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PSYCH 102 > midterm 2 > Flashcards

midterm 2 Flashcards

1
Q

___ is related to consciousness but its a seperate phenomenon.

A

Attention

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2
Q

___ is the gate keeper of consciousness. It selects and enhances relevant info and ignores irrelevant/uninformative info

A

Attention

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3
Q

Isolation Aphasia
what is it?
what does it result from?

A

brain disorder related to conscious processing resulting from brain trauma
that isolates speech mechanism form other parts of brain (broca’s and wernicke’s area)

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4
Q

Isolation Aphasia

symptoms

A

intact speech production mechanism and connections with auditory cortex

  • can repeat speech but no evidence of conscious behavior (no comprehension)
  • no indication of awareness of their environment
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5
Q

Blindsight

what is it?

A

brain disorder related to conscious processing resulting from brain trauma
( damage to primary visual cortex)

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6
Q

Blindsight - the ability to?

A

utilize visual information despite a complete lack of awareness of seeing

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7
Q

Split Brain

results when?

A

results when corpus callosum connecting the two hemispheres of the brain is severed

(2 hemispheres isolated)
(usually as treatment for severe epilepsy)

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8
Q

Split Brain studies

A

patients tested for separate abilities of left and right hemispheres using visual and manual tasks

(left hand -> RH - unable to name and describe objects)

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9
Q

Hypnosis

A

systematic procedure involving deep relaxation which tends to promote a heightened state of suggestibility

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10
Q

What % of pop’n is highly hypnotizable?

A

10%

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11
Q

Hypnosis weakly related to capacity to?

A

suspend reality and become involved in imaginative activities

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12
Q

Observed effects under hypnosis (4)

A

1) anesthesia
2) sensory distortions and hallucinations
3) disinhibition
4) posthypnotic suggestions and amnesia

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13
Q

2 Theories of Consciousness

A

1) social role playing

2) altered state of consciousness

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14
Q

social role-playing OF HYPNOSIS

A

people act out the role of a hypnotic subject and behave accordingly (bias effect, conformity, suspension of self-control)
(behave as they are expected to)

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15
Q

Evidence of Theory of Social Role Playing (3)

A

(1) -no change in pattern of EEG activity
(2) -non-hypnotized subjects can be induced to perfom same behaviours
(3) - recovery of memory very unreliable

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16
Q

Evidence of Theory of Altered State of Consciousness (3)

A

1) effects of anesthesia
2) dissociation
3) divided consciousness common under normal conditions

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17
Q

Dissociation

A

a splitting off of mental processes into two separate, simultaneous streams of awareness

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18
Q

Different ___ ___ related to characteristic stages of activity

A

EEG patterns

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19
Q

EEG patterns for: AWAKE

A

beta
high frequency
low amplitude

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20
Q

EEG patterns for: RELAXED

A

alpha
medium frequency
medium amplitude

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21
Q

EEG patterns for: LIGHT SLEEP

A

STAGE 1 & 2
theta
low frequency
medium amplitude

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22
Q

EEG patterns for: DEEP SLEEP

A

STAGE 3 & 4
delta
low frequency
high amplitude

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23
Q

EEG patterns for: AWAKE and ALERT

A

HIGH frequency, LOW amplitude

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24
Q

EEG patterns for: DEEP SLEEP

A

LOW frequency, HIGH amplitude

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25
Q

REM sleep

A

RAPID EYE MOVEMENT

- dreaming

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26
Q

Sleep acts to ?

(2) other purposes

A

reduce stimulation of brain
- restorative (protein synthesis)
integrate new with old

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27
Q

Sleep cycle controlled by?

