study guide flash cards: cog exam 3

examples of interactions between perception and imagery that we talked about: visual stimuli or soft auditory stimuli

- if they are using perceptual system during imaging there should be overlap they formed an image within a given sensory modality ends up causing you to have false alarms to low contrasting causes you to see things that aren't actually there as you are imaging something and will cause you to see something or hear if it asked to heart blank screen and lights would pop up, task was to say if lights popped up. other was to say if they hear it higher rates of false alarms when it matches modality. when you're visualizing and told to say when light appears, false alarms are more common. when imaging matches modality it causes false alarm. if it uses same perceptual system as imaging then this is why we have interaction imaging something uses the same sensory mechanism as actual perception uses and we mistake imagined stimulus for a real stimulus

the story that was preceded (or not) by a problem statement (john woke up..)

- one group got the theme condition and the other did not - the themes established schematic framework which helped comprehension and memory, but also made people remember things that hadn't occurred -football story: -----theme: coach told him if he gained enough weight and got a passing grade he could start the game -----no theme: starts off with jack going to doctor and weighing himself, and he smiled and was happy people with theme did better this increased inferred proposition.. nearly 5x more than neutral thematic schema bias what we recall from what we actually experienced and can cause intrusions

describe the loftus and palmer study. first part concerned subjects' memory of how fast cars were going in an accident

-Given different adjectives to asking how fast cars were going when they _____ -People watch video of car accident -The post experience questioning altered memory -How they were asked changed memory -People given harsher adjectives to describe crash like "smashed" they reported that the speed was higher than if they were given adjective like "contacted" which resulted in the slowest speed reported

what can be done (Carefully) to help people remember things that they have lost access to

-careful instantiation of context can be effective for recovering lost (access) to memories and changing context can be effective for over riding habits but they aren't exactly forgotten or unlearned -different than hypnosis as it's applying on encoding context specificity ----if you can get someone in a state, physical, emotional, etc, and can reinstate context in which experience happened you may be able to activate pathways to lost memories -diverse set of retrieval cues with idea that more cues provided, greater chance of finding one that triggers target memory

explain why it is clear that categories are not defined on the basis of some set of defining attributes

-defining categories by defining attributes has limited functionality ----categories or concepts are generalized knowledge -----abstract of contexts to understand the general idea dog: not all dogs have every attribute

loftus and palmer: what are recommendations to give people who interview potential witnesses

-don't ask leading questions -don't repeat questions -don't use biased adjectives -false memories are extremely easy to induce..be careful with how you ask and what they have already been questioned with or repeated

describe the study in which activity in the "face area" of the brain and in the "place area" of the brain are active during mental imagery compared to the perception. explain how this study addresses the question of depiction versus description

-face area is selectively active when people are perceiving face ---active more when looking at face compared to house ---opposite with PPA convenient distinctions in the sense that we know the brain has different places dedicated for faces and places if we are imaging/depicting things, do they produce same selectivity as when we are actually seeing them similar activation when you are imaging places and faces: same activations when you are actually viewing a place or face selectively engaging some of the same areas when imaging vs perceiving not exactly correct: diluted perceptual experience the fact that pattern of brain activity when imaging something was specifically similar to activity when actually when actually perceiving the same things suggest that mental imagery uses same mechanisms as perception

balloon picture + story

-half the class was given a picture before reading the passage -the other class was not given picture -those that had the picture did better as the picture provided a frame work for the understanding/remembering more of the content of passage -themes establish schematic framework, people remember propositions/theme condition more than neutral -this created more memory errors

why do we use schema

-human information processing is a limited capacity system -the world is predictable. schemas are most often correct, they allow us to focus resources on info that provides information -schemas make processing more efficient -script violations are noticed and remembered

what are some ways in which emotion interacts with memory

-it impacts what is encoded (partly through direction attention), direction of attention and emotion -impacts how strongly an experience is encoded -impacts how accessible memory is later (contextual cues) -can cause spontaneous retrieval -emotional event is likely to be more important. guaranteeing that you'll pay attention as the event unfolds and that you mull over emotional events in minutes and hours following -different emotions lead you to set different goals or narrow attention differently

factors that facilitate establishment of false memories: credentialing of questionner

