Cognitive Psychology (PSY 366)
Spring 2004—Dr. Hund
Exam 2 Review: Terms and Concepts
Note: This is a guide, not a comprehensive list. Concepts not on the list may appear on the exam.
Not all concepts on this list will appear on the exam. Exam 2 is worth 40 points. It will include
36 multiple-choice questions (1 point each) and 2 short-answer questions (2 points each).
Chapter 6: Memory Acquisition and Retrieval
Explicit memory: definition, examples of tasks
Recall
Recognition
Implicit memory: definition, examples of tasks
Priming
Lexical decision
Word stem completion
Procedural knowledge
Jacoby et al. (1989) How to become famous overnight study
Source monitoring
Processing fluency
Activation account of implicit memory
Multiple memory systems account of implicit memory
Craik & Lockhart (1972) Levels of Processing: describe levels and types of tasks, results, role of
intentionality
Mnemonics: peg word, method of loci, first letter
State-dependent learning (classic sea diver learning study)
Retrograde amnesia
Anterograde amnesia: HM and Korsakoff’s syndrome as examples
Chapter 7: Memory Errors and Gaps
Schema: definition, examples
Selection
Attention
Ability to make inferences (reconstruction)
Intrusion errors
Factors that distort eyewitness testimony
Suggestibility
Source amnesia/confusion
Weapon effect (Inattentional blindness)
Verbal overshadowing effect
Flaws in standard interviewing methods: repeated questioning, leading questions, misinformation
Cognitive interview techniques
Reinstate context
Recall events from multiple perspectives
Recall events in different orders
Use open-ended questions
False memory: definition, examples, Deese-Roediger-McDermott paradigm
APA conclusions concerning repressed and recovered memories
Causes of forgetting: decay, interference, retrieval failure (retention interval matters)
Autobiographical memory
Chapter 8: Long Term Memory
Long term memory: limitless capacity and duration; metaphors; semantic information
Serial position effects: primacy effect (LTM), recency effect (WM)
How long will you remember information from this class? [see Ch. 7; Let’s hope so!]
Semantic network models: main ideas—spreading activation, fan effect, Collins & Quillian
(1969)
Connectionist network models: main ideas—input layer, hidden layer, output layer, nodes,
connections, connection weights, parallel distributed processing
Acquiring memories effectively
Practice
Redundancy
Spacing
Elaboration
Chapter 9: Categorization
Traditional view of categories (evidence and problems)
necessary and sufficient features
Probabilistic views of categories
(1)
prototype theory (evidence and problems; Rosch; Posner & Keele)
typicality effects, fuzzy boundaries, graded membership
family resemblance
(2)
exemplar theory (evidence and problems)
Theory-based view of categories [also called implicit theories in text] (evidence and problems;
Keil)
On-line view of categories: ad hoc categories (Barsalou), category flexibility (evidence and
problems)
Current ideas: mixed models
Article E: Rosch (1978)
Cognitive economy
Three levels in the vertical hierarchy of categories
subordinate
basic level: What makes the basic level “basic?”
superordinate
Prototype
Chapter 10: Language
4 components of language
Phonology
Semantics
Syntax (can skim p. 315-324)
Pragmatics
Speech segmentation
Categorical perception (of speech sounds)
Generativity of language
Aphasia
Broca’s aphasia
Wernicke’s aphasia
Relation between language and thought
Linguistic relativity
Linguistic determinism (Sapir-Whorf hypothesis)
Concepts/thoughts influence language
Language acquisition [see lecture notes, these topics are NOT included in text]
When does language emerge?
Theories of language development
Nativist accounts(Chomsky’s language acquisition device)
Behaviorist account (Skinner)
Interactionist account
Word learning
Quine’s problem
What factors help children map words to referents?
Joint focus of attention
Perceptual features of objects (shape bias)
Mutual exclusivity
Context (syntax, infant-directed speech, prosody, prior knowledge)