A

BRAC - basic rest-activity cycle

controlled by hindbrain

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28
Q

Consciousness

A

subjective experience of world, our bodies and our mental perspectives

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29
Q

increased ____ in the brain occurs during REM sleep when most ___ appears to occur

A

stimulation

dreaming

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30
Q

Purpose of dreams - 2 aspects

A

physiological

psychological

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31
Q

Physiological purpose of dreams

A

pons sends activation to the cerebrum
interpreter attempts to create meaning from random activation of different areas of the brain

(content of dreams meaningless)

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32
Q

Psychological purpose of dreams

A

expression of unconscious activities, inner conflicts, and desires
(We can analyze dreams as window to unconscious)

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33
Q

Purpose of dreams: Both Physiological and Psychological?

A

pons sends activation, but previously activated experiences still remain most highly activated and interpreter utilizes this information

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34
Q

insomnia:

A

trouble falling asleep, waking too early, waking up in middle of night and having trouble falling back asleep

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35
Q

REM sleep behaviour disorder

A

absence of paralysis while dreaming

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36
Q

narcolepsy:

A

direct REM-like onset with paralysis,

can be associated with emotional states

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37
Q

sleepwalking (somnambulism):

A

slow-wave sleep

- walking while fully asleep

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38
Q

enuresis (bed-wetting)

A

stage 3 sleep

involuntary urination while asleep after the age at which bladder control usually occurs

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39
Q

night terrors

A

stage 4 awakening

- sudden, partial arousal associated with emotional outbursts, fear, and motor activity

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40
Q

learning:

A

a relatively durable change in behaviour or knowledge that is due to experience

  • CHANGE in organisms behaviour or thought as a result of experience
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41
Q

habituation:

A

tendency to discontinue responding to repeatedly occurring uninformative events

  • process of responding less strongly over time to repeated stimuli
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42
Q

Classical conditioning

A

form of learning:
a previously neutral stimulus acquires the capacity to evoke a response that was originally evoked by another stimulus by pairing it with this stimulus

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43
Q

Classical conditioning also known as

A

Respondent/Pavlovian

stimulus-stimulus learning (association b/w 2 stimuli)

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44
Q

In Classical Conditioning - previously unimportant stimuli takes on?

A

symbolic value

NS -> CS

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45
Q

Classical conditioning - Stage 1

A

UCS -> UCR

NS -> no effect

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46
Q

Classical conditioning - Stage 2

A

NS paired closely in time with UCS that elicits an automatic/ reflexive response: UCR

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47
Q

Classical conditioning - Stage 3

A

CS (previous NS) elicits CR as a result of assocation with an UCS

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48
Q

UCS

A

upon presentation evokes response called UCR

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49
Q

NS

A

initially evokes no response when presented alone

paired continuously with UCS

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50
Q

Eventually NS becomes?

A

CS once it produces a CR

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51
Q

Forward, delayed conditioning

A

NS onset before UCS onset (0.5 seconds)

most efficient conditioning

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52
Q

conditioning is said to occur when …

A

CR appears before UCS onset

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53
Q

3 phases of Classical Conditioning

A

acquisition
extinction
spontaneous recovery

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54
Q

Acquisition

A

gradually learn/acquire CR

as CS + UCS are paired over and over again, CR increases progressively

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55
Q

Extinction

A

(when UCS no longer follows CS, strength of CR decreases to zero)
CS alone and CR declines

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56
Q

Spontaneous Recovery

A

CR reappears are period of delay even when UCS is still not presented
- less intense, return to baseline faster

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57
Q

Stimulus Generalization

A

process by which CS similar but no identical to original CS elicit CR

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58
Q

Stimulus Discrimination

A

process by which organisms display less pronounced CR to CS that differ from original CS

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59
Q

Generalization Gradient

A

stimuli closer to the CS produce a higher probability of a CR

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60
Q

Conditioned emotional responses

A

emotional response that results from classical conditioning and VERY resistant to extinction

usually from association with NS with painful/fearful experience

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61
Q

Fetish

an example of?

