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PSYC 102 > Midterm 1 > Flashcards

Midterm 1 Flashcards

1
Q

Research evidence makes conclusions _____________

A

More or less likely, not guaranteed.

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2
Q

Formulated explanations as to how things work

A

Theories

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3
Q

Testable/falsifiable prediction

A

Hypothesis

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4
Q

2 characteristics of a good theory

A
  1. Falsifiable
  2. Parsimonious
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5
Q

When something is able to be proven wrong

A

Falsifiable

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6
Q

When something says a lot with few words

A

Parsimonious

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7
Q

Difference between research question and hypothesis

A

research question = question your study will answer

hypothesis = what you expect to find

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8
Q

Method or procedure since 17th century, characterized by systematic observation, measurement, experiment, and formulation, testing, modification of hypotheses

A

The Scientific Method (or Galilean Method)

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9
Q

2 main objectives of scientific research

A
  1. Theory building (induction)
  2. Theory testing (deduction)
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10
Q

Suggesting an explanation for the way people behave

A

Induction

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11
Q

Collecting evidence to show whether a theory is a good or bad explanation for the way people behave

A

Deduction

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12
Q

Theories > hypthesis > Research

A

Deductive reasoning

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13
Q

Research (observation) > hypothesis > theories

A

Inductive reasoning

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14
Q

Deductive reasoning is ____ driven

A

theory driven

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15
Q

Inductive reasoning is ____ driven

A

Data driven

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16
Q

Something that varies

A

Variable

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17
Q

Measures within a given variable are _____

A

Mutually exclusive

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18
Q

4 levels of measurement

A
  1. Nominal
  2. Ordinal
  3. Interval
  4. Ratio
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19
Q

Variables where data is only classified

A

Nominal variable

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20
Q

Categorical variables

A

Nominal and ordinal

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21
Q

Continuous variables

A

Interval and ratio

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22
Q

Variable data is ranked

A

Ordinal

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23
Q

Variables with meaningful difference between values, can contain negative, arbitrary 0

A

Interval variable

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24
Q

Variables with meaningful 0 point, no negative numbers

A

Ratio variable

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25
Q

Examples of nominal variables (4)

A

-Jersey Numbers
-Birth month
-Make of car
-Gender

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26
Q

Examples of ordinal variables (4)

A

-Rank in class
-education level (“high school”,”BS”,”MS”,”PhD”)
-satisfaction rating (“extremely dislike”, “dislike”, “neutral”, “like”, “extremely like”)
-Ability (beginner, intermediate, advanced)

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26
Q

Examples of interval variables (4)

A

-Temperature
-Shoe size
-Blood Pressure
-IQ score

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27
Q

Examples of ratio variables (4)

A

-Number of patients seen
-Distance to class
-temperature in Kelvin (0.0 Kelvin really does mean “no heat”)
-Weight

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28
Q

Ethical balance in psychology

A

Costs (risk to participants in a study) vs benefits (advances to knowledge).

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29
Q

3 types of descriptive research

A
  1. Case Studies
  2. Survey Research
  3. Naturalistic Observation
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30
Q

2 Types of Correlational research

A
  1. Cross-sectional
  2. Longitudinal
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31
Q

2 Types of Correlational research

A
  1. Cross-sectional
  2. Longitudinal
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32
Q

2 types of experimental research

A
  1. Experimental
  2. Quasi-experimental.
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33
Q

Study in a rare population on one or a small group of individuals, involving rich data

A

Case study

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34
Q

Limitations of a case study

A

-Individ. subject can’t be replicated
-Might generalize wrong

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35
Q

Observing behaviour in its natural habitat, without intervening

A

Naturalistic observation

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36
Q

Research on trends in public opinion or knowledge

A

Survey research

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37
Q

“gold standard” research design

A

Experiment

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38
Q

Cross-sectional or longitudinal research, tests for relationships between variables

A

Correlational design

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39
Q

3 questions a correlational design answers

A
  1. Significant association between variables.
  2. Direction (+/-) of association
  3. Size of association
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40
Q

Positive correlation graph

A

/

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41
Q

Negative correlation graph

A

\

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42
Q

If the association is a horizontal line on the graph, what is the relationship?

