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| small, temporary EEG change caused by some stimulus |
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| Have no fixed set of defining features. But have a set of characteristic features (vegetables) |
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| argument made up of two propositions, called premises, and a conclusion based on these premises. |
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| Time saving mental shortcuts used in reasoning. |
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| mental shortcut that involves basing judgements on existing information |
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| Representativeness heuristic |
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| mental shortcut that involves judging whether something belongs in a given class on the basis of its similarity to other members of that class |
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| mental shortcut in which judgments are based on info most easily brought to mind |
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| tendency for old patterns of problem solving to persist reven if they arent the best |
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| set of symbols and rules for combining them |
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| set of rules for combining wordsin a given language |
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| smallest units of sound that affect the meaning of speech |
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| smallest units of language that have a meaning |
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| set of rules that govern the formation of phrases and sentences in a language |
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| rules governing the meaning of words and sentences |
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| abstract representation of the underlying meaning of a given sentence |
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| process of acquiring info and entering it into memory |
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| remembering things as a sequence of sounds |
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| remembering things as images |
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| memory of an event that happened while one was present |
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| type of memory containing generalized knowledge of the world |
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| type of memory containing info on how to do things |
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| process of trying to remember something |
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| unintentional influence of prior experiences |
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| levels-of-processing model of memory |
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| holds that how well something is remembered depends on the degree to which incoming information is mentally processed |
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| repeating info in order to remember it |
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| relating new information to old memories in order to remember it better |
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| transfer appropriate processing model of memory |
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| how well something is remembered is based of how well the retriaval matches the encoding process |
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| Parallel distributed model of processing |
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| memory models in which new experiences change ones overall knowledge base. relating things |
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| information processing model |
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| information is seen as passing through sensory short term and long term memory |
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| holds large amounts of incoming information very briefly but long enough to connect one impression to the next |
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| memory systems that hold incoming information long enough for it to be processed further |
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| sensory register for visual information |
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| focusing of mental resources on only part of the stimulus field |
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| holds unrehearsed info for a limited time |
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| allows us to use of manipulate info in short term memory |
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| how much you can recall perfectly after presentation. Usually 5-9 items |
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| allows more immediate memory |
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| Brown-Peterson Distractor technique |
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| trying to remember something but being distracted in between learning and rehearsing |
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| long lasting stage of memory believed to have unlimited capacity |
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| remembering things at the beginning of a list better |
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| remembering things at the end of a list better |
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| something that help you remember info |
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| if you study in the classroom you will do better on test because retrieval cues in the room help you remember info |
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| study in the same state you take the test in |
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| explains how info is retrieved in semantic network theories of learning |
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| ratio of how much less time it takes to relearn something |
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| gradual dissaperance of info from memory. Forget spanish if you dont use it |
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| retrival of info blocked by presence of other info |
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| stuff you already know makes it hard to learn new stuff |
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| new stuff makes it harder to remember old stuff |
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| loss of memory for any event after a brain injury |
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| forgetting things from before the brain injury |
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| methods for placing info in an organized context in order to remember it better |
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| studying over a long period of time |
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| study how peoples thoughts, feelings and behavior influence behavior of others |
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| refers to the mental processes associated with people's perceptions of and reactions to other people |
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| how one thinks of oneself |
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| the evaluations one makes about how worthy one is as a human being |
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| the evaluations one makes about how worthy one is as a human being |
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| are the categories of people to which people compare themselves |
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| is the belief that, in comparison to a referance group, one is getting less than deserved |
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| consists of the beliefs we hold about the groups to which we belong |
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| refers tot eh processess through which poeple interpret information about others, draw inferences about them, and develop mental representations of them |
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| is a process though which our expectations about another person cause us to act in ways that lead the person to behave as we expected |
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| is the process of explaining the causes of people's behavior, including our own |
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| fundamental attribution error |
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| bias toward overattributing the behavior of others to internal causes |
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| those different from ourselves |
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| tendency to attribute other people's behavior to internal causes while attributing our own behavior to external causes |
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| our success is do to internal characteristics. our failure is due to external factors |
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| our predisposition to things |
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| elaboration likelihood model |
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| attitude change due to evaluation of content by a persuasive person (central route) or by irrelevant persuasion cues (peripheral route) |
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| cognitive dissonance theory |
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| asserts that attitude change is driven by efforts to reduce tension caused by inconsistencies between attitudes and behaviors |
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| attitudes can change as people realize their behavior in certain situations and then infer what their attitude must be |
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