Cognitive Psychology (Intermediate): Learning, Memory, Cognition & Developmental Psychology
Classical and operant conditioning, memory stages, cognitive biases, Piagetian stages, attachment theory, and language acquisition
- Level
- intermediate
- Languages
- en → en
- Cards
- 32
- Markdown
- Cognitive Psychology (Intermediate): Learning, Memory, Cognition & Developmental Psychology (.md)
Flashcards (32)
| # | Front (Term / Question) | Back (Definition / Answer) | Example | Multiple-Choice Options |
|---|---|---|---|---|
| 1 | What is the difference between a phoneme and a morpheme in linguistics? | A phoneme is the smallest distinctive sound unit in a spoken language (e.g., /b/, /p/); a morpheme is the smallest unit of language that carries meaning (e.g., root words, prefixes, suffixes like 'un-' or '-ed'). | ||
| 2 | In operant conditioning, how do negative reinforcement and positive punishment differ in their goals and mechanisms? | Negative reinforcement increases a behavior by removing an aversive stimulus (e.g., buckling a seatbelt to silence a buzzer); positive punishment decreases a behavior by presenting an aversive stimulus. | ||
| 3 | What did Hermann Ebbinghaus discover regarding the forgetting curve and the spacing effect? | Memory retention declines exponentially and rapidly immediately after learning before leveling off; distributed practice (spacing study sessions over time) produces far greater long-term retention than massed practice (cramming). | ||
| 4 | What is the Framing Effect in human decision making? | The cognitive bias where people draw different conclusions or make different choices from the same information depending on how it is presented (e.g., framed as potential gains vs potential losses). | ||
| 5 | What four attachment classifications were identified using Mary Ainsworth's Strange Situation paradigm? | 1. Secure 2. Insecure-Avoidant 3. Insecure-Resistant/Ambivalent 4. Disorganized/Disoriented (added later by Main & Solomon). | ||
| 6 | What did Elizabeth Loftus's Misinformation Effect research demonstrate regarding reconstructive memory? | Exposing eyewitnesses to misleading post-event information (e.g., using the verb 'smashed' vs 'hit') distorts their episodic memory, causing them to falsely recall non-existent details (e.g., broken glass). | ||
| 7 | What is Edward Tolman's concept of latent learning? | Learning that occurs in the absence of reinforcement and remains hidden until an incentive or reward is introduced to demonstrate it (e.g., rats forming cognitive maps in mazes). | ||
| 8 | According to Craik and Lockhart's Levels of Processing framework, why does elaborative rehearsal produce superior recall compared to maintenance rehearsal? | Elaborative rehearsal involves deep semantic processing (analyzing meaning and integrating with existing knowledge), whereas maintenance rehearsal involves shallow phonological repetition. | ||
| 9 | In Pavlov's classical conditioning experiments, identify the UCS, UCR, CS, and CR. | Unconditioned Stimulus (UCS): Meat powder; Unconditioned Response (UCR): Innate salivation; Conditioned Stimulus (CS): Metronome/bell; Conditioned Response (CR): Learned salivation to the CS alone. | ||
| 10 | How did Noam Chomsky's nativist theory of language acquisition challenge B.F. Skinner's behaviorist model? | Chomsky showed that children acquire grammar too rapidly and creatively (poverty of the stimulus) to be explained by reinforcement alone; humans possess an innate Language Acquisition Device (LAD) and Universal Grammar. | ||
| 11 | How does the Garcia Effect (conditioned taste aversion) demonstrate biological preparedness in learning? | Animals readily associate novel tastes with nausea even with delays of hours and after a single trial, but fail to associate lights or sounds with nausea, proving learning is evolutionarily constrained. | ||
| 12 | What is functional fixedness in problem solving? | A cognitive bias where an individual views an object solely in terms of its customary, traditional function, failing to see novel ways to utilize it to solve a problem (e.g., Duncker's candle problem). | ||
| 13 | What are Jean Piaget's four stages of cognitive development and their approximate age ranges? | 1. Sensorimotor (0–2 years) 2. Preoperational (2–7 years) 3. Concrete Operational (7–11 years) 4. Formal Operational (12+ years). | ||
| 14 | How is long-term memory categorized into explicit (declarative) versus implicit (non-declarative) memory? | Explicit memory requires conscious recall (subdivided into episodic autobiographical events and semantic factual knowledge); implicit memory operates unconsciously (procedural motor skills, classical conditioning, priming). | ||
| 15 | What is spontaneous recovery in classical conditioning? | The sudden reappearance of an extinguished conditioned response (CR) following a rest period without any additional paired training. | ||