-made them more believable when asked about event if they showed participant a second grade picture after asking them about a made up stunt they pulled. participants said they remembered stunt after picture -professional trained to help remember -----therapists were pulling out false memories (guided visualization) -----makes questioner more credible so they help you believe something that didn't actually happening -guidance during recall (reinforcement/punishment) -----offered smiles and encouraging nods when participants remembered a false event, but if the participant couldn't remember she showed signs of disapproval

how is a propositional network different from semantic association network

-more than simple associations - associations connect an ellipse to ideas that are the proposition's components, and associations are labeled to specify the constituent's role within proposition. -more of capturing the type of relations and functional role -time and location nodes -arrows indicate each node's role within proposition -formed by consulting your particular semantic association network

a person who makes a strong statement like "that's her! I will NEVER forget her face" are not necessarily lying. how can someone be super confident about a false memory

-once a memory is encoded, regardless of whether it is false, they physiologically behave like a real memory -it is implanted -with repetition increases perceptual fluency

what are some factors that facilitate the establishment of false memories:

-overt misinformation (content in question, visual evidence, other people said.... so does this fit with your memory?) - credentialing of questioner (made them more belivable by showing participant pictures. professional trained to "help remember": therapists, makes questioner more credible, guidance during recall (reinforcement/punishment) -people can falsely confess and actually physiologically respond like they did it as if they believe it's a real memory

what are some reasons for why this discrepancy between accuracy and confidence might arise in flashbulb memories

-people ask each other about the event and compare notes -lots of visual evidence after the fact: news, film -telling and retelling, increases perceptual fluency and confidence -each time you tell it, it builds confidence and perceptual fluency so you tell it with confidence even though you may not be accurate

how do schemas increase efficiency of information processing

-recall more info associated with schema than are actually present information unassociated with schema -they establish schematic frame work which can help comprehension and memory, but also make us remember things that haven't occurred -themes establish schematic framework -people remember propositions/than condition more than neutral. theme helped them understand better -schema helps when time comes to recall how an event unfolded (can rely on schema to fill in gaps) -regularizing the past, tell you what's typical of a situation

restaurant script and schema

-scripts are behavioral schema -we have a restaurant schema, we know things will happen in a certain order -you reason that you get menus at beginning, waiter took them, food came out.. -when given a list of questions only when given small sentence about John eating at restaurant, you are able to answer the questions about if he sat, who he gave money to, because it gets encoded into memory as if we had actually experienced it/saw it happened

describe the two examples of interactions between perception and imagery that we talked about: imagine an object before it is presented (very dimly) on the screen in front of you

-subjects put in front of projection screen and were told to imagine something that, and it would eventually be projected -at first they were presented with low contrast and very dim -over time they increase contrast -they found that when object is matching what you're imagining it requires less contrast you recognize it earlier and faster -idea is that imaging is really like perceiving, when asked to imagine a helicopter you are priming and activating in a top down manner perceptual mechanisms to perceive a helicopter and therefor they are primed. consistent with depiction as you're conjuring up image but internal perception are using your perceptional mechanisms and priming your networks and activating them to recognize it -imaging is really like seeing it, and it primes perceptual networks used to perceive object, just like perceiving a depiction of that object would do

the office and memories about books on book shelf and schemas

-subjects remembered things that were not experienced but were consistent with their idea of what is typically found in an office -they thought it was a waiting office, and then asked to remember everything -they described some real aspects but then added content that wasn't actually there -saying books were on shelf when there was none (consistent with expectations

depiction vs description: imagine a cat

-to determine if the questions about image would vary in how easily they could be answered if observer we looking at an actual picture (depiction) versus if they were consulting a propositional network -does it have a head: answered faster -does it have claws: answered slower -if you're using a picture some questions will be faster than others depiction: head should be faster to inspect because it is larger in your mental image. to "view the claws" you would have to take time to zoom in to inspect if it was description: has "head" should be slower to confirm because it requires you to traverse up a level to confirm ("has a head" would be under animal)

why can we not use confidence as a way of assessing whether memory is real or not

