PSY 200 Quiz 2 Flashcards

the process of focusing on specific features of the environment or on certain thoughts or activities

selective-excluding other features of the environment limited-in capacity and timing both overt and covert-we can decide to attend to information but some information automatically grabs our attention

ability to focus on one message and ignore all others

-one message presented to the left ear and other to the right ear -participant shadows one message to ensure they are attending to that message

-participants could not report the content of the message in unattended ear -but knew there was a message and the speaker's gender -attending ear is being processed at some level

Early-selection model - sensory memory --> filter --> detector --> short term memory

-holds all incoming information for a fraction of a second -transfers all info to the next stage

-identifies attended message based on physical characteristics -only attended message is passed onto the next stage

processes the information received to determine the meaning of the message

-receives output of the detector -holds information for 10-15 seconds and may transfer it to long term memory

-cocktail party phenomenon -participants shadow meaningful messages that switch from one ear to another -some people can be trained to detect in unattended ear

-in attending ear, heard ambiguous sentences -in unattending ear, participants heard biasing words -participants had to choose which was closest to the meaning of the attended to message -meaning of the biasing word affected participant's choice, but they were unaware of the presentation of the biasing words

-intermediate selection model -attended message can be separated from unattended message early in the information processing system -selection can also occur later -messages-->attenuator-->dictionary unit-->memory

-analyzes incoming message in terms of physical characteristics, language, and meaning -attended message is let through at full strength -unattended message is let through at a weaker strength

-contains words, each have thresholds for being activated common words=low thresholds, uncommon words=high thresholds

-divide attention between remembering target and monitoring rapidly presented stimuli

-target would be numbers and distractors would be letters, and this never changed -over time, participants could divide their attention -achieved automatic processing

occurs without intention and only uses some of a person's cognitive resources

name of the word interferes with the ability to name the ink color -cannot avoid paying attention to the meanings of the words

rules changed from trial to trial -the same stimulus can sometimes be a target and sometimes a distractor -participants never achieved automatic processing

participants paid close attention, and their search was slow and controlled

-listening to the radio does not prevent you from stopping on red lights. when you do stop, it doesn't take longer -conversing on a cell phone more than doubles your chances of missing a red light -when you brake on a red light, your reaction time is higher if you are using a cell phone -no difference for handsfree calls

-tracking error increases with level of difficulty (unpredictability) -shadowing task does not increase tracking error -generation task increases tracking error

-accidents when lots of traffic and cell phone -cell phone only makes a difference in brake reaction time in high density traffic condition -following distance is always higher with a cell phone -time to recover speed is always higher with a cell phone

a stimulus that is not attended is not percieved, even though a person might be looking directly at it

areas that stand out and capture attention -bottom up process -depends on characteristics of the stimulus -color and motor are highly salient

knowledge about what is contained in typical scenes help guide fixations from one area of a scene to another

eye movements preceded motor actions by a fraction of a second

location based-moving attention from one place to another precueing-directing attention without moving their eyes

attention being directed to one place on an object

-participants saw two side by side rectangles followed by a target cue -reaction time fastest when target appeared where indicated -reaction time was faster when the target appeared in the same rectangle

object-->pre attentive stage-->focused attention stage-->perception -mostly bottom up processing -top down processing influences processing when participants are told what they would see

-automatic -no effort or attention -unaware of process -object analyzed into features

-attention plays a key role -features are combined

-inability to focus attention on individual objects -high number of illusory conjunctions reported

neural responding

a collection of processes involved in retaining, retrieving, and using information about stimuli, images, events, ideas, and skills after the original information is no longer present

-computer as a model for human cognition -memory is an integrated system that processes information -memory has a limited capacity (space, resources, time)

active processes that can be controlled by the person -rehearsal -strategies used to make a stimulus more memorable -strategies for attention

-short lived sensory memory registers all or most information that hits our visual receptors--information decays very quickly -holds large amount of information for a short period of time

retention of the perception of light -Sparkler's trail of light -frames in film

-measuring the capacity and duration of sensory memory -array of letters flashed quickly on a screen -participants asked to report as many as possible

participants asked to report as many as could be seen 4.5/12 letters (37.5%)

participants heard tone that told them which row of letters to report 3.3/4 letters (82.5%) -participants could report any of the rows

presentation of tone delayed for a fraction of a second after the letters were extinguished -performance decreases rapidly

-stores small amounts of information for a brief duration -includes both new information received from the sensory stores and information recalled from long term memory

short term memory, when rehearsal is prevented is about 15-20 seconds

occurs when information learned previously interferes with learning new information -participants cannot recall list after many trials because they cannot distinguish between the lists

5-8 items

small units can be combined into larger meaningful units -chunk=collection of elements strongly associated with another but weakly associated with elements in other chunks

-actual game positions: master does better because can chunk based on game positions -random placement: no advantage for master

coding-the way information is represented -physiological-how stimulus is represented by the firing of neurons -mental-how stimulus or experience is represented in the mind

-participants saw target letters and were asked to write them down after a short delay -errors most often occurred with letters that sounded alike

-presented visual information that is difficult to verbalize -could recreate patterns of up to 9 items

-participants listened to 3 words, counted backwards for 15 seconds, and attempted to recall the 3 words -less impact of proactive interference if category is changed between -participants used the meaning of the words in their processing

limited capacity system for temporary storage and manipulation of information for complex tasks such as comprehension, learning, and reasoning