A

unusual sexual attachment to objects

Conditioned emotional response

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62
Q

Conditioned fear Response

example

A

phobias - unreasonable fear of objects or situations

(classical conditioning

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63
Q

Operant Conditioning

A

learning controlled by consequences of organisms behavior

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64
Q

Law of Effect

A

if a response in the presence of a stimulus leads to satisfying effects, the association between the stimulus and response is strengthened

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65
Q

Operant Conditioning

3-term contingency:

A

1) discriminative stimulus: sets the occasion for a response
2) operant behaviour: response
3) consequence: contingency of behaviour

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66
Q

Operant Conditioning

What determines behavior?

A

consequences of S-R relationships

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67
Q

reinforcement occurs when

A

an event following a response INCREASES an organism’s tendency to make the same response in the presence of the stimulus in the future

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68
Q

punishment occurs when

A

an event following a response DECREASES an organism’s tendency to make the same response in the presence of the stimulus in the future

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69
Q

positive reinforcement:

A

discriminative stimulus increases frequency of behaviour:

presentation of appetitive (+) stimulus or + stimulus

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70
Q

negative reinforcement:

A

discriminative stimulus increases frequency of behaviour:

removal of an aversive(-) stimulus or - reinforcer (consequence)

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71
Q

positive punishment:

A

discriminative stimulus decreases frequency of behaviour:

presentation of an aversive stimulus or punisher (consequence)

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72
Q

negative punishment or response cost:

A

discriminative stimulus decreases frequency of behaviour:

removal of an appetitive stimulus

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73
Q

Frequency of behaviour

1) reinforcement
2) punishment

A

1) increase

2) decrease

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74
Q

how is behaviour influenced?

1) reinforcement
a) +
b) -
2) punishment
a) +
b) -

A 
1.
a) + stimulus presented
b) - stimulus removed 
2.
a) - stimulus presented 
b) + stimulus removed
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75
Q

shaping (acquisition)

A

the reinforcement of closer and closer approximations of a desired response

(conditioning target behavior by progressively reinforcing behaviors that come closer and closer to target)

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76
Q

extinction

A

behaviour decreases because the reinforcer or behavioural contingency is removed

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77
Q

resistance to extinction occurs when ?

A

responses persist without reinforcement

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78
Q

generalization and discrimination occur with respect to the?

A

discriminative stimulus

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79
Q

primary reinforcers and punishers:

A 
item or outcome that naturally increases target behavior 
biological needs (food, pain, fear)
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80
Q

conditioned reinforcers and punishers: (secondary)

A

become associated with primary needs (money, flashing light of police car)
- mechanism of association is CLASSICAL conditioning
(neutral object that becomes associated with primary reinforcer)

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81
Q

Schedules of Reinforcement

- Continuous

A

reinforce behavior every time it occurs

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82
Q

Schedules of Reinforcement

- Intermittent

A

reinforce responses only some of the time

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83
Q

(2) types of INTERMITTENT reinforcement

A

Interval

Ratio

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84
Q

INTERMITTENT reinforcement

1) Interval
2) Ratio

A

1) reinforcement based on intervals of time

2) reinforcement provided after a certain # of responses

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85
Q

fixed ratio:

A

pattern in which we provide reinforcement after a fixed number of non-reinforced trials (FR-10, after every 10 responses, FR-1 is continuous)

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86
Q

variable ratio:

A

pattern in which we provide reinforcement after unpredictable # of responses but on average occurs after some number of non-reinforced trials (VR-10, on average reinforcement once every 10 trials)

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87
Q

fixed interval:

A

reinforcement occurs for the first response that occurs after a fixed time interval has elapsed (FI-10, after every 10 minutes)

88
Q

variable interval:

A

reinforcement occurs for 1st response that occurs after an unpredictable time interval which varies around a predetermined average (VI-10, unpredictable but on average after every 10 minutes)

89
Q

fixed ratio:

A

high rate of responding, pause after reinforcement, low resistance to extinction

90
Q

variable ratio:

