Term
| three basic stages in the information-processing model of memory (three box model) how long does each stage hold information |
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Definition
1)sensory memory- the first stage where information enters the nervous system through sensory systems (eyes, ears, etc.) this only last a few seconds
2)short-term memory- next stage and info is held for 15-30 seconds. uses the process of selective attention
3)long-term memory- is the last stage where all information is stored to be more or less permanent. these memories may always be available but not accessible. info is stored indefinitely |
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Term
| what is selective attention |
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Definition
| process of selecting one sensory channel and ignoring or minimizing others |
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Term
| what did george miller discover about short term memory |
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Definition
| he discovered that the capacity of the STM is about 7 items or bits of info. called it the "magical number seven, plus or minus two" |
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Term
| be able to define recognize and give examples of 1procedural and 2declariitive memories |
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Definition
1memory for how to do things, like motor skills and habits
2memories of facts, rules, concepts, and events |
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Term
| what is flashbulb memory? how do flashbulb memories compare to everyday memories in term of confidence and accuracy |
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Definition
An extremely vivd and detailed memory about an emotional event and the conditions surrounding how one learned about the event.
example: 9/11, pearl harbor, JFK assassination, and space shuttle challenger |
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Term
| what does it mean to say that memory is a reconstructive process? how is this different from the more traditional view on how memory works |
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Definition
memory that is pieced together by "frames". this is when bits of memory are lost and new info (that you truly believed happened) are added up to fill gaps.
ex: inability to to determine what actually happened and what you were told, get told story multi. times you believe that it actually happened or not sure if event happened to you or a friend b/c story has been repeated. |
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Term
| be able to define the misinformation effect |
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Definition
| when incorrect info about event, often in the form of misleading or false information, is represented to a person and then alters the person's recall of the event by causing him or her to incorporate erroneous details. |
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Term
| be familiar with the loftus and colleuge studies. 1 broken headlight study and 2 lost in mall study.for broken headlight what were the key words and what effect did they have on witness reports? for the lost in a mall study what was the false memory and how was it implanted |
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Definition
the key words were "the" and "a". when asked if the person saw "the" broken headlight rather than "a" broken headlight, most people actually believed they saw the broken headlight even there was never a broken headlight.
the false memory was that as a child the person was lost in the mall. the way it was implanted was by asking "remember when you were lost in the mall? we were shopping for mom in Nordstrom's and you wandered off" 25% of people "remembered" being lost in the mall even though it didn't happen. |
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Term
| summarize the repression controversy in regards to traumativ amnesia and false memories |
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Definition
| is that some believe that traumatic events are pushed away from conscious thought. very skilled therapists can retrieve this information. however sometimes misinformation can create false recall. therapist may ask if something happened in childhood and unintentionally create a memory (child abuse) |
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Term
| describe what is meant by memory trace and decay and be able to recoginze examples of each |
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Definition
a physical change in the brain that occurs when a memory is formed.
ex) when a person sees a stop sign a memory is made for a stop sign.
Memory decay- loss of memory over time due to time passing without using the memory trace
ex) forgetting things when you were 5 years of age |
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Term
| what part of henry molaison brain was removed what effect did it have on his memory |
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Definition
| hippocampus was removed and and he could not remember anything after the age of 27 |
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Term
| be able to define infantile amnesia |
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Definition
| not being able to remember events from the first 2 or 3 years of life. (the memory that exists when a person is still an infant) |
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Term
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Definition
| an integrated mental network of knowledge, beliefs, and expectations concerning a particular topic or aspect of the world |
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Term
| define and recognize examples of the availability heurisitcs |
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Definition
the tendency to judge the probability of a type of event by how easy it is to think of examples or instances
ex: people think the number of shark attacks are high
ex: catastrophes or shocking accidents evoke a strong emotional reaction in us, and thus stand out in our minds
ex: people overestimating the number of deaths from a tornado because it is in the headlines |
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Term
| what is framing and how can it interfere with logical reasning |
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Definition
the tendency for peoples' choices to be affected by how a choice is presented or framed
it can interfere with logical reasoning because people will take a risk if they see it is a way to avoid loss |
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Term
| be able to define and recognize examples of hindsight bias |
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Definition
the tendency to overestimate ones ability to have predicted an event once the outcome is known; the "I knew it all along" phenomenon
ex: " i always knew their marriage wouldn't last" |
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Term
| what is confirmation bias be able to recognize examples |
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Definition
the tendency to look for or pay attention to info that confirms ones own belief.
