Study Psychology Flash Cards

 
Pile Management Card
Psychology

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Criticisms of LAD
-no single system of grammar
-does not address "how" LAD works
-ignores rules of environment
-2nd language acquisition into adulthood
LAD supported by??
supported by the orderliness of language development
-milestones reach about the same time in the same order
-critical period- 5-early adolescence
{Nativist Theory}
-chomsky
-prewired to learn language
-Language Acquisition Device (innate system inluding rules)
aphasia
difficulty in producing or comprehending language
..damages to Wernicke's area or Broca's area may cause ??
aphasia
{brain's role}

Broca's area
(frontal lobe)
-language production
{brain's role}

Wernicke's area
(temporal lobe)
-language comprehension
Brain's role
language specific structures in the left hemisphere
{language production}

2-5 years
language explosion
{language produciton}

18-24 months
two-word phrases
{language produciton}

18 months
-vocabulary spurt
-overextension
-underextension
{language produciton}

13 months
says 1st word
{language produciton}

8-12 months
use of gestures
{language production}
6 months
babbling
{language production}

2-4 months
cooing- quiet, pleasant, repetitive vocalization
{language production}

birth
crying- infants have different cries to relate different needs
{language comprehension}

12-24 months
-point to body parts, pictures in books,et.
-follow simple (yet more complex) demands
{language comprehension}

7-12 months
-recognize many common words
-respond to requests
{language comprehension}

4-6 months
-respond to change in speaker's tone of voice
-respond to sound (toys, music, tv,..etc)
-by 6 months infants recognize most sounds of their native language
{language comprehension}

birth to 3 months
-recognize parent's voice
-begin to sort out speech sounds of native language
-soothed by voice
language production
-expressive skills
-by 1st grade children have begun to master many of the rules of spoken language
language comprehension
-receptive skills (what you understand)
-develops before production
pragmatics
social use of language
syntax
rules about combining words into sentences (grammar)
morphology
how units of meaning (morphemes) make words
phonology
-system of governing sounds (phonemes)
what is language?
involves the use of symbols-sounds, letters, and gestures
-allows us to communicate with others
positive side of memory "mindbugs"
-forgetting may actually be adaptive
-frees our mind of "clutter", unneccessary information
-energy, attention can be given to the formation of new memories and retrieval of previous experiences
persistence
unwanted recollection of memories that we can't forget
egocentric bias
exaggerate difference to make ourselves look better
change bias
exaggerate differences
consistency bias
memory fits with current knowledge & feelings
3 types of bias
-consistency bias
-change bias
-egocentric bias
bias
distortions of previous experiences produced by current knowledge and beliefs
memory misattribution
source memory
suggestibility
incorporation of mininformation from external sources into personal recollections
blocking
failure to retrieve information that has been stored
absentmindedness
lapse in attention results in forgetting
interference
-retroactive interference
-proactive interference-early learning
transcience {1}
-decreasing accessibility of memory over time
-change in quality of memories
-switch from specific memory to general memory
-fill-in-the-blanks
-gradual reconstruction(patchwork quilt)
seven sins of memory
*schactor
*memory "mindbugs" give us insight into the normal operation of memory
*"forgetting" vs. "distorted or unwanted memories"
{memory loss}

retrograde amnesia
*no memory backward- no memory before a traumatic incident
*brain injury to temporal lobes & hippocampus
{memory loss}

anterograde amnesia
*no memory forward- inability to make new memories
*drug-induced
*damage to hippocampus
implicit memory
procedural memory- "knowing how" to do things
explicit (declarative) memory
*the repeating of facts or figures
*semantic memory- factual information
*episodic memory- autobiographical (memories in life)
long-term potentiation (LTP)
*strengthening of synaptic connections
*heightened activity in NMOA receptors
long-term memory
*memory formation causes changes in hippocampus
*formation of new synaptic connections
age differences
tend to let unpleasant memories fade faster than pleasant memories as we age -- activation of amygdala equal for positive and negative events for older people, whereas for younger people, it seems too stronger for negative images
gender differences
women seem to be more affected by emotional content and thus, may encode emotional experiences differently than men--women are better at remembering emotion memories
two differences for emotion & memory
*age differences
*gender differences
chunking
combining small pieces of information into larger clusters or chuncks that are more easily held in short-term memory
rehearsal
the process of keeping information in short-term memory by repeating it
Storage- strategies for actively using WSTM
*rehearsal
*chunking
What parts of the brain are activated?
-elaborative {semantic}
-organizational
-visual
-lower left frontal lobe
-upper left frontal lobe
-occipetal lobe
organizational encoding
categorical connections
-conceptual hierarchy
-other relationships
Elaborative encoding
relating new information to knowledge already stored in memory && semantic connections
visual imagery encoding-
what part of the brain in activated?
storing information in visual (pictorial) form; the occipital lobe is the part of the brain that is activated
memory as an active process of construction influenced by:
prior knowledge
future knowledge
goals, interests, & desires
emotions
memory as a passive recording device
accurately and reliably records information from environment
Memory
ability to store & retrieve information over time
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