Stasser's Learning and Cog Final Review
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| Top-down processing | show 🗑
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| show | refers to the processing of the actual environmental stimuli with that processing determined only by the nature of those stimuli (data) themselves.
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| The distinction between serial versus parallel processing | show 🗑
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| show | is the memory store very briefly that contains perceptual “copies” called icons or echoes
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| show | information decayed before it could be reported
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| template matching | show 🗑
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| show | Breaking a stimulus down into a set of defining cues and comparing that set to stored sets of defining cues
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| show | Ideal type surrounded by fuzzy boundaries
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| working memory | show 🗑
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| Chunking | show 🗑
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| The point of a distractor task such as counting backwards by threes before recall | show 🗑
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| show | (“knowing that”) consists of information that typically can be communicated verbally.
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| show | (“knowing how”) is knowledge of how to perform cognitive or motor skills.
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| show | is long-term retention of specific events in one’s life
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| declarative memory | show 🗑
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| When you learn a skill such as keyboarding knowledge is | show 🗑
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| The major difference between cognitive and behavioral explanations in psychology is | show 🗑
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| show | dichotic listening task.
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| show | a memory test where we must both generate the response and recognize that it is correct
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| show | are strategies for more efficient encoding in memory
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| encoding specificity | show 🗑
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| show | far less reliable than most people believe.
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| show | improve memory by making items to be recalled more vivid or meaningful.
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| Surface structure | show 🗑
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| show | the underlying structure that specifies the meaning of a sentence.
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| A morpheme | show 🗑
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| Metacognition | show 🗑
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| show | the tendency to think of objects as functioning in a particular way and failing to perceive other ways the object might be useful.
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| show | the persistence of an old strategy in a new situation and is demonstrated by the Luchins Water Jar Problem
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| Whorfian (or linguistic relativity) hypothesis | show 🗑
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| show | the fact that children produce sentences which they have never heard is taken as.
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| show | appears to be at best only a small part of language learning. Learning a language is very much a matter of learning the set of rules which governs the use of language.
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| Code-switching | show 🗑
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| Phonemic restoration | show 🗑
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| show | to add meaning to the sensory information
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| Backward masking studies have been very helpful in | show 🗑
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| The backward masking studies have been used to confirm | show 🗑
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| The primary problem for template theories of pattern recognition is | show 🗑
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| show | the structural component of structural theories
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| show | the smaller (compared to template theory) amount of information needed to recognize large numbers of patterns
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| Studies of dichotic listening show that | show 🗑
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| show | capacity is measured by reaction time to the secondary task.
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| show | the number of tasks which can be performed simultaneously depends on the amount of capacity required by each task.
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| show | previously learned material interferes with recall of more recently learned material
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| show | memory loss for previously learned information due to interference by recently learned information.
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| Harlow’s research on learning sets entailed | show 🗑
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| show | a language feature true of all language users.
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| Holophrases | show 🗑
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| For Chomsky, the language acquisition device is | show 🗑
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| show | Bandura’s term to refer to the extent to which a person believes he or she can accomplish some behavioral task to produce desirable consequences.
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| show | Ebbinghaus, his stimulus materials in memory experiments because they contained no inherent meaning for him.
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| capacity of the short-term store | show 🗑
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| show | the CS slightly precedes the US
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| show | that responses which are followed by rewards increase in strength.
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| show | Thorndike, showed that animals seem to learn by trial and error
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| show | If a conditioned stimulus is presented by itself following conditioning, the response previously conditioned to it will decrease in strength.
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| show | If stimulus A is followed by an unconditioned stimulus during training but stimulus B is not, subjects typically will learn to respond more to stimulus A.
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| Example of generalization | show 🗑
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| show | After exposing a rat to pairings of a tone with shock, an experimenter presents the tone for 3 minutes while the rat is pressing a bar to obtain food.
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| show | Food is presented for three seconds, followed by a two-second tone.
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| example of trace conditioning | show 🗑
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| show | memory for material is improved the more elaborately it is processed.
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| show | it extends the trace life but also requires capacity.
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| Learning may be defined as | show 🗑
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| show | Salivation response to food in the mouth
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| show | An innate, reliable response to a stimulus
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| conditioned stimulus | show 🗑
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| conditioned response (CR) | show 🗑
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| show | If a tone is paired with a light and then the light is paired with food, the tone will come to elicit salivation.
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| show | Thorndike’s apparatus used in research with cats
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