A

r = 0, no linear relationship

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43
Q

Another name for Correlation (r)

A

Pearson’s r

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44
Q

What does ‘r’ show

A

Direction + strength of association

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45
Q

Range of association for ‘r’

A

+1 = perfect positive linear relationship
0 = no relationship
-1 = perfect negative linear relationship

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46
Q

Can ‘r’ be used for non-linear relationships?

A

No, it has to be linear

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47
Q

When there is an association between 2 variables, what are the 3 causal options?

A
  1. A causes changs in B.
  2. B causes changes in A.
  3. C (unmeasured 3rd variable) causes changes in A and B.
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48
Q

the phenomenon that occurs when individuals believe that personality descriptions apply specifically to them (more so than to other people), despite the fact that the description is actually filled with information that applies to everyone.

A

The Forer effect

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49
Q

How to operationalize a variable

A

A specific definition/measure of the variable that the study will recognize.

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50
Q

Why is a linear relationship NOT good evidence of causation? (2)

A
  1. Directionality
  2. 3rd variable
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51
Q

Which research design is the ONLY way to begin to establish cause and effect?

A

Experiment

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52
Q

Participants are randomly assigned to the conditions to control for extraneous variables.

A

True experiment

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53
Q

Participants are randomly assigned conditions (experimental vs control)

A

Random assignment

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54
Q

Key features of experiments (2)

A
  1. Manipulation of a single variable
  2. Random assignment.
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55
Q

Why do we only manipulate the IV in an experiment

A

to avoid confounds

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56
Q

When is random assignment more effective at eliminating confounds?

A

When the number of participants increases

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57
Q

Participants are randomly selected to be part of the sample

A

Random selection

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58
Q

What does random selection impact?

A

Generalizability

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59
Q

What does random assignment impact?

A

Internal validity

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60
Q

The effect of IV on DV

A

causal link

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61
Q

Extraneous variable that varies with levels of the IV

A

Confounding variable

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62
Q

Can all confounding variables be controlled?

A

No

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63
Q

Comparing different participants in different conditions

A

Between-group designs

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64
Q

Neither the subject nor the experimenter knows the conditions that the subject is in

A

Randomised Double Blind Trial (RDBT) or Randomised Control Trial (RCT).

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65
Q

Control condition that is inactive/has no external influence

A

Placebo

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66
Q

Researcher unconsciously manipupulates experiment to find expected result.

A

Experimenter expectancy effect

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67
Q

Any feature of an experiment that might inform participants of purpose of the study, and influence participants behaviour to help/hurt the study

A

Demand characteristics

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68
Q

4 measurement types of psych variables (spheres of psychological inquiry)

A
  1. Cognition
  2. Affect
  3. Behaviour
  4. Physiology
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69
Q

Defining a variable + how you will measure it.

A

Operational definition

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70
Q

Measures of psychological constructs (3)

A
  1. Self report
  2. Physiological response.
  3. Behaviour/performance
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71
Q

Asking participants to rate their opinions on a scale of least to most

A

Likert scale

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72
Q

How can we verify results of a psych experiment?

A

Reproduce the same results using different measures

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73
Q

2 things that make a good measure

A
  1. Validity
  2. Reliability
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74
Q

Measuring what you hope/think you’re measuring (accuracy)

A

Validity

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75
Q

Measuring the same results consistently (stability)

A

Reliability

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76
Q

the extent to which you can generalize the findings of a study to other situations, people, settings, and measures.

A

External validity

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77
Q

the degree of confidence that the causal relationship being tested is trustworthy and not influenced by other factors or variables.

A

Internal validity

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78
Q

Whether the environment of the study mirrors a real-world setting

A

ecological validity

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79
Q

What can descriptive statistics show us (2)

A
  1. Central tendency
  2. Variability
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80
Q

Measures of central tendency (3)

A

Mean
Median
Mode

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81
Q

Arithmetic average, add all scores and divide by number of scores

A

Mean

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82
Q

Score that divides group in half, 50% of values fall above and 50% fall below

A

Median

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83
Q

Most frequently occurring score

A

Mode

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84
Q

Which measure of central tendency is most useful in psych?

