Exam #2 Flashcards

Question

Wernicke's aphasia

Answer 1

receptive fluent - grammatical, meaningless output - comprehension deficit, irregular production - temporoparietal junction

Answer 2

Individual’s unique constellation of consistent behavioural traits

Answer 3

Short vs. long-term responses Situational vs. magnitude descriptions Cultural (social) vs. individual influence also doesn't show the values when looking at cognition (how one thinks) and the affects (tone of behaviour)

Answer 4

psychodynamic: Unconscious parts of self traits: enduring patterns of behavior - Biological: Body (and substrates) shape our experience and interpretation

Answer 5

humanistic: motivation/ wants (self-actualization) social-cognitive influences - learning

Answer 6

self-esteem: self-serving bias - nature vs nurture

Answer 7

Change as a function of conflict - across development/ lifespan - discrepancy between needs/ wants and environment Inner forces are Dynamic : changing and interacting - Conscious (engaging) and Unconscious (engrained) - Personality emerges from the negotiation of needs - internalized behaviours shape future interactions

Answer 8

Conscious : focus attention and remember clearly Preconscious: “dynamic unconscious” vague, sometimes realized sometimes not – Parapraxes (“slip of the tongue”) – Sublimation (repress) Unconscious : Drives behaviour based on pleasure principle – Eros/Thanatos, Biological/Moral

Answer 9

Id : impulses to maintain and reproduce – Pleasure principle: derive pleasure, avoid pain Ego : mediator between demands of ID and Super Ego – Reality principle: maximize rewards while avoiding censure Super Ego : Internalization of social norm –Morality principle: Ego ideal, conscience and guilt

Answer 10

regression reaction formation projection rationalization displacement denial

Answer 11

retreat to an earlier (more infantile) psychosexual stage

Answer 12

unconsciously switch unacceptable impulses to opposite, acceptable impulses

Answer 13

disguise their own threatening impulses by attributing them to others

Answer 14

self justification in place of real, threatening, unconscious reasons

Answer 15

shifts impulses toward acceptable, less threatening object/person

Answer 16

refusal to believe or perceive of painful realities

Answer 17

1)Lack of scientific testability –Operationalization of concepts too vague –Operationalization impossible for ”principles” 2)Lack of empirical evidence –Based on small groups of female patients & self analysis - Generalizability, validity –Non objective data collection (analyst’s interpretation) 3)Not a unifying principle –Emphasis of male prototype –No replication across cultures

Answer 18

generally accepted: - Personality comprised of Id, Ego, Super Ego - Importance of Unconscious and childhood experiences in forming personality - Role of defense mechanisms in reducing anxiety differentiated - Emphasis on conscious mind’s influence on interpreting experience and coping - Doubted sex & aggression as only/all consuming motives - The effect of social (not sexual) tensions

Answer 19

ambiguous stimuli designed to trigger projections (sub conscious)

Answer 20

Rorschach Test (inkblots) Thematic Appreciation Test (situations and concepts) Washington University Sentence Completion Test (associations)

Answer 21

strength: - Provide rich data - Generates discussion (discourse) limitation: - Complicated coding systems (prone to error) - Long to administer - Low reliability (trained raters come with different interpretations) - Low validity (misdiagnosis of healthy individuals)

Answer 22

Self as a union of opposites: - Thinking vs Feeling, Sensation vs Intuition

Answer 23

the "mask" (role) you are in (social)

Answer 24

your potential to become

Answer 25

aspects that were denied (moral)

Answer 26

thoughts, feelings, memories (experience)

Answer 27

Collective Unconscious: Common psychic background of humanity - concepts/ archetypes emerge from culture

Answer 28

Personality predicts likelihood of response Situations constrain behaviour - personalities determine their environment

Answer 29

Extraversion/Introversion : reflect behaviours Stability/Neuroticism : reflect emotions - the lemon test - introverts produce more saliva (sensitive to stimulating drugs), extroverts less saliva (sensitive o depressive drugs)

Answer 30

psychoticism/ normality: reflect adherence to social norm - testosterone

Answer 31

Mathematical algorithms that attempt to extract commonality from items - Reduce variability in clusters, increase variability across Factors - done to be more parsimonious

