Exam 1

Question 1

What are the two things required to “get stuff into memory?”

Answer 1

Encoding and Retrieval

Question 2

In lecture memory was described as the residue of..?

Answer 2

…thought. You must ensure that you are thinking(correctly) about the things you want to remember.

Question 3

Encoding

Answer 3

The first process of memory. Something is happening and you are giving thought to it (attention).

Question 4

Retrevial

Answer 4

Part of the process of memory in which one must probe their memory for the information.

The “probe of memory” (question) must match up with the way that it was encoded.

Question 5

Does repetition help memory?

Answer 5

Depends on the type of repetition.

Simple- No, remember the face of a penny?

“Deep” (meaningful) thinking repetition does

Question 6

“Deep” (meaningful) thinking

Answer 6

being able to understand the bigger picture, and the connections to the overall concept. Not just the memorization of the specific details.

Question 7

What question was the “Toilet Study” trying to answer?

Answer 7

What are people consulting in their minds that gives them confidence in whether or not they know something or not.

Question 8

Two terms that reflect/effect whether we know, that we know something or not

Answer 8

Familiarity and Recollection

Question 9

Familiarity means?

Answer 9

You might have been exposed to something but little is actually known about it

Question 10

Recollection means?

Answer 10

Richer associations with the subject/object.

Question 11

When you know some or a lot about a topic, so you conclude that you will be able to figure it out.

Answer 11

Partial Access

Question 12

When taking notes, should you write what the Professor is saying or what you are thinking?

Answer 12

For the best notes you want to write what you are thinking so that you will have retrieval cues that put you into the same “Mental State” that you were in when the professor was talking.

Question 13

What is elaborative interrogation?

Answer 13

Something you should do while reading (textbooks), in which you ask yourself questions, or why their conclusions are justified.

Question 14

Some major Don’ts while studying

Answer 14

Highlighting (sparse unconnected knowledge)

Re-reading (supports familiarity, not recollection)

Question 15

What does “Knowing” NOT mean?

Answer 15

understanding it when you are reading it or having it explained to you.

Question 16

What does “Knowing” mean?

Answer 16

Being able to explain it.

not just looking up from notes, and closing eyes. Wait like 30 min and then try and explain it

Question 17

Is a cat running (to the kitchen) at the sound of a can opener a result of Classical Conditioning?

Answer 17

No, because in classical conditioning the presence of 1 stimulus is conditional on the presence of another

(The cat running to the kitchen isn’t an unavoidable response, it has been associated with a reward)

Question 18

Process of Operant Conditioning

Answer 18

Generating responses to stimuli du to the associations of consequences (rewards/punishments)

Question 19

Thorndike’s Law of effect

Answer 19

Associations between stimuli and responses

Question 20

Thorndike’s cat puzzle box experiment demonstrated that…?

Answer 20

animals learn behaviors that get them what they want

Question 21

Skinner’s Cumulative recorder did what?

Answer 21

It was a way to efficiently conduct experiments that recorded the amount of responses and at what rate they came

Question 22

What does it mean to Shape behavior?

Answer 22

reinforcing some action that is closer to the final action you want the animal to perform

Question 23

The four schedules of reinforcement are?

Answer 23

Fixed Ratio
Variable Ratio
Fixed Interval
Variable Interval

Question 24

Reinforcement Schedule of a Fixed Ratio experiment

Answer 24

Consistent ratio of responses to reinforcers (1:1 one response=one reward)

Question 25

Reinforcement Schedule of a Variable Ratio experiment

Answer 25

Consistent ratio of responses to reinforcers but based on an average amount of responses. So if it was an average of 4 responses it may take 1, 6, or 10 correct responses to receive the reinforcer.

Question 26

Reinforcement Schedule of a Fixed Interval experiment

Answer 26

The amount of responses can vary, but the time between reinforcers is fixed. So once you have one correct response the clock on the reinforcer has been reset, and you must wait the set time before the next response will illicit the reinforcer

Question 27

Reinforcement Schedule of a Variable Interval experiment

Answer 27

The amount of time between reinforcers is varied, so one can do the correct response 10 time or 100 and get the same reward if one does it 1 time when the time is right. (?)

