1
Q
Recognition
A
- fast
- effortless
- prone to error
- faster you do it the more mistakes you make
- recognition is influenced by the context in which you encounter those objects
e. g. the butcher on the bus - - this is a connection between familiarity and memory - retrieving through externally provided cues
2
Q
What is pop out search
A
- all items except the target share the same feature target is easy to find regardless of the number of distracting items
- if its unique your eye goes to it immediately as it pops out
3
Q
Conjunction Search
A
- target does not posses any unique features and can only be identified based on a conjunction of two or more features
- the more distracting items there are the slower search is
4
Q
Frequency and Recency (priming)
A
- familiar (high frequency) words more likely to be recognized
- recently primed words more likely to be recognized
- priming effect is bigger for lower frequency words
5
Q
Word superiority effect
A
- entire words are perceived faster than letter
- easier to recognize letter when they’re part of the word
6
Q
Degree of wellformedness
A
- word superiority effect occurs for well formed non words but not poorly formed non words
- Wosk is not a real word but its paired like words we in everyday life but Hyle is poorly formed H and L dont go together
7
Q
Feature net model of word recognition
A
- each detector has an activation level
- with input activation level increases
- detectors “fire” when their response threshold
- refer to CLOCK diagram
1) Feature detectors
2) Letter detectors
3) Bigram Detectors
4) word Detector
8
Q
Recognition by Components theory
A
- geons the visual alphabet of object recognition
- geons create objects
- 36
9
Q
Non accidental properties
A
- helps us go from 2D to 3D
- features of 3D images that are almost always present in any 2D viewpoint
- by accident a curve 3D edge appears as a straight 2D line such as a coin
10
Q
Recognition by multiple views
A
- multiple viewpoints encoded in memory
- mental rotation required if current view does not match any stored views
- e.g. looking at a bee any angle you see you know its a bee becuase you have seen it from this angle before
11
Q
Inversion effect
A
- faces are easier to recognize when upright than inverted
- inversion effect is bigger for faces than houses, they’re processed differently
12
Q
composite effect
A
- hard to recognize half of face when align with another face
- faces are processed holistically
- face recognition based on the relationship between features not perception of individual features
- composite effect happens for words
13
Q
Fusiform face area FFA
A
- highly activated for faces
- non face objects evoke activity in the FFA
14
Q
Greebles FFA response
A
before training faces had higher FFA response than greebles
- after training greebles and faces were similar with FFA response
15
Q
Apperceptive agnosia
A
can see but they cant organize the elements they see in order to perceive an entire object
- not being able to put on shoes becuase cant recognize it as a shoe
- confused which object is his shoe and which is his foot
- mistake his wife for a hat
16
Q
Bottom up processing
A
process directly shaped by the stimulus
17
Q
concept driven
A
relying on your knowledge
18
Q
top down processing
A
shaped by knowledge
19
Q
integrative agnosia
A
- damage to the parietal lobe.
- appear normal in tasks requiring them to detect features in a display, but they are impaired in tasks that require them to judge how the features are bound together to form complex objects
20
Q
prosopagnosia
A
- look at a photograph and correctly say whether the photo shows a face or something else
- they can say whether its man’s or a woman
- whether it belongs to someone young or someone old.
- But they can’t recognize individual faces—not even of their own parents or children, whether from photographs or “live.
- results from some problem or limitation in the functioning of this brain tissue.
21
Q
“super recognizers”
A
- accurate in face recognition, even though they have no special advantage in other perceptual or memory tasks
- able to remember (and recognize) faces that they viewed only briefly at some distant point in the past
22
Q
Selective attention
A
- too much going on you ignore some and chose the other
23
Q
divided attention
A
- the ability to multi task to keep 2 tasks in mind
- there are limits to the - types of mental operations that can be carries out simultaneously
- tasks similarity increases the costs of dividing attention
- less overlap between the task less error
24
Q
Overt attention
A
- spatial visual selection through overt eye movements
- foveal information tends to be processed more deeply than peripheral information
25
Covert attention
changes in attention without eye movements
26
inhibition of return
slower responses at the cued location for long cue suggesting location is inhibited and preventing attention from going back there becuase the brain does not like to be tricked
27
In attentional blindess
- where participants are looking an image appears researchers ask them did you notice anything 1/8 say no becuase they were given no warning this is selective processing
- when you warn participants they will all notice the image
28
are eye movements an example of early or late selection
earliest level of selection
29
What is the cocktail party effect
- focusing on what that one person is saying and filtering out the sound but if someone calls your name you will shift you attention to that
30
reducing costs
- making tasks more automatic through practice can reduce demands on task general resources
31
Stroop task
- we read words everyday you don't read colours so thats why reading words forces through
32
Metacognitive
- people are bad at divided attention
- we don't know if we are good at multitasking or not
- people dont know if they are getting better this is metacognitive judgement
33
Dichotic listening
- participants wore headphones and heard one input from one ear and another from the other ear
- they were told to pay attention to the attended channel and ignore the message in the unattended channel
- participants were asked to shadow: repeat the back what they're hearing
- participants had no idea what the unattended message was
- although participants were able identify if the speaker was a male or female if they talked loudly of softly
- physical attributes of the unattended channel are heard
- clueless about the unattended channel’s semantic content.