Answer 32

OCEAN openness: imagination, feelings, actions, ideas conscientiousness: competence, self-discipline, goal-driven extroversion: sociability, assertiveness, emotional expression agreeableness: cooperative, trustworthy, good-natured neuroticism: tendency toward unstable emotions

Answer 33

low - uncreative, incurious, practical high - curious, wide range of interests, independent

Answer 34

low - impuslive,careless, disorganizaed high- hardworking, depenable,organized

Answer 35

low- quiet, reserved, withdrawn high - outgoing, warm, seeks adventure

Answer 36

low - critical, uncooperative, sus high - hepful, trusting, empathetic

Answer 37

low- calm, even-tempered, secure high- anxious, unhappy, prone to negative emotions

Answer 38

Personality is an illusion, environments shape behavior

Answer 39

circumstances are more determinant of our behaviour

Answer 40

bi-directional influence - no primary cause for our behaviour personality is determined by the interaction of the external environment, internal mental events, and behaviour. For example, receiving good grades and praise for schoolwork as a child may help you believe that you are a good student and this high level of self-efficacy may further lead to behaviours (studying and doing homework) that produce further desired reinforcement—more good grades and praise.

Answer 41

personal beliefs about one’s ability to perform at a certain level - how we think about ourselves and our social situations

Answer 42

psychometric approach

Answer 43

operationalization histology

Answer 44

"g" Sternberg’s Triarchic Theory WAIS

Answer 45

nature and nurture

Answer 46

“ability to learn (from experience )”, “think abstractly ” “carry out a plan” “creative solutions to novel situations

Answer 47

Most rely on situational descriptions , or abstract concepts Testing paradigms generally do not match conceptual definition - Predetermined responses, pattern recognition, memory Treated as a stable trait, but tests are constantly altered - Paradox: Intelligence is stable, but people are getting smarter?

Answer 48

No relationship to environment physiological measurements of discrimination Eugenics, origin of genetic approach

Answer 49

"fit" referred to physiology (NOT relationship to environment) - reinforced racist/ sexist concepts of intelligence

Answer 50

Valid measure –Mental Age : operationalization of reasoning, comprehension,and judgment First standardized approach –Comparison to achievement group Functional measures –Aptitude Test : probability of achievement given a specific operationalized goal; competency. - Predictive - Achievement Test : measuring success of learning on a specific task; ability. - Assessment - tests of knowledge about particular school subjects

Answer 51

revised Binet’s test to measure “inherited intelligence” *extended to adults - Repurposing a test for a different goal (see validity)

Answer 52

mathematically standardized descriptor - allow for comparison across groups

Answer 53

Uniform procedure of giving and scoring tests - Assumption - the only difference remaining is that of ability - traits are normally distributed in the population - norming thus allows for comparison in sub-populations

Answer 54

The extent with which a test gives consistent results - Split half tests, test retest - Issues: item selection, learning

Answer 55

The extent to which a test measures what it’s supposed to: content validity: refers to criterion (the construct you are interested in) - Achievement tests predictive validity: refers to future behaviour (success) - Aptitude Tests

Answer 56

Correlation is not causation restricted ranges assumes stability subjective operationalizations

Answer 57

connectionist (one factor) - high inter correlation across abilities - Problem: ecological validity - human abilities too diverse to collapse to one score

Answer 58

Socioeconomic Status (SES) was the best predictor operationalization of cognitive abilities verbal, mathematical, memory, spatial, sensory)

Answer 59

modular (several factors) - several separate clusters - Problem: mathematical validity - clusters gravitated around a single factor

Answer 60

multiple intelligences (several factors) - includes abilities beyond academics - Problem: - Ecological validity (focus on - Not validated/verified by research ( learning is standard) - Fluid or crystalized?

