EXAM 3 Flashcards
(144 cards)
1
Q
Circle of thought
A
World -> describe -> elaborate -> decide -> plan -> act ->
(thinking processes are distributed throughout the brain; MAINLY FRONTAL LOBE!)
2
Q
Concepts
A
Categories of objects, events, or ideas with common properties, basic building blocks of thought
3
Q
Formal concepts
A
Formed by logical, specific rules
(example: square or car)
4
Q
Natrual/abstract concepts
A
- No fixed sets of defining facts
- formed by everyday life experiences
(EX: everyday life experiences; beauty; learning to walk)
5
Q
Prototype (prototypical member)
A
- typical member of a category
- a member of natural concept that has most (if not all) characteristics
(EI: we view a car w four wheels as prototypical)
6
Q
Proposition
A
Mental representations that express relationships between concepts; can be true or false
chips < candy
candy < milkshake
chips < milkshake
7
Q
Schemas
A
Sets of propositions that create generalizations and expectations about categories of objects, places, events, and people
(EX: All grandmas are old, have gray hair, and bake cookies; or you can start a car that you have never been in before)
8
Q
Scripts
A
Schemas about familiar activities and situations that guide behavior in those situations
(ex: restaurant script - fast food joints have you pay before eating; fancier places make you pay after)
9
Q
Mental Images
A
Mental representations of visual information (includes visual, auditory ect)
(ex: hearing a desc. of your blind date give you a mental image of them)
10
Q
Mental Models
A
Representations of how concepts relate to each other in the real world; can be correct or incorrect
(think of the driver tossing his cigarette out and it landing back in their car)
11
Q
Cognitive map
A
Mental representations of familiar parts of your world
(ex: rerouting to get to class faster if your normal route is blocked)
12
Q
Formal Reasoning
A
Logic may be correct, but initial assumption may be incorrect
13
Q
response to:
all gun owners (A) are people (B)
all criminals (C) are people (B)
A
JUST BECAUSE A == B AND C == B DOES NOT MEAN A == C
so
All gun owners (A) are all criminals (C)
Is a FALSE statement
14
Q
Hill climbing strategy
A
Keep progressing towards the goal; taking what seems like the most straightforward path to reach it
15
Q
Tower Of Hanoi
A
A perfect example of the FLAWS OF HILL CLIMBING! In over to solve you must work BACKWARDS
16
Q
Means end analysis
A
- Starts by comparing the current state + the goal state
- “Decomposition”- breaking up the problem into “Sub Problems”
17
Q
Work Backwards
A
Focusing on the goal rather than the current state + working backward from the goal
(like tower of Hanoi)
18
Q
Find Analogies
A
We are reminded of solving similar problems
19
Q
Mental sets
A
persistence in using strategies that worked in the past
20
Q
Functional Fixedness
A
Think of an object as only functioning in its usual way
(Think of the example of tying string w/ the tools + The matchbox, candle, and screws
21
Q
Confirmation Bias
A
Preffeting information that confirms preexisting positions of beliefs, while ignoring contradictory evidence
(the rooster raises the sun when he crows)
22
Q
Heuristics
A
Rule of thumb (a mental shortcut)
saves time and effort
Can be useful but can bias our thinking
- anchoring
- availability
- representativeness
23
Q
Anchoring Heuristics
A
The initial response sets the stage for subsequent judgments
(It will be used as a reference point, even if it is obviously wrong; they are long-lived and hard to set aside to think differently)
(ex: $600 for a couch, but when we see the context that it USED to be $1080, we think it is a deal)
24
Q
Availability Heuristic
A
Judging the likelihood (frequency) of an event based on how readily available other instances are in memory
(Think about how we hear more stories on homicides vs cars running red lights. Homicides are much less likely to happen but we are more likely to hear about them. Same thing for hearing about the few that win the lottery but not the millions that lose it all the time)
25
Gamblers Fallacy
occurs when an individual erroneously believes that a certain random event is less likely or more likely to happen based on the outcome of a previous event or series of events
(I'm owed a win after losing the coin toss 25 times. The coin doesn't think so)
25
Representativeness Heuristic
Estimating the probability of something based on how well the circumstances match (or represent) a previous prototype
(similarity + homogeneity; "like goes with like"; gamblers fallacy)
26
Loss Aversion
Tendency to be more sensitive to losses vs wins
27
Dunning-Kruger Effect
Overconfidence due to limited knowledge or competence
(Be curious, stay humble)
28
Sunk Cost Fallacy
Tendency to stick to a decision we've invested time, money, and or energy even if the current costs outweigh the benefits
29
Fundementla Attriubution Error