-trouble with confidence is that once memory is implanted, the mrmoy is physiologically the same as a real memory. confidence doesn't make a difference -when asked to identify the subject, when there was no feedback, didn't have much confidence, but when there was feed back, they had extreme confidence -countless examples where you can find circumstances in which there's no correspondance at all between how certain someone says she is in recalling the past and how accurate that recollection is likely to be -if we try to categorize memory based on how confident someone is, we will often get it wrong

be able to read propositional network

Dog chases cat Dog chews bone Dog eats meat Meat part of bone

we talked about adaptive forgetting, but with regard to habits, it is not really forgetting, what is it instead

In regard to habits Learning an instrument, its worth your while to go super slowly and get it right the first time, and then build it up As soon as you do it incorrectly, you have built that habit, and it's extremely difficult to unlearn that habit All you can do is learn ne things to build on top of that Most common in procedural skills in sports: developing a habit then it's hard to break that/undo it. Better go learn slowly and get it right Adaptive forgetting is to the extent that you can understand it's adaptive instead of something we can't control -----Like when people say traumatic experiences are suppressed. Can help to get rid of habit by learning a new context, can be entirety of new experience

how do we know that inference, not just passive decay, plays a role in forgetting

The test where they looked at fewer or more events that happened between them Experiment where same amount of time passed for different players, but some players had more matches in between than others They could hold constant how much time passed, but then they could see how many interferences there could be The loss of info is not driven simply by time, but also by how much intervening information there was Recall performance was determined by the number of intervening games, not the amount of time that passed When they played more games and were asked about team names, they recalled less than if they played less games Sleeping: Thought that when you sleep you do better on exam, but really there is less info that is interfering with info you learned Sleep also plays a big role in consolidating info

loftus and palmer study. second part memory of broken glass

When those asked with the word smashed were asked if there was broken glass people reported seeing glass more than other groups with different adjectives. They recalled the breaking of glass as if it was their own memory. Post experience questioning actually altered their memory.

what are the three reasons/hypotheses as to why TOT might happen: incomplete activation

activation is insufficient to compete with other currently active alternatives. It's semi activated, but because you're trying to activate similar things, in order for relevant one to be sufficiently activated, the difference has to be much more activated. Under normal circumstances, if you weren't activating other nodes, you would've remembered. This is why it comes back when you're not thinking about it

how are artifactual categories defined

as being defined as an accident of human history. properties and category assignment are more flexible -defined as particular function we built into it

how can we have reflective memory

as over time we thought about it and develop a memory of what it must've been like or what it looked like from another point of view

what is the reminiscence bump or the reminiscence effect

autobiographical memory is looking at our memories over a long period of time reminiscence bump is more vivid, rich memories in your life compared to other times in your life... usually correspond to adolescence or big periods of change

what evidence is there that basic level is privileged compared to other two levels in terms of representation and access

basic level categories seem to be the most directly accessible. they are the entry level category throughout which others are accessed. representation of categories is organized hierarchically, we start at basic level and refine it -naming tends to happen at basic level -label verification is fastest for basic level terms "is this a chair" vs "is this upholstery?" -children learn basic level worlds earlier than other levels -basic level terms are most universal across languages -basic levels are natural ways to categorize objects in our world

what are the three reasons/hypotheses as to why TOT might happen

blocking: trying to remember something, activates related terms, which create laterla inhibition and end up suppressing target term. trying to remember something, you activate different cues and pathways you normally do to access it and the consequence is that system pushes down related items that may be the one you're looking for incomplete activatoin: activation is insufficient to compete with other currently active alternatives transmission deficit: within a model in which semantic (mean) activation and phonological (sound of word/actual name) activations are separate but usually connected, TOT occurs when there is semantic activation and the connections to phonological systems are disrupted or impaired

how are natural categories defined

by nature, properties are more stable. defined by force of nature.

what does it mean to say that concepts/categories are theories about objects

categorization depends on an individual's beliefs about what attributes are essential to the category and people's beliefs can vary categories include or even are theories about things assigned to them.. they act as schema do ---when you categorize something, you're actually theorizing about it ---while categorizing you end up assigning a lot of attributes ---when you assign something as a dog, you're assigning a lot of individual attributes

describe the age of acquisition cog lab and what it demonstrated

certain age when you acquire a word for lexicon (words you know) similarities in the way one person and another forms their lexicon subcategory were early acquired vs later acquired categorization between word or non word ---age of acquisition was younger, than we should be faster at recognizing if it's a word ---all same level of complexity ---they want reaction time for correct results -early words are easier as they have been repeated, more connections, increasing in perceptual fluency -every time you heard a word you know, you connect it to meaning=repetition and practice -earlier age of acquisition words=faster

factors that facilitate establishment of false memories: overt misinformation

content in questions visual evidence other people said...does this fit?

