used meaningless strings of letters to study memory capacity

person

used method of introspection to study higher mental processes in a lab setting - structuralism

person

critiqued Skinner's book Verbal Behavior by saying language development is not due to reinforcement

person

elapsed time between stimulus presentation and subject's response

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an 'on-line' measure of reading and language comprehension (measured as subject is performing the task)

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after memorizing list, number of time had to reread list to rememorize it subtracted from number of trials for original memorization, divided by original number of trials, times 100

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horizontal axis indicates number of days between time list was originally learned and time list was relearned, vertical axis indicates percent savings

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putting new information into memory

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retaining information over time

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recovering the information in memory

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independently reproducing information you have been previously exposed to

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realizing that a certain stimulus event is one you've seen or heard before

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attempt to explain why you can usually recognize more than you can recall; model suggests that recall involves same mental process involved in recognition plus another process not required for recognition

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words presented at the end of a list are remembered best

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words presented at the beginning of a list are remembered second-best

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when asked to recall a list of words, people tend to recall words belonging to the same recall category

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stage theory of memory

sensory memory, short-term memory, long-term memory

there are several different memory systems and each system has different function

term/systems in order

to test sensory memory capacity, subjects looked for fraction of a second at visual display of 9 items and then recalled as many as possible (usually around 4)

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to test sensory memory, use 3x3 matrix of letters, but ask subjects to report only one row afterwards - subjects could recall any one row, so capacity is actually 9 items but limited by time to report

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link between rapidly changing sensory memory and more lasting long-term memory

term/time limit

found limit to short term memory

person/limit

permanent storehouse of experiences, knowledge, and skills

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repeating information to keep it in short-term memory

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organizing information and associating it with information already in long-term memory to get new information into long-term

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remembering how things are done - part of long-term memory

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where explicit information is stored

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remembering general knowledge like meanings of words or concepts; part of declarative memory

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remembering particular events you have personally experienced; part of declarative memory

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encoding of verbal material for this type of memory is based on phonology or acoustics

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encoding for this type of memory is based on meaning

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subjects are asked to indicate whether or not a simple statement presented is true or false - response latency is measured

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semantic memory is organized into a map of interconnected concepts - the shorter the distance between two words, the closer the words are related in semantic memory

model/people

semantic memory contains feature lists of concepts; key is amount of overlap in the feature lists

term/people

challenges stage theory of memory - what determines how long you remember material is not what memory system it gets into, but the way in which you process material

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abstract information tends to be encoded verbally, concrete information tends to be encoded visually and verbally

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conceptual frameworks we use to organize knowledge (sometimes leads to distortions in memory)

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if the information in long-term memory is not used or rehearsed, it will eventually be forgotten

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forgetting is due to the activities that have taken place between original learning and later attempted recall

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part of inhibition theory - when what you learned earlier interferes with what you learn later

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part of inhibition theory -when you forget what you learned earlier as you learn something new

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the assumption that recall will be best if the context at recall approximates the context during the original encoding

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suggests that recall will be better if your psychological or physical state at time of recall is same as state during memorization

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techniques we use to improve the likelihood that we will remember something

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grouping information together into meaningful groups to facillitate recall

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system of associating information with some sequence of places with which you are familiar

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studied memory in classic study using "War of the Ghosts," a Native American folktale - subjects reconstructed the story in line with their own expectations and schema for a ghost story

person

studied eyewitness memories and the tendency for eyewitnesses to be influenced or confused by misleading info - also studied accuracy of repressed memories that return later

person

tendency to remember incomplete tasks better than completed tasks

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in this task, subjects are presented with three empty jars, a list of capacities of each jar, and then asked to obtain particular amount of water in one of the jars

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tendency to keep repeating solutions that worked in other situations

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people tend to get used to certain things having certain functions

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a cognitive ability that results in new ways of viewing problems or situations

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people are asked to produce as many creative answers to a question as possible - measures creativity

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short-cuts and rules of thumb we can use in making decisions

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making decisions about frequencies based upon how easy it is to imagine the items involved

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categorizing things on the basis of whether they fit the prototypical image of the category

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ignoring the numerical information about the items being referred to when categorizing them

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smallest units of meaning in a language

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actual order of words in a sentence

term/person

underlying form that specifies meaning of the sentence

person/term

tell us how we can change from one sentence form to another (such as from a sentence in the active voice to one in the passive voice)

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hypothesis that language determines how reality is perceived

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found evidence of better verbal abilities in girls

people

suggested that individual differences in intelligence are largely due to variations in the amount of a general, unitary factor called g

person

seven mental abilities such as verbal comprehension, number ability, etc. - used factor analysis with factors more specific than g

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there are three aspects to intelligence: componential, experiential, and contextual

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Western culture values linguistic ability and logical mathematical ability over the five others, as they are abilities tested by IQ tests

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mental ability that increases throughout childhood and adolescence, levels off in young adulthood, and begins stead decline with advanced age - ability to quickly grasp relationships in novel situations and make correct deductions from them

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mental ability that increases throughout lifespan - ability to understand relationships or solve problems that depend on knowledge acquired as result of schooling or other life experiences

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claimed that intelligence as measured by IQ tests was almost entirely genetic in nature and that you could not teach someone to score higher on IQ tests

person

published two-volume book about parallel distributed processes (PDP), proposing that information processing is distributed across the brain and is done in a parallel fashion

people

refers to the ability to reflect upon something - thinking about/monitoring memory or cognition

term