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PSYC1013 > Chapter 8 > Flashcards

Chapter 8 Flashcards

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1
Q

cognitive revolution

A

behaviourist did not want to observe the inner workings of conscious, during the the 1950s move to cognitive

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2
Q

cognitive

A

mental processes involved in acquiring knowledge

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3
Q

language is symbolic

A

symbols to talk about places, actions etc. give us meaning, symbols are arbitrary, ex pencil word is symbol, doesnt actually have anything to do with the object)

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4
Q

properties of language

A

symbolic, semantic, generative, structured

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5
Q

language semantic

A

symbols have meaning that we can use to convey information

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6
Q

language is generative

A

we can take different symbols and words to create sentences that have never been used before. MAke up new words over time

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7
Q

language structured

A

rules that define our language, how words can be put together to create a sentence, how to structure sentences so we can covey information

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8
Q

phonemes

A

smallest speech structure, no human language actually uses all of the phonemes possible, as we get older we diminish the amount of phonemes we can hear, the ones we can receive are connected to the ones within the language we are surrounded by. EX:talk–> t a k

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9
Q

morphemes

A

smallest unit of meaning ex: strangers–> strange, er, s

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10
Q

semantics

A

meaning of words and word combinations, language is to convey something that has meaning connotation vs denotation

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11
Q

connotation

A

emotional meaning

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12
Q

denotation

A

defintion

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13
Q

syntax

A

a system of rules for arranging words into sentences (how to organize the words within phrases) ex: swimmer, the–> the swimmer not swimmer the

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14
Q

initial vocalization

A

(phonemes) similar across all languages (when baby we make the same noises)

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15
Q

6 month vocal development

A

babbling begins to resemble surrounding language, infants have preferred language, beneficial to developing language, they absorb the sounds around them

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16
Q

Deaf baby babble

A

wanted to see if deaf babies would still babble to understand if babbling was something to develop language or just something kids did

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17
Q

babble: developmental or random

A

babbling is actually part of the development of language

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18
Q

1 yr language

A

first word is similar cross-culturally, words for parents

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19
Q

Receptive in 1 yr olds

A

how much children understand (they actually understand a lot more than they can say)> expressive language (what they can say/ use how they express themselves)

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20
Q

receptive> expressive language

A

if we can teach kids American sign language it might be easier for them to express through motion than through language

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21
Q

18-24 month language

A 
vocabulary spurt:
fast mapping (refers to when children pick up words after one exposure)
over and under extensions (over: child learns a word but applies it to many more cases than appropriate( ex ball, anything round is a ball)
Under: apply a word to only a narrow set of cases (ex dog only applies to their dog)
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22
Q

end of 2nd year language

A

combine words, telegraphic speech (not would you please pass the milk but MILK)

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23
Q

end of 3rd year language

A

complex ideas, plural, past tense (even in cases where its not appropriate)
over regulation

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24
Q

6 years language

A

metalinguistic awareness: ability to reflect on use of language
begin to understand that w can play around with the way we use language

