Knowing and Using Knowledge

Question 1

Who is Soloman Shereshenvsy and why is he unique?

Answer 1

A mnemonist can encode and retrieve information quickly and can never forget anything/gave perfect retellings. One struggle is having difficulty tying/using the information together.

Question 2

General knowledge that we have is a ________.

Answer 2

Concept

Question 3

What did Wittgenstein (1953) propose?

Answer 3

Simple terms we use every day do not have definitions because not all concepts are the same since there are exceptions. (e.g) A dog with no tail

Question 4

Members of a category resemble one another, with some number of features being shared by any subset of a category member though the features may not be shared with all members.

Answer 4

Family Resemblance
(e.g.) Three-legged dog, it still barks + has a tail, also siblings

Question 5

A single best example or average. Identifying the center of the category.

Answer 5

Ideal

Question 6

Objects, situations, or events differ in ______ from the prototype/how close to it is.

Answer 6

Typicality

Question 7

Objects, situations, or events closer to the prototype are high in typicality and are better members than those farther from the prototype.

Answer 7

Graded Membership

Question 8

Smith et al. (1974)

Answer 8

Sentence verification. True or false sentences and reaction time were faster if the item was close to the prototype.

Question 9

Mervis et al. (1976)

Answer 9

Production task. Beginning list was high in typicality and closer to the prototype

Question 10

Mervis et al. (1976)

Answer 10

Production task. Beginning list was high in typicality and closer to the prototype

Question 11

A level of categorization that is not too specific or too general. This is the same level as where prototypes are located and where children first learn. (e.g.) Spoon

Answer 11

Basic Level

Question 12

What was the outcome of Tanka and Taylor (1991)?

Answer 12

Those who were experts were able to give specific detailed responses to their subjects while novice people gave basic responses, such as, “this is a bird”.

Question 13

What is an example of an object being at the superordinate level?

Answer 13

Cutlery

Question 14

What is an example of an object being at the subordinate level?

Answer 14

Soup Spoon

Question 15

What did Halberstadt & Rhodes (2003) say about typicality and attractiveness?

Answer 15

Our prototypes are most attractive when we think about them because it is high in typicality.

Question 16

Specific remembered instances; an example from past experiences. (e.g.) a chair that a grandparent used to sit in.

Answer 16

Exemplars

Question 17

Keli (1986)

Answer 17

Differences in typicality and categorization

Question 18

What happens if your Hubs are damaged?

Answer 18

Your general knowledge about a concept diminishes.

Question 19

Murphy & Medin (1985)

Answer 19

Asked if a lawnmower and plum are in the same category

Question 20

Category knowledge guides your _______ about new cases and _____ your inferences.

Answer 20

Thinking; Guides

Question 21

Typical exemplars promote stronger inference about their broader category than atypical exemplars.

Answer 21

Typicality Effect

Question 22

The better the example fits the category the more likely were are to use it to explain _________.

Answer 22

Atypical Situations

Question 23

If the example does not fit then what?

Answer 23

It is not used or remembered.

Question 24

When we have something unusual like an infectious disease, you’re more likely to think of a sparrow spreading the disease than a duck because it is not typical.

Answer 24

Rips (1975)

Question 25

We will choose a common/well-known answer like "robin" because it is typical.

Answer 25

Osherson et al. (1990)

Question 26

What makes stereotypes different from prototypes?

Answer 26

Strong emotional feeling associated with a category

Question 27

Students at your university have a lot of diversity than other universities, regardless if they are the same.

Answer 27

Rithegeber (1977)

Question 28

We assume individuals in our group have a lot of diversity, but not those in the out-group because they are all the "same".

Answer 28

Homogeneity Effect

Question 29

The lateral occipital cortex

Answer 29

Living things and perceptual properties, such as, how it looks.

Question 30

The medial fusiform gyrus

Answer 30

Nonliving things and focuses on the function of it.

Question 31

A condition that involves difficulty naming things, but has no issue with speech. This condition only applies to living things and is based on the area where the brain damage occurred.

Answer 31

Anomia

Question 32

Concepts are essentially grounded in perception and action.

