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Psychology
thinking, learning, and memory
| Term | Definition |
|---|---|
| Memory | The Ability to remember the things that we have experienced, imagined, and learned |
| Sensory Memory | The immediate, very brief recording of sensory information in the memory system this happens unconsciously |
| Attention | Only the things you pay attention to goes into your memory |
| Function | Protects you from being overwhelmed by allowing you to pay attention to only what you need in that given moment |
| Selective Attention | Saves you from a sensory overload you only focus on what you want at that given moment and filter everything else out |
| Working Memory | Holds the information we are thinking about or aware of at any given moment - whatever you are processing in this moment is in your working memory |
| Short Term Memory | Holds Information for 1 1/2 - 2 seconds and then its gone. you have to actively try to keep it for it to stay in your brain |
| Chunking | Taking a large amount of information and making it into small meaningful units so you can keep it in you |
| Mnemonics | Abbreviations or association to remember the information |
| interference | Information can get messed up or pushed aside by other Information making it harder to remember |
| Productive interference | When old Information makes it hard for you to remember new information. for example you move to a new house but still say your old address when asked b/c it interferes with ur memory |
| Retroactive interference | When new info interferes with your old memory - making it difficult to recall older information especially when they correlate |
| Maintenance rehearsal | repetition - will be effective way to encode, but its not a lasting memory, easiest way to decay |
| Elaborative rehearsal | transfer memory by making it meaningful in some way, and relating it to something you care about |
| Primary recency/ serial position | when you get a list of items, you will only remember the beginning and end, but not the middle |
| long term memory | Refers to the storage of information over an extended period of time |
| Declarative Memory | Memory of knowledge that can be called forth consciously as needed |
| episodic memory | episode of your life when you want to bring forth and remember things that are unique to you |
| semantic memory | basic facts and knowledge |
| procedural memory | (unconscious long-term memory) the process of retrieving information necessary to perform learned skills |
| Skills | something that becomes second nature sort of like muscle memory |
| habits | something that you are used to doing, it becomes something you do automatically |
| Storage | storing info in the hippocampus |
| Deletion | if you don't think about your memories, they will decay and fade out |
| proactive | old memories interfere with/block new memories |
| retroactive | new memories interfere with/ block old memories |
| recall | info that's simply reproduced from memory |
| confabulation | when memory has been processed wrongly |
| schema | patterns of thinking and behavior that people use to interpret the world, based on past experiences |
| Eidetic | Photographic memory |
| Recognition | get a memory from some type of cue that pulls the memory out |
| Retrieval cues | clues or hints that help trigger long term memory |
| thinking | manipulating mental images - you change and reorganize info to create new info |
| image | a mental representation of an event or object |
| symbol | can be a sound, object, or design that represents an objects or quality |
| concept | label for a class of objects or events that have at least one attribute in common |
| prototype | the pic you have in your head that represents or gives an example to the concept you may never have experienced |
| rule | statement of relation between concepts - most complex for ex is that you can't be at two places at once |
| directed thinking | systematic and logical way to reach a specific goal or answer |
| problem solving | depends on the us of strategies - how will you solve the problem |
| trial and error | testing things out to see what works |
| information retrieval | retrieving info from long term memory |
| Algorithm | step by step procedure for solving a problem |
| heuristic | mental shortcuts that allow people to solve problems and make judgments quickly and efficiently. |
| Hill climbing | process of elimination |
| subgoals | creating intermediate steps towards a solution (getting hw done in tern helping with the end goal of learning something new) |
| work backwards | a useful heuristic in which you begin solving the problem by focusing on the end result |
| mental set | when a particular strategy becomes a habit |
| Rigidity | not flexible - when it cemented through precess (mental set) interferes with your problem solving process |
| functional fixedness | the inability to imagine new uses for familiar objects |
| wrong assumptions | presuming that you know something without any actual data or proof |
| non-directed thinking | free flow of thoughts with no plan and is dependent on imagery (creative thinking) |
| Creativity | the ability to use info in such a way that the result is meaningful and original |
| Flexibility | ability to overcome rigidity |
| Recombination | Rearranging elements of a problem to be able to arrive at an original solution |
| insight | the sudden emergence of a solution |
| decision making | a form of problem solving in which we know all the possible choices and the solutions |
| Available heuristic | occurs when we judge the likelihood of an even based on how easily we can recall similar events |
| representative heuristic | occurs when we estimate the probability of an event based on how similar it is to a known situation. In other words, we compare it to a situation, prototype, or stereotype we already have in mind. |