"They are sad today.. they'll be sad tomorrow"
30
Binet
Developed a set of intellectual tasks that became the model for the current intelligence test
- Children's mental abilities increase with age
31
Stanford-Binet Test
Developed by Terman
IQ test
32
IQ test
Intelligence Quotient
(mental age / chronological age) * 100
33
Stanford-Binet Test Tasks (Age 2)
Place geometric shapes to corresponding openings; Identify body parts; stack blocks; Identify common objects
34
Stanford-Binet Test Tasks (Age 4)
Name objects from memory; complete analogies; identify objects of similar shape; answer simple questions
35
Stanford-Binet Test Tasks (Age 6)
Define simple words; explain differences; Identify missing parts of a picture; count out objects
36
Stanford-Binet Test Tasks (Age 8)
Answer questions about a simple story; identify absurdities; Explain similarities and differences among objects; tell how to handle certain situations
37
Stanford-Binet Test Tasks (Age 10)
define more difficult words; give explanations; list as many words as possible; repeat 6-digit numbers
38
Stanford-Binet Test Tasks (Age 12)
Identify more difficult verbal and pictured absurdities; repeat 5-digit numbers in reverse; define abstract words; fill in a missing word in a sentence
39
Stanford-Binet Test Tasks (Age 14)
Solve reasoning problems; identify relationships among points of the compass; find similarities in apparently opposite concepts; predict the number of holes that will appear when folded paper is cut and then opened
40
Stanford-Binet Test Tasks (Adult)
supply several missing words for incomplete sentences; repeat 6-digit numbers in reverse order; create a sentence using several unrelated words; describe similarities between concepts
41
Wecheslers Test
Picture completion based on EXPERIENCES + seniorious
42
3 Standards for Psychological Tests
Standardization
reliability == consistency
validity == accuracy
43
Standardization in Psychological Tests
Establishes norms and uniform procedures for giving and scoring tests
44
Reliability == Consistency in Psychological Tests
Measure of the consistency and stability of test scores over time
(Consistent results for teenagers + adults [+.85 to +.95])
45
Validity == Accuracy in Psychological Tests
The ability of a test to measure what it was designed to measure
(good at predicting success in school [+.50])
46
Intellectual Disability
IQ =
70 - 50 (mild)
49 - 35 (Moderate)
34 - 20 (severe)
Below 19 (profound)
47
Mental Giftedness
IQ = 135 & Above
48
What can cause differences in IQ scores?
Brain Differences
Genetic Differences
Environmental Differences
49
The Bell Curve
Hernstein and Murray
- "IQ is fixed!"
- 40% - 80% heritability of intelligence
50
Developed Ability
Hereditary + Environment are important & inseparable factors in intelligence development
51
Neuroplasticity
Neurons can re-organize and "rewire" themselves
(group scores do NOT describe individuals)
52
Race v. Environment
Evidence suggests that racial/ethnic differences in IQ could be caused by ENVIRONMENT (not genetics)
53
Poverty
Is related to inferior nutrition, health care, & schooling
54
Klineberg
Study of african americans born in southern, rural settings
(+ correlation between IQ scores & time spent in a northern urban environment)
55
Gordon
Measured IQ among a canal-boat culture of England
56
What is the single best predictor of IQ scores?
"Years of Schooling!"
57
Intelligence A
Genetic equipment + potential of the individual
58
Intelligence B
Enculturation
- results of intellectual development through interaction with the cultural environment
59
Intelligence C
Performance of an individual on a particular test
60
Stereotype Threat Phenomenon
(Steele & Aronson)
They put an African-American participant in a room with only white participants and the results show that they scored much lower than participants in a more evenly split room
61
Stenberg Triarchic Theory of Intelligence
Analytic intelligence
Creative intelligence
Practical intelligence
62
Analytic intelligence
- Measured by traditional tests
- Good for success in academics
63
Creative intelligence
- Use of experiences in ways that foster insight
- ex: composing music
64
Practical intelligence
- Used for example to figure out what you would do to survive on a stranded island
65
Gardners Multiple Intelligences (+2)
1. Linguistic
2. Logical-Mathematical
3. Spatial
4. Musical
5. Body-Kinesthetic
6. Intrapersonal
7. Interpersonal
8. Naturalistic
(the +2)
9. Existential
10. Emotional
66
Gardners Linguistic
Good vocab + grammer
67
Gardners Logical-Mathematical
skill in math and logic
68
Gardners spatial
good at understanding relationships among objects
69
Gardners musical
good rhythm, tempo, sound ID
70
Gardners Body-kinesthetic
Good at dancing, athletics, hand-eye coordination
71
Gardners Intrapersonal
displays self-understanding
72
Gardners Interpersonal
good at understanding + interacting with others.
