Quiz 2 Flashcards

Question

Dichotic Listening

Answer 1

- people cannot recall the semantic content of the ignored channel but are aware of changes in physical features (e.g. pitch)

Answer 2

exception of dichotic listening- your name or other meaningful words

Answer 3

- we block unattended inputs with a filter: blocks potential distractors, attended inputs are not filtered out

Answer 4

- explain how we inhibit new or unexpected distractors - explain how we promote the processing of desired stimuli

Answer 5

the failure to see a prominent stimulus, even if one is staring at it - the object their eyes are focused on can change shape (central object), it changes and goes back quickly, so most people fail to notice

Answer 6

the inability to detect changes in a scene despite looking at it directly - affected by age, cloudy mind, etc.

Answer 7

a failure to perceive the stimulus (early selection hypothesis) a failure to remember the stimulus (late selection hypothesis)

Answer 8

- only the attended input is analyzed and perceived - unattended information receives little or no analysis (never perceived)

Answer 9

- all inputs are analyzed - selection occurs after analysis selection may occur before consciousness or later (unattended information might be perceived, but is then forgotten)

Answer 10

- electrical brain activity for attended inputs differs from activity for unattended inputs within 80 ms. - no way that it can be entirely processed in this little time- selection can happen

Answer 11

- stimuli that are not attended to can nevertheless affect the perception - example: two black lines, with the arrows going different ways, one is viewed longer than the other

Answer 12

Selective attention biases the competition in favour of one stimulus over the others biased competition can occur due to bottom-up selection (what am i seeing) and/or top-down selection (is that something i have seen before)

Answer 13

the brain processes sensory information and uses clues to understand stimuli

Answer 14

our brain utilizes existing knowledge and expectations to interpret new sensory information

Answer 15

expectation or experiences priming repetition priming expectation-driven priming

Answer 16

our expectations and experiences can prime the appropriate detectors (specific stimulus, the input channel, etc.)

Answer 17

priming produced by a prior encounter with the stimulus (bottom-up

Answer 18

detectors for inputs you think are upcoming are deliberately primed (top-down)

Answer 19

your ability to focus on a specific location in space

Answer 20

- endogenous or exogenous (arrow-choice vs. box lit up-grabs your attention) - valid or invalid

Answer 21

- no cue- fast response - valid cue- even faster - invalid cue- much slower

Answer 22

- shows how space-based attention can become object-based - first, only report seeing red, the patient watches it switch, the patient can then see both sides

Answer 23

none- already highly active

Answer 24

- unexpected things suffer - requires mental resources - you have dedicated mental resources to other things, you need to readjust - this reveals the presence of a limited-capacity system

Answer 25

- can be moved anywhere in the visual field - scope can be widened or focused (has implications for what is enhanced or suppressed)

Answer 26

- attention can move independent of the eyes - its effects are faster than eye movements - overt vs. covert attention

Answer 27

attention aligns with eye movement

Answer 28

paying attention to things you are not looking at

Answer 29

- eye movements (free examination, materials, ages, etc.) you will look different places depending on the goal

Answer 30

spotlight metaphor is too simplistic for what we actually do - orienting system, alerting system, and executive system

Answer 31

- moving attention - disengage attention from one target, shift attention to a new target, engage attention on the new target

Answer 32

- maintaining attention - maintain alert state in the brain

Answer 33

- control voluntary actions

Answer 34

incorrectly bind: was there a black vertical line? may say yes due to conjunction error, attention allows for us to bind both correct and incorrect features together

Answer 35

pre-attentive stage and focused attention stage

Answer 36

- parallel processing of the stimulus - efficient - all you need is to look at the screen- one red, it would pop out, not turning on attentional spotlight

Answer 37

- expectation-based priming created processing advantages for the stimulus (wheres waldo) - adding more dimensions- more careful attention- focus attention and develop expectation- scan the screen

Answer 38

- task switching is divided attention - the skill of performing multiple tasks simultaneously - limited by availability and overlap of the mental resources

Answer 39

repeat what you heard: a lot of errors, same language processing centre, auditory information shown words: fewer errors, less overlap, auditory and visual pictures- even fewer errors

Answer 40

important how new a task is, cognitive demand, if you practice it requires less attention

Answer 41

- missed more lights when on phone

Answer 42

- slower reaction time when on phone

Answer 43

- less successful simple highway navigation when on the phone than with someone in the car

Answer 44

the mental resources and processes that are used to set goals, choose task priorities, and avoid conflict among competing habits or responses

Answer 45

- tasks will interfere with each other if their combined demand for a resource is greater than the amount of the resource that is available - between-task interference increased as task similarity increased - interference is also evident even when concurrent tasks are quite different

Answer 46

- practiced skills require fewer resources or less frequent use of resources - well-practiced tasks lead to automaticity - e.g. stroop interference can be reduced with practice

Answer 47

- leads to a decrease in interference between tasks - reduces (diminished) need for executive control

Answer 48

incoming information- sensory memory- short-term memory (maintenance via rehearsal or lost)- long-term memory- short-term memory (retrieval)

Answer 49

Example: view word grid for 50 ms, then recall each letter freely, or instructed to recall a specific row we know it exists, but it is not really that important to our study

Answer 50

- should instead be called working memory - a dynamic form of short-term storage - better undertstood as a status or activity rather than a place

Answer 51

duration: temporary, fragile capacity and size: limited ease of entry: relatively easy ease of retrieval: relatively easy

Answer 52

duration: long-lasting, enduring capacity and size: enormous ease of entry: effortful ease of retrieval: can be difficult, slow, and unsuccessful

Answer 53

- recency and primacy effect - we should be able to manipulate working memory or long-term memory separately

Answer 54

last few items are still in working memory at time of recall

Answer 55

opportunity for memory rehearsal increased chances of transfer to long-term memory

Answer 56

no longer have recency effect

Answer 57

if you give people more time to rehearse the words, they are more likely to remember them

Answer 58

- used whenever multiple elements or ideas are combined or compared in mind - individuals can differ in working memory capacity - digit-span task revealed a 7+/-2 chunk capacity (can mean different things for different people, e.g. phone number in three sets of digits) - operation span task assess working memory capacity while its working- more accurate and correlates with lost of interesting metrics. (using appropriate measures, reading, operation, problem solving, etc.) - some of us can work on our memory more better than others

Answer 59

two types of rehearsal: maintenance and relational

Answer 60

repetition- reading over and over

Answer 61

thinking about the meaning of words, and connections, taking information and situating it with information already in the long-term memory - far superior to maintenance

Answer 62

shallow and deep

Answer 63

superficial engagement with the material no meaning, only physical characteristics e.g. is the word DOG in capital or lower-case letters?

Answer 64

requires thinking about the meaning of the material e.g does the word dog fit in the sentence "he walked his___."?

Answer 65

- doesnt matter- if you are giving them a test, pure awareness of the fact of being tested or the attention of learning them makes no difference- intentional surprise test- incidental learning

Answer 66

more connections- more pathways to specific memory Attention to meaning involves thinking about relationships - ROY G BIV- mnemonics- strategies to enhance our memories based on superficial aspects of the word

Answer 67

- not easily separable - effective learning depends on how the information will later be retrieved - new learning is grounded in previously learned (stored) knowledge

Quiz 2 Flashcards

(91 cards)