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102 Cards in this Set
- Front
- Back
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The War of the Ghosts |
Bartlett, 1932 |
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Pioneering study of schema theory |
Bartlett, 1932 |
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Serial reproductions were rationalized to better fit participants' culture. |
Bartlett, 1932 |
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"I have no arrows." |
Bartlett, 1932 |
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Aim: To study how memory is reconstructed based on schema processing. |
Bartlett, 1932 |
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Memory of places |
Brewer and Treyens, 1981 |
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An individual's prior experience will influence how he/she perceives, comprehends, and remembers new information. |
schema theory |
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Materials included a bottle of wine, a Skinner box, a skull, and a poster of a chimpanzee. |
Brewer and Treyens, 1981 |
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Participants: 86 undergraduate University of Illinois subjects fulfilling a course requirement. |
Brewer and Treyens, 1981 |
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Conclusion: schema play an important and complex role in short-term memory of places. |
Brewer and Treyens, 1981 |
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lost in a shopping mall |
Loftus and Pickrell, 1995 |
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Participants: 24 individuals, 3 males and 21 females, between the ages of 18-53, who were mailed a booklet containing four short stories about childhood events. |
Loftus and Pickrell, 1995 |
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People can be led to believe that entire events happened to them after suggestions to that effect. |
Loftus and Pickrell, 1995 |
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People will create false recalls of childhood experiences in response to misleading information. |
Loftus and Pickrell, 1995 |
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subjects' relatives provided information about a plausible shopping trip to a department store or mall in order to construct a false event. |
Loftus and Pickrell, 1995 |
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Self-fulfilling prophecy: if we expect something to happen in a certain way, our expectation will tend to make it so. |
Rosenthal and Jacobson, 1968 |
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Pygmalion in the Classroom |
Rosenthal and Jacobson, 1968 |
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Results from "The Harvard Test" were shared with teachers, indicating that students in their classes had scored in the top 20%. |
Rosenthal and Jacobson, 1968 |
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Results suggest potential long-lasting effects of teachers' expectations on the scholastic performance of students. |
Rosenthal and Jacobson, 1968 |
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Hypothesis: when a teacher is provided with IQ scores that creates certain expectancies about students' potential, the teacher might unknowingly behave in ways that facilitate their performance. |
Rosenthal and Jacobson, 1968 |
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Visual Spatial Memory in Australian Aboriginal Children of Desert Regions |
Kearins, 1981 |
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Aboriginal children, ages 6-17, performed at significantly higher levels than white Australian children on spatial tasks. |
Kearins, 1981 |
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Children were asked to view a rectangular array of objects for 30 seconds, and then reconstruct them after they were subsequently disarrayed. |
Kearins, 1981 |
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Experimental materials were both "artifactual" and "natural." |
Kearins, 1981 |
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Results support the "environmental pressures hypothesis" relating particular skills to survival requirements in a particular habitat. |
Kearins, 1981 |
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Subjects were 184 male college students, most of whom volunteered to get extra points on their final exam. |
Schachter and Singer, 1962 |
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Epinephrine-informed |
Schachter and Singer, 1962 |
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Deceptive study involving the effect of the contrived "vitamin supplement" Suproxin. |
Schachter and Singer, 1962 |
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Limitation: injection is an artificial way of generating physiological arousal and may cause arousal in itself. |
Schachter and Singer, 1962 |
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Confederates posted as "stooges" who were either angry (ripping up a questionnaire) or euphoric (playing with a hula hoop). |
Schachter and Singer, 1962 |
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High levels of glucocorticoids in the early life of a rat results in changes that affected the rats in old age. |
Meaney et al., 1988 |
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One set of rats were taken away from their mother and did not experience the normal grooming that baby rats usually experience. This was the experimental group. |
Meaney et al., 1988 |
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Increased exposure to adrenal glucocorticoids can accelerate hippocampal neuron loss and cognitive impairments in aging. |
Meaney et al., 1988 |
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To test the effect, aged rats were put into a pool of milky water. The rats attempted to escape the water by locating a slightly-submerged platform. |
Meaney et al., 1988 |
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Research established a cause-and-effect relationship between stress and memory. |
Meaney et al., 1988 |
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Coined the term "flashbulb memory." |
Brown and Kulik, 1977 |
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Involved the recall of shocking, consequential events such as hearing news of a presidential assassination. |
Brown and Kulik, 1977 |
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First proposed that a unique limbic system mechanism underlaid flashbulb memories. |
Brown and Kulik, 1977 |
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For individuals who were close to the World Trade Center, the retrieval of 9/11 memories engaged neural systems that are uniquely tied to the influence of emotion on memory. |
Sharot et al., 2007 |
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Procedure: 29 participants each underwent a structural fMRI scan, followed by three functional scans, each consisting of 20 trials of 32 seconds. |
Sharot et al., 2007 |
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Found evidence for the importance of the amygdala in the retrieval of 9/11 events, but only among individuals who personally experienced the events. |
Sharot et al., 2007 |
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Conclusion: personal experience plays an important role in producing memories with the qualities initially attributed to flashbulb memories, including the engagement of limbic mechanisms. |
Sharot et al., 2007 |
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Close personal experience may be critical in engaging the neural mechanisms that underlie the emotional modulation of memory and thus in producing the vivid recollections to which the term "flashbulb memory" is often applied. |
Sharot et al., 2007 |
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Original flashbulb memory study based upon an analysis of memories reported several years after the initiating event. |
Brown and Kulik, 1977 |
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Originally defined "flashbulb memories" as "memories for the circumstance in which one first learned of a very surprising and consequential event." |
Brown and Kulik, 1977 |
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Participants: 2,310 members of The Minnesota Twin Registry |
Lykken and Tellegen, 1996 |
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Participants were asked, "Taking the good with the bad, how happy and contented are you on average now, compared with other people?" |
Lykken and Tellegen, 1996 |
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Correlative study in which the strongest correlation was .52, +/- .10. |
Lykken and Tellegen, 1996 |
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Happiness is a stochastic phenomenon ... it is primarily a matter of chance. |
Lykken and Tellegen, 1996 |
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Participants were monozygotic and dizygotic twins, pairs of whom were reared together and apart. |
Lykken and Tellegen, 1996 |
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Documented the hippocampus removal of Henry Molaison. |
Scoville and Milner, 1957 |
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Longitudinal case study lasting over 50 years. |
Henry Molaison (H.M.) |
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Limitation: Normally, it is not possible to generalize one case study to a large population. |
Henry Molaison (H.M.) |
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Memory loss was related to forming, sorting, and storing new memories, linked to the hippocampus. |
Henry Molaison (H.M.) |
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Schemas which provide information about a sequence of events. |
Scripts |
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Represent information about groups of people. |
Social schemas |
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Organize information we have about ourselves. |
Self-schemas |
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Cognitive structures which organize our knowledge of objects, events, ourselves, and others. |
Schemas |
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Mental processes can and should be studied scientifically. |
Cognitive Approach Principle
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Mental representations guide behavior. |
Cognitive Approach Principle |
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A critical question asked about the speed of the cars in the accident. |
Loftus and Palmer, 1974 |
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Participants in one part of the study were 45 University of Washington students. |
Loftus and Palmer, 1974 |
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Verbs in various conditions activated slightly different schemas which influenced speed estimates. |
Loftus and Palmer, 1974 |
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Contacted |
Loftus and Palmer, 1974 |
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"Did you see any broken glass?" |
Loftus and Palmer, 1974 |
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Contains hints about what the right answer might be. |
Leading Question |
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Sensory |
Multistore Memory Model |
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Visual sensory store
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Iconic memory |
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Auditory sensory store |
Echoic memory |
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Information from long-term is brought back to short-term. |
Retrieval |
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Duration of short-term memory |
7, +/-2 |
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Memory for storing facts and concepts
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Semantic Memory |
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Memory for storing information about events |
Episodic Memory |
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Limbic structure in the brain which transfers short-term memories into long-term storage during REM sleep. |
Hippocampus |
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Inability to form new memories |
Anterograde Amnesia |
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Neuroimaging procedure that measures brain activity by detecting changes associated with blood flow. |
Functional Magnetic Resonance Imaging |
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Pioneered research in social learning theory, investigating the relationship between observation and learning. |
Albert Bandura |
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Anatomical component of the brain's limbic system that influences fear and aggression, and also holds long-term, emotional flashbulb memories |
Amygdala |
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Milner et al., 1968
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The central feature of the amnesia continues to be a failure in long-term retention for most ongoing events, in the absence of any general intellectual loss or perceptual disorder.
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Milner et al., 1968
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All of these observations support the view that the essential difficulty of these patients is not in primary registration, or short-term memory as such, but in some secondary process by which the normal subject achieves the transition to long-term storage of information.
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Milner et al., 1968
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Explores the nature of the memory defect in some detail by trying to discover which learning tasks the patient can master, as compared with those on which he always fails.
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Milner et al., 1968
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Attempts to delineate certain residual learning capacities of H.M., a young man who became amnesic in 1953 following a bilateral removal in the hippocampal zone.
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Sharot et al., 2012 |
optimism bias |
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cognitive dissonance |
bias arising from the sense of tension or anxiety created when one's thoughts differ than one's actions |
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Atkinson and Shiffrin, 1968 |
multistore memory model |
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Baddeley and Hitch, 1974 |
working memory model |
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visuospatial sketchpad central executive |
working memory model |
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self-efficacy |
an individual’s subjective perception of his or her capability to perform in a given setting or |
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self-efficacy |
Bandura and Adams, 1977 |
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self-efficacy |
foundational study involved assisting individuals in conquering snake phobias |
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Cohen, 1981 |
waitress or librarian? |
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Cohen, 1981 |
questionnaire asked participants to allocate |
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Steele and Aronson, 1995 |
pioneering study about stereotype threat |
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Steele and Aronson, 1995 |
African American subjects were told they would underperform on a college math test before it began; and the study found that they did |
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Cohen, 1981 |
experiment 1 included a "prototype assessment" in which participants described the physical appearance, lifestyle preferences, and home environment (among others) of a waitress or a librarian |
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Cohen, 1981 |
"perceivers may selectively process objective facts about people's behavior" |
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Lapiere and Lewis, 2016 |
psychological reliance on, and the need to be connected with, cell phones affect relationships |
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Lapiere and Lewis, 2016 |
statistically-significant results indicated that relationship seriousness negatively correlated with cell phone usage |
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Lapiere and Lewis, 2016 |
statistically-significant results indicated that relationship uncertainty negatively correlated with cell phone usage |
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Lapierre and Lewis, 2016 |
survey research about the correlations between cell phone usage and a variety of indicators about romantic relationships |
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Steele and Aronson, 1995 |
subjects were Black and White Stanford University students who took a |
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stereotype threat |
being at risk of confirming, as self-characteristic, a negative stereotype about one's group |