| Anchoring heuristic | the tendency to make decisions based on ideas and standards that are important to you |
| receptive language | the “input” of language, the ability to understand and comprehend spoken language that you hear or read |
| stanford-binet IQ | calculating the ratio of a person's mental age (based on test performance) divided by chronological age and multiplied by 100 |
| productive language | ability to produce words |
| confirmation bias | you are only looking at things that validate your point of view whilst ignoring other data that disproves your own |
| metacognition | your thinking about thinking-when you are aware of your own cognitive process |
| interpersonal | Sensitivity to others and understanding motivation of others |
| practical intelligence | "street smarts" - ability to use information to get along in life Predicts success in life, but low relationship to academic intelligence. |
| standard deviation | average variations of scores from the mean |
| parallel processing | change the way you understand something from what you were taught differently |
| explicit | conscious thought you have to learn |
| spearman believed | made into two main factors: general intelligence and specific factors |
| Creative intelligence | [divergent thinking] ability to deal with new and different concepts and to come up with new ways of solving problems / automatically process certain aspects of information, which frees up cognitive space |
| intelligence | Ability to learn from ones experience, acquire knowledge and use resources effectively in adapting to new situations or solving problems |
| verbal/linguistic | ability to use language |
| grammer | a system of rules that enables us to communicate with and understand others |
| fluid intelligence | ability to problem solve and reason abstractly as well as pick up skills this tends to diminish with age |
| framing | The framing effect is a type of cognitive bias or error in thinking. “Framing” refers to whether an option is presented as a loss (negative) or a gain (positive). |
| phonems | smallest distinctive sound units in a language |
| naturalistic | the ability to recognize patterns in nature |
| crystallised intelligence (gc) | learned knowledge and skills like vocab that tend to increase with age (accumulation of knowledge facts, and skills that are acquired throughout life.) |
| telegraphic speech | early speaking stage in which a childe speaks like a telegram "go car" |
| crystallised intelligence | when you use knowledge you've accumulated over time |
| test construction-validity | degree to which a test actually measures what it is supposed to measure / extent that an obtained score accurately reflects the intended skill or outcome in real-life situations |
| language | our spoken, written, or signed words and the ways we combine them to communicate meaning |
| deviation IQ scores | bases on the normal curve distribution: IQ is assumed to be normally distributed with a mean IQ of 100 and a typical standard deviation of about 15. |
| fluid intelligence | ability to solve problems - cognitive abilities requiring speed or rapid learning that tend to diminish with adult aging (ability to reason and think flexibly) |
| Existentialist | Ability to see the "big picture" of the human world by asking questions about life, death, and the ultimate reality of human existence |
| norms | scores from the standardization group - standards against which all others who take the test would be compared |
| Normal Curve | distribution in which the scores are most frequent around the mean, and less and less frequent the further from the mean they occur |
| G factor | ability to reason and solve problems. Most likely measured by an IQ test |
| morphemes | smallest language units that carry meaning |
| syntax | set of rules for combining words into grammatically sensible sentences |
| S factor | task-specific abilities in certain areas such as music, business, or art |
| analytical intelligence | "book smarts" - ability to break problems down into component parts, or analysis, for problem solving Solving well-defined problems with a single answer |
| context dependent memory | you have better memory in the same room you learned things |
| Intrapersonal | understanding of one's emotions and how they guide actions |
| test construction-reliablity | test producing consistent results each time it is given to the same individual or group of people- the tendency of a test to produce the same results again and again each time its given to the same people |
| test construction- standardization | the process of making a test uniform, or setting it to a specific standard for everyone |
| semantics encoding | the process of converting sensory input into meaningful, long-term memories by associating new information with existing knowledge and experiences |
| implicit | Conscious thought |
| iconic memory | an immediate, brief memory of a visual image that lasts no more than half a second. |
| The spacing effect | long-term memory is enhanced when learning events are spaced apart in time, rather than massed in immediate succession. meaning we hold on to information more if we space it out rather than cram |
| Flashbulb memory | a vivid memory about an emotionally significant event, usually a historic or other notable event |
| Divergent thinking | utilizing the mind in inventive, free-flowing ways to solve a given problem and find multiple creative solutions. or "thinking outside the box" |
| echoic memory | the ultra-short-term memory for things you hear |
| The representativeness heuristic | occurs when we estimate the probability of an event based on how similar it is to a known situation. In other words, we compare it to a situation, prototype, or stereotype we already have in mind. |
Created by:
Jrose1234
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