Terms : Hide Images
| 1050823487 | Memory | Persistence of learning over time, through the storage and retrieval of info and skills | |
| 1050823488 | Encoding: | info put into our brain, that allows it to be stored | |
| 1050823489 | Storage: | info held in a way that allows it to be retrieved | |
| 1050823490 | Retrieval: | retrieving and recalling nfo producing it similar to what was encoded | |
| 1050823491 | Explicit (Declarative ) Memory: | Facts, stories, and meanings of words we know and can recall. Effortfull process | |
| 1050823492 | Implicit Memories: | Memories we're not fully aware of. Automatically processed. | |
| 1050823493 | Implicit Memories Examples | Condition associations (smells) Procedural memories (riding bike) Spcae (recall your house) Time (looking backwards for something lost) Frequency (third time heard song on radio) | |
| 1050823494 | Procedural Memory: | Riding a bike | |
| 1050823495 | Sensory Memory: | Where memories are kept a few seconds or less | |
| 1050823496 | Short Term Memory: | Info kept for a limited duration (20 sec. less) Can be extended by rehearsal. Limited Capacity = 7 digits +- 2 6 letters 5 words | |
| 1050823497 | Long Term Memory: | Info that is kept for hours, days, weeks, years Unlimited capacity | |
| 1050823498 | The magic #7 (+/- 2): | STM: 7 digets or 6 letters or 5 words (+/-2) | |
| 1050823499 | Working Memory | brain system that stores and manages information for a comparatively short time | |
| 1050823500 | Effortful Processing Strategies | Chunking Rehearsal | |
| 1050823501 | Chunking | Organizing data to manageable units (when giving CC, SS, and phone #'s, you break into small units.) | |
| 1050918366 | Personality | Individuals characteristic patterns of thoughts, feelings, and behaviors (consistent, distinctive) | |
| 1050918367 | Trait theory: | we have traits: stable and enauring characteristics that make us tend to act a certain way | |
| 1050918368 | Facts on Trait theory: | Traits can be identified and meausured Traits differ from person to person Traits are influenced by genetic predisposition | |
| 1050918369 | Who are the Key Proponents of the Traits Theory: | Allport, Eysenck, McCrae, Costa | |
| 1050918370 | Personality Inventories: | Self Report MMPI-2 | |
| 1050918371 | What is self report: | Questionnaire that ask how accurately statements/adjectives describe their behavior or mental state | |
| 1050918372 | What is MMPI-2 (Minnesota Multiphasic Personality Inventory) | Well known, well research self report. Designed to identify people with personality difficulties | |
| 1050918373 | Barnum Effect | Acceptance of vague, generalized, and positive descriptions as accurate assesment of their personality (reading clothing, physical features, and reactions) | |
| 1050918374 | How many traits are there? | Allport -4500 Eysenck-Two basic dimensions of traits McCrae and Costa- The Big 5 | |
| 1050918375 | What is the big Five? | CANOE Conscientiousness Agreeableness Neuroticism emotional stability and instability Openness Extaversion | |
| 1050918376 | Psychoanalytic Theory | Behavior emotions and personality devepoing dynamic interplay between conscious and unconscious process | |
| 1050918377 | Key proponents in the Psychoanalytic Theory: | Freud, Juna, Horney, Alder | |
| 1050918378 | What is Id: | Based on pleasure principle Biological needs, wants, and desires Instinvtive drives: sex and aggresion Unconscious Present at the begining of life The Devil | |
| 1050918379 | What is Superego: | Based on Morality principle Socialized Develops around age 4 or 5 Conscience: rules, laws, norms Both conscious and unconscious The angel Excessive=perfectionism and guilt | |
| 1050918380 | What is Ego: | Based on reality principle Executive-arbitrator, referee Rational, logical Decision-maker Develops in toddlers Mostly Conscious | |
| 1050918381 | Defense mechanisms | Repression Rationalization Regression Reaction Formation Projection Displacement Denial Identification Sublimation Undoing | |
| 1050918382 | What is repression | Anxiety arousing thoughts, feelings, and memories banished from consciousness, underlies all other D's | |
| 1050918383 | What is Rationilazation: | Supplying self justified explanations to conceal one's underying motives | |
| 1050918384 | What is Regression: | Reverting to immature behavior or ealier stage of development | |
| 1050918385 | What is Reaction Formation: | Switching unacceptable impulses with their opposites | |
| 1050918386 | What is projection: | Digues's ones own threatning imoulses by attributing them to others | |
| 1050918387 | What is displacement: | Shifting unacceptable agressive or sexual impulses to a less threatening substitute target | |
| 1050918388 | What is denial: | Refusal to acknowledge painful realities | |
