unit 5

the persistence of learning over time through the encoding, storage, and retreival of information

Processing many aspects of a problem simultaneously

retrieving information that is not currently in your conscious awareness, but was learned at an earlier time

identifying previously learned items

learning something more quickly when you learn it the second time

Hermann Ebbinghaus
rehearsal of verbal information can produce overlearning, we remember more than we immediately

the process of getting information into the memory system

the process of retaining encoded information over time

the process of getting information out of memory storage

(to-be-remembered)
the immideate, very brief recording of sensory information in the memory system

(encoded through rehearsal)
activated memory that holds a few items breifly before the information is stored or forgotten

(get the information out-retreival)
the relatively permanent and limitless storehouse of the memory system

expanded definition of short term memory that includes conscious, active processing of auditory/visual information and of information retrieved from long-term memory

retention of facts/experiences that one can consciously know and "declare"

encoding that requires attention and conscious effort

encoding that requires attention and conscious effort

unconscious encoding of incidental information, such as space/time/frequency, and of well-leanred information, such as word meanings

retention of learned skills or classically conditioned associations independent of conscious recollection

a momentary sensory memory of visual stimuli, a picture-image memory lasting no more that a few tenths of a second

a momentary sensory emory of auditory stimuli, if attention is elsewhere sounds and words can still be recalled withing 3-4 seconds

7 (+/-2)

organizing items into familiar, manageable units (often occurs automatically)

memory aids, especially those techniques that use vivid imagery and organizational devices

processing information in broad concepts further divided into narrower concepts

information is better retained when encoding is distributed over time

enhanced memory after retreiving, rather than simply rereading, information

encoding on a basic level, based on the structure/appearance of words

encoding semantically, based on the meaning of the words

brain networks encode/store/ retrieve the information that forms our complex memories

facts and general knowledge

presonally experienced events

a neural center located in the limbic system that helps process explicit memories of facts/events for storage

the neural storafe of a long-term memory, supported by sleep

cerebellum

deep brain structures incolced in motor movement that facilitate formation of procedural memories for skills

a clear, sustained memory of an emotionally significant moment/event

an increase in a cell's firing potential after brief, rapid stimulation
a neural basis for learning and memory

the activation (often unconsciously) of particular associations in memory
-implicit, invisible memories formed without conscious awareness

the idea that cues and contexts specific to a particular memory will be most effective in helping us recall it

affected by cues associated with a context

memory in a certain state can be easier recalled when in that state

the tendency to recall experiences that are consistent with one's current good or bad mood
explains why bad moods persist

tendency to recall best the last (recency effect) and first (primacy effect) items in a list

an inability to form new memories

an inabilty to retrieve information from one's past

brain areas that jump into action when youg adults encode new information are less responsive in older adults

the forward acting disruptive effect of older learning on the recall of new information

the backward acting disruptive effect of newer learning on the recall of older information

an hour before sleep

old learning facilitates learning of new information

basic defence mechanism that banishes from consciousness anxiety arousing thoughts/feelings/memories

the process where previously stored memorie, when retrieved, are potentially altered before being stored again

when subtly misleading information has distorted one's memory of an event

the tendency to remember something that was actually imagined

visualizing and perceiving activate similar brain areas

faulty memory for how/when/where information was learned or imagined
helps explain déjá vu

all the mental activities associated with thinking/knowing/ remembering/communicating

a mental grouping of similar objects, events, ideas, or people

a mental image or best example of a category

the ability to produce new and valuable ideas

narrowing the availavle problem solutions to determine the single best solution

expanding the number of possible problem solutions, creative thinking that diverges in different directions

Robert Sternberg
expertise, imaginative thinking skills, a venturesome personality, intrinsic motivation, a creatve environment

a methodical, logical rule or procedure that guarantees solving a particular problem

a simple thinking strategy that often allows us to make judgements and solve problems efficiently

a sudden realization of a problem's solution

a tendency to search for information that supports our preconceptions and to ignore/distort contradictory evidence

in cognition, the inability to see a problem from a new perspective

a tendency to approach a problem in one particular way, often a way that has been successful in the past

an effortless, automatic feeling or thought

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

estimating the likelihood of events based on their availability in memory. if instances come regularly to mind (because of their vividness) we presume such events are common

the tendency to overestimate the accuracy of our beliefs and jusgement

clinging to one's initial conceptions after the basis on which they were formed has been discredited

the way an issue is posed (worded) that can significantly affect descisions/judgements

spoken, written, or signed words and the ways we combine them to communicate meaning

the smallest distinctive sound unit in a language

the smallest unit that carries meaning in a language

a system of rules that enables us to communicate with and understand others

language's set of rules for deriving memory from sounds

a set of rules for combining words into gramatically sensible sentences

ability to understand what is said to/about one's self

the ability to pronounce words

around 4 months old
stage of speech development in which an infant spontaneously utters various sounds at first unrelated to the household language

around 1-2 years old
stage in speech development where a child speaks mostly in single words

around 2 years old
when a child speaks mostly in 2 word statements

when a child speaks like a telegram, using ostly nouns and verbs

the sensitive period for mastering certain aspects of language before the language learning window gradually closes

converts sounds into electrical signals, stimulates the auditory nerve through electrodes threaded. into the cochlea

helps control language expression
frontal lobe (usually left) area that directs muscle movement involved in speech

a brain are involved in language comprehension and ecpression
usually left temporal lobe

the strong form of Whorf's hyposthesis
language controls the way we think and interpret our world

the weaker form of Whorf's hyposthesis
the idea that language is relative affects thought

imagining a physical experience activates some of the same neural networks that are active during the actual experience

the ability to learn from experience, solve problems, and use knowledge to adapt to new situations

underlies all mental abilities, measured by every task on an intelligence test

a statistical procedure that identifies clusters of related items (called factors) on a test, used to identify different dimensions of performace that underlie a persons total score

a condition in which a person otherwise limited in mental ability has an exceptional specific skill (like drawing or computation)

passion and perseverance in the pursuit of long-term goals

expert performance comes from 10 years of intense daily practice

the ability to perceive, understand, manage, and use emotions

a method for assessing an individual's mental aptitudes and comparing them with those of others using numerical scores

a test designed to assess what a person has learned

a test designed to predict a person's future performance

the level of performance typically associated with a certain chronological age

the widely-used American revision of BInet's original intelligence test

the ratio of mental age to chronological age

the most widely used intelligence tests-contain verbal and performance subtests

defining uniform testing procedures and meaningful scores by comparison with a pretested group

distribution of many physical and psychological attributes, most scores fall near the average

intelligence test performace has improved over time

the extent to which a test yields consistent results

the extent to which a test measures or predicts what it is supposed to

the extent to which a test samples the behavior that is of interest

the success with which a test predicts the behavior it is designed to predict

a group of people sharing a common characteristic, such as from a given time period

accumulated knowledge and verbal skills (increases with age)

ability to reason speedily and abstractly (descreases with age)

a condition of limited mental ability indicated by an intelligence test score of 70 or below and difficulty adapting to the demands of life

a condition if mild to severe intellectual disability and associated physical disorders caused by an extra copy of chromosome 21

low intellectual functioning reflected in a low intelligence score
difficulty adapting to the normal demands of independent living

the proportion of variation among individuals in a group that can be attributed to genes

focus on learning and growing - intelligence is changeable

spelling, verbal fluency, locating objects, detecting emotions, sentivity to touch/taste/color

spatial ability, complex math problems

whether it predicts future behavior only for certain groups
if it detects not only intelligence differences and performance differences caused by cultural experiences

a self-confirming concern that one will be evaluated based on a negative stereotype