Question 28

Adding something to the environment to increase the probability of it happening is

Answer 28

Positive reinforcement

Question 29

Adding something to the environment to decrease the probability of it happening is

Answer 29

Punishment

Question 30

Removing something from the environment to increase the probability of it happening is

Answer 30

Negative reinforcement

Question 31

Removing something from the environment to decrease the probability of it happening is

Answer 31

Negative Punishment

Question 32

Discrimative stimulus

Answer 32

a stimulus that indicates when a response is accepable

Question 33

Example of a discriminative stimulus

Answer 33

A rat has two lights, one green and one red, they both turn on and off based on a fixed schedule. When the green on is on, the lever does nothing, but when the red one is on, the lever being pressed gives food. The rat learns to only press the lever when the red light is on

Question 34

Four components that make operant learning effective

Answer 34

1. Temporal contingency 2. Belongingness (preparedness) 3. Quality/quantity of reinforcer 4. What else may the animal do?

Question 35

Temporal contingency

Answer 35

The association between the stimulus and the response is dependent on the amount of time between the two. (the animal may associate the wrong response to a reinforcement)

Question 36

Belongingness or preparedness

Answer 36

Is the response something that the animal can actually do? Sometimes the animals instincts can shift behavior

Question 37

Instinctive Drift

Answer 37

when animals behavior is impacted by its instincts. for example a raccoon that associates gold coins with food will clean the coin like it cleans its food

Question 38

Quality/Quantity of reinforcer

Answer 38

The bigger/better/badder the reward or punishment is the faster learning will take place.

Question 39

What else might the animal do when operant learning is taking place?

Answer 39

It's not as easy as saying animals always choose the best options that equal the most rewards. When there are multiple responses animals will try others sometimes

Question 40

Applications of Operant learning in animal training:

Answer 40

- importance of temporal contingency | - importance of positive reinforcements vs punishments

Question 41

Applications of operant learning in Biofeedback

Answer 41

- Conditioning autonomic nervous system only by seeing the feed back humans are better able to control their nervous systems better

Question 42

Application of operant learning in education

Answer 42

- there weren't positive applications - learning was very boring and required that no mistakes ever being made - required immediate feedback

Question 43

Ethology

Answer 43

Studying animals in the wild

Question 44

Ethology: Critical Period

Answer 44

a time when the animal is able to learn particular information rapidly and with little exposure if this period is missed the animal can't retain it as quickly/well

Question 45

Ethology: Fixed Action Pattern

Answer 45

complex behavior that emerges full blown with little opportunity for practice/reward (hard to account for with behaviorism because it is not due to stimulus/reinforcement

Question 46

Replacement of behaviorism? | observable stimuli >> observable responses

Answer 46

Cognitive perspective | Observable stimuli>>Abstract constructs>>Observable responses

Question 47

Abstract Construct is?

Answer 47

a mental process or representation or set of the two that you use as part of your explanation for data

Question 48

Three ways to help distinguish different theories to improve accuracy?

Answer 48

Evolutionary constraints Neural Constraints Efficiency

Question 49

Evolutionary constraints

Answer 49

determining if the theory is consistent with how mental processes would have evolved

Question 50

Neural constraints

Answer 50

determining if the theory is supported by which areas of the brain are being stimulated. (2 areas or less stimuli in other areas etc.)

Question 51

Efficiency (Time taken to complete, Distinguishing theories)

Answer 51

evaluating the efficiency of the model and how well it fits with the time to complete a task

Question 52

Key features of the cognitive strategy

Answer 52

Develop alternative models of processing Create predictions based on the models Collect data and comparisons

Question 53

What does Cognitive psychology utilize when gathering evidence from neural events?

Answer 53

Where it happens (When) Which event is the biggest (pattern) Electric charges (neuro-chemical)

Question 54

2 methods used in the neural technique?

Answer 54

1) (brain damaged patient) identify problem and where the damage is 2) (able) identify areas that are used when performing certain tasks Localizing neuro information

Question 55

Major problem in using neuro data?

Answer 55

Who cares and how does it help? Knowing where the mental process is taking place doesn't help the behavioral aspect much

Question 56

4 Techniques to help solve problems using neuro data

Answer 56

1. Clues about Architecture 2. Observation of abstract construct 3. Brain informs cognitive theory 4. Confirm a behavioral construct

Question 57

Clues about architecture helps because?

