Quiz
Learning & Cognition-Final
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Fragen in diesem Quiz (129)
1Repeating an observed action after some temporal delay:
- Astorage
- Bdeferred limitation
- Cgeneralized limitation
- Dmnemonics
2Social learning:
- Athe process of placing information into a memory system
- Bthe process of retaining information in memory over time
- Ca process by which organisms acquire behavior by observing others
- Dthe process of accessing or withdrawing information from a memory system
3Process of placing information into a memory system:
- Asavings
- Bencoding
- Cstorage
- Dretrieval
4Process of retaining information in memory over time:
- Asocial learning
- Bretrieval
- Cencoding
- Dstorage
5Cognitive neuroscience:
- Aa contingency in which the consequences of responding to one antecedent stimulus depend upon the presence or absence of a 2nd antecedent stimulus
- Ba scientific discipline concerned with the relationship between the brain function and cognition
- Ca phenomenon in which physiological states that are in effect during encoding serve as retrieval cues during recall
- Dbranch of science historically devoted to understanding the properties of human language and the mechanisms responsible for language acquisition
6Self-efficacy:
- Aprocess by which deep structures become expressed in novel and unlimited surface structures or sentences
- Bindividual nerve cells that make up the nervous system (typical computers of brain)
- Can individual’s degree of belief that he or she can accomplish some behavioral task in order to produce desirable consequences
- Dthe process of thinking about or attending to one’s own thoughts and/or behavior
7A contingency in which the consequences of responding to one antecedent stimulus depend upon the presence or absence of a 2nd antecedent stimulus:
- Acognitive neuroscience
- Bcontingency-shaped behavior
- Cstate-dependent learning
- Dconditional discrimination
8The tendency to imitate behavior seen in others that has not been reinforced:
- Asocial learning
- Bgeneralized limitation
- Cdeferred limitation
- Dsavings
9Rule-governed behavior:
- Abehavior that is acquired as a result of direct exposure to behavior-consequence contingencies
- Ba process by which organisms acquire behavior by observing others
- Cacquiring or emitting a behavior in response to written or verbal instructions
- Dbehavior under the control of generalized or abstract stimulus properties rather than specific attributes
10Contingency-shaped behavior:
- Abehavior under the control of generalized or abstract stimulus properties rather than specific attributes
- Bacquiring or emitting a behavior in response to written or verbal instructions
- Cbehavior that is acquired as a result of direct exposure to behavior-consequence contingencies
- Dthe tendency to imitate behavior seen in others that has not been reinforced
11Nonsense Syllables: 4 letter combinations (usually consonant-vowel-consonant) used in memory experiments by Ebbinghaus
- ARichtig
- BFalsch
12Rapid mastery (recovery) or material that has been previously learned
- Asavings
- Bstorage
- Cretrieval
- Dencoding
13The first stage of information processing in which some sensory receptor is stimulated by external energy
- Amaintenance rehearsal
- Blong-term memory
- Csensory stage
- Delaborative rehearsal
14Iconic image:
- Athe brief persisting image of a visual stimulus after removal of the stimulus
- Bthe brief persistence of an auditory stimulus after presentation of the stimulus
- Clong-term retention of specific events in one’s life
- Dlong-term retention of a specific skill, procedure, or practice
15Echoic image:
- Along-term retention of a specific skill, procedure, or practice
- Blong-term retention of specific events in one’s life
- Cthe brief persisting image of a visual stimulus after removal of the stimulus
- Dthe brief persistence of an auditory stimulus after presentation of the stimulus
16The second stage of memory, characterized by limited capacity and retention time
- Adeclarative memory
- Blong-term storage
- Cshort-term story/working memory
- Dprocedural memory
17Any strategy that reduces larger amounts of material into smaller, more readily encoded information
- Aretrieval
- Bchunking
- Cmnemonics
- Dreduction
18The final stage of memory, characterized by unlimited capacity and permanence of the memory trace
- Ashort-term story/working memory
- Bprocedural memory
- Clong-term storage
- Ddeclarative memory
19Episodic memory:
- Along-term retention of specific events in one’s life
- Blong-term retention of a specific fact or concept
- Clong-term retention of a specific skill, procedure, or practice
- Dall of the above
20Procedural memory:
- Along-term retention of specific events in one’s life
- Blong-term retention of a specific fact or concept