| 16 | What is Martin Seligman's learned helplessness theory, and how is it linked to depression? | When an organism is subjected to inescapable aversive shocks, it learns that its actions have no effect on outcomes; later, it remains passive and fails to escape even when escape is readily possible. | ||
| 17 | What is the core psychosocial conflict of adolescence in Erik Erikson's eight-stage model? | Identity versus Role Confusion: exploring personal values, vocational paths, and beliefs to develop a coherent sense of self. | ||
| 18 | How does Lev Vygotsky's Zone of Proximal Development (ZPD) conceptualize learning? | The dynamic difference between what a learner can accomplish independently and what they can achieve with guidance and instructional scaffolding from a More Knowledgeable Other (MKO). | ||
| 19 | What did Albert Bandura's Bobo Doll experiment demonstrate regarding vicarious learning? | Children exposed to adult aggressive models imitated novel violent behaviors without direct reinforcement, establishing the principles of observational (social) learning. | ||
| 20 | What Piagetian cognitive limitation is demonstrated when a preoperational child believes liquid volume changes when poured into a taller glass? | Lack of Conservation, caused by Centration (fixating on only one salient dimension, such as height, while ignoring width) and Irreversibility. | ||
| 21 | How does an algorithm differ from a heuristic in cognitive problem solving? | An algorithm is a step-by-step, exhaustive procedure that guarantees a correct solution; a heuristic is a practical rule of thumb or mental shortcut that speeds problem solving but is prone to systematic cognitive errors. | ||
| 22 | What are the four components of Baddeley and Hitch's working memory model? | 1. Central Executive (attentional supervisory controller) 2. Phonological Loop (auditory/verbal rehearsal) 3. Visuospatial Sketchpad (visual imagery/spatial manipulation) 4. Episodic Buffer (multimodal integrative workspace). | ||
| 23 | Which intermittent schedule of reinforcement produces the highest response rate and highest resistance to extinction? | Variable-Ratio (VR) schedule (e.g., slot machines, gambling). | ||
| 24 | What is operant shaping via successive approximations? | Reinforcing progressively closer approximations to a desired target behavior until the complete complex behavior is learned. | ||
| 25 | What are Lawrence Kohlberg's three levels of moral reasoning? | 1. Preconventional (morality governed by obedience, punishment, and self-interest) 2. Conventional (governed by social approval, norms, and law and order) 3. Postconventional (governed by social contracts and universal ethical principles). | ||
| 26 | Distinguish between proactive interference and retroactive interference in memory retrieval. | Proactive interference occurs when previously learned information hinders recall of newly learned information; retroactive interference occurs when newly learned information disrupts recall of older information. | ||
| 27 | What is the capacity of short-term memory according to George Miller, and how does chunking expand it? | 7 ± 2 items (or ~4 chunks according to modern research); chunking organizes individual units of information into meaningful higher-order cognitive chunks. | ||
| 28 | Differentiate between the Availability Heuristic and the Representativeness Heuristic identified by Tversky and Kahneman. | Availability: estimating the probability of an event based on how easily examples come to mind; Representativeness: judging the probability of an event based on how closely it matches a mental stereotype or prototype. | ||
| 29 | What explains the Primacy Effect and the Recency Effect in the serial position curve? | Primacy effect: early words receive greater rehearsal and transfer into long-term memory; Recency effect: terminal words remain accessible in the short-term working memory buffer. | ||
| 30 | What are the three storage stages in the Atkinson-Shiffrin multi-store model of memory? | 1. Sensory Memory (iconic and echoic, large capacity, milliseconds to seconds) 2. Short-Term Memory (limited capacity, ~15–30 seconds) 3. Long-Term Memory (unlimited capacity, permanent storage). | ||
| 31 | What memory deficit characterized Patient H.M. following bilateral medial temporal lobectomy? | Severe, permanent anterograde amnesia (inability to form new long-term declarative episodic or semantic memories), while his procedural memory and short-term memory remained intact. | ||
| 32 | What cognitive milestones define the end of Piaget's sensorimotor stage and the beginning of the preoperational stage? | The development of Object Permanence (understanding objects continue to exist when hidden) and the emergence of symbolic, representational thought. |