Answer 61

1. Analytic : mental components used in solving a problem - well-defined problems with one conclusive answer - Academic settings, logic (mathematic deductions) 2. Creative: the ability to transfer knowledge - Manipulate information in unique/novel situations 3. Practical : ability to make use of contextual information - Everyday tasks that have multiple solutions - environment, experience, common sense

Answer 62

Tacit Knowledge: inferred strategies for “success" – interpersonal strategies to work with others - Limitation: related to school-related cognitive functions such as reading, writing, test taking, homework completion

Answer 63

Targets cognitive processes, assesses based on quality of answer (not specified answer!) Reasoning abstraction Vocabulary naming & defining Spatial ability block design/replication Pattern recognition letter/number sequence

Answer 64

1.Clinical tool used for diagnostics –Measure of impairment “intelligence” means “cognitive” not “ 2.Point scale –Sensitive to individual differences in task performance compiling sub tasks allow for more accurate representation More informative than “pass/fail” 3.Non verbal performance –Overcome cultural, linguistic, and education biases Tapped into higher order cognitive abilities such as attention,problem solving, etc

Answer 65

longitudinal studies: - Stability: neural speed, orienting to novel stimuli, SAT/GRE - Difference: “personality” (B5), fluid intelligence twin studies: - Identical reared apart (0.76) vs. Siblings reared apart - Problem: Environmental similarity never accounted for adoption: - Intelligence: more variability than adoptive parents in adulthood, but higher then biological parents - cohort effect

Answer 66

Proportion of genetic variability responsible for trait variance 1) Descriptive (not causal) 2) Refers to groups (populations) not individuals - Averages not individual differences 3) relates to environment - Problem: error in how environment is factored in! - research treats the environment as a confound and controls for it (removes it) → Phenotype has been constrained 4) Assumes traits are static/stable - Misconception of what is a “trait”

Answer 67

The Flynn effect : IQ rates increase, related to industrial “development” Impoverished family - Each SES factor decreased IQ by 4 points, additively. testing procedures - motivation, timing cultural - Growth Mindset : Failure is not a permanent condition - Grit : Maintaining effort despite plateaus or failures

Answer 68

age: Increases in “drift”: modification that occurs as a result of methylation (“turning off") culture: Homogenous, post industrialized society (western) measures: phenotype measured behaviourally

Answer 69

age: control increases with age culture: “one size fits all” fallacy, The Flynn Effect measures: factors are determined by culture

Answer 70

representational

Answer 71

experience with exemplars

Answer 72

the availability heuristic

Answer 73

prototypes

Answer 74

pragmatics

Answer 75

communciation

Answer 76

A test that measures something that is related to the construct.

Answer 77

the measures show the highest frequency around an average number. a symmetrical, bell-shaped distribution in which most scores are in the middle, with smaller groups of equal size at either end.

Answer 78

social intelligence as it also involves interpersonal skill

Answer 79

do no harm

Answer 80

they are too high when environment is kept static.

Answer 81

stable; a spectrum

Answer 82

unconscious

Answer 83

extroversion/ introversion

Answer 84

the bi-directional impact of environment and biology.

Answer 85

the process of understanding spoken, written, or signed language.

Answer 86

phonology, semantics, syntax, and pragmatics

Answer 87

the smallest unit of sound in a language; an individual sound such as ba, da, or ta.

Answer 88

the study of how individual sounds or phonemes are used to produce language.

Answer 89

the smallest units of a language that convey meaning. For example, the word jumped has two morphemes. One is jump and the other is ed (the ed morpheme changes the meaning, indicating that the jumping has already taken place).

Answer 90

the study of how meaning in language is constructed of individual words and sentences For example, if we say that it is “raining cats and dogs,” you do not look outside and expect to see animals falling from the sky.

Answer 91

the system for using words (semantics) and word order to convey meaning (grammar). “She wore a beautiful blue dress,” or, “He’s feeling blue today,” the distinction becomes instantly clear. The way in which words are constructed into sentences

Answer 92

the practical aspects of language usage, including speech pace, gesturing, and body language. Communication also requires adhering to social norms, such as speed of speech, responding at appropriate intervals, making eye contact, and using acceptable body language. These aspects of communication are called pragmatics, because they refer to the practical use of language.