-stm is a single component -wm consists of multiple parts -stm holds information for a brief period of time -wm is also concerned with the processing and manipulation of information that occurs during complex cognition

central executive phonological loop visuospatial sketch pad

verbal and auditory information 2 sub systems: -phonological memory store-holds traces of acoustic or speech based material with limited time capacity -articulatory subvocal rehearsal-maintains phonological memory traces, translates visual information by subvocal naming

-info: sensory memory-->central executive-->phonological memory store -capacity: 2 seconds -trace kept active using articulatory sub vocal rehearsal unit -if input is not refreshed, it decays

-info: sensory memory-->central executive-->visuospatial sketchpad -if verbal based info: transfer to articulatory sub vocal rehearsal unit for sub vocal naming or translation -input then transferred to phonologcal memory store: 2 sec limit remains/sub vocal rehearsal possible

-phonological similarity effect -word length effect -articulatory suppression

-auditory condition: 95% errors due to auditory similarity -visual condition: 75% of errors due to auditory similarity -support for auditory coding and translation in wm

-if immediate memory span is limited in terms of number of chunks, then word length has no effect on memory span -if immediate memory span is limited in terms of time, then word length has an effect

-clear advantage for short words over long words -words appear to be coded by temporal duration and not in meaningful units

word length effect should occur in conditions where rehearsal is allowed -word length effect obtained in both presentation modes -support for translation from visual to phonological

performances in auditory control should be superior to auditory suppression -suppression caused a decrement in performance -word length effect was preserved-word length is an effect of capacity -points to rehearsal as a plausible process for maintenance and superior performance

in visual suppression, word length effect will be lost because articulatory sub-vocal rehearsal cannot translate -suppression eliminated the word length effect because material not coded phonologically -points to translation as a plausible process for maintaining visual information with a phonological aspect

test to see if the visuospatial sketch pad is a different system

-if the task and the response draw on the same WM component, performance is worse than if the task and the response are distributed between WM components -WM is set up to process different types of information simultaneously -WM has trouble when similar types of information are presented at the same time -the visuospatial sketchpad is a different system

-attention controller: focus, divide, switch attention -controls suppression of irrelevant information -used to manipulate information

-determined participants' working memory -shown either simple or complex stimuli -measured ERP responses -high capacity participants were more efficient at ignoring the distractors

integrating and processing incoming visual and auditory information -monkeys without a prefrontal cortex have difficulty holding information in WM

-single cell recordings from monkey's prefrontal cortex during a delay response task -neurons responded when stimulus was flashed in a particular location and during delay -information remains available via these neurons for as long as they continue firing

-frontal and parietal

-archive of information about past events and knowledge learned -works closely with working memory -storage stretches from a few moments ago to as far back as one can remember -more recent memories are more detailed

-clive wearing and henry moliason (due to HC missing or damaged)

K.F, damaged left thalamus

Memory better for stimuli presented at beginning -more time to rehearse, more likely to enter LTM

Memory better for stimuli presented at the end of the list -stimuli still in short term memory

probability of recall for first part of curve directly related to the number of rehearsals -shows that rehearsal has an effect on the strength of a trace in LTM, so it is needed no relationship in last part of the curve -no need to rehearse because items are still in STM

primacy -rehearsal strengthens traces -have to be retrieved in LTM

recency -all words readily available for recall because they are in STM

two psychological processes A and B may rely on separate systems if it is possible to devise an experiment X that will influence process A without affecting process B

-determine if number of words in the list has an influence on shape of the serial position curve -determine if presentation rate can influence only the primacy effect (single dissociation)

constancy in general curve shape -advantage for 3-4 first words -flat middle section -advantage for approximately last 6 words adding words only has a lengthening effect on the middle section *slower presentation rate enhances primacy effect only*

-primacy/recency effects are very robust -people naturally use rehearsal as a strategy -slower presentation rate enhances capacity-effect on primacy effect (LTM) but not on recency effect (STM) -single dissociation between STM and LTM

two psychological constructs A and B can be shown to be independent if it is possible to devise an experiment X that will influence construct A without affecting construct B and another experiment Y that will influence construct B without affecting construct A

goal: eliminate recency effect while maintaining primacy effect -if recency effect is due to words stored in STM, then imposing a delay between end of list and cue to recall should reduce this effect

-delay had no impact on primacy, prevented redundancy -interference produced, so items in STM are forgotten -first items are still reported, transferred in a more permanent store (LTM) from sufficient rehearsal *dissociation between STM and LTM

-goal: enhancing primacy effect while maintaining recency effect -if primacy effect is due to extra memorization resources for initial words, then reading list slowly will increase the effect

-spacing influences primacy (LTM), no effect on recency (STM) -slower presentation (spacing) enhances rehearsal capacity *evidence for 2 separate stores*

conscious memory -episodic and semantic

unconscious memory -procedural -priming-previous experience changes response without conscious awareness

-specific events -unique personal experiences -concrete events -encoded with context -acquired immediately -allows mental time travel: time based information, spatio-temporal relations REMEMBERING

-general facts/knowledge -not tied to experience -abstract knowledge -extracted from context -acquired progressively in multiple contexts -does not allow time travel KNOWING

-damage to HC -no episodic memory, cannot relive any events of the past -semantic memory intact, can remember general information about the past

-damage to left temporal lobe -impaired semantic memory -episodic memory for past events was preserved

different

PSY 200 Quiz 2

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