Unit 2 Vocab Flashcards
(121 cards)
1
Q
The process of organizing and interpreting sensory information, enabling us to recognize meaningful objects and events
A
Perception
2
Q
This is influenced by internal and external factors
A
Perception
3
Q
Information processing guided by higher level mental processes, as when we construct perceptions drawing on our experience and expectations
A
Top-Down Processing
4
Q
Your ability to make sense of typos and misspellings
whole –> individual
A
Top- Down processing
5
Q
Analysis that begins with the sensory receptors and works up to the brain’s integration of sensory integration
A
Bottom- Up processing
6
Q
When someone is learning a new word for the first time, without any previous refreance points for the new word, this is what type of processing
A
Bottom- Up processing
7
Q
A mental framework for organizing and understanding our world. ________ helps guide our perception. Basis for top-down processing.
A
Schemas
8
Q
Experieneces help us form ________ to organize and interpret unfamiliar information to guide our perception
A
Schemas
9
Q
A mental predisposition to perceive one thing and not another
A
Perceptual Sets
10
Q
this type of Gestalt principle, refers to the action taken by the brain to fill in missing pieces of information based on past experiences with the subject in question.
Example: an arrow with sides missing
A
Closure
11
Q
This type of Gestalt principle refers to the human’s ability to visually differentiate between an object and its background.
Example: think of the vase picture that also has two faces
A
Figure-Ground
12
Q
This type of Gestalt principle, describes how the human eye perceives elements that are close together as more related than elements that are further apart
A
Proximity
13
Q
This type of Gestalt principle refers to the unconscious process of grouping sensory information with similar attributes.
Squares and circles
A
Similarity
14
Q
Focused awareness of certain stimuli in the enviroment. We pay attention to what we deem important, and filter irrelevant or extraneous information
A
Selective Attention
15
Q
Where people attend to metions of their names or specific topics in a loud or distracting enviroment
A
Cocktail Party Effect
16
Q
Aspecfic type of ________, occurs when differences in the visual field are not perceived due to inattention or a brief interruption
Think about the monkey buisness video
A
Inattention bllindness or Inattention
17
Q
A depth cue, such as retinal disparity and convergence that depends on the use of two eyes
A
Binocular depth cues
18
Q
Determining depth based on how much both eyes rotate inwards
A
Convergence
19
Q
Determining depth based on the difference between what each eye sees
A
Retinal Disparity
20
Q
Hold your pencil out in front of you and close one eye. Now switch. See how the pencil appears to move. This is because of blank
A
Retinal Disparity
21
Q
Use one eye to give the illusion of depth on flat or two dimensional surfaces
A
Monocular Depth cues
22
Q
Objects that appear sharp, clear, and detailed are seen as closer than more hazy objects.
A
Relative Clarity
23
Q
a perceptual clue which allows you to determine how close objects are to an object of known size
A
Relative Size
24
Q
the progressively finer appearance of textures and surface grains of objects as the viewer moves away from them
A
Texture Gradient
25
a type of depth prompt that the human eye perceives when viewing two parallel lines that appear to meet at a distance.
Linear Perspective
26
a perceptual cue in which the distances of two separate objects are judged based on the fact that one object partially obscures or overlaps the other object.
interpostition
27
Visual perceptual constants maintain the perception of an object even when images of the object in the visual field change
Perceptual constancy
28
________can be visually perceived even when objects are not actually moving
Apparent Movement
29
Form the basis of thought. They are mental groupings based on features and come from experiences
Concepts
30
The ideal, typical, or best representative example of a natural concept. What quickly comes to mind, generic image that represents the typical example from your experience
Prototypes
31
Taking in new information but not changing the schema in light of it. Placing new information into an existing system
Assimilation
32
Taking in new information and changing the schema to incorperate the new information. Changing an existing schema or creating a new schema
Accommodation
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34
A methodical, logical rule or step by step procedure. Provides accurate solutions when applied correctly, can be time consuming
Algorithms
35
A simple thinking strategy that often allows us to make judgements and solve problems efficiently, but does not guarantee a solution
Heuristics
36
Estimating the likelihood of events in terms of how well they seem to prepresent, or match, particular prototypes; may lead us to ignore other relevant information
Representative Heuristic
37
Estimating the likelihood of events based on their availabilty in memory; if instance come readily in mind perhaps because of their vividness we presume such events are common
Availability Heuristic
38
A tendency to approach a problem in one particular way, often a way that has been successful in the past
Mental Set
39
The activation, often unconsciously, of certain associations, thus prediposing one's perception, memory, or response
Priming
40
The way an issue is posed' how an issue is worded can significantly affect decisions and judgements
Framing
41
A false belief that you can predict a chance event beased on past chance events
Gambler's Fallacy
42
Cognitive processes that allow individuals to generate, organize, plan, and carry out goal-directed behaviors and critical thinking
Executive functions
43
A way of thinking that includes generating new ideas
Creativity
44
Generating or condsidering many different ideas or solutions to a problem, related to creativity because you break from normal problem solving and create unusual associations
Divergent Thinking
45
Using knowledge and logic to narrow down options to find the known solution or a single correct answer
Convergent Thinking
46
Failing to solve problem because you are stuck on the object's common use. The more you use an object in its intended way, the harder it is to see new uses, you may become blind to potential uses
Functional Fixedness
47
The ability to retain information or represetation of past experience, based on the mental processes of learning and encoding, retention across some interval of time, and retrieval or reaction of the _________.