Answer 93

Between 2 and 4 months of age, babies (with normal hearing) are capable of perceiving the phonemes of every language, including those that are not needed for the language(s) they will ultimately learn (Horst & von Koss Torkildsen, 2019). During this time, babies have a remarkable ability to distinguish among these sounds.

Answer 94

By about 2 months of age, babies begin to make a non-crying vocalization that consists largely of vowel-like sounds (e.g., o-o-o-o-u-u-u)

Answer 95

By about 6 months, babies start to babble refers to the production of meaningless speech sounds either repetitively (e.g., da-da-da-da-da) or in a more mixed manner (e.g., pa-da-ca-ca-mi-den-bo).

Answer 96

By about 1 year, speaking begins, typically in the form of very simple words, such as mama, dada, or hi At this early stage, the baby’s ability to comprehend is much greater than the ability to speak (see Figure 9.2). At about 1 year of age, the average baby can understand approximately 50 words, but he will not be able to speak that many words until about months later

Answer 97

By age 2, toddlers in most language communities speak in very short (typically two-word) sentences. This is called telegraphic speech because, as in old-fashioned telegraph messages (for which senders were charged by the word), all but the essential words are omitted. Instead of saying, “I want a cookie,” a 2-year-old is more likely to simply say, “Want cookie.”

Answer 98

By 3 years of age, the average toddler has naturally acquired some practical information about language use, including the need to pause between sentences and the knowledge that certain sentences are statements, whereas others are requests

Answer 99

By age 4, children have automatically absorbed many of the rules of grammar, even though they have received no formal education about the grammar of their native languages

Answer 100

a window of time in development during which certain influences are necessary for appropriate formation of the brain.

Answer 101

a developmental time during which the brain is more susceptible to influences. After the sensitive period, change can still occur, but it doesn’t happen as readily

Answer 102

speech characterized by exaggerated emotional responses and a slower pace that is cross-culturally common among caregivers communicating with babies and young children.

Answer 103

We can see the effects of environment when children begin formal education. Children typically acquire a large vocabulary and the ability to form grammatically-correct sentences by about age 4, generally before they receive formal training in grammar (Tomasello, 2014; Justice et al., 2018). Once grammatical rules are consciously learned, however, children become more prone to errors. For example, once children learn that the suffix -ed refers to the past tense, they apply -ed to verbs that are irregular. A child who previously used the past tense of “think” correctly as “thought” may begin to say “thinked.” Such mistakes are referred to as overregularization

Answer 104

a neurological condition arising from damage to a brain region just anterior to Broca’s area, where the patient is incapable of using words in grammatical sequence.

Answer 105

a brain region located in the temporal lobe that is important for language comprehension.

Answer 106

a neurological condition associated with damage to Wernicke’s area where a person cannot understand language.

Answer 107

there is a notable difference in language comprehension between girls and boys. Girls comprehend language at a faster rate, but this gender gap disappears by about age 2. Girls tend to outpace boys in language skills during elementary school.

Answer 108

Immigrants’ mastery of English depends on when they begin the learning process. The proficiency of those adults who started learning their new language before age 7 is comparable to that of native speakers. However, the proficiency of those who started acquiring the language in young adulthood is much poorer.

Answer 109

can be observed with spatial navigation thinking (see Psychology Around Us 9.1). Although some people use narrative to remember directions, such as, “Turn right at the second light on Main Street,” in many cases, spatial thinking occurs in the form of visual imagery. This kind of directional skill—knowing that a certain direction is north, for example—is not language driven. Our ability to use imagery to solve problems is often based closely on our spatial memories. Studies have shown that we appear to search our actual relevant memories to solve tasks requiring mental imagery. For example, if researchers give participants photos of rooms that are long and narrow with regularly-spaced objects in them, and later ask the participants to describe the objects located in those rooms, the participants do so with a greater lag time between objects than if asked to carry out a similar task after looking at a photo of a smaller room

Answer 110

hypothesis suggesting that the vocabulary available for objects or concepts in a language influences how speakers of that language think about them.