- Clong-term retention of a specific skill, procedure, or practice
- Dall of the above
21Declarative memory:
- Along-term retention of specific events in one’s life
- Blong-term retention of a specific fact or concept
- Clong-term retention of a specific skill, procedure, or practice
- Dall of the above
22A theory of memory that claims depth of processing and likelihood of recall are determined by quality, not quantity, of rehearsal
- Adecay theory
- Binterference theory
- Clevels of processing theory
- Dcognitive Theory of Procedural Learning
23Use of sheer repetition for the purpose of transferring information to long-term memory
- Aretroactive interference
- Bmaintenance rehearsal
- Cproactive interference
- Delaborative rehearsal
24Semantic or meaning-oriented rehearsal believed to lead to deep processing of information
- Aproactive interference
- Bmaintenance rehearsal
- Cretroactive interference
- Delaborative rehearsal
25Process of accessing or withdrawing information from a memory system
- Aretrieval
- Bencoding
- Cstorage
- Damnesia
26Forgetting:
- Aan early theory of forgetting claiming that information simply fades or decays over time
- Bmemory loss for recently learned information due to interference by previously learned information
- Closs of information due to ineffective encoding or retrieval failure
- Dmemory loss due to either emotional arousal or damage to the nervous system
27Decay theory:
- ACognitive Theory of Procedural Learning
- Ba theory of forgetting claiming that information is lost from a system as additional information is added or attended to
- Ccognitive theory suggesting that concepts consist of various excitatory connections between neurons or groups of neurons
- Dan early theory of forgetting claiming that information simply fades or decays over time
28Interference theory:
- Aa theory of forgetting claiming that information is lost from a system as additional information is added or attended to
- Ban early theory of forgetting claiming that information simply fades or decays over time
- Ccognitive theory suggesting that concepts consist of various excitatory connections between neurons or groups of neurons
- DCognitive Theory of Procedural Learning
29Memory loss for recently learned information due to interference by previously learned information
- Aanterograde amnesia
- Bproactive interference
- Cretrograde amnesia
- Dretroactive interference
30Memory loss for previously learned information due to interference by recently learned information
- Aanterograde amnesia
- Bretroactive interference
- Cretrograde amnesia
- Dproactive interference
31Memory loss due to either emotional arousal or damage to the nervous system
- Aamnesia
- Banterograde amnesia
- Cmnemonics
- Dretrograde amnesia
32Memory loss for information presented before damage to the nervous system
- Aamnesia
- Banterograde amnesia
- Cmnemonics
- Dretrograde amnesia
33Memory loss for information presented after damage to the nervous system
- Aamnesia
- Banterograde amnesia
- Cmnemonics
- Dretrograde amnesia
34Mnemonics:
- Aapplication of previously learned rules or responses to novel circumstances
- Bphenomenon in which physiological states that are in effect during encoding serve as retrieval cues during recall
- Cstrategies used to enhance memory (often visually based)
- Dnone of the above
35Encoding specificity:
- Athe process of thinking about or attending to one’s own thoughts and/or behavior
- Bthe principle that stimuli present during encoding become potential recall cues at a later time
- Ca phenomenon in which physiological states that are in effect during encoding serve as retrieval cues during recall
- Dstrategies used to enhance memory (often visually based)
36A phenomenon in which physiological states that are in effect during encoding serve as retrieval cues during recall
- Adecay theory
- Binterference theory
- Cmetacognition
- Dstate-depending learning
37Recall of information without remembering its original source
- AImplicit memory
- BFlashbulb memory
- CIncidental memory
- DShort-term memory
38The tendency to forget the source or origin of familiar information
- Ashort-term memory
- Bincidental memory
- Cflashbulb memory
- Dimplicit memory
39Particularly vivid recall of one’s surroundings produced by exposure to a dramatic event
- Aimplicit memory
- Bincidental memory
- Cflashbulb memory
- Dshort-term memory
40Metacognition:
- Athe process of accessing or withdrawing information from a memory system
- Bthe process of thinking about or attending to one’s own thoughts and/or behavior
- Cthe process of retaining information in memory over time
- Dthe process by which organisms acquire behavior by observing others
41Behavior under the control of generalized or abstract stimulus properties rather than specific attributes
- AConceptual behavior
- BContingency-shaped behavior