the three hypotheses of why forgetting occurs:

decay interference retrieval

explain the difference between the claim that the "mental images are depictions" vs mental images are description

depiction: picture like, complete with spatial relations, relative size, and visual features descriptions: verbal like, separate from any particular sensory modality (propositional)

according to rabbit duck study what are mental images

depictions formed by consulting descriptions in long term memory

what is the idea of a propositional network

different from basic associated networks as these networks are ways in which we represent true statements about the world -not so much about the semantic associations but actually representing information in terms of propositional statements -associations have more meaning

describe the dot pattern prototype study. why are the results evidence for the existence of prototypes

dot study: -they all derive from prototype that is not actually shown -participants learn thru trial and error -prototypes NOT shown during learning results categorization responses were fastest to (never before seen) prototypes during test people are categorizing prototype even though they've never experienced it rather than those they have been learning generalization of essence of meaning or group of experiences which cue categorize as category

explain why experiencing something with particular schema in mind results in more intrusion errors- downside of schema

downside is that it adds errors for what didn't actually happen more intrusions when given theme elements may be connected because of actual experience (memory) or because they are associated through other connections (intrusions)

distributed network

each idea is represented, by a pattern of activation across a network no meaning to node itself, can only learn what's being represented by looking at many nodes simultaneously to find out what pattern of activation exists across entire network concept of node is replaced by concept of pattern of activity patterns can be more or less similar: reflecting semantic similarity

exemplar: semantic or episodic

episodic

three components of autobiographical knowledge base: event specific

episodic memories, tend to be sensorially vivid and sometimes emotional (examples: the phone call with your first job offer). Really feel like you can remember what it looked like, smelled like, felt like Tend to be associated with particular emotions

compare exemplar representations to prototype representations. how are the both used and when assigning something currently being experienced to a category?

exemplars: how much does this current thing resemble remembered exemplars of previously categorized members prototype: how much does this current thing resemble my prototype representation of that thing

what are differences between prototypes and exemplars

exemplars: judgements about category membership vary with which exemplars are brought to mind when making judgement. -looking at remembered experiences (exemplars we have ALREADY encoded) -episodic memory prototype: =ideal. perceptual representation you compare that to your prototype to the extent that it resembles, you categorize it in that category semantic memory aren't super adaptable standard is prototype: average representation

is mental image only 2d?

found that mental image is three d also, includes depth and spatial representation

what is the function of a sensory system which relates to how categories simultaneously store knowledge and interpret new info

function is establishing internal representations of external world so we can interact successfully. the purpose or general function is to establish an internal representation and categories are our representations of the external world -base external world off categories as we change our categories, our representations of external world change simultaneously

depiction vs description: rabbit vs elephant

had to image elephant vs rabbit, and then rabbit vs fly they then asked if the rabbit's eyes were red they were faster to answer this with rabbit vs fly because the idea is that it requires less zooming in as the rabbit is much bigger than fly in your mental image pretty subjective depictional

how might hypnotism help with memory recover

hypnosis can help with memory recover by facilitating the instantiation of the emotional state (part of context) in which an experience was encoded -not same thing as discovering repressed memories -leveraging the encoding specificity feature of memory -not taking you to an earlier stage, rather it's reestablishing the context you were in

when are we essentially in a hypnotic state each day

hypnosis is not particularly mystical minimally when transitioning to and form sleep, but also when we are in a zone

what is hypnotism

hypnotic state is induced through verbal guidance to relaxation, not swinging watches or spinning spirals. not overthinking or resisting. -less inhibited -more open to suggestion -less resistant to change -more optimistic -reduced inhibition from fear or failure

there is a tendency for us to take a strong statement like "that's her! I will NEVER forget her face" as evidence that memory is real. Why can we not use confidence

in book, judges trust memory more than they should do people can physiologically believe it's real confidence increases with repetition of recall -confidence is familiarity which increases with perceptual fluency.. -you tell it once, then more and more, it becomes familiar and easier to recall and therefore more confidence regardless of whether it happened or not

localist netowkr

individual ideas are represented each node represents an idea so that when the node is activated, you're thinking about that idea and when you're thinking about that idea, that node is activated

how is spontaneous recovery an example of retrieval failure

info that had apparently been forgotten, is suddenly recalled; usually through the introduction of appropriate cues (like returning to environment in which material was learned It had to be up there all along, but something was going wrong at the time of retrieval Shifting context can help

while there is little evidence that we actually repress memories of traumatic events, we may have trouble accessing them. Why?

