Test 1 Flashcards
(70 cards)
1
Q
What is cognitive psychology?
A
the scientific study of mental processes
2
Q
Everyday examples of cognitive processes
A
perception, paying attention, remembering, visualizing, problem solving
3
Q
Behaviorism
A
focuses on finding the connections between stimuli and response to stimuli
4
Q
How do we measure the mind?
A
mental responses are not measure directly, inferred through participant behavior such as reaction time
5
Q
Learning w/o responding
A
learn to respond to stimulus that is presented repeatedly without change
6
Q
Learning w/o reinforcement
A
learning can occur without reinforcing behaviors
7
Q
Tolman’s cognitive maps
A
rat maps and which path they will choose based on reinforcement
8
Q
Lashley’s contribution to decline of behaviorism
A
complex behaviors need to be planned in advance
9
Q
Chomsky’s contribution to decline of behaviorism
A
stimulus-response explanation for language, stimulus has no inherent meaning and meaning responses are possible
10
Q
Computer metaphor
A
process information in stages, behavior influenced by “hardware” (biological/genetics) and by “software” (strategies/processes)
11
Q
“New” research techniques
A
- infer mental activity away from behavior
- look at reaction times/forget rates
12
Q
Information process
A
- computer metaphor
- behavior - influenced by “hardware” (biological/genetics) and by “software” (strategies/processes)
13
Q
Process model
A
describe flow of info/relationship between processes
14
Q
Structural model
A
represent physical structure
15
Q
Research process
A
- what is known
- ask questions
- design experiments
- obtain/interpret results
- use results as base for new research questions/experiments
16
Q
Myth of total study time
A
- told to spend x amount of time to study
- not been told what to do during this time
- lots to learn but little instruction on how to learn
17
Q
Why rereading does not work
A
- gives rise to feelings of fluency that are taken to be signs of mastery but is waste of time
- time consuming, does not result in durable memory, self-deception
18
Q
Why massed practice is bad for you
A
- gives rise to feelings of fluency that are taken to be signs of mastery but is waste of time
- time consuming, does not result in durable memory, self-deception
19
Q
Illusion of familiarity
A
- fluency gives false sense there is comprehension of underlying content
- does not give good sense of being accurate in judgment of what you know and don’t know
20
Q
Testing as learning tool
A
- involves active retrieval
- two benefits, tells you what you know/don’t know and recalling what you learned causes brain to reconsolidate memory which strengthens it
21
Q
Reflection as practice
A
- involves several cognitive activities that lead to stronger memory
- retrieve knowledge and earlier training from memory
- connect these to new experiences
- visualize and mentally rehearse what you may do differently next time
22
Q
Testing effect/testing as a learning tool
A
- power of retrieval as a learning tool
- common form = measure learning and assign grades
- repeated retrieval can embed knowledge and skills that they become reflexive
23
Q
Study strategies (list)
A
- calibration
- elaboration
- mnemonic device
- interleaving
- generation
- retrieval practice
- reflection
- spacing
24
Q
Retrieval practice
A
- self quizzing
- retrieving knowledge and skill from memory
25
Spacing
- schedule self-quizzing where time passes between study sessions
- studying info more than once but leaving time between practice sessions
26
Interleaving
- studying more than one item at a time/mixing items out of order
- mix around chapters/combine flashcards of different topics
27
Elaboration
- finding new layers of meaning in new material
- relating material to something you already know, explaining it to someone else in your own words
28
Generation
- attempt to answer a question before answer is shown
- fill in missing word in text, fill in the blank
29
Reflection (RP+ elaboration)
- taking a few minutes to review what has been learned in experience/class
- taking time after class to write down everything that you can remember that was learned that day
30
Calibration
- using objective instrument to measure your sense of what you know to reality
- pre-test
31
Mnemonic devices
- handy ways to store info
- PEMDAS
32
Sensation
elementary, raw, unprocessed components of an experience
33
Perception
- collection of processes that arrive at a meaningful interpretation of sensations