A

high rate of responding, no pause after reinforcement, high resistance to extinction

91
Q

Complex Behaviours (2)

A

Escape learning

Avoidance learning

92
Q

Escape Learning

A

response that decreases or ends aversive stimulation
(- reinforcement)
- turning on AC

93
Q

Avoidance learning

A

response that prevents aversive stimulation from occurring (resistant to extinction)
- turn on AC before room gets hot

94
Q

Stimulus Generalization:

a) In CLASSICAL conditioning:
b) in OPERANT conditioning:

A

a) elicitation of response by stimuli similar to original CS
b) the increased probability of responding in presence of stimuli similar to original

95
Q

Acquisition:

a) In CLASSICAL conditioning:
b) in OPERANT conditioning:

A

learning phase during which:

a) CR is established
b) operant response is established

96
Q

Extinction:

a) In CLASSICAL conditioning:
b) in OPERANT conditioning:

A

a) gradual reduction and eventual elimination of CR after CS is presented repeatedly by itself
b) gradual reduction and eventual elimination of operant response when reinforcement for that response is no longer presented

97
Q

Spontaneous Recovery

a) In CLASSICAL conditioning:
b) in OPERANT conditioning:

A

sudden emergence of extinguished
a) CR
b) operant response
are a delay following extinction

98
Q

Stimulus Discrimination

a) In CLASSICAL conditioning:
b) in OPERANT conditioning:

A

Displaying less pronounced response to stimuli that differ from original

a) CS
b) discriminative stimulus

99
Q

+ Reinforcement Example

A

completion of hmwrk assignments INCREASES when followed by praise

100
Q
  • Reinforcement Example
A

use of aspirin increases when followed by reduction of headache pain

101
Q

+ Punishment Example

A

nail biting decreases when followed by taste of bitter substance painted on nails

102
Q
  • Punishment Example
A

parking in a no parking zone decreases when followed by loss of money

103
Q

Schedule of Reinforcement

A

pattern of delivering reinforcement

104
Q

Two Process Theory

A

Classical + Operant Conditioning

105
Q

To explain persistance of anxiety disorder we need …

A

both Classical and Operant conditioninh according to Two-Process Theory

106
Q

Phobias are acquired how?

A

by means of CLASSICAL CONDITIONING

107
Q

Once phobias are acquired by means of CLASSICAL conditioning, how does OPERANT conditioning play a role?

A

they avoid feared stimulus
- negative reinforcement b/c reduction of anxiety when they avoid it
- extinction cant occur b/c person is never exposed to CS
-

108
Q

DIfference between Classical and Operant:

behavior

A

Classical: involuntary/reflexive
Operant: voluntary

109
Q

Two-Process Theory SUMMARY

A

Classical: CS -> CR (fear)

Operant: avoidance response - removes CR = (-) reinforcement

110
Q

conditioned flavor-aversion learning:

A

refers to fact that classical conditioning can lead us to develop avoidance reactions to taste of food

association of a substance’s flavor with illness

111
Q

Classical vs. Conditioned Flavor-aversion learning

  • # of trials
A

Classical - requires repeated pairing b/w CS and UCS

CFAL - typically requires only one trial to develop

112
Q

Classical vs. Conditioned Flavor-aversion learning

delay

A

CFAL - delay b/w UC and UCS can be as long as 6-8 hours

113
Q

Classical vs. Conditioned Flavor-aversion learning

  • specificity
A

CFAL - remarkably specific

- display LITTLE evidence of stimulus generalization

114
Q

Garcia and Koelling (1966)

helped to demonstrate?

A

biological influences on conditioned taste aversions

115
Q

Garcia and Koelling (1966)

- experiment

A

Rats
exposed to XRAYS which caused NAUSEA
- developed conditioned aversion to specific taste but not to specific visual/auditory stimuli

exposed to SHOCK
aversion to auditory/visual stimuli rather than taste

116
Q

Garcia and Koelling (1966) experiments showed that?

