Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

AP Psychology > Memory and Cognition > Flashcards

Memory and Cognition Flashcards

1
Q

The persistence of learning over time through the encoding, storage and retrieval of information

A

Memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

the processing of information into the memory systems – for example, by extracting meaning.

A

Encoding

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

the process of retaining encoded information over time.

A

storage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

the process of getting information out of memory storage.

A

retrieval

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

the processing of many aspects of a problem simultaneously; the brain’s natural mode of information processing for many functions. Contrasts with the step-by-step (serial) processing of most computers and of conscious problem solving.

A

parallel processing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

the immediate, very brief recording of sensory information in the memory system.

A

sensory memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

activated memory that holds a few items briefly, such as the seven digits of a phone number while dialing before the information is stored or forgotten.

A

short-term memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

the relatively permanent and limitless storehouse of the memory system. Includes knowledge, skills, and experiences.

A

long-term memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

a newer understanding of short-term memory that focuses on conscious, active processing of incoming auditory and visual-spatial information, and of information retrieved from long-term memory.

A

working memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

memory of facts and experiences that one can consciously know and “declare.” (Also called declarative memory)

A

explicit memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

encoding that requires attention and conscious effort.

A

effortful processing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

unconscious encoding of incidental information, such as space, time and frequency, and of well-learned information, such as word meanings.

A

automatic processing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

retention independent of conscious recollection. (Also called nondeclarative memory)

A

implicit memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

a momentary sensory memory of visual stimuli; a photographic or picture-image memory lasting no more than a few tenths of a second.

A

iconic memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

a momentary sensory memory of auditory stimuli; if attention is elsewhere, sounds and words can still be recalled within 3 or 4 seconds.

A

echoic memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

organizing items into familiar, manageable units; often occurs automatically.

A

chunking

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

memory aids, especially those techniques that use vivid imagery and organizational devices.

A

mnemonics

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

the tendency for distributed study or practice to yield better long-term retention than is achieved through massed study or practice.

A

spacing effect

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

enhanced memory after retrieving, rather than simply rereading information. Also sometimes referred to as a retrieval practice effect or test-enhanced learning.

A

testing effect

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

encoding on a basic level based on the structure or appearance of words.

A

shallow processing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

encoding semantically, based on the meaning of the words; tends to yield the best retention.

A

deep processing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

a neural center that is located in the limbic system; helps process explicit memories for storage.

A

hippocampus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

a clear memory of an emotionally significant moment or event.

A

flashbulb memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

an increase in a cell’s firing potential after brief, rapid stimulation. Believed to be a neural basis for learning and memory.

A

long-term potential (LTP)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

a measure of memory in which the person must retrieve information learning earlier, as on a fill-in-the-blank test.

A

recall

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

a measure of memory in which the person need only identify items previously learned, as on a multiple-choice test.

A

recognition

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

a measure of memory that assesses the amount of time saved when learning material again.

A

relearning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

the activation, often unconsciously, of particular associations in memory.

A

priming

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

the tendency to recall experiences that are consistent with one’s current good or bad mood.

A

mood congruent memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

our tendency to recall best the last (a recency effect) and first items (a primacy effect) in a list.

A

serial position effect

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

an inability to form new memories.

A

anterograde amnesia

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

an inability to retrieve information from one’s past.

A

retrograde amnesia

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

the disruptive effect of prior learning on the recall of new information.

A

proactive interference

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

the disruptive effect of new learning on the recall of old information.

A

retroactive interference

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

in psychoanalytic theory, the basic defense mechanism that banishes from consciousness anxiety-arousing thoughts, feelings, and memories.

A

repression

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

incorporating misleading information into one’s memory of an event.

A

misinformation effect

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

attributing to the wrong source an event we have experienced, heard about, read about, or imagined. (Also called source misattribution.) …, along with the misinformation effect, is at the heart of many false memories.

A

source amnesia

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

that eerie sense that “I’ve experienced this before.” Cues from the current situation may unconsciously trigger retrieval of an earlier experience.

