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AP Psych: Unit 3
Test Review Questions
| Term | Definition |
|---|---|
| What is Memory? | the persistence of learning over time through the encoding, storage, and retrieval of information |
| Define Recall | retrieving information that is not currently in your conscious awareness but that was learned at an earlier time (think FRQ) |
| Define Recognition | identifying items previously learned (think MCQ) |
| Define Relearning | learning something more quickly when you learn it a second or later time (think final study guide) |
| Explain Herman Ebbinghaus' forgetting curve | as rehearsal increases, relearning time decreases (it's easier to recall) |
| Information Processing Model | Encoding, Storage, and Retrieval |
| Retention Measures | Recall, Recognition, Relearn |
| Define Encoding | put in the new information |
| Define Storage | organize the information |
| Define Retrieval | pull out the new information |
| Parallel Processing | processing many respect of a problem simultaneously (natural mode of info processing) |
| Define Sensory Memory | the immediate, very brief recording of sensory information in the memory system |
| Define Short-Term Memory | memory that holds a few items briefly before the information is stored or forgotten |
| Define Long-Term Memory | relatively permanent and limitless storehouse of the memory system |
| Explain Automatic Processing | information slips into long-term memory via a “back door,” without our consciously attending to it |
| What is Working Memory? | a newer understanding of short-term memory that adds conscious, active processing of incoming auditory and visual information, and of information retrieved from long-term memory |
| Explain the Working Memory Model | A hypothetical central executive (manager) focuses our attention, and pulls information from long- term memory to help make sense of new auditory/visual information |
| Phonological and Visuospatial Loop | Briefly hold auditory and appearance/space information (part of the Working Memory Model) |
| Without focused attention... | information often fades |
| Explicit Memory | retention of facts and experiences from long-term memory that one can consciously know and “declare” (needs effort) |
| Implicit Memory | retention of learned skills or classically conditioned associations in long-term memory independent of conscious recollection (automatic) |
| Examples of Automatically Processed information | Space, Time, and Frequency |
| Capacity of Working memory | Vary with age and other factors. Compared with children and older adults, young adults have a greater working memory capacity. |
| Chunking (effortful process strategy) | organizing items into familiar, manageable units |
| Mnemonics (effortful process strategy) | memory aids, especially those techniques that use vivid imagery and organizational devices, like acronyms or acrostics |
| Hierarchies (effortful process strategy) | broader concept broken up into smaller ones then eventually narrowing to specific facts |
| What is Testing Effect | enhanced memory after retrieving and NOT just rereading information (practicing your knowledge) |
| Examples of Shallow and Deep Processing | Shallow: elementary level (letters/word sounds) Deep: Semantically encoded (meaning of the words) |
| Examples of Semantic Memory and Episodic Memory | Semantic: facts and general knowledge Episodic: experiences and events |
| What purpose does the Hippocampus serve? | Where EXPLICIT memories and episodes are processed and then fed into other regions of the brain (temporary storage) |
| What is Memory consolidation? | the migration of memories to elsewhere (think box of files being shifted to storage rooms) and is enhanced by sleep |
| What purpose does the Cerebellum serve? | a key role in forming and storing the IMPLICIT memories created by classical conditioning (little brain for automatic info) |
| What is the Basal Ganglia | deep brain structures involved in motor movement, facilitate formation of our IMPLICIT memories |
| What is Infantile Amnesia | As an adult, inability to fully remember conscious memory from the age four and under (hippocampus is late to mature to process explicit memory) |
| Relation between stress and memory formation | Stress hormones focus memory. Stress provokes the amygdala to initiate a memory trace that boosts activity in the brain’s memory-forming areas |
| Flashbulb Memory | a clear, sustained long-term memory of an emotionally significant moment or event (where were you when 9/11 happened?) |
| Long-Term Potentiation (LTP) | an increase in a cell’s firing potential after brief, rapid stimulation; a neural basis for learning and memory (can be blocked or enhanced by drugs) |
| Define Priming | the activation, often unconsciously, of particular associations in long-term implicit memory |
| Example of Context Dependent Memory | Remembering AP psych terms better in the classroom because that's where you learned them |
| Example of State Dependent Memory | When you learn something drunk, you're more likely to remember it again when you're drunk |
| Example of Mood Congruent Memory | Being mad at someone then suddenly remembering all the other times the pmo |
| Examples of Semantic Memory and Episodic Memory | Semantic: facts and general knowledge Episodic: experiences and events |
| Define Reconsolidation | a process in which previously stored memories, when retrieved, are potentially altered before being stored again |
| What's the Misinformation Effect | Elizabeth Loftus demonstrated that when exposed to subtle misleading information, people may misremember |
| Cece and Brock found that... | children’s memories have made them aware of how easily children’s memories can be molded |
| Define Cognition | all the mental activities associated with thinking, knowing, remembering, and communicating |
| Define Concepts | mental groupings of similar objects, events, ideas, or people |
| What's a prototype | a mental image or best example of a category (what's the birdiest bird) |
| Define Creativity | is the ability to produce new (novel) and valuable (useful) ideas |
| Define Convergent Thinking | narrowing the available problem solutions to determine the single best solution (think SAT) |
| Define Divergent Thinking | expanding the number of possible problem solutions; creative thinking that expands in different directions (think Odyssey) |
| Define Algorithm | a methodical, logical rule or step-by-step procedure that guarantees solving a particular problem |
