Master this deck with 99 terms through effective study methods.
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The process of organizing and interpreting sensory information to give meaning to our environment.
An approach where perception starts with sensory input and works up to the brain's integration of this information.
Information processing guided by higher-level mental processes, drawing on experience and expectations to construct perceptions.
A mental predisposition to perceive one thing and not another.
Emphasizes that we often perceive the whole rather than the sum of the parts.
The organization of the visual field into objects (figures) that stand out from their surroundings (ground).
The perceptual tendency to group together visual and auditory events that are near each other.
The perceptual tendency to group together elements that seem alike.
The ability to focus auditory attention on a particular stimulus while filtering out other stimuli.
Failing to see visible objects when attention is directed elsewhere.
Failing to notice changes in the environment.
Depth cues, such as retinal disparity, that depend on the use of two eyes.
A binocular cue for perceiving depth by comparing images from the retinas in the two eyes.
A binocular cue for perceiving depth by the extent to which the eyes converge inward when looking at an object.
Depth cues, such as interposition and linear perspective, available to either eye alone.
A monocular cue for perceiving depth; hazy objects are seen as farther away than sharp, clear objects.
A cue that allows determining the closeness of objects to an object of known size.
A gradual change from coarse to fine texture signaling increasing distance.
Parallel lines appear to converge with distance.
Tests designed to predict a person's future performance; aptitude is the capacity to learn.
The idea that we have a set amount of an ability that cannot change.
The belief that one's skills and qualities can change and improve through effort and dedication.
Memory of facts and experiences that one can consciously know and 'declare.'
The collection of past personal experiences that occurred at a particular time and place.
Memory for factual information.
Retention independent of conscious recollection.
A type of long-term memory of how to perform different actions and skills.
Remembering to perform a planned action or recall a planned intention at some future point in time.
An increase in a cell's firing potential after brief, rapid stimulation. Believed to be a neural basis for learning and memory.
A model that suggests that memory involves a series of active, temporary memory stores that manipulate information.
A newer understanding of short-term memory that involves conscious, active processing of incoming auditory and visual-spatial information, and of information retrieved from long-term memory.
The part of working memory that directs attention and processing.
The part of working memory that holds and processes verbal and auditory information.
The part of working memory that holds visual and spatial information.
A model of memory that suggests information passes through three stages: sensory memory, short-term memory, and long-term memory.
The immediate, very brief recording of sensory information in the memory system.
A momentary sensory memory of visual stimuli; a photographic or picture-image memory lasting no more than a few tenths of a second.
A momentary sensory memory of auditory stimuli; if attention is elsewhere, sounds and words can still be recalled within 3 or 4 seconds.
Unconscious encoding of incidental information, such as space, time, and frequency, and of well-learned information.
Encoding that requires attention and conscious effort.
The processing of information into the memory system—for example, by extracting meaning.
The retention of encoded information over time.
The process of getting information out of memory storage.
Processing information based on its surface characteristics.
Processing information based on its meaning and the significance of the information.
Memory aids, especially those techniques that use vivid imagery and organizational devices.
A mnemonic device that involves imagining placing items around a room or along a route.
The tendency for distributed study or practice to yield better long-term retention than is achieved through massed study or practice.
Cramming information all at once. It is less effective than spaced practice.
Spacing the study of material to be remembered by including breaks between study periods.
Our tendency to recall best the last and first items in a list.
The tendency to remember information at the beginning of a body of information better than the information that follows.
The tendency to remember information that is presented last.
Repeating information over and over to keep it active in short-term memory.
A method of transferring information from short-term to long-term memory by making that information meaningful in some way.
The ability to retain information over time through the storage and retrieval of information.
The memory for events and facts related to one's personal life story.
An inability to retrieve information from one's past.
An inability to form new memories.
The inability to retrieve memories from much before age 3.
A measure of memory in which the person must retrieve information learned earlier, as on a fill-in-the-blank test.
A measure of memory in which the person need only identify items previously learned, as on a multiple-choice test.
The theory that information learned in a particular situation or place is better remembered when in that same situation or place.
The tendency to recall experiences that are consistent with one's current good or bad mood.
The theory that information learned in a particular state of mind (e.g., drunk, sober) is more easily recalled when in that same state of mind.
The disruptive effect of prior learning on the recall of new information.
The disruptive effect of new learning on the recall of old information.
The temporary inability to remember something you know, accompanied by a feeling that it's just out of reach.
The basic defense mechanism that banishes from consciousness anxiety-arousing thoughts, feelings, and memories.
Incorporating misleading information into one's memory of an event.
The process by which memories are influenced by the meaning we give to events.
The neural storage of a long-term memory.
The increased confidence in a false memory of an event following repeated imagination of the event.
higher-order thinking processes that include planning, organizing, inhibition, and decision-making tat encourage critical thinking
A mental image or best example that incorporates all the features we associate with a category
Concepts or mental frameworks that organize and interpret information.
interpreting our new experiences in terms of our existing schemas
adapting our current understandings (schemas) to incorporate new information
a type of critical thinking in which one evaluates existing possible solutions to a problem to choose the best one
the tendency to think of things only in terms of their usual functions; an impediment to problem solving
expanding the number of possible problem solutions; creative thinking that ______ in different directions
Mental shortcuts or "rules of thumb" that often lead to a solution (but not always).
a tendency to approach a problem in one particular way, often a way that has been successful in the past
An enhanced ability to think of a stimulus, such as a word or object, as a result of a recent exposure to the stimulus
the way an issue is posed
the belief that the odds of a chance event increase if the event hasn't occurred recently
a framing effect in which people make decisions about a current situation based on what they have previously invested in the situation
mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations
Overarching mental ability that influences various cognitive tasks
idea that people vary in their ability levels across different domains of intellectual skill: linguistic, logical-mathematical, musical, spatial, interpersonal, intrapersonal, and naturalistic
The numerical value of a person's cognitive abilities in comparison to others in age group.
defining meaningful scores by comparison with the performance of a pretested group
tests that measure a person's existing knowledge and skills
the extent to which a test measures or predicts what it is supposed to
the degree to which a test measures what it claims, or purports, to be measuring
The success with which a test predicts the behavior it is designed to predict; it is assessed by computing the correlation between test scores and the criterion behavior.
observation that each generation has a significantly higher IQ than the previous generation
a self-confirming concern that one will be evaluated based on a negative stereotype
awareness of positive expectations can actually improve performance on tasks