2.6-2.8 flashcards

Memory Concepts

• Retrieval Cues: Stimuli that help access stored memories.

• Context-Dependent Memory: Memory retrieval is better when the learning and recall environments are the same.

• State-Dependent Memory: Memory is more easily retrieved when in the same emotional or physical state as during encoding.

• Mood-Congruent Memory: Tendency to recall memories that match one's current mood.

• Retrieval Practice: Actively recalling information to strengthen memory.

• Testing Effect: Improved memory after retrieving information through testing rather than rereading.

• Metacognition: Awareness and understanding of one's own thought processes.

• Recall: Retrieving information from memory without cues.

• Recognition: Identifying previously learned information when presented with cues.

Forgetting and Memory Distortion

• Forgetting Curve: Graph showing memory retention declines over time without reinforcement.

• Ebbinghaus: Psychologist who studied memory decay and developed the forgetting curve.

• Encoding Failure: Inability to store information into long-term memory due to lack of attention or processing.

• Proactive Interference: Old information disrupts the recall of new information.

• Retroactive Interference: New information interferes with the recall of old information.

• Tip-of-the-Tongue Phenomenon: Temporary inability to retrieve information despite feeling close to recalling it.

• Repression: Unconscious blocking of distressing memories.

• Misinformation Effect: Memory distortion caused by misleading information.

• Framing: How information is presented influences decisions and recall.

• Source Amnesia: Forgetting where or how a memory was acquired.

• Constructive Memory: Memories are influenced by imagination, beliefs, or expectations.

• Memory Consolidation: Process of transferring short-term memories to long-term storage.

• Imagination Inflation: Increased confidence in a false memory after imagining it.

Intelligence and Testing

• Intelligence: Ability to learn, solve problems, and adapt to new situations.

• g Theory/Multiple Abilities: Spearman's "g" represents general intelligence; Gardner emphasizes multiple intelligences.

• Fluid and Crystallized Intelligence: Fluid intelligence involves problem-solving; crystallized intelligence is accumulated knowledge.

• IQ as Mental Age/Chronological Age: Original IQ formula compared mental age to chronological age.

• Modern Use of IQ Tests: Identifies students needing additional educational support.

• Standardization: Establishing norms and uniform procedures for testing.

• Norming: Comparing test scores to a pretested group to establish averages.

• Percentile Rank: Percentage of scores below a specific test score.

• Reliability and Validity: Reliability is consistency of results; validity is measuring what the test is designed to measure.

• Construct Validity: Test accurately measures the concept it claims to measure.

• Predictive Validity: Test's ability to predict future performance.

• Test-Retest Reliability: Consistency of test results over time.

• Split-Half Reliability: Consistency of results between halves of a test.

• Factor Analysis: Statistical method to identify clusters of related abilities or traits.

• Stereotype Threat: Anxiety about confirming stereotypes negatively affects performance.

• Stereotype Lift: Performance improves when aware of positive stereotypes about one's group.

• Flynn Effect: Steady rise in average IQ scores over decades due to environmental factors.

• Within-Group vs. Between-Group IQ Variability: Larger differences within groups than between groups; reflects environmental and cultural influences.

• Discriminatory Uses of Intelligence Testing: Tests used unfairly to limit opportunities based on biases.

Types of Tests & Mindsets

• Achievement Tests: Assess learned knowledge or skills.

• Aptitude Tests: Measure potential to learn or perform.

• Growth Mindset: Belief that abilities can improve with effort and practice.