| Define Heuristics | a simple thinking strategy that often allows us to make judgments and solve problems efficiently (usually speedier but also more error-prone than an algorithm) |
| What is an Insight? | a sudden realization of a problem’s solution; contrasts with strategy-based solutions |
| Define Conformation Bias | a tendency to search for information that supports our preconceptions and to ignore or distort contradictory evidence |
| Define Fixation | the inability to see a problem from a new perspective; an obstacle to problem-solving |
| Define Mental Set | An example of fixation where our tendency to approach a problem with the mind-set of what has worked for us previously. |
| Define Intuition | an effortless, immediate, automatic feeling or thought, as contrasted with explicit, conscious reasoning |
| What is Representativeness Heuristic? | estimating the likelihood of events in terms of how well they seem to represent, or match, particular prototypes (may lead us to ignore other relevant information) |
| What is Availability Heuristic? | estimating the likelihood of events based on their availability in memory; if instances come readily to mind (perhaps because of their vividness), we presume such events are common |
| What is Belief Perseverance? | Clinging onto ones initial conception after the basis of which they were form has been discredited |
| Define Framing | the way an issue is posed; how an issue is worded can significantly affect decisions and judgments |
| Define Nudge | Framing things in a way in order to encourage people to make a certain choice |
| What is Intelligence? | The ability to learn from experience, solve problems, and use knowledge to adapt to new situations |
| Define General Intelligence (G)? | Underlies all mental abilities and therefore is measured by every task on an intelligence test |
| What is a factor Analysis? | Statistical procedure that identifies clusters of related items (factors) on a test |
| What is Fluid Intelligence (GF)? | our ability to reason quickly and abstractly (tends to decrease with age, especially during late adulthood |
| What is Crystalized Intelligence (GC)? | Our accumulated knowledge and verbal skills tends to increase with age |
| What is the Cattel-Horn-Carroll (CHC) Theory? | theory that our intelligence is based on g as well as specific abilities, bridged by GF and GC |
| Theories of Multiple Intelligence (by Howard Gardner) | Navigate, linguistic, Logic-mathematical, musical, special, bodily-kinesthetic, intrapersonal, |
| Sternberg’s Three Intelligences | 1) Analytically (academic problems solving) 2) Creative Intelligence 3) Practical Intelligence |
| Components of Emotional Intelligence | - perceiving emotions - understanding emotions - managing emotions - using emotions |
| What do Intelligence Test assess? | People’s mental aptitudes and compares them with those of others, using numerical scores |
| A difference between achievement and amplitude test | Achievement: Intended to reflect what you’ve already learned Amplitude: intend to predict your ability to learn |
| What did Francis Galton hope to measure? | natural ability and to encourage high ability to mate with each other |
| What is Mental Age? | Devised by Binet, the level of intelligence performed by children in chronological age |
| Formula for Intelligence Quotient (IQ)? | (Mental age/Chronological age) x 100 |
| What is the Weschler Adult Intelligence Scale (WAIS) | Widely used intelligence test containing both verbal and performance (nonverbal) subtest |
| Define Standardization | Defining a uniformed testing procedures and scores by comparing with the performance of a pretested curve |
| What is the Flynn Effect? | Generational phenomenon in which average IQ scores have been found to be increasing across time in developed countries at a constant rate (caused by greater tech, smaller fam, and rising living standards) |
| Define Reliability | The extent to which a test yields consistent results accessed by the consistency of scores on two halves of the test (idk test or retest) |
| Define Validity | The extent to which a test of experiment measures or predicts what it is supposed to |
| Explain the difference between Content and Predictive Validity | Content: samples behavior of interest Predictive (Criterion-related): test predicts behavior it’s designed too (done through comparing scores) |
| Why aren’t general altitude test as predictive as they ar reliable? | Amplitude test scores do predict school guides but critics are right in how the predictive power of amplitude test peak in the early school years and weaken later |
| What is a Cross Sectional Study? | Research across different groups at one time |
| What is a Longitudinal Study? | research using the same group at different times of their lives |
| Three findings regarding Twins Intelligence | 1) intelligence test scores of identical twins raised together are nearly as similar as those of the same person take it twice 2) Twins have similar grey/white matter volume (verbal spatial awareness) 3) 2% difference in educational differences |
| According to J. McVicker Hunt, what can a poor environment do? | override genetic differences and decrease longitude development |
| What is Project Head Start? | a program that provides a range of services to support the development of children from low income families |
| The intelligence between men and women are… | Minor (they just have a tendency to do better in particular categories) |
| Female dominated intelligence | Spelling, verbal fluency, locating objects, detecting emotions, and sensitivity to taste, touch, and colors |
| Male dominated intelligence | Special ability and complex math |
| Scary but true intelligence findings | - racial and ethnic groups differ in their average intelligence test scores - high scoring people are more likely to attain higher levels of education/income |
| Proofs of racial gap in intelligence that is environmental | 1) race is a social construct 2) different eras had different dominating races in terms of IQ 3) schooling culture matters 4) given the same info, all races have similar results/responses |
| Define Bias | test validity, weather it is predictive or content, are only for some test taken (ex; including cultural differences into a test?) |
| What is a self-fulfilling Stereotype Threat? | Self-confirming concern that one will be cultivated based on a negative stereotype assigned to them |
Created by:
SamanthaKotas