| 1050918389 | What is identification: | Bolstering esteem by forming an imaginary or real alliance with a more powerful person | |
| 1050918390 | What is sublimation: | Channeling unacceptable drives into socially acceptable or culturally enhancing activities | |
| 1050918391 | What is undoing: | Making restitution | |
| 1050918392 | What is Freuds Psychosexual stages of development? | The Id is focus on the needs of erogenous zones, sensitive, areas of the body People can't be fixated at one stage, never resolve how to manage that zone's needs Boys in the Phallic stage begin to develop an Oedipus complex: unconscious sexual desires for their moms and hate dads | |
| 1050918393 | Free Association: | Encouraging another to speak whatever comes to mind | |
| 1050918394 | Freudian Slips: | Searching for meaning in slips of the tongue | |
| 1050918395 | Projective tests: | A series of ambiguous stimuli designed to elicit unique responses that reveal inner aspects of an individuals personality | |
| 1050918396 | What are examples of Projective Tests? | Rorschach Inkblot Tests Thematic Apperception Test (TAT) Open to Subjective interpretation-less reliable or valid in predicting behavior | |
| 1050918397 | Framing: | the focus, emphasis, or perspective that affects our judgements and decisions. | |
| 1050918398 | Belief Perseverance Error: | Holding on to your ideas over time, and actively rejecting information that contradicts your ideas | |
| 1050918399 | Overconfidence Error: | Refers to our tendency to be more confident than correct. We overestimate the accuracy of our estimates, predictions, and knowledge. (ex. procrastination.) | |
| 1050918400 | Representative: | Basing the estimated probability of an event on how similar it is to the typical prototype of that event. | |
| 1050918401 | Availability: | Estimate the likelihood of an event based on how much it stands out in our mind, that is, how much it's available as a mental reference. Example: Thinking that winning at a slot machine is likely because we vividly recall the times we've won before (thanks to bells, lights, and flowing coins) | |
| 1050918402 | Availability Heuristics and Representative Heuristics | Availability Representative | |
| 1050918403 | Fixation Intuition: | The tendency to get stuck in one way of thinking; an inability to see a problem from a new perspective | |
| 1050918404 | Mental Set: | The tendency to approach problems using a mindset (procedures and methods) that has worked previously. | |
| 1050918405 | Confirmation Bias: | Our tendency to search for information which confirms our current theory, disregarding contradictory evidence | |
| 1050918406 | Source Amnesia/Misattribution: | Forgetting where the story came from, and attributing the source to your own experience | |
| 1050918407 | Misinformation Effect: | Incorporating misleading information into one's memory of an event | |
| 1050918408 | Motivated Forgetting: | Choosing to forget or to change our memories | |
| 1050918409 | Retroactive | New learning interferes with old | |
| 1050918410 | Proactive: | Old learning interferes with new | |
| 1050918411 | Proactive and Retroactive Interference: | Old and new memories can interfere with each other, making it difficult to store new memories and retrieve old ones. | |
| 1050918412 | Tip-Of-The-Tongue Phenomena | Also known as retrieval failure, it's association and links decay (not the memory) | |
| 1050918413 | Decay: | Long term memories will decay if it is never used or retrieved. (long-term potentiation in reverse) | |
| 1050918414 | Encoding failure | Didn't pay attention, rehearse, or hold in WM until encoded | |
| 1050918415 | Anterograde | Inability to form new long-term declarative/explicit memories | |
| 1050918416 | Retrograde | Inability to retrieve memory of the past | |
| 1050918417 | Serial Position Effect: | Tendency to recall first items and last items in a long list | |
| 1050918418 | Context-Dependent | Retrieval is easier when we are in the same context as when we formed the memory Example: forgetting something when you walk out of a room so you walk back in to remember it. | |
| 1050918419 | State-Dependent | memories can be tied to the emotional and physiological state were in when we formed the memory Example: Becoming intoxicated again to remember where you had put your keys when you were intoxicated the first time | |
| 1050918420 | Priming: | triggering a thread of associations that bring us to a concept (define bark?) | |
| 1050918421 | Retrieval Cues: | External info or stimuli associated with stored info that helps gain access to memories. (memory is not stored as a file but as a web of associations | |