ex: when someone is writing a paper and will primarily search for info that confirms their belief, may fail to search fully or consider info that is inconsistent with their belief. |
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Term
| what is the g factor and how does it contrast with other approaches to inteligence |
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Definition
| your general intellectual ability. how fast you can pick things up. (placement tests) contrast to other approaches to intelligence is that it doesnt truly measure intelligence or define what intelligence is. |
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Term
| who was alfred binet and what was his role in inteligence testing |
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Definition
| a french psychologist who developed the first standardized intelligence test, said scores do not measure intelligence, based on mental age compared to chronological age |
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Term
| what is mental age? how was a persons intelligence quotient IQ determined originally? what was the problem wit this method of determining intelligence |
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Definition
a childs age as far as their ability at the time of test. compared to others at chronological age
IQ mental age/chronological age x 100 |
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Term
| how did the purpose of inteligence testing change when it was brought from france to america |
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Definition
problem was that it did not determine adults IQ only kids
IQ was originally used to bring kids to average for their age level. when brought to america it changed to being used to determine mental retardation and gifted children. used in psych testing |
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Term
| what role do self disciplinee and motivation play when making predictions about iq scores? what were the differences in attitudes about inteligence and achivment between asian parents teachers and children compared to american parents teachers and childen |
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Definition
Once you are motivated to succeed intellectually , you need self discipline to reach your goals. They both work hard hard at intellectual tasks depend, in turn, on your attitude about intelligence and achievement which are strongly influenced by cultural values.
Beliefs about intelligence: Americans were for more likely than Asains to believe that math ability is born with you, Americans tend to think if you have the ability you don't have to work hard and if you dont theres no point trying
Standards: Americans had far lower standers of childrens performance satisfied when scores barley above average on a 100 point test. Chinease and Japs only happy when children had higher scores
Values: American students did not value education as much as Asains. More complacent about mediocre work. When asked if granted one wish 60% of chinease 5th graders named something educational. Americans wanted money or possessions.
Jap teachers valued studying hard more than american teachers and jap students and american students. |
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Term
| be able to definge and distinguish between 1asssimilation and 2accomadation |
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Definition
Process of absorbing new experiences into current knowledge structures
2 Process of altering a belief to make it more compatible with experience.
First assimilation happens when child believes the earth is flat then learns is round, she might assimilate this knowledge into her schema by picturing a disc like a coin. This adjustment allows her to absorb this fact without changing her belief that world is flat. The forced to engage in accommodation by changing their concept from flat to round. Process ensures a state of harmony between world and mind of children. |
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Term
| Classify examples of behavior according to Piagets cognitive steps |
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Definition
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Term
| according to piaget first cognitive stage? be able to define object permanence |
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Definition
Sensorimotor Stage
Birth to 2 years old.
Focus on whats here and now ( out of state out of mind) Learn world through body movement and senses
Object performance: The understanding that objects continue to exist even when out of view
Ex) ball drops in box then looks for it |
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Term
| what s piagets second cognitive stage? what types of thought and behavior become possible during this stage? what is centration egocentrism and conservation |
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Definition
Preoperational Stage
2-7 years old can understand that things symolize other things. See things as symbol
Ex) the word ball and actual ball represent eachother
starts to play pretend
centration the tendency to focus on only one aspect of a situation, problem or object. For example, a child may complain that there is little ice cream left in a big bowl. The child will be satisfied if the ice cream is transferred to a little bowl, even though nothing is added, because he only considers how full the bowl appears to be.
conservation a Task where children understand that despite a transformation in the physical presentation of an amount, the amount remains the same
Egocentrism- The inability to see the world from others point of view
ex) drawlings of ideas |
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Term
| what is pigets third cognitive stage |
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Definition
Concrete Operations
7-11 Able to perform mental transformations but only on concrete physical objects. Organizational tasks.
ex) sorting coins by size |
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Term
| what is pigets final cognitive stage? what type of reasoning emerges at this age? note that youll need to understand what this type of reasoning means |
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Definition
Formal Operational Stage
11 to adult hood
Able to perform hypothetical and abstract reasoning , can understand logical concepts like ( if than statements)
ex) " if i am late to school , ill get in trouble "
-Abstract reasoning skills emerge at this age |
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Term
| how long did eriksons model of development last? what is a psychosocial crisis |
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Definition
Lasted an entire life span ( conflict defined each pass )
Dilemma conceding an individuals relations to other people. |
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Term
| what is emerging adulthood |
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Definition
| Life between 18-25 during which many aspects of emotional development, identity , and personality becomes solidified |
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Term
| be able to list and explain the threee basic levels of moral reasoning that kohlberg proposed |
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Definition
Preconventional Morality- Should steal: Cuz he can get away with it
Should not steal: might get caught
Conventional Morality- Should steal: Others will look down on him if he lets his wife die
Should not steal: Against the law
Postconventional Morality- Should steal: protection of human life is a higher moral principle that can overrule laws against stealing.
Should not steal : Going so violates a basic social contract needed to preserve civilization "Thau shalt not steal" |
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Term
| according to kubler ross what are the five basic stages people go through when reacting to impending death? be able to list the stages in order and describe stage |
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Definition
1. Denial- Resits the idea of death by denying the validity of info about terminal illness. People tend to look for a "Miracle cure" or say doctor is wrong
2.Anger- Mad its them dieting not fair envy others
3. Bargaining- Realizes death is coming but still not accepted as inevitable. Tries to strike bargains to prolong their life.
ex) painful treatments or asking god for forgiveness
4. Depression- Reality of death hits them. Loss of hope feels guilty about leaving loved ones
5. Acceptance- After depression lifts they achieve an acceptance of death. Not generally a happy feelings. A stage of emotional exhaustion that leaves the individual peacefully and free of negative emotions |
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