AP Psychology Unit 5

the persistence of learning over time through the storage and retrieval of information.

the processing of information into the memory system—for example, by extracting meaning.

the retention of encoded information over time.

the process of getting information out of memory storage.

the immediate, very brief recording of sensory information in the memory system.

activated memory that holds a few items briefly, such as the seven digits of a phone number while dialing, before the information is stored or forgotten.

the relatively permanent and limitless storehouse of the memory system. Includes knowledge, skills, and experiences.

a newer understanding of short-term memory that focuses on conscious, active processing of incoming auditory and visual-spatial information, and of information retrieved from long-term memory.

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

encoding that requires attention and conscious effort.

the conscious repetition of information, either to maintain it in consciousness or to encode it for storage.

the tendency for distributed study or practice to yield better long-term retention than is achieved through massed study or practice.

our tendency to recall best the last and first items in a list.

the encoding of picture images.

the encoding of sound, especially the sound of words.

the encoding of meaning, including the meaning of words.

mental pictures; a powerful aid to effortful processing, especially when combined with semantic encoding.

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

organizing items into familiar, manageable units; often occurs automatically.

a momentary sensory memory of visual stimuli; a photographic or picture-image memory lasting no more than a few tenths of a second.

A momentary sensory memory of auditory stimuli; if attention is elsewhere, sounds and words can still be recalled within 3 or 4 seconds.

an increase in a synapse's firing potential after brief, rapid stimulation. Believed to be a neural basis for learning and memory.

a clear memory of an emotionally significant moment or event.

the loss of memory.

retention independent of conscious recollection. (Also called non-declarative or procedural memory.)

memory of facts and experiences that one can consciously know and "declare." (Also called declarative memory.)

a neural center that is located in the limbic system; helps process explicit memories for storage.

a measure of memory in which the person must retrieve information learned earlier, as on a fill-in-the-blank test.

a measure of memory in which the person need only identify items previously learned, as on a multiple-choice test.

a measure of memory that assesses the amount of time saved when learning material for a second time.

the activation, often unconsciously, of certain associations, thus predisposing one's perception, memory, or response.

that eerie sense that "I've experienced this before." Cues from the current situation may subconsciously trigger retrieval of an earlier experience.

the tendency to recall experiences that are consistent with one's current good or bad mood.

the disruptive effect of prior learning on the recall of new information.

the disruptive effect of new learning on the recall of old information.

in psychoanalytic theory, the basic defense mechanism that banishes anxiety-arousing thoughts, feelings, and memories from consciousness.

incorporating misleading information into one's memory of an event.

attributing to the wrong source an event we have experienced, heard about, read about, or imagined. (Also called source misattribution.) Source amnesia, along with the misinformation effect, is at the heart of many false memories.

the first person to study memory scientifically and systematically; used nonsense syllables and recorded how many times he had to study a list to remember it well, identified the forgetting curve

Her research on memory construction and the misinformation effect created doubts about the accuracy of eye-witness testimony

mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations

used and developed factor analysis (identifies clusters of related items), focused on the importance of general intelligence (g)

a general intelligence factor that according to Spearman and others underlies specific mental abilities and is therefore measured by every task on an intelligence test

He said abilities are best classified into 8 intelligence including spatial, musical, logical-mathematical, linguistic, naturalist, interpersonal, intrapersonal, and bodily-kinesthetic.

condition where a person has limited mental ability but is exceptional in one area

visual/spatial

passion and perseverance in the pursuit of long-term goals

(academic-problem-solving) traditional intelligence traits

reacting adaptively to novel situations and generating novel ideas

required for everyday tasks where multiple solutions exist

perceiving emotions understanding emotions managing emotions using emotions

one aspect of emotional intelligent tied to success in life (measured in the Stanford Marshmallow Experiment)

helped label kid's mental ages to help predict future performance in school

the chronological age that most typically corresponds to a given level of performance

He was a Stanford professor and created the Stanford-Binet IQ test.

(Mental Age/Chronological Age) x 100

most widely used adult intelligence test; contains verbal and performance (nonverbal) subtests

intelligent test for children, for 6-16 year olds

a test designed to asses what a person has learned

a test designed to predict a person's future performance, aptitude is the capacity to learn

defining uniform testing procedures and meaningful scores by comparison with the performance of a pretested group (Representative sample) form a normal distribution or bell curve

symmetrical, bell shaped curve that describes the distribution of many types of data most scores fall near the mean

Amount of people with IQs between 85 and 115 (one SD of the mean)

Amount of people with IQs between 70 and 130 (two SD of the mean)

intelligence scores have risen throughout the last 100 years or so (due to environment)

when a test yields consistant results

dividing the test into two equal halves and assessing how consistent the scores are

using different varieties of the test to measure consistency between them

using the same test on two occasions to measure consitency

the extent to which a test measures what it is supposed to meaure

extent to which a test accurately measure the subject intended to measure (entirety, breadth, etc.)

the extent to which test score forecasts future behaviors or results

limited mental ability intelligence score of 70 or below formerly referred to as mental retardation

mild to severe intellectual disability and associated physical disorders extra copy of chromosome 21

typically 130 IQ and above gifted education programs

tells us whether a particular score is equal to the mean. below the mean or above the mean, by how many standard deviations

percentage of scores that fall below a given score

proportion of variation among individuals that we can attribute to genes

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

This theory holds that there are three types of intelligence- analytic intelligence, practical intelligence, and creativity

devised the Triarchic Theory of Intelligence (academic problem-solving, practical, and creative)

all the mental activities associated with thinking, knowing, remembering, and communicating.

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

a mental image or best example of a category

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

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

a sudden and often novel realization of the solution to a problem

a tendency to search for information that confirms one's preconceptions.

the inability to see a problem from a new perspective; an impediment to problem solving.

the tendency to think of things only in terms of their usual functions

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

judging the likelihood of things in terms of how well they seem to match particular prototypes; may lead one to ignore other relevant information.

estimating the likelihood of events based on how readily instances come to mind (perhaps because of their vividness); we presume such events are common.