A

Mean

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85
Q

Why can mean sometimes be misleading?

A

It is very sensitive to outliers/extreme values

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86
Q

in a normal distribution, how many results fall within 1 SD of the mean

A

68%

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87
Q

in a normal distribution, how many results fall within 2 SD of the mean

A

95%

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88
Q

in a normal distribution, how many results fall within 3 SD of the mean

A

99.7%

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89
Q

Negative skew on a graph

A

/

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90
Q

Positive skew on a graph

A

\

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91
Q

When skewed, where do the central tendency measures fall (in direction of skew)

A

Mode, median, mean

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92
Q

The spread of a distribution of scores

A

Variability

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93
Q

Max - min scores =

A

Range

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94
Q

What is typical of that variable, with no unit

A

Standard Deviation

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95
Q

Subjective conscious experience of psychophysiological expressions, biological reactions, mental states

A

Emotion

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96
Q

Difference between emotion and mood

A

Emotions influence how we act, moods influence how we perceive

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97
Q

characteristics of emotions (2)

A
  1. Positive or negative
  2. Pattern of physiological activity
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98
Q

characteristics of emotions (2)

A
  1. Positive or negative
  2. Pattern of physiological activity
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99
Q

Dimensions of emotions (2)

A
  1. Arousal
  2. Valence
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100
Q

How positive/negative an emotion is

A

Valence

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101
Q

How active/passive an experience is (level of physiological reactivity)

A

Arousal

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102
Q

Essential feature of all emotion

A

Experience

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103
Q

Emotions are responses to

A

Our interpretation of events (appraisals)

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104
Q

Emotions lead to

A

Action tendencies

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105
Q

Our readiness to engage in relevant behaviours

A

Action tendencies

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106
Q

Theory that stimulus triggers activity in autonomic nervous system, produces emotional experience

A

James-Lange Theory

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107
Q

Problems with James-Lange theory (4+)

A
  1. Emotional experiences happen faster than bodily responses.
  2. More emotions than physiological patterns.
  3. Body responds to non-emotional cues.
  4. Internal organs can’t make distinctions about emotional experience
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108
Q

emotional theory:

Stimulus > general state of bodily arousal > mind interprets as specific emotion

A

Two-factor theory

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109
Q

Problems with two-factor emotion theory (3)

A

-People don’t just have one bodily reaction to all stimuli
-Emotions aren’t just inferences about the causes of physiological arousal
-Involves a cognitive appraisal

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110
Q

Current emotional theories say

A

-Each emotion has some unique aspects
-Interpretation plays a vital role

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111
Q

Part of brain that plays role in fear/threat detector

A

Amygdala

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112
Q

Appraisal of emotion-relevant aspects of a stimulus is done by the

A

Amygdala

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113
Q

first part of brian that fear stimulus triggers

A

Thalamus

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114
Q

Quick fear response

A

stimulus > thalamus > amygdala > fear response

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115
Q

Slow fear response

A

stimulus > thalamus > sensory cortex > prefrontal cortex > amygdala > fear response

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116
Q

Strategies people use to influence their own emotions/expression

A

Emotion regulation

117
Q

Emotional expression suppression

A

Conscious inhibition

118
Q

Behavioural emotional regulation

A

Emotional expression suppression

119
Q

Cognitive emotional regulation

A

distraction, imagination, reappraisal

120
Q

Changing the way one thinks about/meaning of stimulus

A

Reappraisal

121
Q

Which emotional regulation is used in CBT

A

reappraisal

122
Q

Observable sign of an emotional state

A

Emotional expression

123
Q

How is emotional expression adaptive

A

-it promotes the organism’s ability to thrive

-helps to guide behaviors that promote safety.

124
Q

What do people notice to observe our emotions

A

-Vocal cues
-Direction of eye gaze
-How you move/walk/stand
-Facial expressions

125
Q

5 emotional expressions have the same meaning for all people

A

Universality hypothesis (Darwin)

126
Q

What are the 5 universal emotions

A
  1. Anger
  2. Disgust
  3. Fear
  4. Happiness
  5. Sadness
127
Q

Are humans better at reading facial expressions or body language, to detect emotions?

