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| 13260668229 | Phoneme | basic unit of sound in spoken language | 0 | |
| 13260668230 | Morpheme | smallest meaningful sound; simple words, prefixes, suffixes | 1 | |
| 13260668231 | Grammar | rules for combining sounds and words to communicate meaning | 2 | |
| 13260668232 | Syntax | rules that regulate the order of words | 3 | |
| 13260668233 | Semantics | rules that enable us to derive meaning | 4 | |
| 13260668234 | Babbling | produces phonemes; narrows around 10 months | 5 | |
| 13260668235 | One-2 years | uses holophrase (one word) | 6 | |
| 13260668236 | Telegraphic speech | use of two-word phrases, typically a verb and noun (eat cookie) | 7 | |
| 13260668237 | Age 3 | -following rules of grammar -"I goed to the store" | 8 | |
| 13260668238 | Overgeneralization | a child applies grammatical rules without making exceptions | 9 | |
| 13260668239 | Skinner | believed that we learn language through familiar learning principles | 10 | |
| 13260668240 | Association | sights of things and sounds of the words | 11 | |
| 13260668241 | Imitation | words and syntax modeled from others | 12 | |
| 13260668242 | Reinforcement | acknowledged positively when they speak correctly | 13 | |
| 13260668243 | Noam Chomsky | -our brains are pre-wired for a universal grammar of nouns, verbs, objects, and questions -his language acquisition device is the developing brains blueprint for developing language; occurs during a critical period | 14 | |
| 13261324110 | Memory | the persistence of learning over time through the storage and retrieval of information | 15 | |
| 13270725421 | Flashbulb memory | occurs with significant and emotional events, as if to capture an image | 16 | |
| 13270750574 | Encoding | process of putting information into the memory system | 17 | |
| 13270754361 | Storage | retention of encoded information over time | 18 | |
| 13270757784 | Retrieval | process of getting information out of the memory stage | 19 | |
| 13270764030 | Shallow processing | structural encoding of superficial sensory information based on the physical characteristics of the stimulus as it first comes in | 20 | |
| 13270771146 | Semantic encoding | deeper processing, emphasizes the meaning of verbal input | 21 | |
| 13271461788 | Deep processing | attaching meaning to information; associate with new and existing memories | 22 | |
| 13271540623 | Self-referent encoding | processing information deemed important or relevant more deeply | 23 | |
| 13271551167 | Three-Stage Model of Memory | *Atkinson-Shiffrin Model: -Sensory memory -Short-term memory -Long-term memory | 24 | |
| 13271566835 | Sensory Memory | -Memory that is just long enough to be perceived -Typically lost quickly | 25 | |
| 13271575988 | Visual or iconic memory | represents a visual stimulus that lasts for less than a second | 26 | |
| 13271583078 | Auditory or echoic memory | lasts for about four seconds, just long enough to hear a flow of information | 27 | |
| 13271591791 | Sensory memory store | *Divided into two subtypes: -iconic memory-visual information -echoic memory-auditory information *Visual or iconic memory was discovered by Sperling in 1960 | 28 | |
| 13271605373 | Sperling's Experiment | *Presented matrix of letter for 1/20 seconds *Report as many letters as possible *Subjects recall only half of the letters *Was this because subjects didn't have enough time to view entire matrix? No *How did Sperling know this? *Sperling showed people can see and recall ALL the letters momentarily *Sounded low, medium or high tone immediately after matrix disappeared -tone signaled 1 row to report -recall was almost perfect *Memory for image fades after 1/3 seconds or so, making report of entire display hard to do | 29 | |
| 13271656280 | What actually happened during Sperling's Experiment | 1. Letters are displayed on a screen for 1/20 of a second 2. Screen is blank 3. Length of time varies up to one second; medium; tone is sounded, indicating row 4. Subject reports letters in a row indicated by tone | 30 | |
| 13271675622 | Selective attention | determines which very small fraction of information is encoding in our short-term memory | 31 | |
| 13271680511 | Automatic processing | unconscious encoding of information about space, time, and frequency without interfering with our thinking | 32 | |
| 13271687546 | Parallel processing | involves several information streams simultaneously | 33 | |
| 13271691382 | Effortful processing | encoding that requires our attention and conscious effort | 34 | |
| 13271697669 | Rehearsal | repetition of information; to maintain or store | 35 | |
| 13271705676 | Short-term memory (working memory) | *Holds limited amounts of information for about 30 seconds *George Miller - 7 plus or minus 2 *To hold STM, we must use rehearsal | 36 | |
| 13271717492 | Chunking | grouping information into meaningful units | 37 | |
| 13271721618 | Maintenance rehearsal | repetition to keep in working memory until it is used (phone number from phone book) | 38 | |