73
Gardners Naturalistic
Good at seeing patterns in nature
74
Existential intelligence
Sensitivity + capacity to tackle deep questions about life, human existence ect
75
Emotional intelligence
Capacity to perceive, use, understand, and manage their emotions
(delay of gratification)
76
Delay of gratification
Marshmallow test (4, 5, and 7 yr old passed)
77
Prenatal
Conception - Birth
78
Infancy
Birth - 18 months
79
Early childhood
18 months - 6 years
80
Middle Childhood
6 years - 11 years
81
Adolescence
11 years - 20 years
82
Early Adulthood
20 years - 40 years
83
Middle Adulthood
40 years - 65 years
84
Late Adulthood
65 years +
85
Nature v Nurture - Heredity
Jean Rousseau + Arnold Gesell
86
Nature v Nurture - Environment
John Locke + John B Watson
87
Nature v Nurture - Working TOGETHER
Jean Piaget
(Heredity creates predispositions that interact with the environment)
88
John B Watson Said...
"Give me a doze healthy infants... (I'll) train them to become any type of specialist... regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors"
89
Biopsychosocial Model
- Nature (Inherited/genes) and nurture (learned/environment) BOTH contribute to development
- operate together to make all people similar in some respect
- operate together to make each person unique.
90
Model of Development
- 40%-50% genetic factors
- 27% nonshared environmental factors
- 16%-26% unknown factors
- 7% shared environmental factors
91
Prenatal Development Stages
Germinal Stage
- Conception to uterine implantation
Embryonic stage
- Uterine implantation - 8th week
- Forms heart, nervous system, stomach, ovaries, testes
- MOST CRITICAL STAGE
fetal stage
- 8th week till birth
92
Dangerous Teratogens
- Environmental agest that cause damage during prenatal dev.
- legal + illegal drugs
- diseases + malnutrition
- exposure to x-rays + stress
93
Physical Dev - Early Childhood
-Brain
-Motor
-Sensory/Perceptual Dev
94
Motor Development
Regardless of ethnicity, social class or temperament go in this order...
1. rollover
2. bears some weight on legs
3. sits without support
4. stands holding onto furniture
5.walks holding onto furniture
6. stands alone well
7. walks alone
95
sensory + perceptual development
Limited vision: 20/300
well-developed other senses (smell, touch, hearing, taste)
-Babinski
- touching the foot makes toes flex
-grasping
-rooting
-sucking
96
Piaget's Theory of Cognitive development
Infants begin at a cognitively "primitive" level and progress in distinct cognitive stages
97
Piaget's Schemas
- Assimilation = Absorbing NEW information into existing schemas
-Accommodation = Adjusting old schemas or developing new ones to better fit new information
98
Assimilation example
Dolphin in water
v
assimilation
v
Dolphin is a fish
99
Accommodation example
Dolphin BREATHES AIR?!
