PSYCH EXAM 2

memory

ability to acquire, retain, and recall info

encode → storage → retreival

encoding

input of information into the memory system

semantic, visual, acoustic

storage

creation of a permanent record of info

sensory input→sensory memory→STM→LTM

retrieval

process of accessing information from long term memory (LTM)

sensory memory

what all information goes through first, the brief storage of sight, sound, taste.

2 subsets: visual and echoic

iconic memory

subset of sensory memory: duration ~0.5-1.0 seconds

echoic memory

subset of sensory memory: duration ~3-4 seconds

active/working memory

what we are thinking about in the moment

2 subsets: verbal + nonverbal

verbal working memory

subset of working memory: phonological loop, used in tasks that involve language

ex: giving directions

nonverbal working memory

subset of working memory: physiospatial sketch pad, mental maps, art

maintenance rehearsal

repeat the exact information over and over again to memorize it

chunking

break information into smaller parts to memorize it

long term memory

information stored > 20 seconds and up to a lifetime → no clear limits

short term memory

temporary storage system that processes incoming sensory memory

explicit memory

LTM: easy to remember and info that can be consciously recalled

2 subsets: episodic and semantic

semantic memory

LTM: explicit: general knowledge, trivia, concepts, teach someone steps

episodic memory

LTM: explicit memory: specific events, autobiographical memories

implicit memory

LTM: difficult to recall → feeling/muscle memory

3 subset: procedural, priming, emotional conditioning

procedural memory

LTM: implicit memory: how to perform skills

priming

LTM: implicit memory: exposure to stimulus which later influences later behavior

emotional conditioning

LTM: implicit memory: emotional response from classical conditioning → scents

serial positional effect

which items we remember from a list: primacy + recency effect

primacy effect

retrieval: serial positional effect: remember items at the beginning of a list

recency effect

retrieval: serial positional effect: remember items at the end of a list

encoding specificity principle

retrieval is aided when conditions are similar to encoding and recall

context effect

improved retrieval when environment is similar to that of encoding

mood congruence

retrieval improved when internal state is similar to that of when encoding occurred

encoding failure

lack of attention leads to insufficient encoding → info never fully transferred to LTM

ex: divided attention

storage decay

naturally we forget things over time → ebbinghaus’ curve

ebbinghaus’ curve

we lose info rapidly after we learn it

rate of forgetting levels off over time

interference theory

one memory replaced by a similar competing memory

blocking

tip of the tongue → retrieval failure

false memory

distorted recall of memory

misinformation effect

inaccurate info after event leads to distorted memory

schema distortion

distortion caused by brain filling missing gaps with details

source amnesia

misremembering true sources of memory

hippocampus

encodes and stores new explicit LTM

cerebellum

stores procedural memory

amygdala

stores emotional qualities of memory

frontal lobe

recall and organize episodic memory

prefrontal cortex

store working and semantic memory

alzheimers

widespread brain shrinkage occurs through the buildup of amyloid plaques which destroy the communication between neurons. causes memory loss and confusion

neutral stimulus

stimulus does not produce reflex prior to conditioning

unconditioned stimulus

stimulus that elicits a reflexive response prior to conditioning

unconditioned response

natural, unlearned, reaction to a given stimulus prior to conditoning

conditioned stimulus

elicit response after repeatedly paired with UCS

conditioned response

response caused by the CS

acquisition

initial period in classical conditioning in which you begin to connect the NS and UCS so that NS begins to elicit the CR

extinction

how we eliminate a conditioned response

• repeated exposure to the CS without UCS will gradually lessen the CR and break the association

spontaneous recovery

reappearance of previously extinguished CR after period of time without exposure to CS

stimulus generalization

unable to decipher other things from CR

ex: chip bag from treat bag

stimulus discrimination

ability to tell differences of CR

operant conditioning

learning based on consequences of a behavior → voluntary behaviors

reinforcement

strengthens a behavior

punishment

decreases a behavior

positive reinforcement

behavior increased through addition of desirable stimulus → coffee card

negative reinfocement

behavior increased by removal of aversive stimulus → alarm clock

positive punishment

decrease behavior by addition of aversive stimulus → yell at child

negative stimulus

decrease behavior by removal of desirable stimulus → phone jail

banduras observational learning

we learn through the actions of others, an indirect, choice based method of learning

mirror neurons

activated when action is performed and or when same action is being observed

cognition

thinking, including perception, learning, problem solving, judgement, and memory

concepts

mental groups of objects, events, people

prototype

best representation of a concept

schema

organized collection of related concepts

• concept maps

• good for encoding

attention

allows us to focus on a particular stimulus or aspect of the environment

• limited capacity

• selective

• can be blind

inattentional blindness

failure to notice highly visible things in clear line of sight from lack of attention

change blindness

failure to notice when something changes

heuristics

mental shortcuts for estimates of the likelihood of uncertain events

• help us make quick unimportant decisions

• saves brain energy

representative heuristic

judging likelihood by how similar aspects are to your prototype

availability heuristic

judging likelihood by ease which relevant instances come to mind

anchoring heuristic

judging likelihood by focusing on one particular piece of information

confirmation bias

cognitive error: focus on evidence that confirms preexisting beliefs while ignoring the other side

illusory correlation

cognitive error: overestimate the relationship between variables that are only slightly or not at all related

hindsight bias

cognitive error: leads you to believe event you just experienced could have been predicted even though it wasn’t

functional fixedness

inability to use an object beyond its intended use

intelligence

ability to learn, reason, solve problems

creativity

ability to come up with several solutions to the same problem

triarchic theory

practical, analytical, creative intelligences

crystalized intelligence

ability to effectively use accumulated knowledge

• increases with age

fluid intelligence

ability to reason abstractly and solve novel problems

• think on our feet

• peaks at age 30

• working memory

• trial and error

gardeners multiple intelligences theory

critics → talents not intelligence

emotional intelligence

ability to perceive, understand, manage, and use emotions

tetratogen exposure

drugs, virus, in womb