it can be difficult to remember as it was in a highly emotional, unusual context. It's hard to get back to that context and retrieve it emotional state is a form of context (State dependent memory) and sometimes memories of which someone was not strongly aware can be revealed through instantiation of similar emotional state pattern may be a result of retrieval failure -mechanisms can hide memories for periods of time, only to have them engaged once a suitable cue is available

loftus and palmer study about broken glass and car crash speeds. what does this tell you about reliability of eye witness testimony?

it's remarkably easy to alter someone's memory with the result that the past as the person remembers it can differ markedly from the past as it really was. widespread pattern, with numerous implications for how we think about past and how think about our reliance on our own memories -misleading questions or leading questions can lead to false memories -more than 1/3 end up incorporating false suggestion into their memory of the original event -eyewitness errors account for at least 3/4 false convictions

the three hypotheses of why forgetting occurs: retrieval failure

it's still up there, but we are failing to retrieve it our pathways are decaying or failing to retrieve our memory pathways to access it have been decayed or disrupted pathways degrade (info is not lost, just the means to activate is lost)

what is convergence in relative to prototypes

items more quickly remembered are those that are in more contexts/knowledge of our own individual prototype

what does it mean that knowledge representation is latent in a distributed network?

knowledge is latent in the configuration (and strengths) of connections (it's potential) -it corresponds to how the activation will flow if there is activation within it -knowledge is latent in our system, it's given by the particular set of connections we have developed over time: it's by virtue in the way they are connected we know these things but they're not actually active or currently represented except in the way in which units are connected knowledge refers to the potential rather than the state -knowing something, in network terms, corresponds to how the activation will flow if there is activation on the scene. learning involves adjustment of the connections among nodes, so activation will flow in a way that can represent the newly gained knowledge. learning requires the adjustment of many connection weights

how are prototypes a source of generalized knowledge

knowledge is represented thru prototypes: average representation it is in this sense that knowledge of dogs is a generalization. it is abstracted from individual examples. comparing current experience to prototpye of dog and deciding if it is a dog

compare the lemon and toaster examples discussedin class with regard to category re-assignment

lemon: if you manipulate a lemon and make it not look like a lemon we still say it is a lemon as the representation includes a history of object toaster= if we make toaster into a craft bucket we categorize it as a different object. history plays a stronger role in NATURAL objects than artifactual objects made by humans. pointing to idea that natural thing is what it is because of its history, where as artifactual you can change essence of what it is or what it's used for

describe the three components of the autobiographical knowledge base

life time periods: organized around a theme general events: more specific than life time periods and can cluster across time periods event specific: episoidic memories, tend to be sensorially vivid and sometimes emotional

describe what flashbulb memories are

memories of extraordinary clarity typically for highly emotional events, retained despite the passage of many years

what, generally speaking, is autobiographical memory

memory about you and your life trajectory. it is fundamental to your sense of self -semantic: name, where you live, basic facts -episodic: explicit memories and events that happened

three components of autobiographical knowledge base: general events

more specific than lifetime periods and can cluster across time periods -thanksgiving dinners -general sense of thanksgiving dinners but not a particular thanksigving -can cross over multiple life periods but they're thematically organized -can link it to specific episodic memories

what evidence is there that exemplars are used, not just prototypes

narrowing, and alternative carvings of larger categories implies a flexibility to category representation that is better accounted for by exemplar comparison standard is provided by whatever example of category comes to mind, exemplars provide info that is lost from prototype: including info about variability prototypes aren't super adaptable

the three hypotheses of why forgetting occurs: interference

new info interferes with old info and the more time that passes, the more opportunity for new info to interfere we are experiencing new memories over time and this interferes with our old memories or encoded memories as our encoded ones decay activation of other node causes undesired connections to develop or strengthen the wrong ones. information is distorted

do the three hypotheses of forgetting occur mutually exclusively?