Answer 32

Embodied Concepts

Question 33

Hub

Answer 33

A brain location that connects and integrates information from many other areas of the brain.

Question 34

Spokes

Answer 34

More specific elements of the concept

Question 35

Weights between connections signify strength

Answer 35

Connectionist Network Model (aka PDP)

Question 36

Longer to transverse the hierarchy.

Answer 36

Collins & Quillian (1969)

Question 37

Reproductive Memory

Answer 37

Verbatim

Question 38

Reconstructive Memory

Answer 38

Opinions and reformatted

Question 39

What 3 trends did Bartlett (1932) find?

Answer 39

Recalled the main plot, minor details were not remembered, and successive recall was normalized/rationalize.

Question 40

A mental framework of the body of knowledge about a topic is?

Answer 40

Schema

Question 41

A phenomenon where listeners/readers fail to recognize an inaccuracy or inconsistency because it fits their schema.

Answer 41

Semantic Illusion

Question 42

What did Sulin & Dooling (1974) suggest?

Answer 42

If you consider yourself an expert in an area you will add additional information that was never there to fit your schema.

Question 43

Where does the soap-opera effect come from?

Answer 43

Owens et al. (1979). You can recall more when given additional information that does not pertain to the original information.

Question 44

Added information that is incorrect but fits the schema.

Answer 44

Intrusion Error

Question 45

Semantic knowledge that guides our understanding of ordered events

Answer 45

Scripts

Question 46

Details within the script

Answer 46

Frames

Question 47

Typicality occurs within the script

Answer 47

Default Value

Question 48

Bower et al. (1979)

Answer 48

Given and asked to recall scripts and they put rearranged them (fixed them) to fit their schema.

Question 49

What is HSAM?

Answer 49

Highly Superior Autobiographic Memory. Flashbulb memories are remembered every day.

Question 50

Are there any differences in the brain of someone with HSAM?

Answer 50

No, because the research is still new.

Question 51

A cargo plane hit an apartment and people state that they remember seeing it on video when there was no footage of it.

Answer 51

Crombag et al. (1996)

Question 52

44% of British citizens remember seeing footage of Princess Diane's car crash.

Answer 52

Ost et al. (2002)

Question 53

Participants waited in an office for 30 seconds and based if there were any books in there when there weren't any.

Answer 53

Brewer & Treyens (1981)

Question 54

A word that was never said in a list but it fits the schema

Answer 54

DRM Paradigm

Question 55

Participants were shown childhood pictures of them in a hot air balloon with a relative. The participants claim that they remember the incident when it never occurred.

Answer 55

Wade et al. (2002)

Question 56

College students were provided with true or false memories during their childhood. No one believed the memories until the second interview and would provide details from the interview from the first interview.

Answer 56

Hyman et al. (1995)

Question 57

Food poisoning.

Answer 57

Bernstein et al. (2005)

Question 58

Memory errors result from false information received after an event.

Answer 58

Misinformation Effect

Question 59

Inability to distinguish whether the original event or some later event was the true source of the information.

Answer 59

Source Misattribution

Question 60

Loftus Research

Answer 60

Asked if there was a yield sign at a car crash and participants said yes when there was not.

Question 61

Leading people to believe details differently with different words, such as, "smash" or "bump"

Answer 61

Goldschmied et al. (2017)

Question 62

Kassin & Kiechel (1996)

Answer 62

False confession. Typing and a confederate accuse the participant.

Question 63

What are the factors that influence a false confession?

Answer 63

Age, characteristics that make the individual vulnerable and long interrogations.

Question 64

How reliable is eyewitness testimony?

Answer 64

Not reliable

Question 65

Factors that affect eyewitness identification are:

Answer 65

Duration of the event, cross-race effect, weapon-focus effect,the time between the event & recall, and the age of the witness

Question 66

What is a reminiscence bump?

Answer 66

We remember more events from late adolescence and early adulthood than from any other stage of our lives

Question 67

Cognitive Interview (CI)

Answer 67

Mental (context) reinstatement: Putting self back at the time of the crime Different Perspectives Different order: Recalling different order of the events - Primacy/Recency effect In-depth reporting: Recalling details, even if irrelevant

Question 68

Can repressed memories be tested?

