Psych 1 Exam 4

Storage

the process of storing or maintaining a memory, needs time to put memory away

Interruptions prevent storage

Consolidation

(process in storage step) your brain experiences a neurobiological process,

Time-dependent

sleep helps

caffeine can too

Retrieval

the process of bringing to mind encoded and stored information

this makes info. storage useful

puzzle pieces brain pieces together to create experience/ memory

Pushes info. back into short term

Free recall

Part of retrieval

• With no cues to aid retrieval, scientists ask people to recall information. 

  • VERY difficult

• Looking for puzzle pieces with no image

Retrieval cues

more brain areas activate= better memory

more info. to latch on to trigger remembering

provide organizing info. helps retrieval

creates relationship b/t random words and info to provide extra info to trigger recall

Cued recall

Provide hints allows for more effective results

Recognition Memory

form of memory relying on identifying info. that you’ve seen/ experienced

more accurate than recall memory

Enhancing retrieval

think about something more often= strengthen neural connections, more synapses, faster pathways

increase amount remembered, ask what cities first time you give few, (recall) second time you remember more (cue)

change what u remember- if asked about food eaten, only remember that when asked about trip in future

Encoding- specificity principle

(enhance retrieval) the idea that context shapes encoding and ultimately storage and utilizing that context will improve recall, sit in same seat during lecture v. exam, remember for always require u to move tho

Context dependent retrieval

exam in one seat v. other

get up to do something then forget so retrace steps

State- Dependent Retrieval

Being in same mental state during encoding and retrieval help w/ memory

being sad during lecture v. sad during exam

Levels of memory

separate according to duration and capacity of storage

Sensory memory

senses giving u experiences which you can remember

Iconic

Vision, image lasts for ¼ -1/2, afterimage

Echoic

Hearing, 3-4 seconds, language/ music/understanding words after pause, clap hands together once and hear sound remain for a bit

Haptic

Touch, 2 seconds, raindrop

Gustatory

Taste, trigger memory (avoid food that made u sick)

Olfactory

Smell, triggers memories/ feelings (perfume)

Short term memory

all sensory info. held from seconds- minute, from here leads to storage or forget, before reporting on sensory memory, we need to convert to STM (paying attention), info sits here

Working memory

limited than sensory, ultilizes content/ meaning

post catergorical and allows to add menaing to what you experience, face/vase, info. manipulated and worked with

Chunking

limited capacity of STM leads to strat like chunk, helps save more info,

take random info and place into meaningful groups (working memory)

Phonological loop

hold verbal articulations in STM, repeat #’s till write down, ( working memory)

Visuospatial sketchpad

holding image ( holding on to how #’s looked for recall (working memory)

Long term memory

after info. in STM, if properly handled and encoded and stored, it makes it to long term

Explicit (declarative) memory

• the form of memory that involves intentional and conscious remembering

episodic

semantic

Implicit (non-declarative) memory 

involves memory without intentional recollection or awareness

It is unconscious and unintentional and usually not verbally articulated

how to ride bike

Procedural

Priming

Classical conditioning

Episodic

(Explicit) memories of events such as what you did yesterday or your last birthday

• Flashbulb memories: vivid and detailed snapshots of an experience

Semantic

•  memories of facts, concepts, names, and other general knowledge

Explicit

Procedural

• how to perform a task habitually (e.g. riding a bike, texting)

Priming

• previous exposure to a stimulus and a hint re: that stimulus helps someone remember what they’ve seen

Classical conditioning

an unconscious association of stimuli that drives behavior

Cognition

refers to mental activities associated with thinking like knowing information, remembering, problem-solving,etc

Mental Representations

brain create symbols that represent object

allows us to conceptualize things even when not present, plate of pickles (what kind do u imagine), put into categories to organize similar objects

encountering something different allows u to call upon experience/ act accordingly

Catergories

well defined i.e shapes

not as i.e birds

Superordinate

hierarchy of concepts, a broad encapsulating term with few traits in common and a looser resemblance between items (furniture)

Basic

• clearly defined prototypes with lots of features in common (chairs)

Subordinate

•  specific concepts within a basic level (high chair)

Problem solving

• Being able to draw on prior experiences can help with decision making

• Can provide a mental framework, or mental set for solving a later problem.