| 1050918422 | Herman Ebbinghaus and his Curve: | Herman studied memorization of nonsense syllables and saw that after a certain amount of time the information decreased | |
| 1050918423 | Role of_____ in memory: Hippocampus: | Encoding and Storage (explicit) | |
| 1050918424 | Role of_____ in memory: Frontal Lobes: | retrieval and use (explicit) | |
| 1050918425 | Role of_____ in memory: Cerrebellum: | forms and stores conditioned responses (implicit) | |
| 1050918426 | Role of_____ in memory: Basal Ganglia: | Forms and stores procedural memory and motor skills (implicit) | |
| 1050918427 | Flashbulb Memories: | Emotionally intense events that become "burned in" as a vivid seeming memory. The Amygdala helps tag these memories as important, and aren't as accurate as they feel. | |
| 1050918428 | Long-Term Potentiation: | Signals are sent across the synapse more efficiently. Synaptic changes include a reduction in the prompting needed to send a signal, and an increase in the number of neurotransmitter receptor sites. | |
| 1050918429 | Semantic Encoding: | This involves translating the visual information from written words into their meanings (for example, being able to define them or to form a mental image of the objects they refer to). | |
| 1050918430 | Phonemic Encoding: | This involves translating the visual input from written words into sounds. | |
| 1050918431 | Structural Encoding: | This involves translating the visual information from written words into its physical structure. | |
| 1050918432 | Levels of Processing Theory | Structural Encoding Phonemic Encoding Semantic Encoding | |
| 1050918433 | Making Information Meaningful: | Definition: Self-reference effect (relating material to ourselves) aids encoding and retention Example: Actors memorize lines more easily by deciding on the feelings and meanings behind the words | |
| 1050918434 | Hierarchies: | Definition: A branching/nested set of categories and subcategories Example: Putting different things into different categories to remember them | |
| 1050918435 | Mnemonics: | Definition: A memory "trick" that connects information to existing memory strengths such as imagery or structure Example: Maps, images, peg-word system (we encode better with the help of images) | |
| 1055095336 | Social-Cognitive Perspective | Personality is the interaction of social factors, cognitive factors, environmental factors. | |
| 1055095337 | External Levels of Control | Controlled by our environment | |
| 1055095338 | Internal Focus of control | We control our environment and our destiny | |
| 1055095339 | Spotlight Effect | assuming that people have attention focused on you when they actually may not be noticing you | |
| 1055095340 | Self serving Bias | We tend to think we are generally above average | |
| 1055095341 | Narcissim | Self absorption: implanted by fragile self-worth. Aggression triggered when threatended | |
| 1055095342 | Self Disparagement | Feeling worthless, uncloned, inferior | |
| 1055095343 | Humanistic theories | Focus on healthy people rather then mental health problem Focus on conditions that promote healthy personal growth (Maslow, Rogers) | |
| 1055095344 | Maslow's self-actualization Person | People are motivated to keep moving up hierrarchy or needs | |
| 1055095345 | Maslow's Hierarchy of needs (pyramid) | Being needs Self actualization needs Esteem Needs belonging needs safety needs Psychological needs and deficult needs | |
| 1055414653 | Stanford-Binet Intelligence Scale | The world's foremost intelligence test and the standard for virtually all tests that followed. | |
| 1055414654 | Normal Curve or Distribution | Symmetrical, bell-shaped curve that represents that pattern in which many characteristics are dispersed in the population. | |
| 1055414655 | Reliability | Measurement consistency of a test | |
| 1055414656 | Validity | The ability of a test to measure what it was designed to measure. | |
| 1055414657 | Achievement Test | Measure what you have already learned | |
| 1055414658 | Aptitude thests | attempt to predict your ability to learn new skills | |
| 1055414659 | Heritable Estimates | High: 80% of variation in intelligence by heredity; 20% determined by environment Low: 40% intelligence determined by heredity; 60% determined by environment. | |
| 1055414660 | Heritability | Racial differences in average IQ are due largely to heredity | |
| 1055414661 | Gender Ability Differences | Boys are more likely than girls to be at the high or low end of the intelligence test score spectrum | |
| 1055414662 | What do girls tend to be better at than boys? | spelling, locating objects, and detecting emotions, verbally fluent, and sensitive to touch, taste and color | |
| 1055414663 | What are boys better at than girls? | handling spatial reasoning and complex math problems |
