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Psychology 211 > Chapter 9, Exam #3 > Flashcards

Chapter 9, Exam #3 Flashcards

1
Q

internal mental processes

A

memory, abstract reasoning, critical, language representation, spatial representation, conceptual/analytical thought, creative thinking, problem solving

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2
Q

lateral thinking

A

thinking outside the box

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3
Q

anagrams

A

a problem solving technique that involves the generation of possible solutions and devising a solution plan

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4
Q

algorithm

A

problems (such as math) that guarantee success if the proper steps are followed

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5
Q

heuristic

A

a mental shortcut that allows people to solve problems and make judgments quickly and efficiently (mean end analysis, forming sub goals, working backward)

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6
Q

functional fixedness

A

the tendency to perceive an object in terms of only its most common use (hammer nails with hammer)

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7
Q

problem solving set

A

the inappropriate application of past problems solutions to new problems (mask doesnt mean bad guy, it means catcher)

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8
Q

satisficing

A

it is good to use a strategy that satisfies our needs and is sufficient to meet our demands

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9
Q

Habit family hierarchy

A

alternative behavior sequence that lead to the same goal

(1. squeeze through bars 2. Meow 3. Scratch
1. scratch 2. Squeeze 3. Meow)

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10
Q

insight

A

a sudden understanding of how all the elements in a problem fit together and form the solution (trial and error)

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11
Q

perceptual reconstructing

A

gestalt theory (phi phenomenon, insight, goal direction)

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12
Q

goal direction

A

the view that problem solving is not a mechanical process of building behaviors. Problem solving is a directional process guided by the nature of the problem

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13
Q

mean end analysis

A

break down problem into sub goals, sub problems, then solve each (travel plans)

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14
Q

search scan scheme

A

balance between searching for alternative solutions and scanning the consequences of a solution (game of chess)

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15
Q

working backward

A

start with a known solution and then follow steps backwards to the problem state (math problem)

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16
Q

planning process

A

reduce problem to a simpler form (anagram)

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17
Q

symbolic thought

A

language symbols, images, prototypes

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18
Q

creative fluency

A

the ability to generate many possible approaches or potential solutions to a problem

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19
Q

creative flexibility

A

the ability to recognize and give up on a bad idea

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20
Q

creative originality

A

the approaches or potential solutions to a problem

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21
Q

pragmatic creativity

A

the ability to think of useful, practical, worthwhile ideas and not fanciful or silly notions

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22
Q

divergent creativity

A

creative ideas that flourish and extend from a single source (unusual uses test)

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23
Q

convergent creativity

A

creative ideas that coalesce around a single point of origin (remote associates test)

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24
Q

attribute learning

A

identifying the relevant features or dimensions (classical conditioning has a CS, UCS, reflex, care are big, have wheels and move)

