Psychology Key Terms paper 1

The process by which we retain information about events that have happened in the past

Capacity: 7 items.

Duration: 15-30 seconds

Acoustic coding

Unlimited capacity

Up to a lifetime

Semantic coding

Information taken into the memory is changed into a form that can be stored and later recalled.

Holding information in the memory system for use at some point in the future

When we need the information - it is located and brought back.

Noticing information that you have seen before

Remembering something because something 'jogged' your memory

Remembering something by your own effort without help, you do not need any cues/clues.

Recollections of personal experiences or events - 'time stamped'.

You need to consciously recall these memories.

Associated with the right prefrontal cortex

Stored knowledge and information that we use for carrying out complex motor skills.

We do not need to consciously think about how we do these skills.

Associated with the motor cortex.

Recollection of general knowledge

We need to consciously think about how we do these skills

Memories that require conscious recall

Memories that do not require conscious recall

A measure of how much information is held in a memory store.

The length of time information can be held in memory.

Has a large capacity but short duration. Coding is related to specific sense organ, e.g. eyes/nose etc

(Atkinson & Shriffin, 1968) 3 kinds of memory - sensory, STM and LTM. An explanation of how information moves from one memory store to the next.

When more of the first information received is recalled than later information.

When more of the last information received is recalled than earlier information.

Recall of a list of words in which the words at both the beginning and end of the list are well recalled but those in the middle are not recalled well

A community of people who share the same customs, beliefs and behaviours.

Changing or filling in gaps in our recollection of experiences or information so that it makes more sense to us.

People recalled the general meaning not the specific details.

Forgetting information because other memories get in the way, this is especially likely to occur if two memories are very alike.

past memories inhibit an individual's full potential to retain new memories.

newly learned information interferes with the recall of previously learned information

The surroundings for an event, thought or memory which enable these things to be more fully understood and may act as a cue to recall.

Remembering something that has never happened but feels as if it did.

How we organise, interpret and make sense of the sensory information that we receive from the world around us.

Information from the world around us that we receive through our sense organs: Physical stimulation of sense receptors by the environment (light striking retina or sound waves processed by ear).

Environment features that give us info about movement, distance and location of objects.

Ability to see object the same even if the actual image received has changed - e.g. we move closer to it.

Ways of perceiving depth/distance that can be detected with one eye.

Distant objects are seen or shown as being higher in the visual field in relation to items that are nearer.

The larger objects in the visual field appear to be closer than the smaller objects.

When an object covers part of another object, this makes it appear to be closer.

When parallel lines appear to converge or join together at some point in the distance. The further away the road, the more the lines converge.

Ways of perceiving depth or distance that need two eyes.

The difference between the sensory information received through each eye which is the result of the slightly different angles they have of the world.

Depth perception that uses the extent to which eye muscles have to work, in order to focus on images/objects.

A monocular depth cue. Motion parallax helps us understand speed of movement. Close objects in our visual field seem to move more than objects that are further away in our visual field.

Whereby an image appears to be other than it actually is because of an incorrect or mistaken interpretation of sensory information from the eyes.

Being able to be interpreted or understood in more than one way. There are 2 possible interpretations of the same image. Brain cannot decide which one to pick.

When an object, colour or movement is perceived but the construction is not actually there. Figure suggests something - but it is not actually there.

A tendency or inclination to perceive an object as being the same size, regardless of whether it is nearby or far away.

Example of a misinterpreted depth cue. The converging lines give the impression of distance - higher line looks longer because it looks like it is further aware. We apply 'size constancy' (distant things = smaller), which mentally enlarges it and makes the top look bigger than the bottom.

Misinterpreted depth cue. We perceive the 'outgoing' line to be closer to us. We scale it up - making it appear longer.

Ambiguous figure. Both are correct your brain cannot decide which to pick.

One person appears gigantic in comparison to the other. Due to the shape of the room - it is not square it is a trapezoid. Misinterpreted depth cue.

Would appear to be 2 triangles, 1 overlapping the first. But there is not a second triangle. Brain adds that in. The shapes suggest a contour that is not there - illusory contours.

2D shape that looks 3D. Can be perceived as pointing upwards to the right or downwards to the left.

Refers to aspects of behaviour that is inherited/genetically influenced.

