Answer 19

Our perception of reality, the way we think about the world, is determined by the content of language (e.g., Eskimos are better at differentiating types of snow since they have a variety of names for different types of snow).

Question 20

Maccoby & Jacklin

Answer 20

Found evidence of better verbal abilities in girls in their studies.

Question 21

Charles Spearman

Answer 21

Suggested that individual differences in intelligence are largely due to variations in the amount of general, unitary factor which he called “g”. Also posited a second factor to describe individual differences in performing specific tasks, “s”.

Question 22

Arthur Jensen

Answer 22

Claimed that intelligence as measured by UQ was almost entirely genetic in nature and that you could not teach someone to score higher on IQ tests.

Question 23

McClelland & Rumelhart

Answer 23

Proposed Parallel distributed processes (PDP), where information processing is distributed across the brain and is done in parallel fashion.