Answer 57

unity where there could be diversity, and diversity where there could be unity. Determine if it is in multiple regions of the brain or just one

Question 58

Direct observation of abstract constructs helps because?

Answer 58

we can determine the individual neurons activity, and what it does/indicates

Question 59

Brain informs cognitive theory how?

Answer 59

We can discriminate accuracies of theories based on what we already know of the brain, and what some regions are responsible for

Question 60

Confirming behavioral constructs with neural data means?

Answer 60

Images associated with a construct are taken as proof of the psychological reality of the construct. (But you will find some locus of ANYTHING)

Question 61

What are two implications that come from confirming constructs with neural data?

Answer 61

We can show relationship between constructs and behavior, and that it has broad applicability

Question 62

What problem are we dealing with when we are explaining low level vision?

Answer 62

There is too much information and each bit of it must be summarized

Question 63

Rods and cones are the starting point for vision; what information do we receive at this stage?

Answer 63

Light intensity values

Question 64

What is the outcome of high level vision?

Answer 64

taking the output of low level vision and transforming it into objects from memory

Question 65

Edges

Answer 65

The sudden discontinuity of light intensity values

Question 66

Why do we see textures and not millions of different objects when looking at a hat with a herringbone pattern?

Answer 66

When finding edges, we asses multiple "columns" of intensity values which amount to one edge opposed to multiple.

Question 67

Biological evidence of low level vision process?

Answer 67

Hubel and Wiesel's experiment that recorded neuron output shows that early on we care about edges

Question 68

Why does Perkins Law solve the problem of viewing 3D objects with our 2D eyes?

Answer 68

Perkins law asserts that we have basic assumptions that associate conjunctions of lines to 3D shapes

Question 69

Why does shading help us perceive 3D objects?

Answer 69

With Perkins law we assume surfaces are uniformly colored

Question 70

Why do we see the blue and brown or the white and gold dress differently?

Answer 70

With Perkins law we assume that the brightest thing around is white and the darkest is black

Question 71

With Perkins law, where do we assume light is coming from?

Answer 71

Above

Question 72

What are the three models of object recognition?

Answer 72

Template, Feature, and structural

Question 73

Template model of recognition theorizes that..

Answer 73

When we see something we try and match it with a template you have in your brain for that thing

Question 74

What are some of the major problems with the template model of recognition?

Answer 74

what if there are variations in size, orientation? Distortions and offset input are some of the many reason why we would need far too many templates to compare

Question 75

The feature model of recognition is described as?

Answer 75

feature demons break down information into basic parts; lines, angles curves, and cognitive demons subgroup the basic features and the decision demons match the object to memory

Question 76

The feature model has problems with identifying natural objects. What is used to explain why we can distinguish them in this model?

Answer 76

Gestalt Psychology, which means that we assume "good continuation". (Line AB vs. Angle AD)

Question 77

The structural model of recognition is described as?

Answer 77

Using "Geons" to recognize objects. RBC -Recognition by component

Question 78

Why is the structural model described as independent?

Answer 78

Geons have properties that are invariant to rotations, so a cone will always look like a cone, and a book will always have parallel edges... etc.

Question 79

One of the most important aspects of the structural model of recognition is?

Answer 79

Spatial relations. The spatial relations that the geons have to each other help us distinguish what the object is.

Question 80

the local view of recognition is similar to template model, but requires what?

Answer 80

Local view says that we store views of objects as we see them, but requires some fixing. the fixing involves rotating...

Question 81

Bottom up information processing

Answer 81

Starting with raw sensory information and ending up with concept. Lines-geon-spatial relations-Desk

Question 82

Top down information processing

Answer 82

starting with the conceptual information and breaking it down to identify the details In office-spatial relation is probably a desk-geons-lines-intensity values

Question 83

Parsing Paradox asks?

Answer 83

How can someone identify the object before identifying its details? How can someone identify the details before identifying the object it is on? (Recognize a face w/o identifying nose, mouth eyes, or Recognize nose, mouth, eyes, w/o knowing its on a face?)