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PSY270H5 (16)
Midterm

for test 2 review

5 Pages
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Department
Psychology
Course Code
PSY270H5
Professor
Christine Burton

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PSY270 TEST 2 QUESTIONS
In the functional-equivalence hypothesis, Finke described five ways that images can
be similar to physical objects. List and explain three of these ways.(3)
Transformational equivalence – imagined and physical movements use the same laws
of motion
Spatial equivalence – arrangement of elements in images are the same as those in
physical objects
Implicit encoding – information about physical objects can be attained from images
even though not stored explicitly
Structural equivalence – construction of images and physical objects uses similar
processes.
Perceptual equivalence – similar brain mechanisms are used for imagery and
perception.
What are the three levels of categories mentioned in the prototype theory and give
examples.
Basic level: It is not very specific but not too broad. Like furniture.
Superordinate: a broad category, a level above basic. Like a chair.
Subordinate: one level below basic; which is very specific. Like a rocking chair.
What are three problems with the classical view of categorization?
All categories do not have a list of defining features. It is difficult to classify
sometimes.
We as humans may just be bad at categorizing.
We can give something a typicality rating.
We categorize typical exemplars faster than atypical ones.
We generate typical exemplars more that atypical ones.
How does what we know or learn affect what we remember? (in terms of theories).
The two main theories describing this are decay theory and the interference theory.
www.notesolution.com
Terms
Chapter 6
Accessibility—how much we gain access available information
Autobiographical memory-memories of your history.
Middle ages adults usually remember things from their youth and early-adult periods
better than more recent past events.
Availability-information stored in long term memory
Consolidation-integrating new information into stored information
Constructive-prior experience affects how we recall things and what we actually recall
from memory.
Decay-when a person forgets things due to time.
Decay theory-information is forgotten because of the gradual disappearance, not the
displacement of the memory.
Distortions- when your memories are not accurate. There are seven Schacter’s7 sins
Transience-memory fades quickly.
Absent-mindedness- ex. burshing your teeth after already having done so.
Blocking-ex.tip-of the tongue.
Misattribution-cannot remember what you heard or you think you saw something
you didnt really see. (ex. eyewitness).
Suggestibility-people are susceptible to suggestion.
Bias-people are biased in their recall, such as people who are experiencing
chronic pain are more likely to remember past pain even if they didnt experience
it.
Persistence-people seem to remember consequential circumstances. Ex. someone
with many successes and 1 failure may remember that single failure.
Distributed practice-learning where many sessions are placed over time. Memory is
good in this practice. This is because we learn in variable context and because of REM
www.notesolution.com

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Description
PSY270 TEST 2 QUESTIONS In the functional-equivalence hypothesis, Finke described five ways that images can be similar to physical objects. List and explain threeof these ways.(3) Transformational equivalence imagined and physical movements use the same laws of motion Spatial equivalence arrangement of elements in images are the same as those in physical objects Implicit encoding information about physical objects can be attained from images even though not stored explicitly Structural equivalence construction of images and physical objects uses similar processes. Perceptual equivalence similar brain mechanisms are used for imagery and perception. What are the three levels of categories mentioned in the prototype theory and give examples. Basic level: It is not very specific but not too broad. Like furniture. Superordinate: a broad category, a level above basic. Like a chair. Subordinate: one level below basic; which is very specific. Like a rocking chair. What are three problems with the classical view of categorization? All categories do not have a list of defining features. It is difficult to classify sometimes. We as humans may just be bad at categorizing. We can give something a typicality rating. We categorize typical exemplars faster than atypical ones. We generate typical exemplars more that atypical ones. How does what we know or learn affect what we remember? (in terms of theories). The two main theories describing this are decay theory and the interference theory. www.notesolution.com
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