| 13271732447 | Elaborative rehearsal | organization and understanding of the information that has been encoded; transfer the information to the long-term memory | 39 | |
| 13271744121 | Mnemonic devices | memory tricks or strategies to make information easier to remember (ROY G BIV) | 40 | |
| 13271747389 | Method of loci | visualization with familiar objects on a path to recall info in a list | 41 | |
| 13271756281 | Peg-word system | association of terms to be remembered with a memorized scheme | 42 | |
| 13271764470 | Baddeley's Working Memory Model | visuospatial sketch pad, central executive, phonological loop, | 43 | |
| 13271775684 | visuospatial sketchpad | holds visual and spatial info | 44 | |
| 13271777702 | Phonological loop | holds verbal information | 45 | |
| 13271930466 | Central executive | coordinates all activities of working memory; brings new information into working memory from sensory and long-term memory | 46 | |
| 13272006845 | Long-term memory | Relatively permanent and practically unlimited | 47 | |
| 13272012383 | Explicit memory | declarative memory, LTM of facts and experiences we consciously know and can verbalize | 48 | |
| 13272019475 | Semantic memory | facts and general knowledge | 49 | |
| 13272021490 | Episodic memory | personally experienced events | 50 | |
| 13272028390 | Implicit memory | non-declarative memory, skills and procedures to do things | 51 | |
| 13272030281 | Procedural memory | motor and cognitive skills, classical and operant conditioning effects (ex. tying shoes, riding a bike, swimming) | 52 | |
| 13272054450 | Hierarchies | concepts are arranged from general to specific classes | 53 | |
| 13272060219 | Concepts | related things | 54 | |
| 13272064109 | Prototypes | typical example of concept | 55 | |
| 13272067805 | Semantic networks | irregular and distorted systems than strict hierarchies; multiple links to concepts | 56 | |
| 13272072809 | Schemas | frameworks of basic ideas and perceptions based on past experience | 57 | |
| 13272077568 | Script | schema for an event | 58 | |
| 13272082547 | Long-term potentiation | *the strengthening of neural connections at the synapses *LTM is supported by a highly efficient neural network | 59 | |
| 13272094442 | Thalamus | encodes sensory memory into the short-term memory | 60 | |
| 13272098056 | Hippocampus | frontal and temporal lobes are involved in explicit LTM | 61 | |
| 13272101755 | Cerebellum | implicit memory of skills | 62 | |
| 13272105585 | Anterograde amnesia | results from destruction of the hippocampus, no new information into explicit memory | 63 | |
| 13272110158 | Retrograde amnesia | memory loss of a segment of the past | 64 | |
| 13272114862 | Recognition | identification of learned items when they are presented (multiple choice questions) | 65 | |
| 13272117362 | Recall | retrieval of previously learned information (essay questions) | 66 | |
| 13272120868 | Reconstruction | memories that can be distorted by adding, dropping, or changing details to fit schema | 67 | |
| 13272125405 | Serial position effect | tendency to remember the first and last items on lists, not the middle | 68 | |
| 13272129642 | Primacy effect | better recall of first terms | 69 | |
| 13272131296 | Recency effect | better recall of last items | 70 | |
| 13272134940 | Cues | reminders associated with information we are trying to get out of our memories | 71 | |
| 13272138401 | Priming | activating specific associations in memory either consciously or unconsciously | 72 | |
| 13272145348 | Distributed practice | spread out memorization over many sessions helps with greater memory retention | 73 | |
| 13272150792 | Context-dependent memory | recall information in the same physical setting | 74 | |
| 13272152513 | Mood congruence | recall experiences better when we are in a similar mood as when we originally encoded the information | 75 | |
| 13272156339 | State-dependent | recall is better when we are in the same internal state (level of alertness) | 76 | |
| 13272160414 | Forgetting | *comes from failure to encode, decay over time, or inability to access LTM *use it or lose it | 77 | |
| 13272169100 | Ebbinghaus Forgetting Curve | *forgetting is related to difficulty of material, physiological state individual, and amount of rehearsal *less rehearsal=more forgetting | 78 | |
| 13272185509 | Tip-of-the-tongue phenomena | we know it, but can't pull it out of memory | 79 | |
| 13272187762 | Interference | learning some items make us forget others; similarities | 80 | |
| 13272190288 | False memories | inaccuracies or misperceptions about memories | 81 | |
| 13272196200 | Proactive interference | old memories interfere with learning new information; trying to remember a new phone number may be disrupted by a memory of an old number | 82 | |
| 13272205150 | Retroactive interference | new learning disrupts recall of old information; new address interferes with remembering old address | 83 | |
| 13272213994 | P.O.R.N. | proactive; old interfering with new; retroactive; new interfering with old | 84 | |
| 13272218665 | Intrusion | experiences create assumptions about information, such as applying schemas | 85 |