- CRule-governed behavior
- Dnone of the above
42Wholist strategy:
- Aprocess by which organisms acquire behavior by observing others
- Bresponding to all attributes of a conceptual class or category
- Cfocusing on a single attribute of a conceptual class or category
- Dstrategies used to enhance memory (often visually based)
43Partist strategy:
- Aresponding to all attributes of a conceptual class or category
- Bfocusing on a single attribute of a conceptual class or category
- Cprocess by which organisms acquire behavior by observing others
- Dstrategies used to enhance memory (often visually based)
44A concept in which members must possess both of two separate attributes
- Aconjunctive concept
- Bprototype
- Cdisconjunctive concept
- Dconceptual behavior
45A concept in which members must possess either one of two separate attributes
- Aconjunctive concept
- Bprototype
- Cdisconjunctive concept
- Dconceptual behavior
46The most generic an encompassing level of a conceptual category
- APrototype
- BBasic level
- CSuperordinate level
- DSubordinate level
47The most useful level of a concept, characterized by neither too much nor too little information
- ASuperordinate level
- BBasic level
- CSubordinate level
- DPrototype
48The most restrictive, specific level of a conceptual category
- ASuperordinate level
- BBasic level
- CSubordinate level
- DPrototype
49A member of a conceptual category exhibiting a collection of typical features or attributes
- ASuperordinate level
- BSubordinate level
- CBasic level
- DPrototype
50Exemplar:
- Aapplication of previously learned rules or responses to novel circumstances
- Bresponding to a relationship between two stimuli rather than to discrete characteristics of either stimuls
- Ca specific example or member of a larger category or conceptual class
- Da highly structured symbol system that allows for creative and meaningful communication between organisms
51Transposition effect:
- Aresponding to a relationship between two stimuli rather than to discrete characteristics of either stimuls
- Ba highly structured symbol system that allows for creative and meaningful communication between organisms
- Ccognitive theory suggesting that concepts consist of various excitatory connections between neurons or groups of neurons
- Dapplication of previously learned rules or responses to novel circumstances
52cognitive theory suggesting that concepts consist of various excitatory connections between neurons or groups of neurons
- Ahabituation
- Blanguage
- Clearning set
- Dneural network model
53Application of previously learned rules or responses to novel circumstances
- Aexemplar
- Blearning set
- Cprototype
- Dlanguage
- Aexemplar
54Language:
- Aa highly structured symbol system that allows for creative and meaningful communication between organisms
- Ba single-word utterance ordinarily referring to complex meaning (important objects or events in an infant’s environment)
- Cspeech patterns consisting of slow pronunciation, increased pitch, and exaggerated intonation, ordinarily used by adults when speaking to infants and young children
- Dshort (2-3 word) utterances, usually consisting only of nouns and verbs, used by children from 1 &1/2 to 2 years of age. The beginning of the child’s use of syntax
55speech patterns consisting of slow pronunciation, increased pitch, and exaggerated intonation, ordinarily used by adults when speaking to infants and young children
- Amotherese
- Bholophrasic speech
- Ctelegraphic speech
56a single-word utterance ordinarily referring to complex meaning (important objects or events in an infant’s environment)
- Amotherese
- Bholophrasic speech
- Ctelegraphic speech
57short (2-3 word) utterances, usually consisting only of nouns and verbs, used by children from 1 &1/2 to 2 years of age. The beginning of the child’s use of syntax
- Amotherese
- Bholophrasic speech
- Ctelegraphic speech
58Habituation:
- Alimited time period during which a developmental milestone can be most readily achieved
- Breduction in responding out of boredom. Way of testing babies
- Ctendency of infants to develop rapid and strong attachments to a parental figure; most frequently seen in precocial birds
59limited time period during which a developmental milestone can be most readily achieved
- Amorpheme
- Bimprinting
- Csensitive period
60tendency of infants to develop rapid and strong attachments to a parental figure; most frequently seen in precocial birds
- Aimprinting
- Bsensitive period
- Cmorpheme
61branch of science historically devoted to understanding the properties of human language and the mechanisms responsible for language acquisition
- Asemantics
- Bpsycholinguistics
- Caquistionists
62Morpheme:
- Asmallest meaningful unit of speech sound; not necessarily a word
- Brules of a language that determine the ordering of words to make sentences