A

Better at reading body language

128
Q

What is usually needed to understand the emotion of facial expressions?

A

Context

129
Q

Why do people have different languages but not different facial language?

A

-Words are symbols (arbitrary), facial expressions are signals (not arbitrary)

130
Q

How do facial expressions/body language become strongly associated with emotional states overtime

A

Classical conditioning

131
Q

Theory that emotional expressions can cause the emotional states that they signify

A

Facial feedback hypothesis

132
Q

How much does the power pose lower stress hormones

A

20%

133
Q

How does botox affect facial mirroring

A

authentic facial expressions become harder to replicate, and therefore harder to empathize with

134
Q

What does facial mirroring help with?

A

Empathy

135
Q

What does body language mirroring help with?

A

Building rapport

136
Q

Can we control our display of emotions?

A

Yes, to a degree

137
Q

What are the 4 display rules?

A
  1. Intensification
  2. Deintensification
  3. Masking
  4. Neutralizing
138
Q

Norms for the control of appropriate emotional expression

A

Display rules

139
Q

Exaggerated emotional expression

A

Intensification

140
Q

Muting emotional expression

A

Deintensification

141
Q

Expressing one emotion while feeling another

A

Masking

142
Q

No expression of emotion

A

Neutralizing

143
Q

Different cultures have different ____ about emotions

A

Display rules

144
Q

Sincere expressions that leak out

A

Micro-expressions

145
Q

4 components of sincere emotions:

A
  1. Morphology
  2. Symmetry
  3. Duration
  4. Temporal patterning
146
Q

Use of reliable muscles in the fact that are hard to control

A

Morphology

147
Q

Are sincere emotions more/less symmetrical

A

more symmetrical

148
Q

How long do sincere expressions last

A

Between 0.5-5 seconds

149
Q

How long do fake expressions last

A

Usually longer than 5 seconds

150
Q

What is the temporal pattern of sincere emotions

A

Emotions appear and disappear smoothly

151
Q

Duchenne smile

A

sincere expression / facial morphology

152
Q

Are humans good at telling lies

A

no

153
Q

Characteristics of liars (4)

A
  1. Speak slower/take longer to respond.
  2. Are less fluent/detailed/engaging
  3. More tense/uncertain
  4. Missing in odd details, spontaneous correction, expressions of self-doubt
154
Q

People are generally ____ lie detectors

A

poor/bad

155
Q

What is somewhat better at detecting lies than humans, but still not very reliable/valid

A

Polygraph machines

156
Q

Why are polygraph tests not always reliable

A

People can be trained to fool them.

157
Q

How do polygraph tests work

A

Measure various physiological responses associated with stress.

158
Q

Need or desire that energizes/directs behaviour

A

Motivation

159
Q

What is the common linguistic route of emotion and motivation?

A

“to move”

160
Q

2 ways emotions move human beings

A
  1. Provide helpful info
  2. Objectives towards which people strive (goals)
161
Q

Sufferers of ____ have sustained damage to the connections between the temporal lobe and limbic system

A

Capgras syndrome

162
Q

What does capgras syndrome lead to?

A

Thinking family members/friends are imposters

163
Q

People are motivated to experience pleasure and avoid pain

A

Hedonic principle (Plato/Aristotle)

164
Q

According to the hedonic principle, we weigh ___ when becoming motivated

A

short term vs. long term gains

165
Q

The innate natural tendency to seek a particular goal (William James)

A

Instinct

166
Q

Internal state generated by physiological needs/departures from physiological optimality

A

Drive

167
Q

Tendency to maintain a balanced/constant internal state, in regulating body chemistry/physiology

A

Homeostasis

168
Q

Theory that physiological need creates an aroused tension state (drive) that motivates to satisfy a need

A

Drive-reduction theory.

169
Q

Who said people are motivated to fulfill a hierarchy of needs?