no. they can occur together. these are the kinds of failures that one would expect under a netowkr model in terms of knowledge representation

how are propositional networks and semantic associations related

nodes are connected by associated links. some are stronger than others strength of link depends on how frequently and recently its been used once a node is activated, process of spreading activation causes nearby nodes to become activated

three components of autobiographical knowledge base: life time periods

organized around theme "when i was in college" "when i was in car accident" "when i was in middle school

how is autobiographic memory organized

organized hierarchically and together function as a self schema

which of the three mechanisms of forgetting is the tip of the tongue phenomenon a demonstration of

partial retrieval failure

what evidence is there that we feel like we remember these events very well, we are not as accurate as our confidence would suggest we are

people are often wrong about details but are very confident. these are false memories, remember things that didn't actually happen -people remember seeing a video of something traumatic when there really wasn't one -people remember details that may not be accurate

what does it mean to say that mental images are not pictures, they are perceptual representations? describe duck rabbit study provided

pictures require perceptual interpretation: they are images on the retina and visual system interprets this mental images have already been interpreted duck rabbit: same image, but can flip way you perceive it mental images are perceptions not pictures, perception is changing not actual pic. mental images are formed by consulting long term stored (non sensory) descriptions they asked to form image of what they saw and asked if they can see it any other way. subjects couldn't see their mental imaged other than what they first saw, their drawings couldn't be reinterpreted as both. indicates that it was a representation of an interpreted image (a perception) not like an actual picture the fact that subjects could draw a picture from their memory and reinterpret it indicates they had info that needed to reinterpret it mental images are depicitons that are formed by consulting descriptions in long term memory

pre reflective and reflective. what are some things that might effect the tendency toward one type or the other

pre reflective: as though we are still there. the more emotional an event, the more we remember it as we experienced it reflective: experience but it's more of a vision of seeing ourselg doing it -the less consistent some event is with a self schema we built, the more likely we recalled it as a reflective memory -women report more than men -people living in eastern culture report more reflective memories than western

what is the difference between reflective memories and pre reflective memories

pre-reflective: from the point of view when you experienced it (you don't see yourself, it is in first perons) reflective: from point of view of someone who might have observed it (3rd person)

evidence from production tasks that is cited as evidence of prototype representations

production task: name as many birds as you can some examples are rarely produces or come much later in list than others thought to reflect things more closely resembling your prototype cue easily remembered examples that are privileged (faster verification/more quickly produced) one one task tend to be privileged on the others as well convergence: items more quickly remembered are the ones we know or are more contexts/knowledge of our individual prototype attributes must be related to our prototype

explain what a prototype for a category is

prototype: average representation of many experiences with things referred to as "dog" for example. may have never actually experienced anything in the real world that corresponds to this prototype. it's abstracted our of our total contexts/episodes of dogs

what do theories provide us with about concepts

provide crucial knowledge base that we rely on in thinking about an object, event, or category. enable us to understand new facts we might encounter object or category allows you to apply general knowledge to new cases you e encounter, draw broad conclusions from your experience

schematic structure for taking info and encoding it later

schema

summarize the broad pattern of what's normal in a situation

schema

prototype: semantic or episodic

semantic

evidence from sentence verification that is cited as evidence of prototype representations

sentence verification: -robin is a bird -penguin is a bird some sentences are verified much more quickly than others, from which it is inferred that they more strongly resemble a prototype. amount of time to find it in network system

what is a proposition

smallest unit of knowledge that can be true or false

how do we know that sometimes forgetting is caused by retrieval failure rather than the loss of info itself?