Memory
48
Declarative memories with conscious awareness
Explicit Memory
49
Memories specific to our unique personal experiences
Play by play memory
Episodic Memory
50
information we know, including specfic facts or conceptual understandings
| ex: Who was the first President of the USA? Did you know...
Semantic Memory
51
Remembering to remember; memory of an intent to perform a specfic action
| intent, I need to remember to get this or do my homework
Prospective Memory
52
Nondelcarative memories without conscious awareness
Implicit Memory
53
knowng how to do something
| walking, biking etc
Procedural
54
learned associations that evoke emotional or phsiological responces
## Footnote
dog and the bell, that one guy that trained their dog to salivate at the sound of a bell
Classically Conditioned responces
55
Exposure to one thing unconsciously influences futute thoguhts or behaviors
| Set up to think later on
## Footnote
People are more likely to think of salt when they see the word pepper if they were previously exposed to the phrase salt and pepper
Primed responses
56
A process by which synaptic connections between neurons become stronger with frequent activiation, is a biological process for memory
Long term potentiation
57
Contains limited information. Information there is only temporarily maintained. Used for many cognitive tasks (remebering, imagining, solving, learning, etc)
Working Memory
58
The ________________ examines how our primary memory engages in a dynamic interaction with several somponents, namely the central executive, phonological loop, and visuo-spatial sketch pad to process information into long term memory
Working Memory Model
59
This model proposes three interacting systems that information must apss through to be remembered. This model focuses on the impact of automatic effortful processing on memory encoding, storage and retrieval
Multi-Store Model
60
If we pay attention to it in our sensory memory we transfer it to our short term memory
Sensory Memory
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A momentary sensory memory of auditory stimuli; if attention is elsewhere, sounds and words can be recalled within 3 or 4 seconds
Echoic Memory
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A momentary sensory memory of visual stimuli; a picture-image memory lasting no more than a few tenths of a second
| eyeball
Iconic Memory
63
Temporary storage of information that we attend to from our sensory memory. Capacity number 7
Short Term Memory
64
The relative permanent and limitless storehouse of the memory system. Includes knowledge, skills and experiences
Long Term Memory
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Unconscious encoding of incidental information, such as space, time and frequency and well learned information such as word meanings
Automatic Processing
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Encoding that requires attention and conscious effect
Effortful Processing
67
Process of getting information into the memory system- for example, by exrracting meaning
Encoding
68
The process of retaining encoded information over time
Storage
69
The process of getting information from our memory storage
Retrieval
70
leads to a less durable ( less long-lasting) memory
| trying to remember something by repeating it over and over
Shallow Level Processing
71
leads to a more durable (longer-lasting) memory
| applying a word, diagrams, paraphrasing, etc
Deep Level Processing
72
Encoding using the basic visual qualities of the word/concept (shallowest level)
| how a word is spelled
Structral
73
encoding using the basic auditory (sound) qualities of the word/concept (shallow level)
| how the word rhymes or sounds
Phonemic
74
Encoding the meaning of the word (deep level processing)
| meaning and deeper level understanding
Sematic
75
techniques used to encode inforamtion in a way that aids in retrieval by connecting new inforamtion to something familiar
Mnemonic Devices
76
A mnemonic device that relies on spatial relationships between loci to encode and later retrieve information
Method of Loci
77
The tendency for distributed study or practice to yield better long term retention that is achieved through massed study or practice
Spacing Effect
78
The formation of long term memories from short term/ temporary one
Memory Consolidation
79
encoding processes can be affected the order of how information is presented, called ____________. This effect predicts that information presented at the beginning of a list or the end of list will be more memorable than information presented in the middle of a list
Serial Position Effect
80
Storage may be prolonged by reheasing information over time
| phone number, address
Maintenance Rehearsal
81
Rehearsing information over time in ways that that promote meaning helps with memory retention
Elaborative Rehearsal
