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PSY2002 SEMESTER 2 > PSY2002 SEMESTER 2 - WEEK 2 > Flashcards

PSY2002 SEMESTER 2 - WEEK 2 Flashcards

(66 cards)

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1
Q

define Spearmans original concept of general intelligences, and then how this was developed (Hebb + Cattells)

A

performance on all cognitive tasks stems from a single factor, “g”
moved away from 1 general factor, onto crystallised + fluid intelligence

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2
Q

whats crystallised intelligence

A
  • putting learned knowledge to use correctly, (vocab, knowing game rule, sport, running statistical tests)
  • applying technique you have practiced before, and any situations where you are applying previous knowledge and experience to a task
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3
Q

whats fluid intelligence

A
  • ability to reason through and solve novel problems, requiring understanding of rules (crystallised knowledge) but adaptive understanding to create solutions to novel issues
    (interpreting finding from statistical test, winning a board game)
  • fluid intelligence combined with WM important for acquisition of info
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4
Q

give an example of fluid intelligence

A

interpreting finding from statistical test, winning a board game

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5
Q

give an example of crystallised intelligence

A

vocab, knowing rules of a board game or sport, running statistical tests

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6
Q

what is STM and miller main finding

A

magical number 7, memorising series of letters in sequence

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7
Q

how can STM capacity be boosted

A

active rehearsal, chunking

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8
Q

what did Cowan find regarding WM capacity - magical number 4

A

only representations in focus of attention are available to conscious awareness and report
4 +/-1
set size effect

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9
Q

what is set size effect

A

bigger set mean it harder to recall items in order that they’ve been seen

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10
Q

name 2 ways executive attention are employed by

A

maintenance, disengagement

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11
Q

what is maintenance as a method to employ executive attention

A

focusing attention, reduce likelihood relevant info is lost via interference

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12
Q

what is disengagement as method to employ executive attention

A

removing irrelevant info from active processing which also reduce interference by decreasing probability that person will fixate on irrelevant info

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13
Q

what can individual differences in WM capacity by large explain by - regarding attention

A

diff in ability to use attention to gain relevant info even when outside of conscious awareness - individual who can consistently focus attention on goal-relevant info remember more item
strong evidence from rel between WM capacity and attention control (ability to engage in controlled behaviour and not reflexive)

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14
Q

what can individual with a low WM capacity have issue with

A

emotion control, stereotype threat susceptibility, mind wanderings

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15
Q

name 3 hypotheses of explaining WM capacity

A

decay, interference, and resource

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16
Q

outline hypothesis 1 - decay for explaining limits of WM capacity

A

WM representations decays rapid over time
with capacity as how much info can be restored via 2 mechanisms of rehearsal and refreshing

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17
Q

what is time-based decay

A

representations in WM get weaker over time, rehearsal prevents forgetting

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18
Q

what is rehearsal as WM capacity maintaining mech

A

subvocally repeat memoranda to maintain them

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19
Q

what is refreshing as mechanism for maintaining WM capacit

A

think of memoranda to keep memory traces active

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20
Q

what is weakness of hypothesis 1 decay for WM capacity

A

not only time alone, but processes that it correlates with

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21
Q

outline hypothesis 2 - interference for explaining limits of WM capacity

A

WMs limited by mutual interference between representations, including transience
proactive/retroactive interference