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25
8 year language
can use sarcasm, word play, pun
26
Bilingualism: benefits
associated with metalinguistic awareness, that you can use words in different languages to mean the same thing, attention and executive function, protective benefit (in cases of dimensia-- onset 4 years later than monolingual), more grey matter
27
Bilingual disadvantages
smaller vocabularies in each language, language processing speed, thought to make you loose current language, some places its banned to teach kids second language
28
bilingual acquisition
2nd language easier to learn at a younger age, greater acculturation facilitates acquisition (understand culture)
29
Allen and Beatrice Gardner (1969)
chimpanzee (washoe) learned to understand 160 words in sign language, he could even put them together to make phrases HOWEver critics say he didnt learn language he was taught through reinforcement-- he just picked up on cues
30
sue savage rumbaugh
chimpanzee can acquire language through lexigram (little images associated with words) Bonobo chimpanzee- kanzi
31
Can animals develop language
PET scans show an area resembles Brocas area in chimps animals learn language like infants except infants grow out of the stage Steven Pinker argues language is a human specific trait
32
Critical learning language period-- GENIE
Genie was not taught language until 10-12, could not rehabilitate learning skills to speed of normal, could not function the same as everyone else so YES there is a critical period--need an exposure to language at a developmental period to be able to learn language completely
33
Critical period
time during which learning/ exposure to stimuli must take place
34
Genie
could not learn grammar or how to form phrases but learned words and two word combination
35
Language acquisition-- behaviourist (Skinner)
learning of specific verbal response, all about learning and environment (in order to learn certain verbal responses it happened when children imitate what people are saying)
36
Learning acquisition-- nativist (chompsky)
language acquisition device (LAD)--not just the case that its imitating (no adults saying go-ed home- understanding past tense) children have a language acquisition device, we are like sponges ready to pick up language but if we dont have exposure to language we will not pick it up or be able to pick it up later in life
37
interactionist theories of language acquisition
language development - -> biological maturation, neutral development - -> cognitive development - -> linguistic environment (instruction, reinforcement) * *will be some imitation but its an interaction of all these factors**
38
Whorf hypothesis
ones language impacts their experience of the world---linguistic relativity, he downplayed the amount of words people have for snow, cultures dont differentiate between the different shades of blue
39
linguistic relativity
ones language determines the nature of ones thought. PEople exposed to a lot of snow have a bigger vocabulary for snow and have a different view of snow/world
40
problem solving
active efforts to discover what must be done to achieve a goal that is not readily attainable
41
problems of inducing structure
need to learn relationship amongst items. Examples: series completion and analogy
42
series
a b m c d m..
43
analogy
merchant- seller: customer-... (buyer)
44
problems of arrangement
need to re-arrange items to solve the problem Example: string problem, tom marvolo riddle--> i am lord voldemort
45
String problem (problems of arrangement)
cant reach the string u have a screw driver on the table; attach screw driver to string swing the string to catch
46
problems of transformation
sequence and steps to reach an end-goal. Example: hobbits and orcs water jar
47
Hobbit and orcs water jar problem (transformation)
need to figure out how to measure the proper amount of water using the different jar sizes
48
well defined problem
you know the problem and the best way to solve and what to do to reach the solution
49
ill defined problem
unsure of what the best solution is or how to solve it
50
barriers to effective problem solving
irrelevant information, functional fixedness, mental set, unnecessary constraints
51
functional fixedness
tend to think of objects as their functions (Think of screwdriver to screw things not weight) Ex: fall hit ur knee to ice pack, can use frozen peas despite them not being the primary function - Quite flexible and can be used to fix the problem but sometimes we stare at an object that could be used to help us but we are stuck in its primary function
52
mental set
approach with one set in mind and keep applying it, without realizing that you can shift mindset to solve problem (EX: 6 eggs in a basket, 6 ppl take one how is there an egg left in the basket? last person to take egg takes basket)
53
irrelevant infromation
there is information that does not matter, and doesnt help you solve the problem but throwing it in will lead people astrat and distract them from the real problem (EX: drawer contains 16 black socks and 13 blue, how many do u need to take out to ensure u have a pair? 3, would be 3 for any amount of socks but saying 16 and 13 people think its complex)
54
algorithms
systematic trial and error, go through every possible approach to solve solution guaranteed solution
55
Heuristics
short cuts, rule of thumb we might use, no guaranteed solution, decrease possible combinations but not a necessarily guaranteed solution
56
algorithm vs heuristic
ihcra: Chair tnocvoensrai: conversation using algorithm: go through each letter in different position, heuristic, C is likely to come first, these letters often go together
57
Approach to problem solving
forming subgoals, working backward, searching for analogies, changing representation of problem, incubation
58
subgoals
tower problem: need to get the rings on the third post without a bigger ring on top of smaller ring, sub goal: get third ring on third post etc.
59
working backward
The water lilies on the surface of a pond double in area every 24 hours. From the time the first water lily appears until the pond is completely covered takes 60 days. On what day is half of the pond covered with lilies? ANSWER 59, read it backwards problem is easy
60
Analogies
find a problem you solved in a similar way to solve the problem at hand
61
Changing representation
train problem: two trains 50 mils apart travelling towards each other at 25 m/h, hawk flying back and forth between until they reach at 100m/h, how far did the hawk travel? dont think as distance think as time: takes trains an hour to meet, hawk is flying 100m/h so hawk travels 100m
62
incubation effect
sometimes its good to walk away from a problem and then come back to it later, bc sometimes going at a problem again and again is unproductive
63
holistic vs analytic cognitive styles CULTURE
western (american): more analytic eastern (asian): more holistic
64
aquarium problem
western vs eastern: american and japanese participants watched display with changing lights... Japanese: report entire display, many details American: Focused on fish, focal items
65
Simon 1957 (decision making)
human decision making is not rational, let emotions come into the picture
66
choice overload (schwartz)
we think we want choices, but actually when we have too many choices we get choice overload, and become paralyzed and cannot make a choice
67
Uncertainty
people hate it so much that people are willing to pay for a 50 dollar gift certificate rather than a raffle ticket that would ensure a 50 or 100 dollar gift certificate
68
Quality of options
people rated wine better when they were told it was more expensive, even if it isnt. Influenced by things we shouldnt be (price, chef etc)
69
additive strategies
rate each aspect of object to get a final rating for each object to get the more accurate description (good when we have eliminated some of the choices already)
70
making choices: elimination by aspects
elimination by aspects to limit options, just by things we dont want so once weve narrowed it down we use additive to choose
71
expected value
actual expected gain
72
subjective probability
your estimate
73
subject utility
what a win would mean to you
74
gambeling
when you gamble the expected value is negative, and people go in expecting to loose but they still go just in case because of subjective utility (if i did win this is what i would do...)
75
availability heuristic
estimate probability of an event based on the ease with which relevant instances come to mind (ex: all of the marriages you know are long lasting believe the rate of divorce is lower than it is)
76
Representative heuristic
tendency to ignore base rates, Ex: tom is an opera buff, growing up he played chess, which is more likely: - he plays trumpet in a symphony or is a farmer Answer: he's a farmer, look at base rates
77
conjunction fallacy
judge two events occurring together to be more likely than a single event. Estimate that the odds of two uncertain events happeneing together are greater than the odds of either event happening alone. EX: you meet someone who is ambitious and power hungry, is it more likely they are a college teacher or a college teacher and politician... college teacher
78
cosmides and tooby (1996)
real world adaptive problems, should use problems that are more similar to day to day problems
79
gigerenzer (2000)
quick and dirty heuristics, we do actually make decisions that benefit us day to day
80
framing
the way an issue is posed | example: ground beef-- 90% lean better than 10% fat
81
planning fallacy
think we can do so much more than we can, optimism bias

PSYC1013 (8 decks)

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