A

Abraham Maslow

170
Q

What are the 5 levels of Maslow’s hierarchy of needs? Top to bottom

A
  1. Self-actualization
  2. Esteem
  3. Love/Belonging
  4. Safety
  5. Physiologica needs
171
Q

Maslow’s self-actualization needs

A

-Morality
-Creativity
-Problem solving
-Acceptance of fact
-Spontaneity

172
Q

Maslow’s esteem needs

A

-Self-esteem
-Confidence
-Achievement
-Respect

173
Q

Maslow’s love/belonging needs

A

-Friendship
-Family
-Sexual intimacy

174
Q

Maslow’s safety needs

A

-Security of body, employment, resources, family, health, property, prosperity

175
Q

Maslow’s physiological needs

A

-Breathing
-Food
-Water
-Sex
-Sleep
-Homeostatis
-Excretion

176
Q

What does autonomy have to do with life satisfaction

A

Autonomy only leads to life satisfaction of basic needs are met

177
Q

Which part of the brain receives hunger signals

A

Hypothalamus

178
Q

Recurrent uncontrolled episodes of eating a large number of calories in a short time

A

Binge Eating Disorder

179
Q

Binge eating followed by purging

A

Bulimia Nervosa

180
Q

Intense fear of being overweight resulting in severe food restriction

A

Anorexia nervosa

181
Q

Motivations for anorexia nervosa

A

Need for control/attractiveness/cultural norms/gender norms

182
Q

Most pervasive eating problem worldwide

A

Obesity

183
Q

When weight is gained fat cells are ____

A

added

184
Q

When weight is lost fat cells

A

shrink, but don’t decrease in number

185
Q

dieting ___ metabolism

A

Decreases

186
Q

Rate at which energy is used by the body

A

Metabolism

187
Q

Wansink experiment on portion sizes revealed

A

Those who wait from a bottomless bowl consumed 73% more food

188
Q

Research says best way to monitor eating is to be mindful of ____

A

portion sizes

189
Q

The desire for ____ is necessary for human survival

A

sex/procreation

190
Q

Hormone responsible for sexual desire

A

DHEA

191
Q

____ may be the route of sexual desire in both men and women

A

Testosterone

192
Q

Woman’s sexual interest is NOT dependent on her ______

A

Menstrual cycle

193
Q

Why is it beneficial that a woman’s sexual interest is not dependent on her menstrual cycle?

A

Men will stay as they can’t tell when she’s not ovulating

194
Q

Why do men think about sex more than women

A

Men are more prone to indulgent impulses

195
Q

Men and women’s physiological responses during sex are ____

A

Similar

196
Q

4 stages of the Human Sexual Response Cycle

A
  1. Excitement
  2. Plateau
  3. Orgasm
  4. Resolution
197
Q

Number 1 reason men and women have sex

A

Being attracted to the person

198
Q

______ enhanced early ancestor’s survivability

A

Social bonds/cooperation

199
Q

Humans are innately ____ beings

A

social

200
Q

biological motivators are (2)

A
  1. shared with other animals
  2. Physiological
201
Q

Psychological motivators are (3)

A
  1. Unique. tohumans
  2. Limitless
  3. Have 3 dimensions
202
Q

3 dimensions of psychological motivators

A

-extrinsic/intrinsic
-conscious/unconscious
-approach/avoidance

203
Q

Motivation to take actions that are themselves rewarding

A

Intrinsic motivation

204
Q

Which type of motivation is more satisfying

A

Intrinsic

205
Q

Motivations to take actions that are not themselves rewarding, but lead to a reward

A

extrinsic

206
Q

Extrinsic rewards may undermine ______ motivation

A

Intrinsic

207
Q

Delaying gratification is something our species does _____

A

Well

208
Q

In children, ability to ____ is a better predictor of grades than _____

A

delay gratification, IQ

209
Q

Why do rewards sometimes backfire?

