Brainscape's Knowledge GenomeTM

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


See full index

learning and cognition > test 3 > Flashcards

test 3 Flashcards

1
Q

elaboration

A

the meaning of a particular concept and relating it to prior knowledge and interconnected concepts already mastered

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

distinctiveness

A

one memory trace should be different from all other memory traces people tend to forget info. if it’s not different from other memory traces in their LTM

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

self-reference effect

A

you enhance LTM by relating it to your own experiences

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

encoding specificity

A

recall is often better if the context at the time of encoding matches the context at the time when your retrieval will be tested

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

total time hypothesis

A

the amount of info. you learn depends on the total time you devote to learning

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

distributed-practice effect

A

you will remember more material if you spread your learning trails over time (spaced learning) you’ll remember less if you try cramming by learning all the material at once (massed learning)

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

desirable difficulties

A

a learning situation that is somewhat challenging but not to difficult

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

testing effect

A

being tested on material also increases memory for information helps to boost your long-term recall

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

mnemonics

A

mental strategies designed to improve your memory

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

mnemonics using imagery (keyword method)

A

you identify a keyword that sound similar to the new word you want to learn, then you create a mental image that links the key word to the new word. Can be used to remember names

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

memory strategy

A

when you preform mental activities that can help improve your encoding and retrieval most help you remember something you learned in the past

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

divided attention

A

when you try to pay attention to 2 or more simultaneous messages, responding appropriately to each message, both your speed and accuracy suffer

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

levels-of-processing

A

you will recall information more accurately if you process it on a deep level rather than a shallow level

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

mnemonics using organization

A

try to bring systematic order to the material you want to learn uses deep processing to sort items into categories

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

chunking

A

when we combine several units into larger units, eases the demands on working memory

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

hierarchy

A

a system where you arrange items in a series of classes from the most general to the most specific

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

narrative technique

A

making up stories that link a series of words together

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

first letter technique

A

you take the first letter of each word and then compose a word or a sentence from those letters like ROY G. BIV for the colors of the rainbow

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

prospective memory

A

when you remember you need to do something in the future

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

mental imagery

A

refers to the mental representation of stimuli when those stimuli are not physically present in the environment relying upon LTM to create internal mental images

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

visual imagery

A

mental representation of visual stimuli

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

auditory imagery

A

the mental representation of auditory stimuli

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

mental rotation of images

A

Shepard and Metzler’s research - showed that more reaction time is needed to rotate an object 160 degrees rather than rotating it a mere 20 degrees

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

analog code

A

a representation that closely resembles a physical object

mental imagery is a close relative of perception

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

propositional code

A

an abstract, language-like representation
storage is neither visual or spatial and it does not physically resemble the original stimuli
mental imagery is a close relative of language

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

Stephen Kosslyn

A

one of the most important researchers in the field of mental imagery

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

distance and shape effects on visual imagery

A

Kosslyn and colleagues showed that people took a long time to scan the distance between 2 points on a mental image of a map that they created.
people quickly scanned the distance between 2 nearby points on a mental image of that map (1978)

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

visual imagery and interference

A

your mental image can interfere with an actual physical image

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

episodic memory

A

focuses on your memories for events that happened to you personally, includes events from 10 years to 10 minutes ago

30
Q

semantic memory

A

your organized knowledge about the world, including your knowledge of words and other facts

31
Q

explicit memory tasks

A

you are asked to remember some information that you previously learned
tests your memory directly
most common test is recall
includes recognition tasks in which you must identify which items on a list have been presented at an earlier time –directly instructs participant to remember information

32
Q

implicit memory tasks

A

tests your memory indirectly
shows the effects of previous experience that creep out automatically– during your normal behavior
asks people to perform a cognitive task that does not directly ask for recall or recognition

33
Q

autobiographical memory

A

your memory for events and issues related to yourself

34
Q

sensory memory

A

large - capacity storage system that records information from each of the senses with reasonably accuracy

35
Q

schema

A

your general knowledge or expectations, which are taken from your past experiences with someone or something the gist of the situatiom

36
Q

consistency bias

A

how we tend to exaggerate the consistency between our past feelings and beliefs and our current viewpoint

