AP Psychology - Cognition, Language Flashcards
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| 15410744352 | memory | learning that has remained over time, information that's stored and can be retrieved | 0 | |
| 15410746080 | information processing model | our idea of memory; takes after a computer. 3 parts to this | 1 | |
| 15410747143 | encoding | how we get information into our brain (like a keyboard on a computer) | 2 | |
| 15410748371 | storage | how we hold onto that information (like a hard drive) | 3 | |
| 15410748941 | retrieval | how we get the info back out of our brain (computer's file system) | 4 | |
| 15410750513 | connectionism | the idea that memories are made up of interconnected neural networks | 5 | |
| 15410751679 | sensory memory | the immediate, very brief recording of sensory information in the memory system; like an after image if you have your eyes closed then flashing them open-and-closed again. | 6 | |
| 15410753613 | 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; encoded via rehearsal | 7 | |
| 15410755622 | long-term memory | the relatively permanent storage of information | 8 | |
| 15410756658 | working memory | where we focus on information that is useful or needed right then | 9 | |
| 15410760640 | automatic processing | takes place automatically, without any conscious effort on your part (know the way from a classroom to cafeteria and you walk there without thinking about it) | 10 | |
| 15410767077 | parallel processing | where the human brain can do many things at once (apart of automatic processing) | 11 | |
| 15410769437 | effortful processing | when we put in a purposeful effort to remember something; 3 components to this | 12 | |
| 15410770796 | rehearsal | simply repetition | 13 | |
| 15410771522 | spacing effect | says that we remember better if we space our study or rehearsal out over time | 14 | |
| 15410773984 | serial position effect | when trying to remember a list of something, you're more likely to remember the first and last ones; primacy vs. regency effect | 15 | |
| 15410778905 | 3 types of encoding techniques for verbal information | #1) visual encoding: refers to images and shapes #2) acoustic encoding: refers to sounds #3) semantic encoding: refers to meanings of words -most effective: semantic, acoustic, and then visual | 16 | |
| 15410786248 | imagery | visual encoding involves ________. we can much more easily remember concrete things or words like dog vs. abstract words like honor | 17 | |
| 15410787980 | rosy retrospection | this is where the boring memories fade away and nice images remain (remember trip vs. the long wait in the airport) | 18 | |
| 15410794651 | mnemonic devices | tricks that help memory and are often visual based | 19 | |
| 15410796966 | chunking | memorizing things in small groups, rather than alone or in one large groups, rather than alone or in one large group (remember phone numbers in chunks) | 20 | |
| 15410802495 | hierarchies | organized structures; help us organize and thus to remember info. human brain likes order | 21 | |
| 15410805405 | iconic memory | for a brief moment the image remains "burnt" in our eyes | 22 | |
| 15410807132 | echoic memory | sound is briefly stored | 23 | |
| 15410813652 | short term memory vs. long term memory | short-term memory: lasts only a few seconds (can hold abt 7 bits of info.) long-term memory: appears to be limitless | 24 | |
| 15410819723 | long-term potential (LTP) | an increase in a synapse's firing potential after brief, rapid stimulation. Believed to be a neural basis for learning and memory. the threshold is needed to achieve action potential is lowered due to LTP | 25 | |
| 15410821445 | CREB | protein that can switch genes on/off with memory and connection of memories | 26 | |
| 15410821966 | glutamate | increasing this neurotransmitter, may also increase LTP and memory | 27 | |
| 15410823242 | flashbulb memories | occur at times of crisis, such as the events of 9/11. Brain takes a "snapshot," these memories also prove to be very accurate | 28 | |
| 15410825221 | amnesia | ability to form new memories | 29 | |
| 15410827207 | explicit memory (declarative memory) | consciously recalled memories | 30 | |
| 15410827909 | implicit memory (nondeclarative memory) | memory without conscious recall | 31 | |
| 15410829419 | retrieval | getting information out | 32 | |
| 15410830176 | recall | ability to call up stored memories (fill-in-the-blank test) | 33 | |
| 15410831198 | recognition | identifying something already learned (pinpointing a correct definition on a multiple choice test) | 34 | |
| 15410834522 | relearning | a measurement of time saved when learning something for a second time | 35 | |
| 15410838764 | retrieval cues | help us to pull information out of our memories | 36 | |
| 15410848073 | priming | gives us hints to unlock our memories (this could be nothing more than a keyword) | 37 | |
| 15410849375 | context effects | refer to the fact that we remember things in the context or setting in which they're normal (like knowing a person by name, than seeing them somewhere unexpected and not being able to recognize them) | 38 | |
| 15410852403 | deja vu | triggered by reentering a similar situation. rather than actually having been in a situation before, certain similar memories may be similar enough to make us believe we've been there before | 39 | |
| 15410855688 | mood-congruent | our moods are said to be ______. this means that when in a certain mood, it's easier to recall memories that fit that mood (when sad, you can recall other sad memories more easily) | 40 | |
| 15410858532 | Hermann Ebbinghaus | graphed the forgetting curve; at first, we forget very much very fast. then, forgetting diminishes, then finally levels off | 41 | |
| 15410862593 | tip-of-our-tongue phenomenon | hasn't been forgotten, it's in our memory, but we can't get it out. So it is a retrieval failure | 42 | |
| 15410863710 | interference | can hurt retrieval. its when something similar gets in the way of trying to remember something | 43 | |