v
accommodation
v
New information... dolphin isn't like other fish
100
Piagets cognitive stages
1. Sensorimotor
2. Preoperational
3. Concrete operations
4. Stage of Formal Operational Thought
101
cognitive stages - Sensorimotor
birth to 2 yrs
"Thinking is doing"
object permanence
102
cognitive stages - preoperational
2-4
- understand, create, use symbols
4-7
- Makes intuitive guesses
- cannot differentiate imagination v reality
-thinking is egocentric, lacks conservation
103
cognitive stages - concrete operations
7-11
develops conservation
can use simple logic + perform simple tasks
only reasons what IS; no hypotheticals
104
cognitive stages - stage of formal operational thought
11+
able to think logically about abstract things + engage in hypothetical thinking
adolescent egocentricrism @ start
problems with personal fable + imaginary audience
105
Video notes
4 5 7
clay | x | x | *
sticks | x | * | *
cookie | x | x | *
quarter| x | * | *
water | x | x | *
106
Positive Contributions of Piaget's Theory
-significant shifts in children's thinking occur with age
-not passive recipients
-children are viewed as active + constructors of knowledge
107
Modifying Piaget Theory
- Stage changes are less consistent and global than first suggested
- cognitive development is viewed as occurring in rising + falling waves
- task difficulty and degree of familiarity
108
Conservation of liquid quantity
putting the same amount of a liquid in a taller glass
109
Conservation of solid quantity
rolling out balled-up clay
110
conservation of number
spreading out the quarters
111
Lev Vygotsky
"Culture may be the most important determinant"
child's mind grows through contact with other minds
112
Thomas + Chess's Temperament Theory
3 main Temperament patterns:
- easy babies
- difficult babies
- slow-to-warm-up babies
(nature + nurture)
113
Hawlow's Research
Gave a infant monkey the choice between a comfortable mother or a mother that could feed them and the babies chose comfort over survival
114
Ainsworth Strange Situation Procedure
Parent and child enter the room
stranger enters
parent leaves
parent returns
115
Secure Attachment
- Child is close but explores
- Interact w strange when parents near
- distress when the parent leaves
-happy when reunited
116
Anxious/Ambivalent/Resistant Attachment
-Shows distress before the parent leaves
- more upset when they do
-child seeks closeness but is difficult to comfort and may be passive or squirm away
117
Anxious/Avoidant attachment
-Avoids parent's little emotion when they leave or come back
-parent == stranger
-doesn't explore much
118
Disorganized (disoriented/disordered) attachment
- odd unusual contradictory behaviors
-overt fear- freezing, dissociation
-52% approach caregiver for comfort
also known as fearful avoidant attachment
119
Socialization
"Process of turning into a human by interactions with others"
- Cultural values
120
Gender Roles
Rooted in nature + nuture
society imposes roles we adopt
121
Eriksons Psychosocial stages
"Pass the 'crisis event' to evolve"
1. Trust v. Mistrust
2. Autonomy v. Shame/Doubt
3. Initiative v. guilt
4. industry v. inferiority
5. identity v. role confusion
6. intimacy v. isolation
7. generativity v. stagnation
8. integrity v. despair
122
Eriksons Trust v Mistrust
Birth - 18 months
Hope
123
Eriksons Autonomy v. Shame/Doubt
18 months - 3 years old
Will
124
Eriksons Initiative v. Guilt
3 - 5 years old
Purpose
125
Eriksons Industry v. Inferiority
5 - 13 years
Competency
126
Eriksons Identity v. Confusion
13 - 21 years
Fidelity
127
Eriksons Intimacy v. Isolation
21 - 39 years
Love
128
Eriksons Generativity v. Stagnation
40 - 65 years
Care
129
Eriksons Integrity v. Despair
65+
Wisdom
130
Parenting Style = Authoritarian
2 r's = "Rigid ruler"
"You're so dead"
131
Parenting Style = Authoritative
2 t's = "Tender Teacher"
"Work it off"
132
Parenting Style = Permissive
Indifferent
-Sets few rules/limits
- Little attention/support
Indulgent
-More involved
- Fewer demands/controls
133
Kohlberg Moral Stages of Development
Explains the differences in how people think about moral issues, using Heinz Dilemma
134
Heinz Dilemma
"Heinz's wife is in the hospital and dying, there is a medicine to help his wife, however. The medicine is too expensive... so he decides to just steal it from the doctor. Is this right or wrong?"
135
Preconventional Level
Up to 9
Stage 1- Punishment-obedience
Stage 2- Instrumental-exchange / Relativist
136
Conventional Level
Most adults + adolescents
Stage 3 - Good-child (interpersonal concordance
Stage 4 - Law-and-order
137
Postconventional Level
0-15% over 20yr
stage 5 - Social-contract
Stage 6 - Univeral ethics principles
138
Stage 1 Punishment Obedience
Should NOT steal! You'll go to prison
139
Stage 2 Instrumental Exchange / Relativist
Should Steal! He will be happy to save his wife, even from jail
140
Stage 3 Good-child (Interpersonal Concordance)
Should Steal! His wife expects him to; he wants to be a good husband.
141
Stage 4 Law and Order
Should NOT steal! The law says NUH UH!
142
Stage 5 Social Contract
Should steal! Everyone has a right to life, regardless of law..
Should NOT Steal! The doctor has the right to compensation for making the medicine
143
Stage 6 Universal Ethics prinicple
Should Steal! Saving a life is more fundamentally valuable than property rights
Should NOT steal! Others may need the medicine just as badly and their lives are == significant
