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Cognitive Psychology > Exam 2 > Flashcards

Exam 2 Flashcards

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1
Q

Chunking

A

the organization of material into shorter meaningful groups to make them more manageable`

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2
Q

Brown-Peterson Task CONCLUSION

A

The conclusion was that there exists a short-term memory (STM) system that holds information for several seconds. Without an active effort by the participant, information in STM fades away

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3
Q

Proactive Interference

A

Occcurs when past memories hold back an individual from retaining new memories

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4
Q

Retroactive Interference

A

Occurs when new memories hold back an individual from retaining old memories

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5
Q

When does the proactive interference that’s been built up get released?

A

When there is a change to the category of items being learned, leading to increased processing in STM.

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6
Q

When does proactive interference have a greater effect?

A

If the items or pairs to be learned are conceptually related to one another

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7
Q

Serial Position Curve

A

A “U”-shaped learning curve that is normally obtained while recalling a list of words due to the greater accuracy of recall of words from the beginning and end of the list than words from the middle of the list

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8
Q

Working Memory

A

Working memory is a system for temporarily storing and managing the information required to carry out complex cognitive tasks such as learning, reasoning, and comprehension

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9
Q

Short-term Memory

A

Short-term memory is the capacity for holding, but not manipulating, a small amount of information in mind in an active, readily available state for a short period of time.

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10
Q

Baddely’s Working Memory Model:

Central Executive

A
  • Responsible for the control and regulation of cognitive processes
  • Makes working memory and long term memory work together
  • Controls cognitive processes making sure short term store is actively working
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11
Q

Baddely’s Working Memory Model:

Phonological Loop

A

-Deals with sound or phonological information
Consists of two parts:
-a short-term phonological store with auditory memory traces that are subject to rapid decay
-an articulatory rehearsal component that can revive the memory traces

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12
Q

Articular Suppression Effect (Phonological Loop)

A

Memory for verbal material is impaired when people are asked to say something irrelevant aloud. This is assumed to block the articulatory rehearsal process, leading memory traces in the phonological loop to decay

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13
Q

Baddely’s Working Memory Model:

Visuospatial Sketchpad

A

-Used for generating visual imagery and maintaining it
STEPS:
1. generate image from LTMR
2. hold image in mind (visuospatial sketchpad)
3. count and manipulate (manipulate is walking through the image)

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14
Q

Baddely’s Working Memory Model:

Episodic Buffer

A

a limited capacity system that provides temporary storage of information capable by conjoining information from the subsidiary systems, and long-term memory, into a single episodic representation

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15
Q

Simple vs. Complex Span tasks

A
  • Simple tasks are used to measure short-term memory

- Complex tasks are used to measure working memory

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16
Q

Higher Order Cognition

A

inhibition, flexibility of thinking, problem solving, planning, impulse control, concept formation, abstract thinking, and creativity

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17
Q

High WMC vs. Low WMC

A

??

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18
Q

Declarative Memory

A

memory of facts and events and refers to those memories that can be consciously recalled

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19
Q

Nondeclarative Memory “Implicit Memory”

A

“knowing how”

habits, skills

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20
Q

Episodic Memory

A

memory for specific events

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21
Q

Semantic Memory

A

General knowledge and facts about the world

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22
Q

Episodic Memory - Variables important at encoding

Time/Frequency

A

more time / frequency = better memory

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23
Q

Episodic Memory - Variables important at encoding

Massed vs. Distributed Practice

A
  • Massed practice = all encoding is done at once

- Distributed practice = broken up over time (leads to better memory)

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24
Q

Episodic Memory - Variables important at encoding

Levels of Processing Manipulation
shallow vs. deep encoding

A

-The way you process the information at encoding matters

Shallow encoding = attention to surface characteristics
Deep encoding = attending to the meaning of something