| 15413134479 | proactive interference | (AKA "forward acting interference") takes place when something you've previously learned gets in the way of learning something new | 44 | |
| 15413140140 | retroactive interference | (AKA "backward-acting interference") takes place when new info makes it hard to remember old info. | 45 | |
| 15413147831 | positive transfer | something learned at one time facilitates learning or performance at a later time (knowing a similar language can sometimes help you learn another) | 46 | |
| 15413159464 | misinformation effect | this occurs when we're given a bit of wrong information, we often incorrectly remember things. Which can make it hard to tell what really happened or what we created | 47 | |
| 15413173628 | imagination inflation | occurs when we repeatedly imagine something that happened, then remember it as though it actually did | 48 | |
| 15413176914 | source amnesia | occurs when we either can't or wrongly label the source of a memory. the memory is there, but we're not sure where it came from | 49 | |
| 15413185455 | concepts | simplified mental groupings of similar objects, events, ideas, and people | 50 | |
| 15413188008 | prototypes | which are idea examples that sum up the concept | 51 | |
| 15413193064 | trial-and-error | most basic technique of problem-solving. It might work but it is very random and takes a lot of time. | 52 | |
| 15413196672 | algorithm | going through step-by-step procedures and are guaranteed to find the correct answer. this will work but often takes a lot of time | 53 | |
| 15413202535 | heuristics | "use your brain." depends on problem, but often usually gets answer quicker. meaning you use prior knowledge to know what the solution can't be so you try combinations that are left | 54 | |
| 15413208431 | insight learning | answer comes all at once, it happens when you're stuck but then for whatever reason, the entire answer just comes to you | 55 | |
| 15413212242 | creativity | the ability to create ideas that are novel and valuable | 56 | |
| 15413214398 | convergent thinking | narrowing the available problem solutions to determine the single best solution (IQ tests) | 57 | |
| 15413216385 | divergent thinking | expands the number of possible problem solutions (creativity tests) | 58 | |
| 15413219134 | confirmation bias | the tendency to seek our evidence that confirms our findings more eagerly than seeking evidence that refutes (or argues against) our findings | 59 | |
| 15413224328 | fixation | being unable to see a problem from a fresh perspective | 60 | |
| 15413231723 | mental set | this concept influences how we think. It is our tendency to try and solve a problem in a manner that has worked in the past. this can be helpful to solve similar problems, but it can be hurtful when we think the problem is similar, but isn't | 61 | |
| 15413245073 | functional fixedness | where we think of things as only having their normal function. for example, we may feel we need a butter knife to cut the butter, but a fork would do just the same | 62 | |
| 15413270180 | representative heuristic | the probability of how well something fits a prototype | 63 | |
| 15413275122 | availability heuristic | says that we make our evaluations based partly on the ease with which we get the information on which we make them | 64 | |
| 15413279624 | overconfidence | occurs when we overestimate our knowledge and abilities | 65 | |
| 15413285069 | belief perseverance | holding to one's line of thinking despite overwhelming evidence to the contrary. simply put, it's being set in your ways (or stubbornness) | 66 | |
| 15413289047 | intuition | plays a powerful role in how we think. it's our irrational, gut feeling | 67 | |
| 15413294211 | framing | the way in which something is presented | 68 | |
| 15413299030 | phonemes | basic sounds of language. English has 2 letters, but 40 of this (40 sounds) | 69 | |
| 15413301305 | morphemes | the smallest units of language that have meaning; in some cases a phoneme is this, but usually it is made up of two or more phonemes | 70 | |
| 15413305471 | grammar | a system of rules for a language | 71 | |
| 15413306908 | semantics | made of the rules that give us meaning from morphemes, words, and sentences | 72 | |
| 15413309033 | syntax | made of the rules we use to assemble sentences | 73 | |
| 15413311024 | linguistic determinism | our language strongly influences the way we think | 74 | |
| 15413322378 | intelligence | the ability to learn from experience, solve problems, and adapt to new experiences | 75 | |
| 15413326110 | general intelligence | the idea that one general factor underlies intelligence, Charles Spearman | 76 | |
| 15413329974 | factor analysis | a statistical procedure that identifies clusters of related items. In this case, Spearman uses it to try and measure "g" | 77 | |
| 15413338656 | savant syndrome | people of low or exceptional abilities. often score low on intelligence tests, yet they can excel beyond imagination in other areas | 78 | |
| 15413347828 | emotional intelligence | the extent to which people are self-aware, can manage their emotions, can motivate themselves, express empathy for others, and possess social skills | 79 | |
| 15413354931 | intelligence quotient | mental age/chronological age x 100 | 80 | |
| 15413361278 | achievement tests | measure how much you've learned thus far | 81 | |
| 15413369334 | aptitude tests | predict how you'll do in the future | 82 | |
| 15413371224 | standardization | every student takes the same test under the same circumstances | 83 | |
| 15413373997 | Flynn Effect | the rise in average IQ scores that has occurred over the decades in many nations | 84 | |
| 15413375747 | reliability | test gives the same or very similar results every time | 85 | |
| 15413379120 | validity | test measures what it's supposed to measure | 86 | |
| 15413381947 | predictive validity | the idea that aptitude tests can accurately predict future performace | 87 | |
| 15413387059 | down syndrome | a person with an extra chromosome | 88 | |
| 15413389286 | heritability | tries to measure the variation of difference in a trait that's inherited genetically | 89 |