Answer 111

is effortful and relies on a limited-capacity system Most of us cannot carry on a conversation while conducting multi-digit mental arithmetic; we must direct our thoughts toward the math problem. Driving performance suffers more if the cell conversation one is having (even using a hands-free system) is intense or complicated and thus more demanding of cognitive attention

Answer 112

automatic processing seems effortless. Automatic processing is not usually disrupted very much if we are distracted by other tasks. Experienced drivers can carry on a conversation with a passenger while driving a car, for example. However, automatic processing, such as driving, can be severely disrupted by simultaneously engaging in a task that requires more attention than speaking, such as reading or sending a text message

Answer 113

the ability to direct thought in accord with one’s intentions. the ability to direct attention to a specific stimulus within other competing, and perhaps stronger, stimuli, such as finding the face you are looking for within a crowd maintaining a new piece of information in mind despite distraction, such as remembering a telephone number until you dial while on your cellphone in a crowded mall overcoming a compelling behaviour, such as not scratching a very itchy mosquito bite pursuing a complex but unfamiliar behaviour, such as learning the moves of a new sport or how to work the controls of a new videogame responding flexibly and productively in new situations, such as playing a complex videogame that requires anticipating future consequences

Answer 114

the brain’s ability to control and manage the mental processing of information.

Answer 115

impairments in the ability to control and direct mental activities.

Answer 116

Researchers refer to problems with easy-to-discern beginning and end states, such as arithmetic, as well-defined problems. We often find it fairly easy to find a strategy for solving well-defined problems because we can easily define what outcome we want from the start ill-defined problems, such as how to deal with a messy roommate. Our goal in this case might be difficult to define in precise terms. We may want to stop doing what we feel is an unfair share of housecleaning, but how will we know when we have reached that goal?

Answer 117

a problem-solving strategy that always leads to a solution. a shortcut thinking strategy

Answer 118

s helpful for problems with well-defined goals. Starting from your goal, you think backwards, imagining a series of steps it would take you to move backwards from your goal to your current state. Once you have determined the steps between your current state and the goal, you can actually follow them in a forward order.

Answer 119

involves dividing a larger problem into smaller ones. If your ultimate goal is to find out if a professor will be a good teacher for you, you may form subgoals, such as asking three former students about the professor and arranging to sit in on a lecture.

Answer 120

involves recalling similar problems that you have encountered

Answer 121

tendency to view objects as having only one function.

Answer 122

tendency to look for information that meets our expectations.

Answer 123

the assumption that individuals share characteristics of the category of which they are a member. When we use this heuristic, we draw conclusions about an object, event, or person based on a small set of specific data, often ignoring other relevant information. Suppose, for example, that one of the movies you are thinking of seeing has several characteristics that seem to identify it as a romantic comedy. You may not bother to read reviews or get other information about the movie because, based only on its presumed identity as a romantic comedy, you have a set of expectations about what the movie will be like.

Answer 124

judging easily-recalled events as more common. The availability heuristic also explains why we tend to think that infrequent but highly salient and memorable events, such as plane crashes or tsunamis, are more common than they actually are

Answer 125

the fact that in many situations, our ability to make clear rational decisions is limited or “bounded” by things like a lack of information, time constraints, or emotions attached to aspects of the problem we are trying to solve.

Answer 126

thinking about one’s own thoughts. Self-reflection is another form of metacognition. It involves thinking about our own identities, how we influence other people, and our relative self-worth. Self-reflection is an important human behaviour because it enables us to evaluate and modify our responses based on our past experience.

Answer 127

an awareness of one’s own mental states and the mental states of others. Another type of metacognition occurs when we infer what someone else is thinking by watching or hearing about that person’s actions

Answer 128

a mental disorder associated with abnormal anxiety-provoking thoughts that can lead to ritualistic behaviours.

Answer 129

a mental disorder characterized by disorganized thoughts, lack of contact with reality, and sometimes auditory hallucinations. Sometimes a person’s speech and writing become entirely disorganized and out of touch with reality (Sarioglu et al., 2018). However, in spite of the nonsensical content, many people diagnosed with schizophrenia are able to retain intact semantics and syntax in sentence construction

Answer 130

in the left hemisphere. The main brain region important for speech production is Broca’s area. The main region for language comprehension is called Wernicke’s area.