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25
Episodic Memory - Variables important at encoding Organization
Grouping individual items into larger units based on similarity
26
Episodic Memory - Variables important at encoding Distincitveness
For better memory: if items to be remembered are similar, its best to think about their differences, If items to be remembered are distinct, its best to think about their similarities
27
Episodic Memory - Variables important at encoding Emotion
Memory is better for emotional arousing items
28
Encoding specificity
The encoding specificity principle states that our ability to remember a stimulus depends on the similarity between the way the stimulus is processed at encoding and the way it is processed at test.
29
Transfer Appropriate Processing
States that the processing at encoding is most effective to the extent that that processing overlaps with the processing to be performed at retrieval
30
Forgetting - Decay vs. Interference
``` Decay = memories lost due to passage of time Interference = memories lost due to new memories ```
31
Retrieval Failure
information is in long-term memory but cannot be accessed due to the absence of cues
32
Retrieval Cues
stimuli that assist in memory retrieval
33
Anterograde vs. retrograde Amnesia
Anterograde amnesia = cannot create NEW memories | Retrograde amnesia = loss of information learned before
34
Hippocampus
Plays a role in the consolidation of information from short-term memory to long-term memory and enables navigation in spatial memory
35
Case of H.M
-Had his hippocampus removed so he couldn't form new memories (anterograde amnesia) -UNABLE TO: encode new episodic memory, remember participating in events ABLE TO: stored episodic memory was accesable, semantic memory stable, normal working memory, and could speak/write
36
Clive Wearing
Suffered from severe anterograde amnesia due to contracting viral encephalitis-a disease that causes massive swelling of the brain. Due to this he had massive damage in his prefrontal cortex and medial temporal lobe. Like HM he cannot form any new episodic memories, however, unlike HM he could not remember events from before his illness. Also like HM, his amnesia did not extend to his lexical memory, nor procedural memory, as he is still an accomplished pianist.
37
Lexical Memory
mental dictionary that contains information regarding a word's meaning, pronunciation, syntactic characteristics, and so on
38
When does cognitive ability peak?
20 and 40
39
What cognitive process DECLINE with age?
WM, episodic memory, speed of processing
40
What cognitive processes DO NOT decline with age?
semantic memory, implicit memory
41
False Memory
something you remember but didn't actually happen
42
Misinformation Effect
Exposed to misleading information after the fact that can affect your memory for the original effect
43
Source Monitoring
an unconscious mental test that humans perform in order to determine if a memory is "real" and accurate as opposed to being from a source like a dream or a movie
44
Metamemory
both the introspective knowledge of one's own memory capabilities (and strategies that can aid memory) and the processes involved in memory self-monitoring
45
Mind Wandering Article (Kane et al.) Topic, Hypothesis, IVs/DVs, procedure, conclusion
-TOPIC: Is WMC related to how often you mind wander? -HYPOTHESIS: Low WMC should make mind wandering more likely when tasks require focused concentration. -NO IVs ``` -PROCEDURE: WMC measures PDA and Experience Sampling Methodology Radom beeps 8 times a day for 7 days At the time of the beep, my mind had wandered to something (FINISH) ``` -CONCLUSION: The relationship between WMC and mind wandering depends on the situation Low WMC more likely to mind wander in challenging or effortful situations and when concentrating. High Spans less likely to mind wander when concentrating, but wandering isn’t much affected by challenge or effort.
46
Stereotypes and Memory (Sherman & Bessenhoff) Topic, Hypothesis, IVs/DVs, procedure, conclusion
-TOPIC: Examine the effect of stereotypes on source memory -HYPOTHESIS: Stereotypes are heuristic(quick automatic process you can rely on); we’ll depend on them when our cognitive resources are taxed. -IV: whether Bob was a skinhead or priest DV: Source decision -PROCEDURE: 3 types of behaviors; made up behaviors, Bob behaviors, New Behaviors -CONCLUSION: People will rely on their stereotypes when trying to remember source, but usually only when capacity is reduced We rely on semantic memory when our ability to retrieve from episodic memory is undermined
47
What's the capacity of short-term memory?
7+/-2 chunks of information
48
What’s the Brown-Peterson paradigm? What | does it show?
On each trial you see 3 consonants. Then you count down by 3s from a random number. After a variable delay period, you recall the consonants. -It shows effects of proactive interference
49
What’s the difference between simple & complex | span tasks?
»Simple: remember short lists in order; STM »Complex: remember short lists in order while processing other material at the same time; WM
50
What’s are the components of Baddeley’s | Working Memory Model?
»Central executive »Phonological loop »Visuospatial sketchpad »Episodic buffer (book)
51
