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Unit 7 Study Guide

This document provides a study guide for a unit on cognition, covering topics like memory, thinking, problem-solving and language. It includes over 30 modules addressing key concepts and theories to understand, terms and names to remember, and ideas to explain for each topic. Students are instructed to use the guide to study for a test, but to also read the textbook as the guide may not include all information. They are responsible for all material in the textbook.

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Ian Stanton
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© © All Rights Reserved
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497 views4 pages

Unit 7 Study Guide

This document provides a study guide for a unit on cognition, covering topics like memory, thinking, problem-solving and language. It includes over 30 modules addressing key concepts and theories to understand, terms and names to remember, and ideas to explain for each topic. Students are instructed to use the guide to study for a test, but to also read the textbook as the guide may not include all information. They are responsible for all material in the textbook.

Uploaded by

Ian Stanton
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 4

Note: This study guide is not for a grade.

This document is meant to guide


your study habits. Although this is an AP class, and colleges do not readily
do this, you are still in high school. Email me with questions or concerns.
Disclaimer: Read the textbook.some information in the textbook may not
be included on the study guide. You are ultimately responsible for what is in
the textbook.
Unit 7: Cognition
Module 31: Studying and Building Memories
Terms/Names to Remember
Memory
Encoding
Storage
Retrieval
Parallel processing
Sensory memory
Short-term memory
Long-term memory
Working memory
Explicit memory
Effortful processing

automatic processing
implicit memory
iconic memory
echoic memory
chunking
mnemonics
spacing effect
testing effect
shallow processing
deep processing

Richard Atkinson
Richard Shiffrin
George A. Miller

Ideas to Remember
What is the difference between memory and learning (definition from Unit 6)?
Example of parallel processing.
Create analogies to represent the following terms related to memory: encoding, storage,
retrieval
Define the Atkinson and Shiffrin model of memory and the information-processing
model. Compare how Atkinson and Shiffrins model of memory is similar to and
dissimilar from the information-processing model.
Why would working memory be a more useful term for the way we process memory?
Explain how explicit and implicit memories are produced and processed.
How do the terms declarative and nondeclarative apply to explicit and implicit memory?
How can effortful processing become more automatic over time?
Discuss how echoic and iconic memory operate in sensory memory. Give an example.
Compare the capacity of short-term memory to that of working memory.
List and give three examples of effortful processing strategies.
Explain how organizing new material into categories helps us recall it.
Explain why chunking and mnemonic devices are useful in aiding memory.
How does spacing effect relate to distributed practice and recall?

Why would it be more advantageous to practice retrieval of information than to reread


material?
How can the principles of distributed practice, the spacing effect and the testing effect be
useful in studying for a test?
How does shallow processing differ from deep processing?
How does meaning help aid retrieval or reduce the encoding time and effort?
Discuss how the self-reference effect aids in recall.

Module 32: Memory Storage and Retrieval


Terms to Remember
Hippocampus
relearning
Eric Kandel
Flashbulb memory
priming
Hermann Ebbinghaus
Long-term potentiation
mood-congruent memory
Recall
serial position effect
recognition
Ideas to Remember
What are some limits of long-term memory?
How do we process and store memories?
Discuss the frontal lobes role in processing particular types of memory.
Explain how the hippocampus functions in the encoding of explicit memories.
Describe the role that sleep plays in memory consolidation.
How does the cerebellum play a role in memory processing?
Explain the role of the basal ganglia in procedural memory.
Explain infantile amnesia.
How does the amygdala play a role in memory processing?
Are flashbulb memories implicit or explicit? Explain why.
Explain the meaning of and list the support for long-term potentiation as a physical basis
for memory. How can this process be disrupted?
Discuss the difference between the three measures of retention.
In what ways can context aid memory recall?
Explain how state-dependent memory differs from context-dependent memory.
How does mood-congruent memory influence the retrieval and recall of other memories?
How are the primacy and recency effects related the serial position phenomenon?
Module 33: Forgetting, Memory Construction, and Memory Improvement
Terms to Remember/Names
Anterograde amnesia
Retrograde amnesia
Proactive interference
Retroactive interference
Ideas to Remember

repression
misinformation effect
source amnesia
deja vu

Hermann Ebbinghaus
Elizabeth Loftus

How can forgetting be helpful and efficient?


Explain the difference between anterograde amnesia and retrograde amnesia.
Summarize the following theories that address the reasons we forget: encoding
failure, storage decay, retrieval failure, proactive interference, retroactive
interference, motivated forgetting/repression
Summarize and discuss the importance of Elizabeth Loftus work on the
misinformation effect. How might the misinformation effect impact those
testifying as eyewitnesses in crime? How might lawyers use the misinformation
effect to their favor in a criminal case?
Explain how source amnesia affects our formation of memory.
How does source amnesia help explain dj vu?
What difficulties arise in trying to sort real memories from false memories? Why
is it that false memories often seem to be so vivid and strong?
In what circumstances have children been shown to be reliable eyewitnesses?
What controversy exists regarding repressed or constructed memories of abuse?

Module 34: Thinking, Concepts and Creativity


Terms to Remember/Key Names
Cognition
creativity
Concept
convergent theory
Prototype
divergent thinking

Robert Sternberg

Ideas to Remember
Discuss how concepts simplify cognition.
Explain how a prototype aids in the formation of concepts.
Discuss the problems that arise when an object, person, or event does not fit our
prototype.
Explain how the process of convergent and divergent thinking contribute to creativity.
How would intelligence and creativity co-mingle to impact ones success?
What components make up creativity?
How can one increase creativity?
Module 35: Solving Problems and Making Decisions
Terms to Remember/Key Names
Algorithm
Heuristic
Insight
Confirmation bias
Mental set
Intuition

representative heuristic
availability heuristic
overconfidence
belief perseverance
framing
Wolfgang Kohler

Amos Tversky
Daniel Kahneman

Ideas to Remember
Discuss and give an example of how algorithms differ from heuristics as problemsolving strategies.
How does insight relate to problem solving?
Explain, using definitions and real-life examples, the ways in which confirmation bias
and mental set can impede the ability to problem solve.
How might confirmation bias and metal set relate to ones political views?
Give an example of representativeness heuristic.
Give an example of availability heuristic.
Give an example of belief perseverance. How is it different from confirmation bias?
Explain the power of framing in influencing cognitions.
Explain how intuition is often implicit.
Module 36: Thinking and Language
Terms to Remember/Key Names
Language
two-word stage
Phoneme
telegraphic speech
Morpheme
aphasia
Grammar
Brocas area
Babbling stage
Wernickes area
One-word stage
linguistic determinism

Steven Pinker
Noam Chomsky
Paul Broca
Carl Wernicke
Benjamin Lee Whorf

Ideas to Remember
What various forms of communication could be considered language?
Explain how phonemes differ from morphemes.
Explain how infants develop receptive language. How is this different from
productive language?
List and describe the stages involved in productive language. What would children
say in each stage?
How does the brain divide its mental functions into subfunctions.
In what situations, might we tend to think in images? How can images be valuable
and what would their limitations might be?

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