psych 1-8

elaboration

best for encoding - ask yourslef why smth is true and explain the reason behind it, make connections and apply it to urself

retrieval practice

best for retrieval - test yourself by trying to remember info w/o looking at notes, bring info to mind

spaced practice

best for storage - do a bit everyday, make sure to go back to older info so it stays fresh on mind

interleaving

best for retrival - mix different topics/odeas during a study session dont study one thing for a long time

concrete examples

best for encoding - use specific examples to understand abstract ideas and make connections w/ it

dual coding

best for encoding - combine words and visuals to help remember that info.

cognition

our thoughts/perspective/expectations - solve problems

concept

mental grouping of similar objects/people/ideas/events. w/out it no one would get anything done

prototypes

mental image/pinnacle example of a certain thing - speed up our thinking

algorithm

logical, methoidical step by step procedure that eventually guarantees a solution but maybe slow to work thru

heuristic

simple strat. that allowws us to solve problems faster although more error prone than algorithm

confirmation bias

tendency to look for and favor evidence that confirms our ideas while avoiding or ignoring evidence to the contrary

belief perserverance

the tendency to cling to inital conceptions or beliefs despite proof to the contrary

availibility heuristic

a mental shortcut relying on psychologically salient or easily imagined examples rather than actual odds/factual info

framing

how an issue is posed/presented - can significantly affect decisions/judgement. cognitive bias where people react differently to the same information depending on how it is presented

aha moment

like a lightbulb thought - located in right temporal lobe above ear

mental set

an approach to solving problems that can bias future attempts - pre existing strat

episodic memory

the ability to remember the episodes of our lives.

Semantic memory 

a type of long-term, memory that stores general world knowledge, facts, concepts, without any connection to personal experiences

testing effect

Retrieving information improves long-term memory retention

retroactive interference

New information disrupts the recall of older information

recalling

Retrieving stored information from memory - no clues

flashbulb memory

evoke strong emotions, emotional intensity 

retrieval

recall from past experience, bringing info back from memory 

encoding info

To prepare it for storage and later retrieval.

prolific meaning that we are always encoding events and info from our lives. 

storage

maintaining info overtime

recoding

the process of taking incoming information and changing its format or organizing it into larger, more meaningful units so the brain can process and remember it more easily - like chunking, mnemonics 

episodic memory

recalling specific events from ones personal past 

misinformation effect 

a memory distortion that happens when a person's recollection of an event becomes altered or false after they are exposed to misleading details about it afterward

Consolidation

the process occurring after encoding that is believed to stabilize memory traces - long time storage

procedural memory

conscious thought, meaning you perform actions automatically - explaining the step-by-step process in words is very difficult - built on repetition 

proactive interference

old info interfers with new info 

recognition failure of recallable words

a cognitive psychology phenomenon where a person cannot recognize a target word on a test, but can successfully recall it later when given a specific retrieval cue

Reproductive

would mean replaying an exact copy of the past, which memory does not do.

Reconstructive

means that we rebuild memories when we remember them, using memory traces along with our current knowledge and beliefs.

social support

can provide help + emotional support

social facilitation

ppl preform better when competing against other ppl

social loafing

putting less effort when workin in a group when working alone

forming

group comes tg

storming

disagreement/conflict

norming

rules, roles, expectations

performing

group works effectively toward goals

adjourning

finishes and seperates

group polarization

after discussion, group moves toward a more extreme version of its original postion.

quasi experiment

cannot randomly assign participants to groups - association (claim)

consistency

behavior related to the trait is similar

stability

remain stable overtime

individual differences

how strongly they show a trait

openness

IN: curious, creative ideas

DE: familarity and routine

conscieniousness

IN: organized + relaible

DE: less organized/spontanoeus

extraversion

IN: social, energenic

DE: less organized

agreeableness

IN: cooperative, friendly

DE: competitive, skeptical

neuroticism

IN: likely to have neg feelings

DE: emotionally stable

unconditioned stimulus

naturally produces a response

unconditioned response

natural response to the US

conditioned stimulus

prev. neutral stimulus that becomes associated w/ smth

conditioned response

learned response to the CS

acquisition

initial learning of an association

extinction

learned response DE when association is no longer reinforced or paired w/ the expected outcome

pos reinforcement

add smth to IN behavior

neg reinforcement

remove smth to IN behavior

pos punishment

add smth unpleasant to DE behavior

neg punishment

remove smth pleasant to DE behavior

attention

pay attention

retention

remember what u observe

reproduction

capable of preforming the behavior

motivation

reason/motivation to preform it

transition

analyze task, barriers to success, short/long term goals, strat, resources + skills to get success

action

match team member resources to task, identify errors, gaps, provide feedback, coordinate sequencing to member activities.

interpersonal

encouragement, give info, pos rls, team building, team motivatoin

fundamental attribution error

a cognitive bias where you judge other people's bad actions by their personal character, while judging your own bad actions by your external situation

frequency

The number of times a behavior happens

Duration

The length of time that a behavior lasts, from start to finish

Latency

The time between a cue and the start or initiation of the behavior

Intensity

The force, magnitude, volume, or severity of the behavior

classical conditioning

An animal or person learns to associate two stimuli together and a natural, automatic response is triggered by a brand-new cue.

operant conditioning

An animal or person learns from the consequences of their own voluntary actions and behavior is followed by a consequence. Good consequences make the behavior happen more often. Bad consequences make it happen less often.

Chutes and Ladders

A numerical board game that seems to be useful for building numerical knowledge.

Concrete operations stage

Piagetian stage between ages 7 and 12 when children can think logically about concrete situations but not engage in systematic scientific reasoning.

Conservation problems

Problems pioneered by Piaget in which physical transformation of an object or set of objects changes a perceptually salient dimension but not the quantity that is being asked about.

Continuous development

Ways in which development occurs in a gradual incremental manner, rather than through sudden jumps.

Depth perception

The ability to actively perceive the distance from oneself of objects in the environment.

Discontinuous development

brain isn’t continuing to develop

Formal operations stage

Piagetian stage starting at age 12 years and continuing for the rest of life, in which adolescents may gain the reasoning powers of educated adults.

Information processing theories

Theories that focus on describing the cognitive processes that underlie thinking at any one age and cognitive growth over time.

Nature

The genes that children bring with them to life and that influence all aspects of their development.

Numerical magnitudes

The sizes of numbers.

Nurture

The environments, starting with the womb, that influence all aspects of children’s development.

Object permanence task

The Piagetian task in which infants below about 9 months of age fail to search for an object that is removed from their sight and, if not allowed to search immediately for the object, act as if they do not know that it continues to exist.

Phonemic awareness

Awareness of the component sounds within words.

Piaget’s theory

Theory that development occurs through a sequence of discontinuous stages: the sensorimotor, preoperational, concrete operational, and formal operational stages.

Preoperational reasoning stage

Period within Piagetian theory from age 2 to 7 years, in which children can represent objects through drawing and language but cannot solve logical reasoning problems, such as the conservation problems.

Qualitative changes

Large, fundamental change, as when a caterpillar changes into a butterfly; stage theories such as Piaget’s posit that each stage reflects qualitative change relative to previous stages.

Quantitative changes

Gradual, incremental change, as in the growth of a pine tree’s girth.

Sensorimotor stage

Period within Piagetian theory from birth to age 2 years, during which children come to represent the enduring reality of objects.

Sociocultural theories

Theory founded in large part by Lev Vygotsky that emphasizes how other people and the attitudes, values, and beliefs of the surrounding culture influence children’s development.