A

Make us lose any enjoyment/intrinsic motivation we might have

210
Q

Punishment can be used to create _____ motivation

A

Intrinsic

211
Q

___ and ___ can make prohibited behaviour more appealing

A

Threats, punishment

212
Q

Motivation of which one is aware

A

Conscious motivation

213
Q

Motivation of which one is not aware

A

Unconscious motivation

214
Q

Motivation to experience positive outcomes

A

Approach motivation

215
Q

Motivation to not experience negative outcomes

A

Avoidance motivation

216
Q

Is avoidance or approach motivation more powerful

A

Avoidance

217
Q

Losses have larger impact on preferences than advantages of equal size

A

Loss aversion

218
Q

High need for achievement - motivated for success

A

Promotion-focus

219
Q

Low need for achievement - motivated by fear of failure

A

Prevention-focus

220
Q

Brains use ____ of resting energy

A

20-25%

221
Q

Maternal costs of big brains (3)

A
  1. Big heads come out of narrow hips
  2. Obstetrics Dilemma
  3. Maternal mortality
222
Q

Key health indicator for a country

A

Maternal mortality

223
Q

Why are human hips narrow

A

Bipedalism - walking on two feet

224
Q

Phenomenon where human childbirth is more painful/dangerous than other primates

A

Obstetrics Dilemma

225
Q

Two theories for big brains

A

-Runaway Sexual Selection Theory
-Social Brain Hypothesis

226
Q

Male/female insatiable need for more intelligent mates leading to runaway process

A

Runaway sexual selection theory

227
Q

Brains evolved to keep track of increasingly complex social lives

A

Social Brain Hypothesis

228
Q

Ability to use one’s mind to solve novel problems / learn from experience

A

Intelligence

229
Q

Measure of individual difference in general cognitive ability

A

IQ

230
Q

Goddard’s (1866-1957) IQ Theory

A

First to measure intelligence, used to discriminate against US immigrants

231
Q

Binet and Simon’s (1850s-1900s) IQ Theory

A

Used intelligence test to identify children who needed remedial education

232
Q

Terman’s (1877-1956) IQ

A

Modern IQ test

233
Q

Child’s mental age (IQ results) divided by chronological age x100

A

Ratio IQ

234
Q

(IQ results) divided by average test score of same age group x100

A

Deviation IQ

235
Q

Mean and SD of IQ

A

100, 15

236
Q

IQ tests are used to predict ______

A

performance in school

237
Q

Most commom IQ tests (3)

A
  1. Standford-Binet Scale
  2. Weshler Adult Intelligence Scale (WAIS)
  3. Weschler Intelligence Scale for Children (WAISC)
238
Q

Is IQ a valid measure

A

Yes, predicts what we expect to predict

239
Q

What does IQ correlate negatively with (3)

A
  1. Arrests
  2. Drug and alcohol
  3. Car accidents
240
Q

Spearman’s theory suggesting every task requires a combo of general ability (g) and skills specific to a task (s)

A

Two-factor Theory of Intelligence

241
Q

5 abilities in Spearman’s General Intelligence (g)

A
  1. Verbal ability
  2. Abstract Reasoning
  3. Memory
  4. Spatial Intelligence
  5. Math ability
242
Q

Spearman said IQ is the operationalization of _____

A

General intelligence (g)

243
Q

_____ argued for a few primary abilities that were stable/independent

A

Thurstone

244
Q

Thurstone’s 7 Primary Mental Abilities

A
  1. Word Fluency
  2. Verbal Comprehension
  3. Numerical Ability
  4. Spatial Visualization
  5. Associative Memory
  6. Perceptual Speed
  7. Reasoning
245
Q

Who was correct about IQ, Spearman or Thurstone?

A

Both

246
Q

Correlatinos between scores on mental ability tests are best described in _____

A

Three-level heirarchy

247
Q

Three-level heirarchy of intelligence

A

Spearman’s general factor (g)
Thurstones group factors (m)
and Specific factors (s)

248
Q

How do you measure middle-level abilities with a data-based approach

A

Connect intelligence test performance (data) to clusters of abilities

Inductive

249
Q

How do you measure middle-level abilities with a theory-based approach

A

survey human abilities and determine which ones intelligence tests do/don’t measure (test them)

Deductive

250
Q

Limitations of data based approach (inductive reasoning)

A

you can only use data that has already been measured

251
Q

____ found patterns of correlation among 8 independent middle-level abilities

A

Carroll

252
Q

Carroll’s 8 middle level abilities (m)