Refers to aspects of characteristics and behaviours that are influenced by upbringing, environment and experiences.

A tendency or inclination to observe some aspects of sensory information from the world around us, but to not notice other aspects of it.

A community of people who share the same customs, beliefs and behaviours.

Physiological and psychological drives and needs that we experience and that can affect a person's choices, actions and perception.

Moods or feelings that an individual experiences.

Beliefs or feelings about what it is that we will experience.

When a 'depth cue' (which tells us about distance etc) is used incorrectly.

Gibson says that we can tell what we can use an object for because of its physical properties e.g. shape, texture etc.

Everything we can see at any one time, gives us all the information we need to judge depth, distance and movement. (Gibson)

When you are moving, where you move towards stays stationary. But your surroundings seem to move. (Gibson)

Brain makes an educated guess and fills in the gaps using visual information from the environment (Gregory)

use the most probable explanation for the visual information we've received (Gregory)

Our brain has drawn the wrong conclusion using current evidence. (Gregory)

innate due to evolution - no learning required. We need it to survive.

Use context to help us understand things

The part of the brain that relays sensory information to the cerebral cortex and acts as a centre for pain perception. Info hub.

A small, wrinkled structure at the base of the brain above the spinal cord. Coordinates motor movement, dexterity, and balance and has a role in cognition

The outer layer of the brain where higher cognitive functions, such as speech, occur.

Bodily functions that happen without our conscious control - such as breathing, digestion and heart rate. Controlled by the brain stem.

The brain and nervous system receives sensory information from the world around us and turns it into appropriate responses.

Changing your body's location or position. 'Motor activity'. Motor area of the cortex is present at birth but we cannot walk. Sensorimotor coordination then begins to develop after birth.

Mental Processes such as thinking, planning, problem solving

The way a person's knowledge, thinking and intelligence changes as they get older.

When we receive new information or experience a new situation, a type of learning that causes us to add new information to an existing schema.

When we receive new information or experience a new situation, a type of learning happens that causes us to change an existing schema or developing a new schema.

0-2 years: Focus on physical sensations & developing physical co-ordination. A lot of trial & error. Relating their sensations (sensory) to their movement (motor). Learn objects exist separately from people. Learn doing X will cause Y. Start to develop object permanence.

2-7 years: Children are pre-logical thinking. Pre-operational children do not understand that other people do not see/hear/feel exactly the same way they do. Struggle to understand the appearance of something can change, but quantity remains the same.

7-11 years: Most 7 year olds can decentre and conserve. Acquired the ability to reason. But - only applies to physical objects that are there. Still struggle with abstract ideas.

11+ years: Focus on the form of the argument - not the content. Test hypotheses using logic. Once they can do this - scientific reasoning. Understand abstract ideas.

Child's inability to see a situation from another person's point of view.

Can see a situation from another person's point of view.

Understanding the physical appearance of something can change, but quantity remains the same.

A belief that achievements are due to innate abilities/genetics/unchanging factors. If you cannot do something there is no point trying harder because you simply have not got the ability. People with a fixed mindset give up if they fail. Motivate by good results, medals, prizes - performance orientated. Only happy if doing well.

A belief that even the most basic abilities can be developed through effort. People with a growth mindset regard failure as a challenge. Focus on learning goals - happy if they are working hard.

To express approval or admiration of someone else and or what they have done. Praise is rewarding and increase motivation.

The belief in your own capabilities to succeed at a task or to produce certain levels of performance.

Someone whose preference is to process information by speaking and listening.

Someone whose preference is to process information by looking at it.

Someone whose preference is to process information by touching it and doing things.

The different ways in which a person can pick up and process information and knowledge

Can't teach certain activities before a child is biologically capable.

Work out concepts individually by exploring, acting like a little scientist. Needs to be active rather than passive. and activities should challenge students - need to accommodate and assimilate.

Everyone goes through stages in order but at different rates. Activities should be individual activities to account for differences in readiness. Classroom activities should be arranged for individuals as well as groups of children & not simply whole class teaching.

Controlling your behaviour (emotions/attention/thoughts).

Controls autonomic functions. Most highly developed part of the brain at birth.

characteristics and behaviours are genetically influenced

characteristics and behaviours are influenced by upbringing, environment and experiences.