- Cmeaning or interpretation given to the spoken or written word
- Asmallest meaningful unit of speech sound; not necessarily a word
63Syntax:
- Asmallest meaningful unit of speech sound; not necessarily a word
- Brules of a language that determine the ordering of words to make sentences
- Cmeaning or interpretation given to the spoken or written word
- Asmallest meaningful unit of speech sound; not necessarily a word
64Semantics:
- Asmallest meaningful unit of speech sound; not necessarily a word
- Brules of a language that determine the ordering of words to make sentences
- Cmeaning or interpretation given to the spoken or written word
65(proper use of language in social context) use of language in social contexts to bring about desired consequences
- Apragmatics
- Btransformational grammar
- Cpsycholinguistics
66Transformational grammar:
- Athe process of accessing or withdrawing information from a memory system
- B(proper use of language in social context) use of language in social contexts to bring about desired consequences
- Cprocess by which deep structures become expressed in novel and unlimited surface structures or sentences
67Deep structure:
- Asyntactic arrangement of words in an utterance or sentence
- Bintended meaning underlying an utterance or sentence
68Surface structure:
- Aintended meaning underlying an utterance or sentence
- Bsyntactic arrangement of words in an utterance or sentence
69approach to language study that emphasizes longitudinal studies of language acquisition in children and the practical and functional issues that characterize this process
- Acognitive-functional linguistics
- Bpsycholinguistics
- Ccognitive neuroscience
70Verbal behavior:
- Abehavior that is acquired as a result of direct exposure to behavior-consequence contingencies
- BSkinner tried to say that behaviorism could be used to explain language acquisition and use
- C acquiring or emitting a behavior in response to written or verbal instructions
71Mands: (kind of like a command, trying to reduce hunger, thirst, sleepiness, etc); according to Skinner, verbal operants occurring under specific states of deprivation or aversive stimulation
- ARichtig
- BFalsch
72Iconic: verbal operant whose structural properties match those of the antecedent stimulus, imitating/repeating adults
- ARichtig
- BFalsch
73individual nerve cells that make up the nervous system (typical computers of brain)
- Aaxons
- Bneurons
- Cdendrites
- Dneurotransmitters
74structure of neuron that receives input or message from neighboring cells (pick-up stimulation from neurons around it)
- Aaxons
- Bneurodes
- Cneurotransmitters
- Ddendrites
75structure of neuron that transmits action potential to neighboring nerve cells
- Aaxons
- Bneurons
- Cneurotransmitters
- Ddendrites
76Synaptic gap: area separating two neurons
- ARichtig
- BFalsch
77Resting state:
- Anegative charge within a cell when the action potential is not being produced
- Bpositive charge within a cell when the action potential is not being produced
78action potential:
- Achange in electrical charge of cell from negative to positive
- Bchange in electrical charge of cell from positive to negative
79spherical sacs in terminal button containing/stores neurotransmitters
- Asynaptic vesicles
- Bsynaptic gap
- Caction potential
- Dneurotransmitters
80hypothetical nerve cell meant to symbolize a neuron within a neural network
- Aneurotransmitters
- Baxon
- Cneurons
- Dneurode
81distribution of information processing demands across different subsystems, each working at the same time
- Atact
- Bparallel processing
- Canthropomorphism
82collection of primitive brain structures influencing motivation and emotion
- Aneurons
- Bneurotransmitters
- Climbic system
83one of the first to study how learning takes place in the cell. The postsynaptic neuron gets more sensitive to the presynaptic neuron’s firing. It doesn’t take as much stimulation. When people learn, it involves connections across vast webs of neurons
- ADonald Hebb
- BKarl Lashley
- CElizabeth Loftus
- DNoam Chomsky
84Amygdala:
- Astructures lying beneath the cortex that serve to integrate sensory input and motor functioning (implicated in operant conditioning)
- Bstructure in the limbic system having significant implications for formation of long-term memory
- Cstructure in limbic system associated with strong negative emotions, such as rage; fight or flight occurs here
- Dbrain structure known to be associated with motivated behavior, particularly appetite and sexual behavior
85Hippocampus:
- Astructures lying beneath the cortex that serve to integrate sensory input and motor functioning (implicated in operant conditioning)
- Bbrain structure known to be associated with motivated behavior, particularly appetite and sexual behavior
- Cstructure in limbic system associated with strong negative emotions, such as rage; fight or flight occurs here