- conscious experience resulting from stimulation of senses
34
Inverse projection problem
- Determine object responsible for particular image on retina
- start with image and extend out to source of image
35
Hidden/blurred objects
people can identify objects obscured/incomplete/blurry
36
Issues of viewpoint
viewpoint invariance - can we determine something from any vantage point
37
Scene complexity
scenes are complex/require context to be fully understood
38
Direct perception theory
- bottom up
- perception comes from stimuli
- part identified and put together = recognition occurs
39
Constructive perception theory
- top down
- people actively construct perceptions using info based on expectations
40
Gestalt Principles
- "built in" principles
- determined by specific organizing principles
- experience can influence but not key driver
41
Gestalt Principles (list)
- good continuation
- pragnanz/simplicity
- closure
- proximity (element connectedness) (common region)
- similarity
- law of common fate
42
Good continuation
lines tend to be seen as following smoothest path
43
Pragnanz/simplicity
Every stimulus pattern is seen so the resulting structure is as simple as possible
44
Closure
When figure has gap/missing border we perceive it as a whole object
45
Proximity
Elements that are near each other tend to be grouped together
- element connectedness
- common region
46
Similarity
similar things appear grouped together
47
Law of common fate
elements that move together are grouped together
48
Bayesian inference
estimate probability of given outcome influenced by
- prior probability
- likelihood of given outcome
49
Learned assumptions (list)
- oblique effect
- light-from-above assumption
- figure-ground separation
- shape and color constancy
- depth cues
50
Oblique effect
horizontals and verticals are more easily perceived
51
Light-from-above assumption
- we assume light comes from above
- perceive shadows as specific information about depth/distance
52
Figure-ground separation
object in foreground assumed to be figure
53
Shape and color constancy
we assume shapes/colors in environment are constant
54
Depth cues
things farther away thought to be smaller and vice versa
55
Global v. local
global - more general/big picture
local - more detail oriented
56
Navon study (global v local)
task - indicate target which comparison stimulus is "most like target"
global - left stimulus
local - right stimulus
Results
- UK participants: global 86%
- Himba participants: local 77%
57
Semantic assumptions
- meaning of given scene is related to what happens within the scene
- characteristics associated with functions carried out in different types of scenes
58
Price of assumptions
inappropriate interpretations of physical reality
59
Strong synesthesia
- rare
- input to one sensory modality produces experience in another
- perceptual processing
60
Weak synesthesia
- common
- result of experience which leads us to associate stimuli together
61
The McGurk effect
simultaneous presentation of an auditory stimulus and a visual stimulus that leads to a blended perception
- laurel/yanny
62
Ventrioloquism
"sound" perceived as coming from visual display
63
Marimba Study
musician playing single note on marimba
- video showed short/long note to respective groups
- no video shown to another
- no video = notes judged to be same length
- video = notes judged according to if long/short not was seen
64
Wine Study
White and white wine-colored red
describe smell of wine = described white wine-colored red with adjectives for red wine
65
Mirror therapy
- vision and touch
- phantom limb - use mirror to "replace" missing limb so brain thinks it is still there
66
General theory of perception
- perceptual systems are designed to help us perform successfully in the world
- what we see is determined by our ability to perform relevant actions on what we see
67
Why did perception evolve?
- maximize survival en route to reproduction
- allow for efficient use of energy
- perception is really about enabling us to act on the world
68
Hill slant studies
- task: estimate slant of two hills - before and after rigorous run
- 3 conditions: verbal (say degree), visual (device), haptic (device)
69
Back pain + distance studies
- estimate distance from various traffic cones
- results: chronic pain sufferers judged distances to be longer than those without chronic pain
70
Putting studies
- easy and difficult putts
- easy putts estimated hole to be bigger
- negative correlation between estimated hole size and golf score