A

deja vu

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

the mental activities associated with thinking, knowing, remembering, and communicating.

A

cognition

40
Q

a mental grouping of similar objects, events, ideas, or people.

A

concept

41
Q

a mental image or best example of a category. Matching new items to a … provides a quick and easy method for sorting items into categories (as when comparing feathered creatures to a prototypical bird, such as a robin).

A

prototype

42
Q

the ability to produce novel and valuable ideas.

A

creativity

43
Q

narrows the available problem solutions to determine the single best solution.

A

convergent thinking

44
Q

expands the number of possible problem solutions (creativity thinking that diverges in different directions).

A

divergent thinking

45
Q

a methodical, logical rule or procedure that guarantees solving a particular problem. Contrasts with the usually speedier – but also more error-prone – use of heuristics.

A

algorithm

46
Q

a simple thinking strategy that often allows us to make judgments and solve problems efficiently; usually speedier but also more error-prone than algorithms.

A

heuristics

47
Q

a sudden realization of a problem’s solution; contrasts with strategy-based solutions.

A

insight

48
Q

a tendency to search for information that supports our preconceptions and to ignore or distort contradictory evidence.

A

confirmation bias

49
Q

a tendency to approach a problem in one particular way, often a way that has been successful in the past.

A

mental set

50
Q

an effortless, immediate, automatic feeling or thought, as contrasted with explicit, conscious reasoning.

A

intuition

51
Q

judging the likelihood of things in terms of how well they seem to represent, or match, particular prototypes; may lead us to ignore other relevant information.

A

Representativeness Heuristic

52
Q

estimating the likelihood of events based on their availability in memory; if instances come readily to mind (perhaps because of their vividness), we presume such events are common

A

Availability Heuristic

53
Q

the tendency to be more confident than correct – to overestimate the accuracy of our beliefs and judgments.

A

overconfidence

54
Q

clinging to one’s initial conceptions after the basis on which they are formed has been discredited.

A

Belief Perseverence

55
Q

the way an issue is posed; how an issue is framed can significantly affect decisions and judgements.

A

framing

56
Q

our spoken, written, or signed words and the ways we combine them to communicate meaning.

A

language

57
Q

in language, the smallest distinctive sound unit.

A

Phoneme

58
Q

in a language, the smallest unit that carries meaning; may be a word or a part of a word (such as a prefix).

A

morpheme

59
Q

in a language, a system of rules that enables us to communicate with and understand others. In a given language, semantics is the set of rules for deriving meaning from sounds, and syntax is the set of rules for combining words into grammatically sensible sentences.

A

grammar

60
Q

beginning at about 4 months, the stage of speech development in which the infant spontaneously utters various sounds at first unrelated to the household language.

A

babbling stage

61
Q

the stage in speech development, from about age 1 to 2, during which a child speaks mostly in single words.

A

one-word stage

62
Q

beginning about age 2, the stage in speech development during which a child speaks mostly two-word statements.

A

two-word stage

63
Q

early speech state in which a child speaks like a telegram – “go car” – using mostly nouns and verbs.

A

telegraphic speech

64
Q

impairment of language, usually caused by left hemisphere damage either to Broca’s area (impairing speaking) or to Wernicke’s area (impairing understanding).

A

aphasia

65
Q

controls language expression – an area of the frontal lobe, usually in the left hemisphere, that directs the muscle movements involved in speech.

A

broca’s area

66
Q

controls language reception – a brain area involved in language comprehension and expression; usually in the left temporal lobe.

A

Wernicke’s area

67
Q

Whorf’s hypothesis that language determines the way we think.