Answer 131

a statistical method for determining whether certain items on a test correlate highly, thus forming a unified set, or cluster, of items.

Answer 132

a theoretical general factor of intelligence underlying all distinct clusters of mental ability; part of Spearman’s two-factor theory of intelligence.

Answer 133

a theoretical specific factor uniquely tied to a distinct mental ability or area of functioning; part of Spearman’s two-factor theory of intelligence.

Answer 134

verbal comprehension: vocab, reading, comprehension, verbal analogies, etc. word fluency: the ability to quickly generate and manipulate a large number of words with specific characteristics, as in anagrams or rhyming tests numerical skill: The ability to quickly and accurately carry out mathematical operations spatial ability: Skill in spatial visualization as well as the ability to mentally transform spatial figures associative memory: rote memory perceptual speed: Quickness in perceiving visual details, anomalies, similarities, etc. reasoning: Skill in a variety of inductive, deductive, and arithmetic reasoning tasks

Answer 135

theory that there is no single, unified intelligence, but instead several independent intelligences arising from different portions of the brain.

Answer 136

linguistic logical/ mathematical musical spatial bodily/ kinesthetic interpersonal intrapersonal naturalistic existentialist

Answer 137

Sternberg’s theory that intelligence is made up of three interacting components: internal, external, and experiential components.

Answer 138

This component of intelligence relates to the internal processing of information: acquiring information; planning, monitoring, and evaluating problems; or carrying out directions. The internal aspect of intelligence is the one most often measured by today’s intelligence tests—the sort of intelligence needed for straightforward tasks and problems that we confront at school or work or in life.

Answer 139

Sternberg notes that some tasks are novel and so require a special way of thinking. Travelling to Cambodia for the first time, for example, requires more creative thinking than walking down a local street in your hometown. Among other things, travellers would have to figure out how to get through Cambodian customs, find their way to a hotel, and order meals in restaurants—all, perhaps, without knowing the language. This component of intelligence clearly requires creativity, and it also must interact with the internal component of intelligence to bring about successful results.

Answer 140

This type of thinking helps us adapt to or improve our environments or select new environments. Let’s say you move into a new home and find that the neighbours make a lot of noise when you are trying to go to sleep. At first, you might try to solve the problem by moving to another bedroom in the house (adapting to the environment). If this doesn’t work, you might try installing soundproof windows or complaining to the neighbours or to the landlord (changing the environment). And, finally, if that doesn’t work, you might decide to move to another house (selecting a new environment)

Answer 141

proposes that intelligence is the product of interaction among biological, environmental, and motivational resources, and that each resource is responsible for a different aspect of intelligence. Ceci’s theory that intelligence is a function of the interactions among innate potential abilities, environmental context, and internal motivation.

Answer 142

an approach to defining intelligence that attempts to measure intelligence with carefully constructed psychological tests. measured by intelligence tests

Answer 143

a correlation coefficient that measures validity by correlating a test score with some external criterion.

Answer 144

the extent to which scores on a particular test successfully predict future performance on a measure related to the test.

Answer 145

held that people with more energy can perform more work and, in turn, develop greater intelligence. In addition, individuals who have more highly developed senses can take in more information

Answer 146

verbal comprehension working memory perceptual reasoning processing speed

Answer 147

a phenomenon in which people in a particular group perform poorly because they fear that their performance will conform to a negative stereotype associated with that group.

Answer 148

an observed rise in average IQ scores throughout the world over time. Intelligence test scores from around the world have increased over time, a phenomenon known as the Flynn effect. Possible explanations include potential problems with the procedures, content, or nature of the tests and improvements in education, nutrition, health, or environments.

Answer 149

an individual’s ability to perceive, express, assimilate, and regulate emotion.

Answer 150

the ability to make sound judgments about important, difficult, or uncertain situations and to choose the best course of action

Answer 151

the ability to produce ideas that are both original and valuable.