34
Dichotic listening with name
- roughly one third of the participants did hear their own name when it was spoken even though just like in other studies they heard almost nothing else from the unattended input
- Low WM group noticed their name they have attentional control
- people with high WM are able to select
35
filter
- shield from potential distractors
| - Desired information (the attended channel) is not filtered out and so goes on to receive further processing
36
inattention deafness
participants regularly fail to hear prominent stimuli if they aren’t expecting them
37
inattention numbness
participants fail to feel stimuli if the inputs are unexpected
38
change blindness
- observers’ inability to detect changes in scenes they’re looking directly at.
39
early selection hypothesis
the attended input is privileged from the start, so that the unattended input receives little analysis and therefore is never perceived.
40
late selection hypothesis
all inputs receive complete analysis, and selection occurs after the analysis is finished.
41
repetition priming
- priming produced by a prior encounter with the stimulus
- takes no effort on your part and requires no resources,
- e.g. hearing your name
42
stimulus-based prime
produced merely by presentation of the priming stimulus, with no role for expectations.
43
expectation-based prime
created only when the participant believes the prime allows a prediction of what’s to come.
44
spatial attention
someone focuses on a particular position in space
45
the spotlight idea
- refers to movements of attention, not movements of the eyes.
- a network of sites in the frontal cortex and the parietal cortex create the spotlight beam
46
the orienting system
needed to disengage attention from one target, shift attention to a new target, and then engage attention on the new target.
47
the alerting system
responsible for maintaining an alert state in the brain.
48
Where do we shine the beam
| what do we pay attention to
- you pay attention to elements of the input that are visually prominent and to elements that you think are interesting or important
- the pattern of the movements depended on what the viewer is trying to learn.
- You’re unlikely to focus, for example, on elements of a scene that are entirely predictable, because you’ll gain no information from inspecting things that are already obvious
- you’re also unlikely to focus on aspects of the scene that are totally unexpected
49
endogenous control of attention.
you choose what to pay attention to
50
Western Vs East Asia in attention
- Westerners are likely to focus on individual people, individual objects, and their attributes.
- think more holistically, with a focus on the context and how people and objects are related to one another.
51
exogenous control of attention.
an element of the scene “seizes” your attention whether you like it or not
52
Unilateral neglect syndrome
- damage to the right parietal cortex
- read words like brother as "Her" or Carrot as "rot"
- possibility these patients have a powerful bias to attend to the right side (barbell experiment attending to the red circle)
53
executive control
- controls voluntary actions
- the mechanisms that allow you to control your own thoughts, and these mechanisms have multiple functions.
- can only handle one task at a time, and puts limits on your ability to multitask
- important when you’re trying to do just a single task
54
perseveration error
tendency to produce the same response over and over even when it’s plain that the task requires a change in the response.
55
goal neglect
- patients with preservation error suffer from this
| failing to organize their behavior in a way that moves them toward their goals.
56
functions of executive control
- helps keep your current goals in mind, so that these goals will guide your actions.
ensures that your mental steps are organized into the right sequence one that will move you toward your goals.
57
does Practice Diminishes Resource Demand?
- yes, As a task becomes more practiced, it requires fewer resources
- But early in practice, when a task is new, you haven’t formed any relevant habits yet, so you have no habits to fall back on. As a result, executive control is needed all the time.
58
Automaticity
tasks that are well practiced and involve little or no control.