A

Linguistic Determinism

68
Q

get information in, retain information, take information out

A

encoding, storage, and retrieval

69
Q

rejected behaviorist explanations of all behavior (language)
He believed language users followed rules. Key to understanding language was mental processes and cognitive structures

A

Noam Chomsky (Cognitive Revolution (1960s-70s))

70
Q

sensory, short, and long-term memory

A

Atkinson and Shiffrin’s Standard Theory Model - 3 levels of memory

71
Q

explicit and implicit processes

A

Dual-track memory

72
Q

in addition to chunking and mnemonics individuals also process information into…

A

hierarchies

73
Q

plays a key role in forming and storing memories created by classical conditioning.

A

cerebellum

74
Q

deep brain structures involved in motor movement that facilitate formation of procedural memories for skills (implicit memories)

A

basal ganglia

75
Q

two limbic-system, emotion-processing clusters. Emotions can determine how a memory is stored
-Stressful situations
-Serotonin inducing situations
(emotions)

A

amygdala

76
Q

first identified by German neurologist first described by senile plaque (build of protein which causes neurons to die). Type of dementia where patients lack acetylcholine. Definitive diagnosis is during the autopsy

A

alzheimers

77
Q

related to alcohol consumption and a lack of thiamine
Confabulation - patients make up info to fill memory gaps. Smaller hippocampi than most. Affects the cardiovascular and central nervous system

A

korsakofs

78
Q

Relearning task - rationale was that he wanted to study the properties of memory and forgetting, the fundamentals

A

Hermann Ebbinghaus

79
Q

a useful prompt or reminder for the information to be retrieved

A

retrieval cue

80
Q

influence of surrounding information and your own knowledge
(ducking don’t like you)

A

context dependent memory

81
Q

the level of collect recall on the final items of the originally presented list

A

recency effect

82
Q

when the information in a list is unique or strange

A

von restorff effect

83
Q

loss from memory. Simply refer to situations in which there is a difficulty remembering due to various reasons. Not complete loss of memory

A

forgetting

84
Q

loss of memory or memory abilities caused by brain damage or disease. Sometimes temporary due to a strong blow to the head or acute emotional or physical distress. Some are relatively permanent

A

amnesia

85
Q

when individuals momentarily unable to recall some shred of information, often a person’s name, that they know is stored in long term memory

A

tip of tongue phenomenon (TOT)

86
Q

how to improve memory

A

Rehearse repeatedly
Make the material meaningful
Activate retrieval cues
Use mnemonic devices
Minimize interference
Sleep more
Test your knowledge, both to rehearse it and to find out what you do not know

87
Q

the scientific study of thought, language, the brain-in short, the scientific study of the mind

A

cognitive science

88
Q

all the mental activities associated with thinking, knowing, remembering, and communicating

A

cognition

89
Q

Robert Sternberg’s 5 components of creativity

A

Expertise - well-developed base of knowledge
Imaginative thinking skills - provide the ability to see things in novel ways
Venturesome personality - seeks new experiences
Intrinsic motivation - is being driven more by interest, satisfaction, and challenge
A creative environment - sparks, supports, and refines creative ideas

90
Q

is the set of rules for combining words into grammatically sensible sentences (the arrangement of words).

A

syntax

91
Q

language development (four stages)

A

Babbling stage - abt 4 months - utters various sounds at first unrelated to the household language

One-word stage - age 1-2

Two-word stage - age 2

Telegraphic speech - early speech stage mostly nouns and verbs

92
Q

a form of aphasia in which the person knows what they want to say but is unable to produce the words or sentence

A

Broca’s Aphasia

93
Q

word salad - a language disorder that makes it hard for you to understand words and communicate

A

Wernicke’s Aphasia

94
Q

An organizing issue in studies of cultural influences on language and thought is how one’s language affects one’s thinking.

A

Whorfian hypothesis/linguistic relativity hypothesis

95
Q

In the strongest version, the hypothesis claims that language controls both thought and perception to large degree, that is, you cannot think about ideas or concepts that your language does not name

A

strongest version of whorf

96
Q

In its weaker version, the hypothesis claims that your language influences and shapes your thought, for instance making it merely more difficult rather than impossible to think about ideas without having a name for them

A

weaker version of whorf

AP Psychology (8 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions