Unit 5, Part I Study Guide

Cognition
Modules 31-36, Pages 325-392

Name:
Directions:
1. After reading the unit in your textbook, complete the following study guide. Please use a font color that is
not black - any other color is great!
2. There are three types of prompts throughout the study guide, please make sure you complete ALL of
them.
➢ Answering these prompts will help you summarize important concepts in your own words
● Briefly describe the contributions of these major historical figures in psychology
● Define terms in your own words, and provide a brief example/scenario; this will help you
remember them better!
3. We suggest going through the study guide 3 times: first without notes, filling in as much as you can
remember, second using your notes, and third looking in the textbook for any remaining information you
still left blank.

Module 31: Studying and Encoding Memories (pp. 326-337)

A. Studying Memory
● Memory
● Recall
● Recognition
● Relearning
➢ If you want to be sure to remember what you’re learning for an upcoming test, would it be better to use
recall or recognition to check your memory? Why?
● Encoding
● Storage
● Richard Atkinson & Richard Shiffrin
● Sensory Memory
● Short-term Memory
● Long-term Memory

**Figure 31.3 (pg. 329) Please fill in the figure and explain in
the space provided**
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B. Working Memory
● Alan Baddeley

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 ● Working Memory
➢ How have you used the three parts of your memory system (encoding, storage, and retrieval) in learning
something new today?
➢ How does the working memory concept update the classic Atkinson-Shiffrin three-stage information-
processing model?
➢ What are two basic functions of working memory?
C. Encoding Memories
● Explicit Memories
● Effortful Processing
● Automatic Processing
● Implicit Memories
➢ How do explicit and implicit memories differ?
➢ What information do we process automatically?
➢ How does sensory memory work?
● Iconic Memory
● Echoic Memory
➢ What is our short-term and working memory capacity?
● George Miller
● Chunking
● Mnemonics

**Figure 31.9 (pg. 334) Please fill in the figure and

explain in the space provided**
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● Spacing Effect
● Ebbinghaus
● Testing Effect
➢ What is the difference between automatic and effortful processing, and what are some examples of
each?
● Shallow processing
● Deep processing
➢ Can you think of three ways to employ the principles in this section to improve your own learning and
retention of important ideas?
➢ If you try to make the material you are learning personally meaningful, are you processing at a shallow
or a deep level? Which level leads to greater retention?

Module 32: Storing and Retrieving Memories (pp. 339-347)

A. Memory Storage
➢ What is the capacity of long-term memory?
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 ➢ Are our long-term memories processed and stored in specific locations?
➢ What roles do the frontal lobes and hippocampus play in memory processing?
● Semantic
● Episodic
● Hippocampus
● Memory Consolidation
➢ What roles do the cerebellum and basal ganglia play in memory processing?
➢ How do emotions affect our memory processing?

● Flashbulb Memories
● Long-term potentiation (LTP)

**Figure 32.4 (pg. 344) Please fill in the

figure and explain in the space
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➢ Can you name an instance in which stress has helped you remember something, and another instance in
which stress has interfered with remembering something?
➢ Which parts of the brain are important for implicit memory processing, and which parts play a key role
in explicit memory processing?
➢ Your friend has experienced brain damage in an accident. He can remember how to tie his shoes but has
a hard time remembering anything you tell him during a conversation. How can implicit versus explicit
information processing explain what’s going on here?
➢ Which brain area responds to stress hormones by helping to create stronger memories?
B. Memory Retrieval
● Priming
● Encoding Specificity Principle
● Mood Congruent
● Serial Position Effect
➢ How do external cues, internal emotions, and order of appearance influence memory retrieval?
➢ What sort of mood have you been in lately? How has your mood colored your memories, perceptions,
and expectations?
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 ➢ You have just watched a movie that includes a chocolate factory. After the chocolate factory is out of
mind, you nevertheless feel a strange urge for a chocolate bar. How do you explain this in terms of
priming?

Module 33: Forgetting, Memory Construction, and Improving Memory(pp. 350-362)

A. Forgetting
● Henry Molaison (HM)
● Anterograde Amnesia
● Retrograde Amnesia
● Proactive (forward-acting) interference
● Retroactive (backward-acting) interference
● Repress
➢ What are three ways we forget, and how does each of these happen?
B. Memory Construction Errors
● Reconsolidation
● Elizabeth Loftus
● Misinformation Effect
● Source Amnesia
● Déjà Vu
➢ How do misinformation, imagination, and source amnesia influence our memory construction? How do
we decide whether a memory is real or false?
➢ How reliable are young children’s eyewitness descriptions?
C. Improving Memory
➢ List and describe seven ways you can use memory research findings to do better in this and other
courses.
➢ Where do you think your own memory strategies need most improvement?
Module 34: Thinking, Concepts, and Creativity (pp. 365-368)
A. Concepts
● Cognition
● Concepts
● Prototypes
➢ What are the functions of concepts?
B. Thinking Creatively
● Creativity
● Divergent Thinking
➢ List and describe the five components of creativity.

Module 35: Solving Problems and Making Decisions (pp. 370-378)

A. Problem Solving: Strategies and Obstacles
● Algorithms
● Heuristics
● Confirmation bias
● Fixation
● mental set

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B. Forming Good (and Bad) Decisions and Judgments
● Intuition
● representativeness heuristic
● availability heuristic
● Overconfidence
● belief perseverance
● Framing
➢ How do smart thinkers use intuition?

**Table 35.1(pg. 378) Please copy the information into the table below.**
Process or Description Powers Perils
Strategy

Module 36: Thinking and Language (pp. 381-392)

● Language
A. Language Structure
● Phonemes
● Morphemes
● Grammar
➢ In what ways do you adapt your language to different situations (in class, among friends, with family)?
Is this something you do automatically, or does it require effort?
B. Language Acquisition and Development
● Noam Chomsky
➢ How do we acquire language, and what is universal grammar?
➢ What are the milestones in language development, and when is the critical period for acquiring
language?
● babbling stage
● one-word stage
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 ● two-word stage
● telegraphic speech
➢ How did learning a second language differ from learning your first language? Does speaking it feel
different?
➢ What was the premise of researcher Noam Chomsky’s work in language development?
➢ Explain why it is so difficult to learn a new language in adulthood.
➢ What is the difference between receptive and productive language, and when do children normally hit
these milestones in language development?
C. The Brain and Language
➢ What brain areas are involved in language processing and speech?
● Aphasia
➢ If children are not yet speaking, is there any reason to think they would benefit from parents and other
caregivers reading to them?
➢ ______________________is one part of the brain that, if damaged, might impair your ability to speak
words. Damage to______________________ might impair your ability to understand language.
D. Language and Thought
● Benjamin Lee Whorf
● linguistic determinism
● linguistic influence
➢ What is the relationship between thinking and language, and what is the value of thinking in images?
➢ Do you use certain words or gestures that only your family or closest circle of friends would
understand? Can you envision using these words or gestures to construct a language, as the Nicaraguan
children did in building their version of sign language?