• have built in systems to assist w/ decision making and judgment calls

Bounded rationality

limited resources for decision-making and as a result

Controlled system

slower and effortful to make thoughtful and rational choices

• Solving an algebraic proof

• Debating what movie to watch

• Playing board games

Automatic system

• fast and effortless, often leads to good outcomes

• Reading basic sentences

• Watching the next episode of a show you’ve already seen

• Usually default to this when we are tired, overwhelmed, or want a fast solution.

• Functional fixedness

we struggle to think through using the screwdriver as a weight because it is typically used in a different purpose.

can hinder us from seeing novel solutions.

heuristics

(automatic) intuitive mental shortcuts that allow us to make quick calls

usually good judgement

decisions can seem logical but it’s heuristic→ illogical decisions

affective heuristic

he tendency to use our emotions associated with objects or events to make decisions and judgments

can be leveraged to change behavior (evoke happy w/ indulgence labels to get ppl to eat veggies)

• Framing is altering the way something is presented, often to get a particular response (version people dying test)

Loss aversion:

• tendency to make choices to avoid or minimize losses.

can lead to ilogical choices

Framing sets the reference point for gain or loss (mortality v. chance of survival)

 can also pick up on hints as far as what the person asking wants us to choose or prefers.(warriors won v. celtics lost)

Representatives heuristic

Judging something based on how well it fits a prototype

• Wearing a suit a tie = lawyer

Availability

Our tendency to rely on information that is easy to recall.

k as first letter or as third

Peak End H.

Our tendency to judge an experience based on our feeling at the end.

hand in water for 60 or hand in for 30 then 60

Intelligence

Ability to think abstractly, comprehend complex ideas

General intelligence

G factor (high more intelligence, vice versa) 

Collection of separate and specific abilities ( puzzle solve, learn math)

someone w/ g will do well on all these tasks

translatable, (+) correlated- grades, SAT, Info. process speed

Crystalized Intelligence

• accumulated skills and knowledge

•  apply your skills and strategies to familiar situations

  • What is the capital of Nevada?

  • increase over lifespan

Fluid Intelligence

type of intelligence that assists with new and unusual situations,

•  utilize this intelligence when you are trying to solve a difficult problem

  • An algebraic proof

• peak @ 30 and then decrease till 75

• Sternberg’s Triarchic Theory of Intelligence

 ability to break down problems into component parts and problem solve

part of intelligence that the traditional IQ test measures

Creative Intelligence

the ability to deal with new problems and generate innovative ideas and solutions, ability to forego mental sets/ functional fixedness

Practical Intelligence

 the ability to reason and adapt to daily life, either by adapting yourself, adapting your environment, or finding a new environment.

• Gardner’s Theory of Multiple Intelligences

Based on individuals w/ savant syndrome, remarkable and unusual talents in individuals who generally considered mentally disabled

Not supported w/ factor analysis, no correlation support, good at one→ good across the board, talent/skill

Visual-spatial intelligence

• good at puzzles and recognizing patterns

  • Sculptors

Linguistic-verbal intelligence

enjoy reading/writing, can explain well, poet

Interpersonal intelligence

good at communicating verbally and nonverbally and resolving conflicts, Therapists,

Intrapersonal intelligence

good at introspection, Philosophers

Logical-mathematical intelligence:

good at problem solving, including complex computations, enjoy abstract thinking, Mechanical engineers

Musical intelligence

enjoy singing and playing instruments, remember songs and melodies easily, Composers

Bodily kinesthetic intelligence:

killed at sports and dancing, remember by doing rather than hearing or seeing, Athletes

Naturalistic intelligence

enjoy the outdoors and disenjoy topics unrelated to nature, Marine biologist

Measuring Intelligence

the tests were created as a method of perpetuating eugenics—>adapted to assess children’s intelligence to determine who gets more support in school.

Binet and Simon

• comparison with the assumption that students follow a similar intellectual development path and that you could be further along or behind on said path

Lewis

adapted it to determine which children – with their measured innate intelligence– should be separated from the others and put into the education system. divide mental age by chronological and multiple by 100

WAIS and WISC

General knowledge

Vocabulary

Comprehension

Info Processing

Achievement test

e.g, the ACT, STAR): meant to assess amount learned over time

Aptitude

e.g. the SAT): meant to assess the potential to learn new skills

what the tests do

able to strongly predict success and that they are a valid measure of at least one form of relevant intelligence.

This is largely supported by the practice of standardization.

stuggle- minority, socioecon, learning disability

Analytical

the ability to break down problems into component parts and problem solve.

This is considered the part of intelligence that the traditional IQ test measures.