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25
rule learning
discovering the rule that applies to combining the attributes
26
Affirmation rule
concept has a single attribute that is either present or absent (speed limit is 65)
27
conjunction rule
concept has two or more attributes and all must be present (car has wheels and doors)
28
disconjunction rule
concept has two or more attribute, either both can be present (road= asphalt or gravel, doctor = Ph.D or M.D. or both)
29
conditional rule
concept has two or more attributes, either or both can be present (speed zone- if sign is posted, then drive below posted speed; if no sign is posted the limit is 25)
30
reversal shift
the concept is unchanged. Only direction reverses (shape remains the same but color may change)
31
Extradimensional shift
learning combines changes in concept with changes values on the other dimension
32
sensorimotor thought
Birth- 2 years Child understands the world in terms of sensory inputs and motor outputs. No representational thought- the ability to internally represent the external world
33
pre operational thought
2- 7 years Child acquires representational thought and begins the process of verbal communication Object permanence- result of representational thought; the child has a mental representation of the object and knows that it still exists somewhere
34
concrete operational thought
7-12 years child can start to mentally manipulate the internal representations that began in the preoperational stage reversibility- the child can begin a sequence of thoughts and then reverse the sequence complex classification- sort objects along many dimension (small-red. Yellow- large)
35
formal thought
After 12 years | Good at thinking about tangible items but not things that are not in the here and now
36
What are the four stages of problem solving?
1. Preparation (understanding) - encoding the problem 2. Production: generation of possible solution, devising a solution plan • Search of long term memory. 3. Judgment: evaluation of possible solutions or approaches for their appropriateness. 4. Incubation: temporary withdrawal from problem
37
Which problem solving stage is most important?
preparation (understanding)
38
Which problem solving stage is not necessary?
incubation
39
How do the nine dot problem and the match stick problem illustrate later thinking?
you have to think outside the box
40
long division
heuristic
41
google search
algorithm
42
two string problem
functional fixedness
43
riddles
problem solving set
44
buying a house
satisficing
45
behaviorism problem solving theory
trial and error, habit family hierarchy
46
Gestalt problem solving theory
insight, perceptual restricting, goal direction
47
information processing
search san scheme, means end, working backward, planning processes
48
how have animal researchers demonstrated creativity in non human species?
reinforce unusual behaviors, creative use of language in apes
49
What is the difference between the classical view and ecological view?
``` Classical view: a concept is a class of stimuli sharing common attributes combined by a set of rules (i.e. graduation requirements, traffic laws). Ecological view: a concept is a loosely defined set of stimuli defined by prototypical examples (i.e. animals, love). ```
50
what does it mean to say that learning a concept involves learning to make a common response to a set of stimuli?
it is a set because a combination of things create the bigger picture
51
Why does learning classical concepts involve two processes (attribute learning and rule learning)? Which must be learned first? Why?
Attribute learning → rule learning, this is because we must first identify what the relevant features or dimensions are and then we can discover how they work together to make the whole.
52
Affirmation rule example
concept has a single attribute that is either present or absent (speed limit = 65 MPH).
53
conjunction rule example
concept has two or more attributes and all must be present (i.e. car = big AND wheels AND doors AND moves).
54
disconjunction rule example
concept has two or more attributes, either or both can be present (i.e. road = asphalt OR gravel).
55
conditional rule example
concept has two or more attributes defined by conditional rule (speed zone is posted drive accordingly, if no sign then drive however).
56
What is the basic idea behind the behavioral theory of concept learning
Reinforcement of relevant attributes strengthens the common response (chew on stimuli that look like food) Non-reinforcement or punishment of irrelevant attributes weakens common response (do not chew on stimuli that look like slipper)
57
What is the basic idea behind the cognitive theory of concept learning
Connection between the physical stimulus and overt response is bridged by an internal mental state. The solution shift experiment. Cognitive development- piaget (symbolic thought, reversible thought, abstract thought)
58
Why is Piaget’s theory of development classified as a cognitive theory
Because it deals with mental stages
59
What are Piaget’s four developmental stages? What does the child accomplish in each stage?
Sensorimotor - sensory and motor coordination, egocentrism. Pre-operational - object permanence, simple classification. Concrete Operational - complex classification, reversibility. Formal Operations - abstract, hypothetical reasoning.
60
What is the “solution shift” experiment? What did it aim to prove
tests the relative difficulty of shifting from one way of classifying stimuli to discovering another solution to classifying stimuli
61
What prediction does behavioral theory make regarding the ease or difficulty of a reversal shift versus an extradimensional shift when classifying geometric patterns? Why?
predicts that extra dimensional shift (2) is easier than reversal (4) because animal only has to learn to new S-R associations
62
What prediction does cognitive theory make regarding the ease or difficulty of a reversal shift versus an extradimensional shift when classifying geometric patterns? Why?
predicts the reversal shift is easier than extra dimensional because the mental event is an internal response to color, not to shape
63
What is the difference between problem solving and decision making?
Problem solving- the area of cognitive psychology that studies the processes involved in solving problems Decision making- the cognitive process of reaching a decision: “a good executive must be good at decision making”
64
why do humans make logical errors in problem solving and decision making?
Media, representative bias, depends how issue is presented

Psychology 211 (12 decks)

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