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22
Q

what is proactive interference

A

older memories impair retrieval of new memories

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23
Q

what is retroactive interference

A

new memories impair retrieval of older memories

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24
Q

name 3 types for interference

A

confusion, superposition, overwriting

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25
define confusion interference
confusing position or understanding of what/where item is, for different item
26
define superposition interference
similar items/similar location results in average of two things
27
define overwriting interference
similar items (cat, bat, mat) shows decline in performance in being able to report back, as items overwrites each other
28
outline hypothesis 3 - resource for explaining limits of WM capacity
WM capacity determined by limited quantity of resource that enables holding representations available with resource allocated either discrete or by continuous way
29
outline discrete allocating of resource
allocation of resource to limited number of items, with no info stored about additional items
30
define continuous allocating of resource
equal spread of resource among all items, with fewer resource per item for larger arrays
31
name 2 key resource model
slot model, flexible-resource models
32
what do resource model suggest a resource are
limited quantity that enables cognitive function or process, such that it's probability of success increase larger amount of resource assigned to it
33
what is slot model (resource)
resource distributed in discrete units (defining number of items one can store) ie; egg-carton metaphor quality of retained representations is not perfect, but sufficiently high
34
what is flexible-resource models
resource distributed flexible allowing for small number high quality object, or high number of low quality object ie; memory drive metaphor
35
so which hypothesis explains set-size effect and item complexity for WM capacity
resource, and not decay
36
so which hypothesis explains set-size effect when delay is 0 for WM capacity
resource and interference ,not decay
37
so which hypothesis explains domain specificity for WM capacity
decay, resource + interference
38
so which hypothesis explains cross-domain set-size effect for WM capacity
decay and resource
39
so which hypothesis explains heterogeneity benefit for WM capacity
interference, not decay and resources
40
how can reading span be used as measuring WM (complex span tests)
read aloud sentences, at end of set recall last word of each sentence in set
41
how can comprehension span be used as measuring WM (complex span tests)
read sentences, recall last word of each in given set size but instead of reading aloud make a sensibility judgement, requires deeper thinking about meaning of sentence
42
how can operation span be used as measuring WM (complex span tests)
read aloud 2-step math problem + indicate if solution correct, then word presented and at end of set, recall as many words from set as can = domain-independent measure, closely relates with language processing
43
how can spatial span be used as measuring WM (complex span tests)
series of letters shown which are rotated, indicate if letter are normal/mirror reversed after set indicate where top of letter is in set by point to predetermined set of locations = retention component - in VSS
44
how can n-back span be used as measuring WM (complex span tests)
view series of items, indicate if same as one 'n' back (yes/no) = require ppt to keep certain number of items in WM higher FI less prone to false alarm < low FI, due to being able to disengage with out of date info
45
compare WM capacities in different populations of age
WM capacity tends greater in older>younger children, YA>OA, healthy>frontal lobe damaged individual
46
why is WM variation measurements importants
correlate with complex cog activity= reading comprehension, reasoning, problem solving
47
what can WM capacities help predicts
cognitive development, individual differences in intellectual abilities
48
what other abilities variation can WM variations correlates with
reasoning, vocab learning, storytelling, reading, attention
49
name 2 method for measuring diff variation
letter updating task task impurity problem
50
what is letter updating task? (measuring variation method)
present different letter, constant and always remember the last 3 letter
51
what is task impurity problem? (measuring variation method)
any task that assesses cog ability, will also demand other abilities that are needed to process structure and materials of task
52
outline Miyake & Friedman's (2000, 2012) into task impurity problems
latent-variable modelling= select multiple tasks that seem different on surface but capture same target ability statistically extract what is common among those tasks and assess this as measures target ability
53
summarise executive attention hypothesis (2 systems, etc..)
executive attentions key to success, 2 systems with a single top-down executive attention system underlying WM, reasoning-task performance
54
in executive attention hypothesis whats system 1
system 1- quick, easy access to all info that you know
55
in executive attention hypothesis whats system 2
system 2- controlled, effortful processing of info (attention control system)
56
summarise role of executive attention for WM task
maintain access to relevant info and append new info to list, disengage from and suppress outdated info from previous trials
57
outline role of executive attention in reasoning task
maintain problem, allow systematic hypothesis testing, then disengage from outdated hypotheses and prevents returning to them
58
what does executive attention hypothesis propose regarding WM capacity, reasoning ability
WM capacity and reasoning abilities both arises from limited executive attention people with better executive attention will perform better in WM, reasoning, other similar task
59
whats issue of executive attention hypothesis
executive attention tasks dont correlate well- difficult direct test hypothesis
60
summarise what binding hypothesis propose
system for rapid formation of temporary bindings underlies both WM, reasoning task performances binds WM info to relevant context into novel structure- aid reasoning
61
apply binding hypothesis to WM task
remember R as position 1, B as position 2, K as pos 3 = bind to context or position
62
apply binding hypothesis to reasoning task
bind understanding to semantic space, relative to a meaning thats presented to construct matrix of what we can expect to be outcomes
63
what are bindings, in binding hypothesis
temporary link of content representations to places in a mental coordinate systems
64
what is WM capacities limit, in binding hypotheses
number of bindings maintained: arises from interference between bindings
65
what does binding hypothesis suggest about people that suffers less interference?
can build more complex structural representations, so will perform better in WM, reasoning, other similar task
66
give issue for bindings hypothesis
bindings may be constructed and maintained with help of executive attention, making it difficult to directly test this hypothesis against executive attention hypothesis, more researchs needed to answer q why diff in WM capacities

PSY2002 SEMESTER 2 (9 decks)

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