A

evolutionary preparedness to readily form some associations and not others

animals more easily develop conditioned aversions to stimuli that tend to trigger nausea in real world

117
Q

Wilcoxin, Dragoin and Kral (1971)

A

quail prepared for colour, not taste

118
Q

blocking:

A

a stimulus paired with a UCS fails to become a CS because it is redundant with an established CS

example:
if noise is paired with shock, and then we add in light with noise before shock, the light alone wont produce a conditioned response

119
Q

Blocking

conditioning is ___ and we ignore __ __

A

active

redundant info

120
Q

Blocking

evidence for __-__ interpretation of ___ conditioning

A

S-S

classical

121
Q

Blocking

connection b/w….

A

CS and mental representation of UCS (not CR)

122
Q

observational learning:

A

organism’s responding is influenced by the observation of others referred to as models

  • reinforcement/punishment experienced by others not you (you learn from their experience)
123
Q

observational learning:

what type of conditioning?

A

both classical and operant conditioning

124
Q

Procedure of:

Classical Conditioning

A

NS paired with UCS

125
Q

Procedure of:

Operant Conditioning

A

behaviour is followed by consequence of reinforcement or punishment

126
Q

Result of:

Classical Conditioning

A

NS becomes CS

and elicits CR

127
Q

Result of:

Operant Conditioning

A

behavior increases/decreases in frequency

128
Q

memory

A

process of retaining info over time

retention of info over time

129
Q

(3) major processes of MEMORY

A

1) encoding
2) storage
3) retrieval

130
Q

Encoding

A

translation of the physical stimulation into a cognitive code that is used by the memory system (usually requires attention)

131
Q

Storage

A

maintenance of cognitive codes in memory over time

132
Q

Encoding refers to process of …

A

getting info into our memory

133
Q

To encode something, we first must…

A

attend to it

134
Q

Storage refers to process of…

A

keeping info in memory

135
Q

How we store our experiences in memory depend on?

A

our interpretations and expectations of these events

136
Q

retrieval:

A

recovery of cognitive codes from memory (remembering)

reactivation or reconstruction of experiences from memory stores

137
Q

Free-recall Task

A

report as many items from a list of words in ANY order (that have been rehearsed aloud)

138
Q

Serial-position effect:

A 
consistent curve (U-shaped) observed for list recall (displays primacy&recency effects) 
- refers to findings that recall accuracy varies with items position on study list
139
Q

primacy effect:

A

tendency to remember items near the beginning of the list (recalled better than other items)

140
Q

recency effect:

A

tendency to remember items near the end of the list (are recalled better than other items)

141
Q

Sensory Memory

A

temporary storage of perceptual input for initial memory encoding
(brief storage of perceptual info before it is passed to short-term memory)

142
Q

Sensory memory

a) Encoding

A

a) modality specific (each sense has its own form of sensory memory)

143
Q

Sensory Memory

b) storage
c) retrieval

A

b) high capacity
very short duration (0.5-4 secs depending on modality)

c) attentional

144
Q

Decay

A

Memory fades with passage of time

145
Q

Interference

A

forgetting as a result of additional stimuli coming in

146
Q

(2) types of Sensory Memory

A

1) Iconic - visual SM

2) Echoic - auditory SM

147
Q

Working Memory

A

current processing and manipulation of cognitive codes (conscious processing)

(memory system that retains info for limited duration)

148
Q

Working Memory

a) Encoding

A

phonological - language based sounds

visual, spatial - images and objects location relative to each other

149
Q

Working Memory

b) storage

A

capacity: 5-9 items
duration: less than 30 secs w/o rehearsal

150
Q

Working Memory

c) retrieval

A

elaborative rehearsal - linking stimuli to each other in meaningful way to improve retention of info in STM