82
A person's memory for episodes or experiences that occurred in their own life
Autobiographical Memory
83
Problem retrieving explict memories from long term to working memory.. AN event blocks or prevents retrival of old memories. Damage to some part of cortex
Retrograde Amnesia
84
Problem moving information from short term into long term memory. Difficultly encoding or inability to encode new memories. Hippocampus damage
Anterograde Amnesia
85
Alzheimer's is a type of dementia that affects memory, thinking, and behavior. Symptoms eventually grow severe enough to interfere with daily tasks
Alzheimers Disease
86
The commonly experienced inability to recall event from early childhood
Infantile Amnesia
87
The setting help retrieval
Context Dependent
88
Those memory pathways are only active in the right state. Drugs, drinking, dreaming, etc
State-Dependent
89
Our emotion often influences which memory is retrieved
Mood Congruent
90
The more often you take a test or work with certain types of questions, the better you become
Testing Effect
91
Thinking about your own thinking
Metacognition
92
The forgetting curve shows that time is a significant factor in forgetting. Forgetting occurs rapidly after initial learnign and levels of overtime
Forgetting Curve
93
Associated with storing and retrieving information. Can you, or can't you remember
Amnesia
94
Associated with processing information. Is what you are thinking of corrupted by information that was processed at a different time
Interference
95
New information corrupts, intertwines with, or blocks information that was processed at an earlier time
Retroactive Interference
96
Old information prevents, corrupts, or intertwines with current or recent information
Proactive interference
97
Information fails to be effectively transferred and stored in our memory system
Encoding failure
98
Inadequate retrieval. A state in which one cannot remember a familiar word but can recall words of similar meanings
Tip of the Tongue Phenomenon
99
Psychodynamic theorists believe that information or memories can be forgotten to defend the ego from distress
Repression
100
# 1.
Not remembering where or when you learned something
Source Amnesia
101
Occurs when misleading information has distored one's memory of an event. This can lead to the creation of a false or distorted memory
Misinformation Effect
102
The use of general knowledge stored in one's memory to construct a more complete and detailed account of a n event or experience by changing or filling in various features of the memory
Constructive Memory
103
The increased likelihood that a person will judge an event as having actually occured when they imagine the event before making such a judgement
Imagination Inflation
104
The ability to learn from experience, solve problems, and use knowledge to adapt to new situations
Intelligence
105
According to Spearman and others, it underlines all mental abilities and is therefore measured by every task on an intelligence test
General intelligence
106
Intelligence is based on unrelated domain. It's not about how smart you are, its how ARE you smart. Performance and ability are domain specific. It takes acquried skills and knowledge to demostrate talent
Multiple Intelligences
107
Defined orginally as the ratio of mental age to chronological age multiplied by 100
Intelligence Quotient
108
A method for assessing an individuals mental aptitudes and comparing them with those of others, using numerical scores
Intelligence Tests
109
The branch of psychology concerned with the quantification and measurement of mental attributes, behavior, performance
Psychometrics
110
Defining uniform testing procedures and meaningful scores by comparison with the performance of a pretested group
Standardized
111
How well a test predict future performance
Predictive Validity
112
How is the test made so that so that an abstract concept can be measured
Construct Validity
113
Testing with alternative forms of the test or retesting with the same test
Test Retest
114
Determined by dividing the total set of items relating to a construct of interest in halves and comparing the two results obtained from the two subsets
Split Half
115
The unconscious process of one's performance being reduced to match what society believes
Stereotype threat
116
The unconscious process of one's performance being improved to match what society believes
Stereotype Lift
117
The gradual cross cultural rise in raw scores obtained on measures of general intelligence
Flynn Effect
118
A test designed to assess what a person has learned
Achievement Tests
119
A test designed to predict a person's future performance; aptitude is the capacity to learn
Aptitude Tests
120
The belief that mental characteristics cannot be changed
Fixed mindset
121
The belief that mental characteristics can be changed
Growth mindset