- Dstructure in the limbic system having significant implications for formation of long-term memory
86structures lying beneath the cortex that serve to integrate sensory input and motor functioning (implicated in operant conditioning)
- Aamygdala
- Bhypothalamus
- Cbasal ganglia
- Dhippocampus
87brain structure known to be associated with motivated behavior, particularly appetite and sexual behavior
- Aamygdala
- Bhypothalamus
- Cbasal ganglia
- Dhippocampus
88Equipotentiality hypothesis
- ALofton’s notion that all brain matter is functionally equivalent, capable of producing equal amounts and types of learning
- BLashley’s notion that all brain matter is functionally equivalent, capable of producing equal amounts and types of learning
- CLashley’s notion that all brain matter is functionally equivalent, capable of producing unequal amounts and types of learning
- DLofton’s notion that all brain matter is functionally equivalent, capable of producing unequal amounts and types of learning
89neural connections and experience (experiments on rats) children brought up in impoverished environments, their brains are not a innervated or as large in certain areas> Expertise = brain region that controls that area grows, becomes more developed, thickened
- AChomsky
- BCraig & Lockhart
- CLashley
- DRosenzweig & Bennett
90neurons that fire together wire together. Brain has a way of noticing when areas fire/lights up at the same time. Associative network. One side lighting up starts to cause the other side to light up at the same time over time. Brain has evolved to notice these coincidences and links them.
- AChomsky's rule
- BLashley's rule
- CHebb's rule
- DBartlett's rule
91Long-term potentiation (LTP):
- Aincreased and long lasting responsiveness of dendrites due to repeated stimulation (Hebb rule)
- Bcontemporary school of thought devoted to discovering the evolutionary roots of psychological processes, including learning and cognition
- Cprimary ecological features and selection pressures that have operated on the physical traits of a species over time
- Dnone of the above
92Evolutionary psychology:
- Adomain-specific cognitive modules selected for because of their contribution to solving adaptive problems in the environment
- Bprimary ecological features and selection pressures that have operated on the physical traits of a species over time
- Ccontemporary school of thought devoted to discovering the evolutionary roots of psychological processes, including learning and cognition
- Devidence supporting cognitive psychology; response time, accuracy of response, fMRI
93Environment of evolutionary adaptedness (EEA):
- Adomain-specific cognitive modules selected for because of their contribution to solving adaptive problems in the environment
- Bphenotypic expression (physical feature or behavior) that is highly sensitive to changing characteristics of the environment
- Ccontemporary school of thought devoted to discovering the evolutionary roots of psychological processes, including learning and cognition
- Dprimary ecological features and selection pressures that have operated on the physical traits of a species over time
94phenotypic expression (physical feature or behavior) that is highly sensitive to changing characteristics of the environment
- ALaw of distributed practice
- BFacultative trait
- CInstinctive drift
95disruption of conditioned behavior by natural or innate, behavioral response
- ALaw of distributed practice
- BFacultative trait
- CInstinctive drift
- ALaw of distributed practice
96teaching rats to learn mazes, destroy a part of the brain (ablation), did the rat forget the maze? Found that he could never find a particular area that you could say that the memory is located here. He argued for the equipotentiality hypothesis: all brain matter is functionally equivalent. Stored all over the brain
- ANoam Chomsky
- BElizabeth Loftus
- CDonald Hebb
- DCarl Lashley
97Cell assemblies
- Amemories are stored in multiple locations in the brain. Many brain areas are involved.
- Bcontains specialized modules. Language, theory of mind, social calculations, decision making, problem solving; very fragile
- Cmemories for significant life events; does actually decay
- Dmemory for life events, made up of images; memories stored chronically; most fragile type of memory, first to go
98removed amygdala, part of hippocampus in order to control epilepsy. Retrograde amnesia (lost some of more recent episodic memories before event) Permanent anterograde amnesia (could not form new episodic memories) Skill learning remained intact. This shows the difference between WM and LTM and between declarative (episodic and semantic memory) and procedural memory (how to walk, run, behave in certain ways to be reinforced)
- AChomsky
- BDonald Hebb
- CH.M.
