Psych unit 5

memory

the persistence of learning over time through the encoding, storage, and retrieval of information

recall

a measure of memory in which the person must retrieve information learned earlier (like on a fill-in-the-blank test)

recognition

a measure of memory in which the person needs to identify items not previously learned (like a multiple choice test)

relearning

a measure of memory that assesses the amount of time saved when learning material again

encoding

the process of getting information into the memory system

storage

the process of retaining encoded information over time

retrieval

the process of getting information out of memory storage

sensory memory

the immediate, very brief recording of sensory information in the memory system

short-term memory

activated memory that holds a few items briefly, such as the seven digits of a phone number while dialing, before the information is stored or forgotten

long-term memory

the relatively permanent and limitless storehouse of the memory system, includes knowledge, skills, and experiences

working memory

a newer understanding of short-term memory that focuses on conscious, active processing of incoming auditory and visual-spatial information, and of information retrieved from long-term memory

explicit memory

retention of facts and experiences that one can consciously know and "declare"

effortful processing

encoding that requires attention and conscious effort

automatic processing

unconscious encoding of incidental information, such as space, time, and frequency, and of well-learned information, such as word meanings

implicit memory

retention of learned skills or classically conditioned associations independent of conscious recollection

iconic memory

a momentary sensory memory of visual stimuli, a picture-image memory lasting no more than a few tenths of a second

echoic memory

a momentary sensory memory of auditory stimuli, if attention is elsewhere, sounds and words can still be recalled within 3 or 4 seconds

chunking

organizing items into familiar, manageable units, often occurs automatically

mnemonics

memory aids, especially those techniques that use vivid imagery and organizational devices

spacing effect

the tendency for distributed study or practice to yield better long-term retention than is achieved through massed study or practice

testing effect

enhanced memory after retrieving, rather than simply rereading, information

shallow processing

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

deep processing

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

semantic memory

explicit memory of facts and general knowledge, one of our two conscious memory systems

episodic memory

explicit memory of personally experienced events, one of our two conscious memory systems

memory consolidation

the neural storage of a long-term memory

flashbulb memory

a clear, sustained memory of an emotionally significant moment or event

long-term potentiation

an increase in a cell's firing potential after brief, rapid stimulation, a neural basis for learning and memory

encoding specificity principle

the idea that cues and contexts specific to a particular memory will be most effective in helping us recall it

mood-congruent memory

the tendency to recall experiences that are consistent with one's current good or bad mood

serial position effect

our tendency to recall best the last and first items in a list

developmental psychology

the study of physical, cognitive, and social changes throughout the life span

nature vs nurture issue

how genetics influence an individual's personality vs how an environment impacts development

teratogens

agents, such as viruses and drugs, that can damage an embryo or fetus

course of prenatal development

egg and sperm → zygote/blastocyst → embryo → fetus → infant

APGAR score

a scale test a newborn is given to determine its health based on appearance, pulse, grimace, activity, and respiration.

maturation

biological growth; enables orderly changes in behavior, uninfluenced by experience

habituation

as infants get used to stimuli, they will begin to lose interest, looking away sooner

moro reflex

a babies arms and legs go out when “falling” to help break fall

babinski reflex

trace along a babies pinkie toe, and it opens up

galant reflex

trace alongside a babies spinal cord, and their head will shift toward the side you trace

walking reflex

if you set a baby close to the ground, they will start walking in the air

babkin reflex

if you put pressure on a babies palm, they will open with mouth

jean piaget

a developmental psychologist known for his 4 stages of cognitive development

sensorimotor stage

one of piagets stages where babies take in the world through their senses. lacking object permanence. from birth to age 2

object permanence

awareness that objects continue to exist even when not perceived

schema

mental representations of the world

preoperational stage

one of piagets stages where children are able to represent things with words and images, but too young to perform. from age 2-6

animism

attribution of a soul to inanimate objects

egocentrism

having difficulty perceiving things from another point of view

conservation

the principle that quantity remains the same despite changes in shape

theory of mind

people’s ideas about their own and others mental states (feelings, thoughts, behaviors)

equilibrium

balance between demands of environment and childs abilities

assimilation

the process of adding new information to an existing schema

accommodation

the process of modifying an existing schema

concrete operational stage

one of piagets stages when children gain the mental operations that enable them to think logically about concrete events. age 7-11

formal operational stage

one of piagets stages when people begin to think logically about abstract concepts. age 11+

lev vygotsky

a developmental psychologist who created the psychological development framework of zone of proximal development

zone of proximal development

the range between present abilities and those that might develop with prompting from a MKO

MKO

more knowledgeable other, helps children learn different ideas and abilities

harry harlow

psychologist that found physical contact (during infancy) is crucial, through his experiment with monkeys

parent infant bond

an emotional tie children have with their caregivers, a survival impulse

imprinting

certain animals forms strong attachments during early life

strange situation experiment

an experiment where a child is placed in an unfamiliar environment while their caregiver leaves, and their reactions are observed

secure attachment

when a child shows temporary distress when a caregiver leaves, and comfort when they return

insecure attachment

displays either clinging, anxious attachment or avoidant attachment that resists closeness

basic trust

a sense that the world is predictable and reliable

self concept

an understanding and assessment of who they are

authoritarian

a parenting style where the parents are coercive, set rules, and expect obedience

permissive

a parenting style where the parents are understanding, have few demands, set few limits, and give few punishments

negligent

a parenting style where the parents are uninvolved, careless, and inattentive

authoritative

a parenting style where the parents are confrontive, demanding but responsive, and set rules but are open to discussion

aggression

any physical or verbal behavior intended to hurt someone physically or mentally

rational aggression

an act of aggression intended to har, a persons relationship or social standing

gender roles

the social expectations that guide our behavior as men or women

gender identity

personal sense of being male, female, or a combination/neither

social learning theory

we acquire our identity in childhood by observing and imitating others behaviors

gender typing

taking on a traditional male or female role

androgyny

a blend of male and female roles that feel right

pruning

brain rewiring, use it or lose it

puberty

the time when we mature sexually (and can reproduce)

menarche

when a girl hits her first period

imaginary audience phenomenon

the idea that others are paying attention to you, especially your flaws

preconventional morality

one of kohlberg’s stages - obey to avoid punishment and gain concrete awards, out of own self-intrest

conventional morality

one of kohlberg’s stages - upholds laws and rules to gain social approval and maintain social order

post conventional morality

one of kohlberg’s stages - actions reflect belief in basic rights and self-defined ethical principles

jonathan haidt

social psychologist that believes morality is rooted in moral intuitions, such as the trolley problem

moral intuitions

quick gut feelings, or affectively laden intuitions

hannah arendt

social psychologist that believes social influences depend on morality

spotlight affect

the idea that you are more special/better than everyone else, and so much better and successful

identity

our sense of self

social identity

the “we” aspect of our self-concept

eric erikson

social psychologist that believes there are 8 psychosocial stages of development, each stage has conflict and the outcome shapes our identity

intimacy

the ability to form emotionally close relationships

emerging adulthood

the time from 18 to mid-twenties when people hit a not-yet-settled phase of life

james marcia

psychologist that extended on identity formation during our liftime

walter mischel

psychologist that performed the marshmallow test with children, that shows the development of delayed gratification

mary ainsworth

psychologist that performed the study on secure vs insecure attachment within babies

diana baumrind

psychologist that created the 4 parenting styles

sex

biological status; determined by chromosomes and anatomy