What’s the difference between short term memory and working memory? *EQUATION*
»WM = STM (phonological loop, visuospatial sketchpad, episodic buffer) +central executive
52
What did the articulatory suppression effect | show?
»Occupying the articulatory loop with irrelevant info reduces performance
53
Dana & Tanya each have a test. Dana has a MC test in biology and Tanya has a problem-solving test in calculus. What does the concept of transfer appropriate processing have to say about how they should study?
Deal with the material in the same way at study as they’ll be dealing with it at test »Dana: deep (elaborate) processing » Tanya: practice problems
54
Why is shallow processing typically bad for | memory?
»Little attention to meaning, but meaning is usually what’s most important to remember
55
What’s one benefit and one cost of the effects of | schemas on memory?
»Benefit: structure and organization | »Cost: overgeneralization
56
What are primacy and recency effects?
These are related to the serial position curve, found in both STM and LTM.
57
What’s the von Restorff effect?
Memory is better for the isolated item
58
What is encoding specificity?
The best cues at test are things that were present at the time of encoding/study.
59
With respect to the idea of retrieval failure, what is the difference between availability and accessibility?
»Availability: info was encoded and could be remembered at some point »Accessibility: you can retrieve the info
60
What’s the generation effect?
»Producing the to-be-remembered stimulus from a cue leads to better memory
61
How is information organized in semantic | memory?
»In a network of nodes
62
How do embodied cognition theories of semantic | memory suggest we develop our knowledge?
»We build our knowledge through sensory/perceptual and motor experiences.
63
In the study on leading questions after witnessing an accident, what influenced people’s speed estimates?
The verb used to indicate a crash (smashed, collided, etc.)
64
What is one piece of evidence against the idea of | repressed/recovered memories?
- Often developed in therapy under suggestive conditions (false memories are easy to create) - Violates what we know about memory (e.g., emotion) - You can forget that you remembered something before - Retractions and research
65
What is a judgment of learning?
A prediction of how well you’ve learned something so far
66
What did the paper on stereotypes show about | episodic memory?
Reducing cognitive resources makes people more likely to rely on semantic memory when trying to make an episodic memory judgment
67
What is retroactive interference and what is its | role in memory?
RI: new information interferes with old info | Role in memory: can cause forgetting
68
Which of the following is true? a) Memory is vulnerable to outside influences. b) Semantic memory declines with age. c) High spans always mind wander less than low spans. d) Short term memory predicts reading comprehension.
a
69
A man with a head injury can’t remember how he got the injury. However, his ability to encode new memories seems to be fine. What’s wrong with him? a) A shorter-term memory impairment b) Anterograde amnesia c) Retrograde amnesia d) Prosopagnosia
c, retrograde amnesia
70
``` A person with anterograde amnesia has damage to their: a) Prefrontal cortex b) Amygdala c) Hippocampus d) Parietal lobe ```
c, hippocampus
71
``` Which of the following is an example of chunked stimuli? a) a c d e f i b) l o l o m g c) t g v d b e d) k m t r h a ```
b) l o l o m g
72
One way that it’s been shown that the visuospatial sketchpad is tied to the real world in terms of how it works is with: a) The word length effect b) Mental rotation tasks c) The phonological similarity effect d) Proactive interference tasks
b) Mental rotation tasks
73
You should think about similarities between unique items and think about differences between similar items to remember the items best. This is the principle of: a) Levels of processing b) Generation c) Distributed vs. massed practice d) Organization and distinctiveness
d) Organization and distinctiveness
74
Which of following is a mnemonic people use to remember large quantities of information? a) Method of loci b) Massed practice c) The visual search method d) Rote rehearsal
a) Method of loci
75
The study looking at implanting false memories of putting slime in a teachers desk showed: a) High confidence in false memories b) More reports of false memories on day 1 than day 2 c) More reports of false memories if there was a picture d) Fewer reports of false memories if there was a picture
c) More reports of false memories if there was a picture
76
Which of the following is not an example of metamemory in a studying context? a) A judgment about how anxious you are b) A judgment about how long you need to study c) A judgment about how confident you are in your preparation d) A judgment about what grade you’ll get based on how much you studied
a) A judgment about how anxious you are
77
The testing effect shows that: a) Taking a test can improve memory b) Taking a test does nothing for memory c) Taking a test can hurt memory for the material d) Taking a test improves metamemory but not memory
a) Taking a test can improve memory

Cognitive Psychology (3 decks)

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