spontaneous recovery tip of tongue phenomenon

stereotypes are a form of prototype representation. what distinguishes them from other sorts of prototypical representation

stereotypes are formed on info from other sources -categorization happens from past experiences and also exemplars -exemplars are compared to how accessibly different they are in social aspect -rely on prototypes and exemplars, but with structure of prototype and availability of exemplars, biased through social info rather than experiential info -stereotypes are often acquired thru social channels. -stereotypes often include emotional or evaluative dimension with result that there are groups you have certain beliefs about

how did the study of brain activity during mental rotation support the depiction account of mental imagery

subjects were shown pairs of abstract cube drawings and asked to say if they were same object amount of time it takes to report if stimuli are same or not corresponds to how differently they are rotated in comparison to each other more rotation you need to do takes longer hard to produce these results if you were just trying to accommodate and not image it mental imagery and perception use same neural mechanisms. imagery is like perception. depiction not description

describe the three levels of object category: basic superordinate and subordinate (with examples)

superordinate: most general. like furniture basic: chair. middle level. not too general, not super specific subordinate: more detailed. upholstered chair

explain what this sentence means: categories are simultaneously a store of knowledge and a system for interpreting new information

the general function of sensory systems (and cognitive systems) is to establish an internal representation of the external world so that we can successfully interact with it categories reflect the structure of your experienced external world simultaneously a store of knowledge and a system for interpreting new info

self schema

the set of interwoven beliefs and memories that constitute one's knowledge about oneself

what are some factors that facilitate the establishment of false memories: balloon trip

they asked subjects about a balloon trip that their parents claimed they went on even tho they didnt participants were skeptical but then shown a picture of them with a parent in hot air balloon ride (altered) after they showed the altered pic, they could get alternative details from the subject even though the memory never happened

eyewitness testimony: what did they do in the book where they showed what the other eyewitness apparently saw

they name example where they show a participant what the "other witness" recalled happening during crime, and even though aspects of what they saw was completely mad eup, this made them pick up that bit of misinformation

the three hypotheses of why forgetting occurs: decay

things simply decay over time talking about memories abstractly: but they are really patterns of synaptic connections that can deteriorate over time the node itself degrades (info is lost)

compare toaster to coffee pop and raccoon example from book

toaster to coffee pot, children agreed it was a new object when asked if they could turn skunk into a raccoon, they decided that you could not as it is still a skunk deep features matter, not the current properties

depiction vs description: map

told subjects to memorize picture asked to image it idea is that now we are controlling for what nature of image should be when we are creating image of map are we actually making a picture in our head or are we doing it more propositionally. after taking away pic , they tell you to do different directions, "starting at the straw hut, move to well" results: -response time to push a button after moving mental eye in mental image corresponded to how far away they were in spatial terms to actual picture -consistent across subjects -mental images are depictional we conjure up image and consult it

how is tip of tongue an example of retrieval failure

trying to remember it and you can't get it out. different from remembering as you know what it is, know how it starts or sounds like but can't access it. later it comes to you when you stop thinking about it partial failure (know what it sounds like but can't think of actual word)

what are the three reasons/hypotheses as to why TOT might happen: blocking

trying to remember something, activates related terms, which create lateral inhibition and end up suppressing target term. You're trying to remember something, you activate different cues and pathways you normally do to access it and the consequence is that the system pushes down related items and might be the one you're looking for. You're suppressing the right answer.

explain why experiencing something with a particular schema in mind results in better memory for what you experienced- that's the "upside of schemas"

upside is that we need structural strategies to remember (which are schema). it allows for better memory of what happened those without theme do worse in recalling actual memories

what evidence is there for the hypotheses that (Semantic) knowledge is represented in hierarchial semantic netowkrs

verification speed as a means of understanding knowledge structure -assumption is that it is represented in hierarchical semantic networks and forms -verification times to say yes or no to if a statement is true or false ----the further you have to navigate thru network, the longer it is you take ----predicted by number of nodes you must navigate within hypothetical network

what are the three reasons/hypotheses as to why TOT might happen: transmission deficit

within a model in which semantic (mean) activation and phonological (sound of word/actual name) activation are separate but (usually) connected, TOT occurs when there is semantic activation and the connections to phonological systems are disrupted or impaired. What's happening is that the activation of that name is there but it's the connection of being able to actually articulate it. Pathway between these systems are struggling/failing, not simply knowledge failure

why is the use of hypnosis to "directly access lost memory" a dangerous thing to do

you cannot actually extract info what happens is that people get suggestive and people report in complete compliance with questions they're asked they report it as if it's a real memory if you have reported back during hypnotic session, it can become indistinguishable from real memory --gives rise to perceptual familiarity ---false memory "recovered memories" become false memories complete with high confidence and are truly indistinguishable from real memories their results are a mix of recollection, guesses, and inferences, hypnotic individual cannot tell which of these are which