- DLashley
99Declarative memory:
- Aconcepts, ideas, and meaning of language (school learned, reading, lectures, parents), organized based on meaning
- Bcontains specialized modules. Language, theory of mind, social calculations, decision making, problem solving; very fragile
- Cmemory for life events, made up of images; memories stored chronically; most fragile type of memory, first to go
- Dskills (motor & cognitive) arranged hierarchically (learn the basics and then add to it)
100language ability is innate/inborn (disagreed with Skinner)
- AChomsky
- BTolman
- CNeisser
101study on cognitive mapping, rats in maze (also went against Skinner)
- AChomsky
- BTolman
- CSkinner
102Cognitive Psychology”; there is something between the stimulus and response called a moderating variable
- AChomsky
- BTolman
- CNeisser
103Self-report
- Acontains specialized modules. Language, theory of mind, social calculations, decision making, problem solving; very fragile
- B(kind of like a command, trying to reduce hunger, thirst, sleepiness, etc); according to Skinner, verbal operants occurring under specific states of deprivation or aversive stimulation
- Cevidence supporting cognitive psychology; response time, accuracy of response, fMRI
1043 basic types of memory systems
- Astorage: the process of retaining information in memory over time
- Bsensory/iconic: faint after image of what we perceived-large capacity, quick delays
- Cshort term/working memory- the contents of unconscious (RAM)- small capacity; 7+/2- chunks of info; duration of 20-30 sec
- Dlong term: permanent (hard drive)- infinite capacity, lifetime duration
- Eencoding: the process of placing information into a memory system
1053 types of info in LTM
- AProcedure: skills (motor & cognitive) arranged hierarchically (learn the basics and then add to it)
- BSemantic: concepts, ideas, and meaning of language (school learned, reading, lectures, parents), organized based on meaning
- CWorking memory: the contents of unconscious (RAM) – small capacity; 7+/- 2 chunks of info; duration of 20-30 sec
- DDeclarative memory: contains specialized modules. Language, theory of mind, social calculations, decision making, problem solving; very fragile
- EEpisodic: memory for life events, made up of images; memories stored chronically; most fragile type of memory, first to go
- AProcedure: skills (motor & cognitive) arranged hierarchically (learn the basics and then add to it)
1063 major categories of the mind/memory processes
- AEncoding: learning; the transfer of info from environment from working memory to LTM
- BEpisodic: memory for life events, made up of images; memories stored chronically; most fragile type of memory, first to go
- CSemantic: concepts, ideas, and meaning of language (school learned, reading, lectures, parents), organized based on meaning
- DStorage: what happens to info of LTM when it is not being used
- ERetrieval: the transfer of information from LTM to working memory
1074 types of encoding
- ARote rehearsal: mechanical repetition; drill
- BElaborative rehearsal: learn information in a meaning way; to meaningfully connect new info with what is understood in LTM
- COrganization: making relationships with seemingly unrelated things
- DDecay: over time, info becomes faint/less vivid; loss of detail due to disuse
- EFlashbulb memory: memories for significant life events; does actually decay
1085 theories of storage
- ADecay: over time, info becomes faint/less vivid; loss of detail due to disuse
- BInterference: when similar information gets jumbled/confused
- CProactive interference: earlier learning makes later learning more difficult (old habits make new hard)
- DRetroactive interference: later learning overrides/replaces earlier learning
- EConsolidation: over time, the more you think about the materials, the deeper they become
- FAll of the above
1093 types of info stored in declarative memory
- AProposition: smallest unit of info with a true value; concepts are connected
- BInterference: when similar information gets jumbled/confused
- CImages: visual representations of a modelled skill (watch someone do a backflip)
- DString: memory for order (order of events)
- EConsolidation: over time, the more you think about the materials, the deeper they become
110learning is best when study is distributed over a period of time vs. massed practice
- ALaw of distributed practice
- BMetacognition
- CSocial Learning
- DDeferred Imitation
111Cognitive Theory of Procedural Learning (ACT theory – Adaptive Control of Thought): John Anderson
- AHippocampus: novel kinds of tasks; really need to focus
Cerebellum: lower brain areas; automatic processes - BFrontal lobe: novel kinds of tasks; really need to focus
Cerebellum: lower brain areas; automatic processes - CFrontal lobe: novel kinds of tasks; really need to focus
Hippocampus: lower brain areas; automatic processes - DCerebellum: novel kinds of tasks; really need to focus