Answer 68

No

Question 69

George Franklin

Answer 69

Convicted of a murder of an 8-year-old girl because his daughter "remembered" him killing her. He was released once proven not guilty because he did not do it.

Question 70

Cool

Answer 70

Her therapist suggested that she was abused when she was not.

Question 71

Beth

Answer 71

Her therapist suggested she was sexually/physically abused by her father and impregnated by him. That was all false.

Question 72

Frank Fitzpatrick

Answer 72

He recovered the memory of him being abused by a priest and it was found to be true.

Question 73

Imagining something happened increases later memory that it actually did happen

Answer 73

Imagination Inflation

Question 74

Loftus et al (1996)

Answer 74

Asked participants if an event ever happened and then in the next interview they were told to imagine the event which led them to believe that it had occurred. Imaging causes familiarity which creates false memories.

Question 75

What is aphasia?

Answer 75

The loss of ability to use language resulting from a brain-related disorder/damage.

Question 76

Nonfluent speech, meaning it is not being produced but can be comprehended and written out. Also involves stock phrases like "I don't know" or "No"

Answer 76

Broca's Aphasia

Question 77

Fluent speech but unable to comprehend. Involves nonsense words aka Neologism.

Answer 77

Wernicke's Aphasia

Question 78

Damage to the nerve fiber, arcuate fasciculus, that connects the Broca and Wernick areas. The individual can speak and comprehend, but they are unable to recall/repeat what was said to them.

Answer 78

Conduction Aphasia

Question 79

The study of language is _________

Answer 79

Linguistics

Question 80

The study of how language is learned and used by people is _________

Answer 80

Psycholinguistics

Question 81

The shared symbolic system for communication is _________. It can be altered, diminished, or added.

Answer 81

Language.

Question 82

Language conveys meaning is ______

Answer 82

Semantics

Question 83

Fundamental units are meaningless, except for onomatopoeias.

Answer 83

Arbitrariness

Question 84

Ability to talk about something other than the present, such as the past or future.

Answer 84

Displacement

Question 85

Language is generated, not repetitive.

Answer 85

Productivity

Question 86

Set of rules to generate utterances

Answer 86

Grammar

Question 87

Linguistic Relativity Hypothesis (Sapir-Whorf Hypothesis)

Answer 87

Language shapes thought. (e.g.) Berinmo Tribe

Question 88

Fausey & Bordoitsky (2011)

Answer 88

English can emphasize agents like "Sue broke the vase". If he event was an accident, languages that did not emphasize agents, such as Spanish had a difficult time recalling who did the accident.

Question 89

The coherent sequence of words that express the speaker's intended meaning is ________.

Answer 89

Sentence

Question 90

Smallest language units that carry meaning

Answer 90

Morphemes

Question 91

Free Morphemes

Answer 91

A word that can stand alone as a word like "talk" and "play"

Question 92

Bound Morphemes

Answer 92

Can not stand alone as a word, these are usually prefixes or suffixes like "-ed" or "-ing"

Question 93

Smallest units of sounds that serve to distinguish words in a language

Answer 93

Phonemes

Question 94

Brown and Kulik (1977)

Answer 94

JFK Assassination. Participants could vividly remember the event in great detail.

Question 95

Talarico and Rubin (2003)

Answer 95

9/11. Confident in their memories but memories diminished

Question 96

Conway et al. (1994)

Answer 96

Margaret Thatcher. Britians remembered more because she is part of their culture while other people did not.

Question 97

Experts in a particular skill area has superior memory for tasks involving typical instances or similar to their particular skill domain.

Answer 97

Skilled Memory

Question 98

Co-Witness Contamination

Answer 98

Memories contaminated when talked to others who are also witnesses of an event

Question 99

Kalakoski & Saariluoma (2001)

Answer 99

Taxi drivers. Did well in route order.

Question 100

An unexpected or distinct event that has strong emotional associations when remembered.

Answer 100

Flashbulb Memory