Unit 5 AP Psychology

Effortful Processing

Effortful Processing

processing that does involve conscious effort or deliberation

Automatic Processing

processing that does not involve conscious effort or deliberation

Deep Processing

encoding semantically based on the meaning of the words; tends to yield the best retention

shallow processing

encoding on a basic level based on the structure or appearance of words

Selective attention

the process where an individual chooses something, in particular, to focus on blocking all irrelevant distractions.

divided attention

the capability to process more than one information at a time

metacognition

the knowledge and regulation of one’s own cognitive processes

short term memory

is able to hold a few items for a short period of time, comes from recent thoughts and experiences, the ability to remember 7 digits phone number

long term memory

it is a memory that is relatively permanent, is limitless, and contains knowledge, skills, and experiences. (Flashblub)

implicit memory (procedural()

a form of long term memory that doesn’t require any conscious retrieval, independent (non-declarative memory)

sensory memory

memory that often comes from sensory information and it occurs for very brief/immediate moments

echoic memory

a form of sensory memory regarding auditory stimuli

iconic memory

a form of sensory memory that deals with visual stimuli

prospective memory

the ability to remember to carry out intended actions in the future

explicit memory

memory of facts and experiences that once can consciously know and declare (declarative memory)

Semantic memory

the memory of concepts, facts and meanings of words symbols etc…

episodic memory

the memory of personal experiences

Flash bulb memory

a clear memory of an emotionally significant moment or event

Visual encoding

the process of getting recollection through visual stimuli

acoustic encoding

the process of getting memory through auditory stimuli

semantic encoding

the process of taking information retrieved through our senses and putting meaning behind them

rehearsal

constant repeating of information to help with memory of the subject

chunking

organizing items into familiar manageable units; often occurs automatically

recall

the process of retrieving information from out memory without any help ex. fill in the blank

recognition

the process where other stimuli help us to remember ex. multiple choice questions

serial position effect

When given a list we often remember the very beginning and last the best

mnemonic devices

memory aid: Never Eat Soggy Waffles

prototype

a mental image or best example of a category: Eagle = Bird, Penguin = Bird?

Schema

a cognitive structure that serves as a framework for one’s knowledge about people, places, object, and events. Memory organizer

retroactive interference

block of retrieving new information

Proactive interference

the block of retrieving old information

amnesia

the loss of memory

long term potentiation

an increase in cells firing potential after brief, rapid stimulation often occurring in the synaptic gap.

algorithm

solving problems through a step-by-step process

heuristic

a simple thinking strategy that often allows us to make judgements and solve problems more efficiently

mental set

the tendency of the brain to continue to use solutions that already worked for different problems

functional fixedness

the inability to see a problem from a different perspective

misinformation effect

the incorporation of misleading information into one’s memory of an event

Noam Chomsky

all languages share basic element, universal grammar

Hermann Ebbinghaus

massed practice can produce speedy short-term learning and confidence while distributed practices produce long-term memory: Spacing effect

Elizabeth Loftus

famous for research on false memories, female memory researcher

Wolfgang Kohler

conducted experiments on problem solving by chimpanzees

George A. Miller

recognized that the human mind can be understood using an information processing model.

Abstract Measures

tests that doesnt use word problems to assess abilities: Matching logical sequences etc..

Verbal measures

tests that use word problems to assess abilities

Speed of processing

the amount of time it takes for an individual to perform a mental task

Fluid Intelligence

our ability to reason speedily and abstractly as when solving novel logic problems; decreases as you get older

Crystallized intelligence

our accumulated knowledge as reflected in vocab and analogies tests; increases as we get older

Flynn Effect

the increase in general intelligence among the population

stereotype threat

when an individualndividual feels at risk of confirming a negative stereotype given to a group

savant syndrome

an individual with a low overall intelligence, but has an island of brilliance, usually autistic usually

standardization

defining uniform testing procedures and meaningful scores by comparisons with the performance of a pretested group

reliability

able to give consistent scores

validity

the extent to which a test actually measures or predicts what it promises

Normal curve

bell curve where the highest amount of placement occurs in the middle

Biases

the tendency, inclination or prejudice toward or against something or someone

intellectual disability

anyone who scores lower than an IQ of 70

IQ

known as intelligence quotient, tests an individual’s performance relative to their age

mental age

the mental processing levels relative to their age, a mental processing level of a 11 year old in a 8 year old will perform better than one who has an average mental processing level

Howard Gardner

Theory of Multiple Intelligence: 8 or 9 different bits of intelligence ranging from naturalist to linguistics and logical-mathematical. “Not just one intelligence”

Robert Sternberg

Triarchic Theory: Analytical, Creative, Practical (Street smart)

Charles Spearmen

argued that intelligence can be expressed by a single factor. G Factor

Francis Galton

was it possible to measure “natural ability” and was influenced by natural selection

Alfred Binet

all children follow the same course of intellectual development, some just develop much faster. Mental Age

Lewis Terman

came to appreciate that test scores reflected not only people’s innate mental abilities, but also their education, native language, and familiarity with the culture assumed by the test