Answer 152

Conventional IQ tests accurately measure intelligence. IQ is an important predictor of many measures of success in life, including success at school, work, parenting, and income. Higher IQ also predicts the avoidance of welfare dependence and criminality. Given such correlations (which do not equal causation), people who are high in intelligence form a cognitive elite—they reach the upper levels of society—whereas those with lower IQs fall toward the bottom. Given their predictive powers, intelligence tests can and should be used as a gating mechanism, to allow those with high IQs access to opportunities. IQ is largely heritable, passed on through the genes from one generation to the next. There are clear racial and ethnic differences in intelligence. It is likely, although not certain, that at least some of this difference between groups is due to genetic factors.

Answer 153

a correlation coefficient used to indicate the contribution of heredity to some characteristic, such as intelligence.

Answer 154

(1) a general cognitive factor; (2) interpersonal intelligence (knowing about others); (3) intrapersonal intelligence (knowing about oneself); (4) intellectual self-assertion (advocating for your own intellectual achievements); and (5) intellectual self-effacement (being humble about your intellectual achievements)

Answer 155

Family and Home Environment Cultural Influences Occupational Influences School Influences

Answer 156

Environment contributes to variation between the groups An average variation between groups cannot be applied to individuals within each group.

Answer 157

electroencephalogram (EEG)

Answer 158

the speed with which electrical impulses are transmitted along nerve fibres and across synapses.

Answer 159

the hypothesis that bright individuals show lower brain activity than less bright individuals during tests of low to moderate cognitive difficulty.

Answer 160

the number of neural states, or neural configurations, a brain can access during a task.

Answer 161

term describing individuals who display general intellectual functioning that is well below average and, at the same time, poor adaptive behaviour.

Answer 162

Environment can contribute to giftedness. Gifted people are often intrinsically motivated. Some people gifted in academic or other forms of intelligence may not be equally gifted with social and emotional intelligence.

Answer 163

reliability validity standardization

Answer 164

One issue involves the culture-specific nature of the tests, which may produce bias. A related problem is stereotype threat.

Answer 165

Family studies and research in molecular biology have indicated that heredity does play a major role in intelligence. Researchers estimate that the heritability of intelligence is about 50 percent.

Answer 166

Environmental factors that affect intelligence include family and home, overall culture, occupation, and schooling.

Answer 167

Neuroimaging studies suggest that overall brain size is not correlated with intelligence. The number of neurons in certain brain regions, such as the frontal lobes, may be related to intellectual functioning.

Answer 168

sanguine (into good times), phlegmatic (calm and wise), melancholic (withdrawn and darkly moody), and choleric (quick to anger and fight).

Answer 169

which contains thoughts, memories, and ideas that can be easily brought into the conscious mind if attended to.

Answer 170

an abnormal behaviour pattern caused by unresolved conflicts between the id, ego, and superego.

Answer 171

unconscious tactics employed by the ego to protect the individual from anxiety.

Answer 172

oral - weaning; Dependency on pleasures of the mouth; also general dependence on mother anal - toilet training; Excessive neatness, orderliness, stubbornness, stingy, controlling phallic - Attraction to opposite-sex parent; Sexual role rigidity or confusion latency - Repression of sexual impulses, identification with same-sex parent; No fixations for this stage genital - Establishing mature sexual relations and emotional intimacy; Sexual dysfunction and unsatisfactory relationships

Answer 173

repression: Establishing mature sexual relations and emotional intimacy Sexual dysfunction and unsatisfactory relationships denial rationalization: Creating a socially acceptable excuse to justify unacceptable behaviour reaction formation: Not acknowledging unacceptable impulses and over-emphasizing their opposite projection displacement sublimation: Channelling socially unacceptable impulses into acceptable activities regression: Reverting to immature ways of responding identification intellectualization: Ignoring troubling emotional aspects by focusing on abstract ideas or thoughts

Answer 174

personal unconscious, formed from individual experiences, is similar to the unconscious as seen by Freud. The collective unconscious, however, is not a private entity like the personal unconscious. Instead, it is a cumulative storehouse of inherited memories shared by all humankind. Jung called these shared memories archetypes. According to Jung, archetypes are reflected in symbols and images that appear in the art, literature, and religions of all cultures.

Answer 175

which develops in children who experience extreme feelings of isolation and helplessness.