37
Q

source monitoring

A

the process of trying to remember the origin of a particular memory

38
Q

reality monitoring

A

when you try to determine if an event really happened or if you just imagined it

39
Q

flashbulb memory

A

your memory for the circumstances in which you first learned about a very surprising event
such as hearing about JFK of 9/11
term first introduced by Roger Brown and James Kulik (1977)

40
Q

eyewitness testimony

A

requires people to remember specific details about people and events, mistakes are likely

41
Q

3 influences on eyewitness testimony

A

1) people have trouble recognizing a person from another ethnic group 2) memory schemas can alter a witness’s testimony 3) people may believe they really witnessed something when it has been suggested to them in a different situation

42
Q

post-event misinformation effect

A

when people are given misleading information about an event, later on they recall the misleading information, rather than the actual event

43
Q

retrograde amnesia

A

a loss of memory for events that occurs before the brain damage

44
Q

anterograde amnesia

A

loss of the ability to create new memories for events that have happened after the accident

45
Q

amnesia

A

people have severe deficits in their episodic memory

usually stems from brain damage

46
Q

H.M.

A

had surgery for epilepsy
after could not learn or retain new memories
did have memories of before surgery

47
Q

hippocampus

A

a structure underneath the cortex that is important in many learning and memory tasks

48
Q

proactive interference

A

when you have trouble recalling new material because of previously learned old material keeps interfering with new memories

49
Q

retroactive interference

A

when you have trouble recalling old material because some recently learned , new material keeps interfering

50
Q

constructivist approach to memory

A

emphasizes that we construct knowledge by integrating new information with what we know

51
Q

5 factors effecting accuracy of eyewitness testimony

A

1) Stress of situation
2) long delay between event and recall
3) if misinformation is plausible
4) more error if there is social pressure
5) more error when given positive feedback

52
Q

relationship between memory confidence and; memory accuracy

A

people’s confidence about their testimony is not strongly correlated with accuracy of their testimony
often people are as confident about misinformation-based memories as they are about correct memmories

53
Q

Pollyanna Principle

A

states that pleasant items are usually processed more efficiently and more accurately than less pleasant items

54
Q

recall of neutral stimuli

A

usually recalled least accurately of all

more accurate if paired with positive stimuli

55
Q

recall of negative stimuli

A

over time more unpleasant memories fade more than pleasant memories

56
Q

schema

A

knowledge of information about familiar situations, behavior, and other “packages” of things we know. generalized, well-integrated knowledge about a situation, an event or a person the gist of things

57
Q

script

A

is a simple, well-structured sequence of events in a specified order this script is associated with a highly familiar activity

58
Q

life script

A

is a list of events that person believes would be most important throughout their lifetime

59
Q

schema and memory selection

schema-inconsistent

A

we sometimes show better recall for material that violates our expectations when the material is especial vivid or surprising

60
Q

schema and memory selection

schema-consistent

A

we will remember things that should be there even when they were not there
ex. seeing a stapler on a desk when there wasn’t one there

61
Q

schema and memory selection

schema-irrelevant

A

when don’t notice things that are inconsistent with the way we think things should be
ex. a picnic basket in a office

62
Q

4 things that effect schema and memory selection

A

1) if the information describes a minor events–and time is limited–people tend to remember information accurately when it is consistent with a schema
2) if the information describes a minor–event and time is limited–people do not remember information that is inconsistent with the schema
3) people seldom create a false memory for a lengthy event that did not occur
4) when the information describes a major event that is inconsistent with the standard schema, people are likely to remember that event

63
Q

abstraction

A

a memory process that stores the meaning of a message, rather than the exact words

64
Q

constructive model of memory

A

people integrate information from individual sentences in order to construct larger ideas

65
Q

pragmatic view of memory

A

people pay attention to a message that is most relevant to their current goals

66
Q

memory intergration

A

our background knowledge encourages us to take in new information in a consistent fashion

67
Q

theme 1

A

cognitive processes are active, rather than passive

68
Q

theme 2

A

cognitive processes are remarkably efficient and accurate

69
Q

theme 3

A

cognitive processes handle positive information better than negative information

70
Q

theme 4

A

cognitive processes are interrelated with one another, they do not operate in isolation

71
Q

theme 5

A

many cognitive processes rely on both bottom-up and top-down processing

learning and cognition (3 decks)

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