Frontal lobe: lower brain areas; automatic processes
- AHippocampus: novel kinds of tasks; really need to focus
112Hardware Assumptions of John Anderson’s Theory: 3 types of memory
- ADeclarative + Procedural = LTM and Working
- BWorking + Procedural = LTM and Declarative
- CDeclarative + Working = LTM and Procedural
113Procedural:
- Aunderstanding all situations which it is appropriate to use the skill
- Bmemory for conscious awareness; for skills you want to learn; takes work to learn
- Cmemory for automatic skills (already learned); building blocks of a skill = production; every piece of skill in LTM is arranged in LTM hierarchically
114Working:
- Amemory for automatic skills (already learned); building blocks of a skill = production; every piece of skill in LTM is arranged in LTM hierarchically
- Bunderstanding all situations which it is appropriate to use the skill
- Cmemory for conscious awareness; for skills you want to learn; takes work to learn
1153 stages of skill learning:
- Adiscrimination stage
- BDeclarative interpreted stage (the novice)
- Cgeneralization stage
- Dknowledge compilation stage
- Eproduction tuning
116Generalization:
- Aunderstanding all situations which it is appropriate to use the skill
- Bnot using skill when it is inappropriate
117Discrimination:
- Aunderstanding all situations which it is appropriate to use the skill
- Bnot using skill when it is inappropriate
118used non-word labels as memory stimuli; increased rehearsal = increased retention; had good internal validity but poor external
- AChomsky
- BEbbinghaus
- CBartlett
- DLoftus
119focused on meaningful learning/stimuli (folk talks/essays); found that the gist is recalled over time, details decay; memory is constructive not reconstructive; stereotypes/schemata often introduce errors, so memory is not as accurate as you would think
- AChomsky
- BEbbinghaus
- CBartlett
- DLoftus
120levels of processing theory
Humans have one memory system, organized by meaning; the more meaningful, the better the retention, the more permanent it becomes- AChomsky
- BCraig & Lockhart
- CCarl Lashley
- DRosenzweig & Bennett
- AChomsky
121Chunking strategy:
- Ausing mental imagery; relate items to that familiar area
- Btaking words and grouping them together; combining separate memory elements into meaningful trace
- Cvocabulary learning; identify with familiar word; associate meaning of word with familiar word; mental image
- Dstrategies used to enhance memory (often visually based)
122Method of loci:
- Ausing mental imagery; relate items to that familiar area
- Btaking words and grouping them together; combining separate memory elements into meaningful trace
- Cvocabulary learning; identify with familiar word; associate meaning of word with familiar word; mental image
- Dstrategies used to enhance memory (often visually based)
- Ausing mental imagery; relate items to that familiar area
123Key word method:
- Ausing mental imagery; relate items to that familiar area
- Btaking words and grouping them together; combining separate memory elements into meaningful trace
- Cvocabulary learning; identify with familiar word; associate meaning of word with familiar word; mental image
- Dstrategies used to enhance memory (often visually based)
- Ausing mental imagery; relate items to that familiar area
124memory with intent (recognition or recall); we can search our consciousness and pull out “what did I do at 12 yesterday?”
- Aexplicit
- Bimplicit
- Cflashbulb
125evidence of memory without intent; classical/operant conditioning; priming effect (based on environment
- Aexplicit
- Bimplicit
- Cflashbulb
126involved events that are highly significant; very vivid, even after a long period of time
- Aexplicit
- Bimplicit
- Cflashbulb
127challenger disaster; 3 days later, gave survey; great detail, be specific; 4 years later gave same survey to people & amount of change was remarkable
- AChomsky
- BTolan
- CNeisser
128cognitive psychologist; studied the accuracy of eyewitness testimony (car crash – 4 different key words asked in question “How fast were cars going when they contacted, hit, collided, smashed); DV: estimated speed of the car; showed memory is malleable and how memories that never occurred can be implanted); also did research on implanted memories (lost at store at age 5)
- ADonald Hebb
- BKarl Lashley
- CNoam Chomsky
- DElizabeth Loftus
129Metacognition:
- Acognitive theory suggesting that concepts consist of various excitatory connections between neurons or groups of neurons
- Bevidence of memory without intent; classical/operant conditioning; priming effect (based on environment
- Cones knowledge of and control of one’s own thinking; being aware of your own thinking
- Dstrategies used to enhance memory (often visually based)
Informationen
- Beschreibung
- Quiz am Learning & Cognition-Final, erstellt von shortie62292 am 06/11/2014.
- Autor
- shortie62292
- Sprache
- English
- Aufrufe
- 21
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