Answer 176

the need of humans to fulfill their full and special potential; the highest level of need in Maslow’s hierarchy of needs.

Answer 177

an area of psychology focusing on positive experiences and healthy mental functioning.

Answer 178

a pattern of self-perception that remains consistent over time and can be used to characterize an individual.

Answer 179

acceptance without terms or conditions.

Answer 180

critics fault the humanistic theories for their overly positive focus, saying that they are simplistic and that they ignore the role of psychological dysfunction in society. In addition, it has been difficult for researchers to conduct controlled studies on such abstract concepts as self-actualization and unconditional positive regard

Answer 181

tendencies to behave in certain ways that remain relatively constant across situations.

Answer 182

a mini-theory about the structure of personality traits.

Answer 183

the idea that our language contains the important ways in which people can differ.

Answer 184

extroversion (sociable), neuroticism (worried), and psychoticism (nasty)

Answer 185

a two-dimensional personality trait model based on blends of dominance and nurturance.

Answer 186

nurturance dominance

Answer 187

Studies indicate that personality traits are more stable over a short period of time than over a span of years. People who conscientiously show up on time for an appointment today are likely to be punctual for appointments next week and next month. But today’s punctuality is not as likely to predict punctuality a year or two from now.

Answer 188

a questionnaire designed to assess various aspects of personality.

Answer 189

openness to experience, conscientiousness, extroversion, agreeableness, and neuroticism

Answer 190

based on Jung’s writings about personality and is typically used by businesses to understand personality dynamics in workplace settings. The MBTI is used as a catalyst to get people within organizational teams and groups talking about their social interactions, but it lacks the validity required of inventories used to make hiring and promotion decisions

Answer 191

A person’s responses on this test are used primarily to assess psychological disorders. The items on this test were selected much differently than the other tests we mentioned. They were not selected according to any theory or model. MMPI items were empirically derived

Answer 192

tailoring answers on personality inventories to try to create a good impression.

Answer 193

a personality assessment device intended to tap a person’s unconscious by presenting the person with an ambiguous stimulus and asking the person to interpret what the stimulus means.

Answer 194

a view of personality, which notes that in many social situations people respond is similar ways, meaning that the situation drives their response rather than their personality.

Answer 195

focuses on interactions between people and situations. At the centre of the interactionist model is the idea that people influence the situations they encounter. According to this model, the choices you make, such as attending your present college or university or being enrolled in your present classes, are functions of underlying personality traits.

Answer 196

a method of assessing a person’s mental and moral qualities by studying the shape of the person’s skull.

Answer 197

Individuals who have high levels of negative emotionality are thought to experience more negative emotions and see the world as distressing, whereas those low on this dimension are relatively peaceful and have higher levels of satisfaction.

Answer 198

Measures of positive emotionality are thought to represent a person’s engagement with their environment. High scorers are social individuals who lead active lives and exhibit enthusiasm, while low scorers are shyer and have less energy and self-confidence.

Answer 199

reflects how we regulate our various emotions. People high in disinhibition have difficulty controlling their emotional responses and tend to be impulsive, living for the moment. People high in constraint live more careful and controlled lives.

Answer 200

girls and boys develop different personal styles, behaviours, and skills based largely on the division of labour between the sexes and the resulting differences in gender role expectations

Answer 201

rigid, extreme, and distorted thinking patterns (thoughts); problematic emotional response patterns (feelings); impulse control problems (behaviour); and significant interpersonal problems (behaviour).

Answer 202

a personality disorder characterized by severe instability in emotions and self-concept and high levels of volatility.

Answer 203

a personality disorder characterized by extreme and callous disregard for the feelings and rights of others.

Answer 204

paranoid schizoid schizotypal

Answer 205

antisocial broderline histrionic narcissistic

Answer 206

avoidant dependent obsessive-compulsive

Answer 207

avoidant dependent obsessive-compulsive

Answer 208

is an example of interactionist theory. In Bandura’s view, the environment, internal mental events, and behaviour all interact to affect behaviour through the process of reciprocal determinism.

Exam #2 Flashcards

(243 cards)