Unit 5 and 6 AP Psychology

Unit 5 and 6AP psychology ap classroom notes

multistore model of memory

multistore model of memory

information moves through multiple stores

Atkinson and shiffrin’s information-processing model

similar to sequential computer processing

• sensory

  • iconic <1s

  • echoic 1-3s

• short-term

  • <30s

  • 7 ± 2 items (miller)

• long-term

  • >30s

  • capacity unlimited

short-term memory → working memory

where we process information actively (maintenance rehearsal)

shallow processing

little elaboration with a focus on superficial and or perceptual elements

deep processing

focus on the meaning with deeper elaboration

acoustic

encode by sound

semantic

encode by meaning

testing effect

retrieving information for assessments > restudying or rereading

serial position effect

the middle items are the least remembered

recency effect

the last items in a list are remembered best immediately after presentation

primacy effect

the first items in a list are remembered best in the long-term (encoded in LTM)

hierarchies

creating categories with subdivisions

serial processing

only one process occurs at any given time, one after the other

parallel processing

multiple tracks of brain processes occurring at the same time

effortful processing

explicit memories, such as experiences and facts

automatic processing

implicit memories encoded unconsciously, such as time, space, and frequency

retrieval

getting information out of long-term memory

recognition

identify previous learning; stable

recall

retrieving or pulling out previous learning; declines with age

relearning

improved retrieval with repeated learning

priming

activation of memory associations, sometimes unconsciously

ebbinghaus’ forgetting curve

memorized nonsense syllables

prospective memory

memory to do with something in the future

interference

some information blocks the recall of other information

proactive interference

forward-acting, prior information disrupts learning new information

retroactive interference

backward-acting, new learning disrupts recalling old information

retrograde amnesia

inability to remember past information to experiences

anterograde amnesia

inability to form new memories

long-term potentiation

increased efficiency in the synapse when repeated

explicit memory

memory for experiences and factors, hippocampus and frontal lobe

implicit memory

memory for procedures, conditioning, timing, cerebellum

basal ganglia

in the deep brain associated with procedural motor skills

emotional memory

limbic system, center of emotion in the brain, including hippocampus and amygdala

flashbulb memory

not immune to alteration, very personal experience, can be shared

concept

a cluster of cognitive raw material

prototype

a great, abstract example not a perfect one, but a great one (the hypothetical “most typical” instance of category)

exemplar

a great example from experience but experience is limited

artificial concept

a perfect example, geometry, rare in real life

informal reasoning

fast thinking

formal thinking

slow thinking

heuristics

often based on experience, usually work, fast and efficient

thinking shortcuts that can lead us into the wrong answer

mental set

similar to schema, it is a way of thinking that has worked before

mental model

a way of thinking about how thing interact

algorithm

step by step processing

syllogism

using logic

diagnosis

elimination all of the wrong answers will leave you with the right answer

artificial intelligence

similar to algorithm, facial recognition, auto complete, or self driving cars use step by step processes to find patterns

cognitive biases

the results of using an imperfect thinking strategy

representativeness heuristic

thinking that a new thing that has a few characteristics of a schema, will then fit nicely into that schema

avalanche heuristic

when strategy easily comes to mind

anchoring bias

a powerful or emotional thought weighs down the rest of the mind

confirmation bias

politics, many of us already have our opinions

hindsight bias

“I knew it all along”, before an event we don’t know the outcome, after the outcome will think we knew

fixedness

not being able to see the problem from a different point of view

framing effect

words matter

illusory correlation

just because things happen near each other, doesn’t mean there is a connection

functional fixedness

not being able to see than an object can be used in different ways

belief perseverance

even when presented with concrete, convincing evidence to the contrary, a person will hold onto their beliefs

operational definiton

descriptions that can be observed and measured

abstract

intelligence is the ability to think creatively

operationalized

conceptual ideas into measurable observations

psychometrics

literally means measuring the mind

speed of processing

is easily measured and it does seem to be positively correlated with intelligence

fluid intelligence

related to speed of processing; ability to process new information, learn, and solve problems

crystallized intelligence

accumulation of knowledge acquired throughout life

flynn effect

over time, the average IQ of a given society rises

savant syndrome

a genius like ability in a very narrow area

stereotype threat

members of a group who thought to be less than in certain areas will often perform worse in that area than members of a different group

standardization

• against what is an individual score compared

• starts with giving many sample pretests to many people before the test actually administered as an official test

reliability

• is the score stable over time

• the results stable over time, correlated with another version of the test to be reliable, spilt in half method

validity

• does the test actually measure what it says it measures

content validity

only asks the same thing (low content validity)

construct validity

operationalization, abstract idea of intelligence be translated into something that can be measured

criterion validity

correlated to an outside measure

predictive validity

how well a test predicts future performance

secondary language acquisition

purposeful, conscious activity to try encode rules, conventions and patterns of the second language

primary language acquisition

an unconscious process, infants are not consciously aware of learning how to speak or how to apply the rules of grammar it just happens

language acquisition device

deaf babies will babble sounds they have never heard

linguistic determinism

words do not translate well into different languages

linguistics relativism

thoughts can be altered if a person not only learns to speak a new language but if they think in that new language

language acquisition

• eye contact- type of communication that can show intent or connectedness

• babbling- consonant-vowel sounds da-da-da

• holophrase- one word but a complete thought

• telegraphic speech- toddlers speak in two word phrases

• fast mapping- toddlers begin to use context and what they heard others say to learn the meaning of new words

• overgeneralization- misapplying grammar rules

• critical period- when a child must learn something

• sensitive period- when the brain is best able to do something

zygote

undergoes rapid cell division

• xx or xy sex determined by father

• least vulnerable to environmental influences

phenylketonuria (PKU)

inability to produce enzymes to digest proteins

• inherited disorder autosomal recessive

alcohol teratogen

fetal alcohol syndrome, susceptibility to abuse alcohol later in lifetobac

tobacco teratogen

cleft palate, low birth weight

embryo

provided nourishment and oxygen by the placenta (2-8 weeks)

• organs begin to form

• heart begins to beat

• central nervous system beings to develop- neural tube closes

fetus

sex organs differentiate ( 9 weeks- birth)

• toes and fingers grow

• hearing develops

• lungs develop

• brain undergoes rapid growth

• bones and muscles develop

erikson’s psychosocial development: conflicts

• trust vs. mistrust: infancy

• autonomy vs. shame and doubt: early childhood

• initiative vs. guilt: play age

• industry vs. inferiority: school age

mary ainsworth: attachment styles

strange situation test: tested how babies respond to the temporary absence mothers

• secure attachment

• resistant attachment

• avoidant attachment

separation anxiety

• secure: distressed when mother leaves

• insecure: resistant- intense distress, avoidant- not distressed when mother leaves

stranger anxiety

• secure: avoids when mother leaves/friendly when mother is present

• insecure: resistant- fear/avoidance, avoidant- no fear or avoidance

reunion behavior

• secure: happy, easily soothed

• insecure: resistant- approaches mother but resists physical contact, avoidant- little or not interest shown to mother upon return

other

• secure: willing to explore but returns to mother for comfort

• insecure: resistant- less willing to explore new environment, avoidant- equally comfortable with mother and stranger

authoritative parenting style

high demand + high warmth

authoritarian parenting style

high demand + low warmth

permissive parenting style

low demand + high warmth

uninvolved parenting style

low demand + low warmth

sensorimotor

object permanence

pre operational

theory of mind symbolic thought

• speaking but not reading or writing

• an object or an idea has a singular meaning

concrete operational

logic