59
Declarative memory
consciously aware memory
| - Tell someone what you did this morning
60
Non declarative
- not consciously accessible so you cant describe it
| - How to ride a bike cant describe that to someone
61
Episodic
past events, bunch of things happening that are tied to one moment
62
Semantic
- facts that you know
| - how many legs does a dog have, you're not reflecting back to a dog you saw last week you just know
63
Semantic priming
see the word Sky you will read the word blue quickly
64
Tradiotnal memory models
sensory input -> (attention) -> short term memory ->(encoding, retrieval) Long term memory
65
Sensory memory
- unattended information is lost
| - if you don't pay attention to it it will be lost
66
Short term memory
- where you hold information you're working
- maintenance and rehearsal
- unrehearsed information is lost
- more durable
67
Long term memory
- some information may be lost over time
- contains all your knowledge
- contains episodic knowledge
68
Iconic memory
- large capacity
- brief duration
- visual inputs
69
9 letters on the screen experiment
- people can only remember 4 to 5
- when you tell people to report a certain row and they're able to recall those 3 then we would say that they're able to recall all 9
- longer delay between letters and having to repeat, the number of letters you're able to recall goes down
70
phonological loop
- Saying those letter over and over again in your head
| - serves as buffer
71
limits to the buffer
- Too much sound, too much words
You will forget the first few
- it has a limited capacity
72
Working memory
- ideas of thoughts in the memory you are currently thinking about
- allows for short term retention and active manipulation of information
- if you keep memory in the WM long enough it will make its way into LM
- correlated with doing well in school and better attentional control
- fragile
- limited in size
73
Central executive
- Actively manipulate and use it to guide our behaviour
| - located in the frontal lobe
74
visuo-spatial
- keeping the visual memory
- Separate buffer than the phonological loop
- Storing information for short amount of time
75
Working memory capacity
- varies person to person
| - not about storage but capacity for controlled sustained attention during distraction
76
Operation spam test
- math equation -> true or false -> word
- how many of these words you can recall is your WM capacity
- you're not just storing information, you're putting a load on your central executive
- measure the memory's capacity and working memory
77
Primacy effect
- likely to remember the first few words
- rehearsal of first few items results in transfer to LTM
- more likely you rehearse in working memory the more likely it is to make into long term memory
78
Recency effect
- recency recall after 30 second delay
- recency recall after 30 second delay and task interfering with memory
- likely to remember the last few words
- 4-5 words should be accessible
- 30 second delay no effect on recency
- memory task screws up recency but no aspect of working memory
79
what were the results of Howard study of 48 lists 10 words on each
- no primacy effect but a recency effect
80
what were the results of Howard study of 48 lists 10 words on each after each list given 5 mins to freely recall words from all 48 lists
- most words remembered were from recent lists
- even the second last list was remembered
- long term memory more stable
81
acquisition
- process of gaining information and placing it into memory
| - memory acquisition is to lay the groundwork for memory retrieval
82
storage
hold it in memory until the information is needed
83
retrieval
locate the information and bring it into active use
84
echoic memory
for auditory input
85
free recall procedure
report the words in any order they choose
86
Serial position effect
- presenting material to be remembered at a slower rate improves pre-recency but has no effect on recency
87
Digit Span task
- measuring the holding capacity
- given a list of numbers they must immediately repeat back if successful they're given a longer list numbers and continue till they make an error
- error usually occurs when list contains seven or eight items
88
Reading Span
- operation span test
- read sentences and immediately after recall the final word in each sentence
- the number of words recalled is there working memory capacity
89
articulatory rehearsal loop
repeating the numbers over and over to your- self, rehearsing them with your inner voice.
90
Subvocalization
- silent speech to launch the rehearsal loop
91
Visuospaital buffer
- working memory relies on this to store visual information
| - such as mental images
92
episodic buffer
helps the executive organize information into a chronological sequence
e.g. keep track of a story you’ve just heard or a film clip you’ve just seen
93
maintenance rehearsal
focus on the to-be-remembered items, with little thought about what the items mean or how they relate to one another.
94
elaborative rehearsal
thinking about what the to-be-remembered items mean and how they’re related to one another and to other things you already know.
- if you think about something in a mindless way it wont be established in LM
95
How do levels of brain activity impact retention
- greater levels of brain activity in the hippocampus and regions of prefrontal cortex were associated with greater probabilities of retention
96
intentional learning
- learning that is deliberate, with an expectation that memory will be tested later.
- the intention to learn doesn’t add very much
97
incidental learning
- learning in the absence of any intention to learn.
98
level of processing
- there is a huge effect of deeper processing (i.e., more attention to meaning) leading to better memory.
99
memory connections
Connections allow one memory to trigger another, and then that memory to trigger another, so that you’re “led,” connection by connection, to the sought-after information.