151
Q 
Working Memory
divided into (3) components:
A

articulatory rehearsal loop
visuo-spatial sketch pad
executive control system

152
Q

Working Memory

forgetting

A

interference/decay

153
Q

Long Term Memory

A

permanent memory of information represented in the brain

154
Q

Long Term Memory

a) encoding

A

several forms

155
Q

Long Term Memory

b) storage

A 
episodic
semantic 
procedural
capacity- unlimitied
duration - permanent
156
Q

1) episodic

A

chronological, temporally dated, recollections of personal experience (info about when you did things)
RECOLLECTION OF EVENTS IN OUR LIVES

157
Q

2) semantic

A

our knowledge about facts not tied to time

- facts of the world

158
Q

3) procedural

A

memory for actions, skills and operation

159
Q

Long Term Memory

c) retrieval

A

reconstructive - transforms recollections to fit our beliefs and expectations

160
Q

Long Term Memory

forgetting

A 
retrieval failure - cant access 
retrieval cues (hints that make it easier to recall info) can help
161
Q

good example of retrieval failure

A

Tip of the tongue phenomenon : forgotten info just out of reach

162
Q

interaction between systems occurs through __ ___ involving ___, ___ and ___

A

working memory
attention
retrieval
rehearsal

163
Q

Iconic and Echoic memory

- names reflect that the..

A

represenation is a raw sensory code

164
Q

working memory is ___ ___

A

current thinking

165
Q

Whole Report (WR)

A

identify all items
brief display
4-5 items on average

166
Q

Partial Report (PR)

A

identify subset of items cued after offset of display

- higher report at short cue intervals

167
Q

PR = WR report after …

A

about 0.5 sec

168
Q

PR cannot cue for category (letters vs #) so?

A

raw sensory

169
Q

Articulatory/Phonological Loop

A

part of working memory that deals with spoken and written material
- processing language based sounds

170
Q

Working Memory: Predominant memory code

A

phonological - rehearsal mechanism

171
Q

rehearsal based on neural mechanism referred to as

A

Articulatory/Phonological Loop

172
Q

Articulatory/Phonological Loop - mechanism

A

acoustic image from Wernicke’s area passed to Broca’s area for subvocal articulation which refreshes acoustic image and forms the loop

173
Q

Conduction Aphasia

A

connections between Wernicke’s and Broca’s areas damaged disrupting articulatory loop
- comprehension and talkin is fine, but cant repeat back what you say

174
Q

Working Memory also involves manipulation of

A

visually based representations

175
Q

Visual-Spatial Sketch Pad

A

proposed mechanism of working memory that utilizes visually based memory codes

176
Q

mental rotation tasks indicate that..

A

visual representations are manipulated in an analog fashion

177
Q

duration of codes in working memory less than …

Peterson & Peterson - 1959

A

30 sec without rehearsal

178
Q

Working Memory has capacity of __±__ slots of unrelated items

A

7±2

179
Q

chunking

involves?

A

involves combining information into meaningful units occupying only one slot

  • greater the semantic or rule integration with LTM the larger the chunks
180
Q

___ or ___ acts as the main mechanism of forgetting from working memory

A

displacement or interference

181
Q

what replaces existing contents of working memory?

A

thinking from one moment to the next

182
Q

Long Term Memory

generally assumed that increased ___ of items in working memory leads to ___ of material in __

A

rehearsal
encoding
LTM

183
Q

Craik and Lockhart (1972) pointed out another critical factor that leads to encoding of material in LTM
(other than REHEARSAL)

A

Type of rehearsal

Depth of Processing

184
Q

maintenance rehearsal:

A

rote repetition

185
Q

elaborative rehearsal and encoding:

A

integrating new information with existing information in LTM

186
Q

levels of processing theory:

A

deeper levels of processing result in longer lasting memory codes

187
Q

(3) levels of processing

1) Shallow
example?