A
  1. Fluid intelligence
  2. Crystallized intelligence
  3. Memory/learning
  4. Visual perception
  5. Auditory perception
  6. Retrieval ability
  7. Cognitive speed
  8. Processing speed
253
Q

Ability to retain knowledge acquired through experience

A

Crystallized intelligence

254
Q

Ability to see abstract relationships/draw logical inferences

A

Fluid intelligence

255
Q

In what life stage is fluid intelligence highest

A

Early adulthood

256
Q

In what life stage is crystallized intelligence

A

Late adulthood

257
Q

Raven’s progressive matrices test (shape patterns) measures ______

A

Fljuid intelligence

258
Q

Benefit of data-based approach

A

all conclusions are backed up by data

259
Q

finding correct answer to a defined problem

A

analytic intelligence

260
Q

Finding novel solutions and choosing which to apply

A

Creative intelligence

261
Q

Ability to identify, describe, predict, manage our own emotions/of others

A

emotional intelligence

262
Q

Gardner’s 8 forms of intelligence

A
  1. musical
  2. kinesthetic
  3. Interpersonal
  4. Linguistic
  5. Mathematical
  6. Naturalistic
  7. Intrapersonal
  8. Visual
263
Q

___ is hard to change, _____ can be improved through accumulation of soft skills

A

IQ, EQ

264
Q

Observed differences between people can be attributed to genes

A

Heritability

265
Q

Stat that measures proportion of diff in IQ scores that are explained by genes

A

Heritability Coefficient (h2)

266
Q

_____ of differences in IQ scores is due to environment

A

30-50%

267
Q

2 factors that affect heritability of IQ

A

-SES
-Age

268
Q

how do environments influence genes

A

Access to practice/training leaves opportunity to access heritable skills

269
Q

Average IQ rises 0.3% per year

A

Flynn effect

270
Q

One of best predictors of intelligence is _______

A

wealth

271
Q

Poverty in ____ childhood has worse effects on intelligence

A

Early

272
Q

Correlation between formal education and IQ

A

r= .55 to .90

273
Q

Nature vs nurture have a _____ influence on IQ

A

Combined

274
Q

Largest international IQ society

A

Mensa

275
Q

Who can participate in Mensa?

A

98th percentile IQ (132+ on Stanford-Binet)

276
Q

Who can participate in Mensa?

A

98th percentile IQ (132+ on Stanford-Binet)

277
Q

Extremes of IQ bell curve are most likely to include ____

A

men

278
Q

4 Levels of Intellectual Development Disorcer (from least to most)

A

Mild (IQ 50-69)
Moderate (IQ 35-49)
Severe (IQ 20-34)
Profound (IQ <20)

279
Q

80-85% of those with a developmental difficulty are in ___ level

A

Mild

280
Q

Women and men have ___ mean/average IQ

A

same (100)

281
Q

Male IQ range is ___ than women

A

larger

282
Q

Women tend to outperform men on (3)

A

-Semantics.language
-Speed. ofverbal intelligence
-Fine motor skills

283
Q

Men tend to outperform women on (3)

A

-Visual/spatial memory (transformations)
-Some motor skills
-Logical reasoning

284
Q

Terman’s 3 IQ claims (wrong and racist)

A
  1. IQ is genetic
  2. Some races have higher IQs
  3. Reason for racial IQ difference is due to genes.
285
Q

IQ diff between racial groups tend to be ___ than within-group differences

A

less

286
Q

Alternative explanations for racial IQ differences (4)

A

-Cultural variances in intelligence definitions
-IQ test is based on white sample
-Diff in SES/nutrition
-Family size/parental attention

287
Q

Fear of confirming negative beliefs that others may have about your group

A

Stereotype threat

288
Q

4 ways to improve IQ in children

A

-Polyunsaturated fatty acids
-Early childhood interventions for low SES
-Interactive reading/conversing
-Preschool

289
Q

2 ways to improve IQ in adults, children, elderly

A

-Cognitive enhancing drugs
-Mental exercises (helps fluid intelligece)

PSYC 102 (3 decks)

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