100
retrieval paths
paths that can, in effect, guide your thoughts toward the content to be remembered
101
mnemonic strategies
organizing the to-be-remembered material
| - students who used peg words or interactive imagery outperformed students who used other memorizing strategies
102
Spreading Activation
- activation of one concept 'primes' the activity of related concepts
e. g. red -> apples, strawberries but not blueberries
103
Semantic priming
- the prime word is going to create an activation to another node
- if two words are semantically related you will be able to read the word faster
e. g. priming word bird speeds you up when you read robin
104
how are Episodic memory and semantic memory connected
- you create episodic memory by making connections to semantic memory
e. g. eating breakfast in car -> breakfast is an apple which is red -> there is a sunrise which is red -> its cloudy both clouds and sunrise are in the sky
next time you think about you breakfast in the car it will activate these nodes
105
relation binding
- bundle association
- hippocampus is involved
- bundles involve perception, motor, and emotion
- things that wire together fire together
106
how can we make predictions of what words will be remembered and forgotten
- based on the prefrontal cortex activation because this is involved in executive function and effortful thinking and organizes the brain
107
the key to remembering is
putting effort during coding and engaging you brain
108
first exposure study
- given a list of 24 words and asked to recall 4 conditions were given different ways to process the words during encoding
1) condition find the e in every word: didn't remember half the words
2) count the letters of the words: requires more effort but wrong effort, not elaborating or making connections
3) how pleasant is the word: relied on elaborating process this leads to better memory reterival
4) learn these words you will be tested: don't do any better than the pleasant group but this is intentional learning and pleasant was you remembered the words whether you wanted to or not
109
Contextual reinstatement
- re- experiencing mentally the thoughts, feelings, sensations, present during learning
- e.g. being tested in a different room experiment
110
Scuba experiment
- divers who learn material while
underwater will remember the material best if they’re again underwater at the time of the test.
- This setting will enable them to use the connections they established earlier.
- divers who learned while on land they do best if tested on land.
111
Encoding specificity
- what you encode is specific not just the physical stimulus as you encountered it, but the stimulus together with its context.
- e.g. information learned visually will be better remembered when tested visually
112
familiarity
- the more activated the rhinal cortex is the more likely they're able to rate familiarity
113
Explicit memories
usually revealed by direct memory testing
| to remember the past
114
Implicit memories
revealed by indirect memory testing and are often manifested as priming effects.
- how our past influences us today
- not consciously accessible
115
Direct Tests
- testing that urges participants to remember the past.
- part of explicit memory
e. g. is this word purse new or old
116
Indirects tests
probe memory without making any reference to prior experiences
- part of implicit memory
e.g. testing to see if they remember purse
P_R_ _
117
Method of Opposition results
- inclusion condition: complete stem with word from list, or with first word that comes to mind
- Exclusion: complete stem using words not in encoding list
- exclusion group used words from list becuase they don't consciously remember - due to explicit memory
118
Errors of omission
e.g. lack of availability of info due to poor encoding and or forgetting
119
Errors of commission
- false remembering of episode or episodic detail that happened in different way or even never happened at all
120
memory reconstruction
- connections can lead to memory errors
- shared connection make similar memories less distinguishable
- you create associations
e. g. summer break you thought was for family reunion when it was really for summer camp
121
Intrusion error
information that is related to the theme of a certain memory, but was not actually a part of the original episode, become associated with the event
122
Role of Heuristics
- "rule of thumb" that guides our judgements
| - way of making decision that works most of the time
123
Fluency Heuristic
Manipulate familiarity stimulus to misremember something this creates false memory
124
Illusion of fame from fluency/familarity
- particpants were exposed to these names a week ago
- now they're asked to come in for a new experiment where they must guess if these are names of famous people
- the names they saw las week they judged as famous names
- they're trying to make sense of the familiarity
125
Misinformation effect
event occurs someone tells you a misleading information time goes on misleading information becomes part of the remembered event
126
Car accident missinformation experiment
- if they were in the condition were they were asked if the cars smashed they perceived the cars to be going faster
- a week later they were asked to describe the scene and if they saw glass 32% though they saw glass in the smashed condition when there was never any glass
127
Autobiographical memory
- memory of episodes and events in ones own life
128
Reminiscence bump
- able to recall event from early adulthood to late adulthood
129
self reference effect
- better memory for information relevant to oneself
130
what part of the brain is activated during self reference activity
- on medial wall of both hemispheres
131
Flashbulb memories
- vivid memories for surprising consequential, emotionally laden events
132
Autobiographical memory illusions
- the 9/11 attack experiment showed that people did not remember that event any differently than any other event
PSYC 2650
flashcards
Decks in class (3)
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