A

1) (VISUAL) structural encoding (physical structure)

maintenance rehearsal

188
Q

(3) levels of processing

2) Intermediate

A

2) phonemic - focus on what word sounds like

189
Q

(3) levels of processing

3) Deep
example?

A

3) semantic - meaning of verbal input

elaborative rehearsal

190
Q

Hyde and Jenkins (1969)

A

asked participants to study list of words by
shallow (count letters)
or deep (rating pleasantness of word) processing , and others asked to memorize for recall
- surprise recall test: shallow < deep = memorize

191
Q

retrograde amnesia:

A

loss of memory for events PRIOR to occurrence of head trauma

192
Q

anterograde amnesia:

A

loss of memory for events AFTER occurrence of head trauma

193
Q

HM

A

no memories since 1953 (anterograde)
removal of hippocampus to relieve epileptic seizures
normal workin memory
has IMPLICIT but not EXPLICIT memory

194
Q

Explicit memory

A

Intentional (conscious) recollection of previous experiences

- recall, recognition

195
Q

Examples of Explicit memory

A

Semantic

Episodic

196
Q

Implicit memory

A

incidental, unintentional (unconscious) remembering

- word fragment, word stem

197
Q

Examples of Implicit memory

A

Procedural

198
Q

Explicit and Implicit

Amnesic vs Normal

A

explicit: control > amnesic
implicit: control = amnesic

199
Q

Graf and Mandler (1984)

A

study 6-letter word lists by

  • counting # of letters
  • evaluate likeability of each word

Stem completion task ( DEF _ _ _)

  • use as a cue to remember words
  • report 1st words that come to mind
200
Q

Graf and Mandler (1984) studies show that (2)

A

depth influences explicit, not implicit

shallow processing: implicit > explicit

201
Q

Declarative Memory

A

factual information based upon intentional retrieval (explicit)

202
Q

(2) types of declarative memory

A

semantic memory: encyclopedic-> facts, conceptual information, vocabulary

episodic memory: autobiographical -> life experiences, temporal

203
Q

___and __ interact in forming explicit memories

A

semantic and episodic

204
Q

procedural memory:

A

skills and rules memory, primarily automatic or unintentional, implicit retrieval

anterograde amnesics learn new skills without awareness
earlier memory system

205
Q

encoding specificity:

A

how we encode information determines our ability to retrieve it later

example:
during encoding, emphasis was on sound: sound retrieval cue

206
Q

LTM is ___ dependent

A

context

207
Q

encoding efficiency reliant upon __

A

context

208
Q

retrieval efficiency reliant upon …

A

match of cues to the memory code

209
Q

good retrieval cues are…

A

consistent with the original encoding

210
Q

tip-of-the–tongue phenomenon:

A

experience of knowing that we know something but being unable to access it

solved about 50% of the time, reflects the importance of appropriate retrieval cue

211
Q

context dependent memory

Godden & Baddeley (1975)

A

superior retrieval when external context of original memories matches retrieval context

(powerful effect of reinstating context of encoding for successful retrieval)

212
Q

state-dependent memory:

A

improved recall when emotional state between encoding and retrieval matches

213
Q

flashbulb memories

A

emotional memory that is extraordinarily vivid and detailed
episodic memory vividness associated with an emotional event
(vividness/confidence doesnt reflect accuracy)

214
Q

Reconstructive Remembering:

A

recall from long-term memory involves a process of reconstruction involving current knowledge and biases

(understanding of world now influences recollection of past memories)

215
Q

Loftus & Palmer 1974

A

subjects viewed event
exposed to information about event (some of which is misleading)
recall one week later: : speed estimates related to the force of impact suggested by the verb

216
Q

Loftus & Palmer 1974

A

subjects viewed event
exposed to information about event (some of which is misleading)
recall one week later: : speed estimates related to the force of impact suggested by the verb

217
Q

misinformation effect:

A

reconstructive distortions of memory occur in the presence of misleading cues

PSYCH 102 (4 decks)

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