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AP Psychology > Unit 5 > Flashcards

Unit 5 Flashcards

1
Q

Intelligence

A

Comprehend lots of information, process information quickly, good problem solving, and learn from past experiences.

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2
Q

Sir Francis Galton

A

Father of behavioral genetics
- Normal Curve/Distribution
- Eugenics
- Nature

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3
Q

Normal Curve/Distribution (Sir Francis Galton)

A

arrangement of data is symmetrical
- mean, median, mode, fall center, the highest peak
– could be applies to human psychological attributes like intelligence

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4
Q

Eugenics (Sir Francis Galton)

A

Method of improving biological make-up of human species through selective parenthood and advocate for breeding restrictions.

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5
Q

Nature (Sir Francis Galton)

A

Pre-wiring, influenced by genetic inheritance and biological factors

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6
Q

Nurture (Sir Francis Galton)

A

Influence of external factor

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7
Q

Galton’s Side (Sir Francis Galton)

A

Pro nature, his beliefs weighed heavily on genetic predisposition to abilities in general.

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8
Q

Alfred Binet

A
  • Binet-Simon Scale
  • Qualitative
  • Quantitative
  • Culture
  • Intelligence
  • 1904
  • Limitations
  • US Arrival
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9
Q

Binet-Simon Scale (Alfred Binet)

A

Used to compare child’s mental abilities relative to their peers.

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10
Q

Qualitative (Alfred Binet)

A

Measuring quality over quantity

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11
Q

Quantitative (Alfred Binet)

A

Measuring quantity over quality

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12
Q

Culture (Alfred Binet)

A

Customs, values, beliefs, art, language of society or a community.

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13
Q

Intelligence (Alfred Binet)

A

Judgment is the most important part of intelligence. Good sense, practical sense, initiative. Nothing compares to judgment.

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14
Q

US (Alfred Binet)

A

The test arrived in the US to “prove” the superiority of the white class.

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15
Q

Lewis Terman

A
  • Standford Binet-Scale
  • IQ
  • Gifted
  • Standardization
  • New Objective SBS
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16
Q

Standford Binet-Scale (SBS) (Lewis Terman)

A

help classify which kids went into advanced classes, reduce delinquency, assist in assignment grades, help determine vocational fitness, and help those not as smart.

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17
Q

IQ (Lewis Terman)

A

Intelligence Quotient - Mental Age/Chronological Age * 100

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18
Q

Gifted (Lewis Terman)

A
  • Top 1%
  • Identify early as possible
  • Accelerate through schools
  • Differentiate Curriculum/Instructions
  • Specifically trained teachers
  • National resource for better society
  • Allowed to develop in whatever they want
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19
Q

Standardization (Lewis Terman)

A

The process of making a test uniform, or setting it to a specific standard

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20
Q

New Objective of SBS (Lewis Terman)

A

Test if high IQ offered future success as adults.

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21
Q

Charles Spearman

A
  • Factor Analysis
  • G Factor
  • Correlation
  • Variance
  • Statistically
  • Intelligence
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22
Q

Factor Analysis (Charles Spearman)

A

A theoretical entity is, new statistical technique that analyzed the correlations among a set of variables. Led to the G Factor.

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23
Q

G Factor (Charles Spearman)

A

A common source of variance accounted for the correlations among all the mental tests. Intelligent behavior arises from a single metaphorical entity. (Specific part of brain deals with intelligence)

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24
Q

Correlation (Charles Spearman)

A

Degree of a relationship between 2 variables

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25
Q

Variance (Charles Spearman)

A

Measures of how much value in a data set differs from the mean.

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26
Q

Statistically Meaningful Relationships (Charles Spearman)

A

When 2 things correlate together

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27
Q

Intelligence (Charles Spearman)

A

No greater or priority part, more focus on how various abilities relate to each other scores on mental tests positively correlated therefore intelligence comes from mental energy.

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28
Q

David Wechsler

A
  • WAIS
  • Deviation Quotient
  • Intelligence
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29
Q

WAIS (David Wechsler)

A

Wechsler Adult Intelligence Scale

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30
Q

Deviation Quotient (David Wechsler)

A

Technical innovation that replaced mental ages for computing IQ scores

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31
Q

Intelligence (David Wechsler)

A

Ability to act purposefully, think rationally, and deal effectively with environment. non-intellectual factors contribute (Personality etc.)

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32
Q

Robert Sternberg

A
  • Triarch Theory of Intelligence
  • Analytical
  • Creative
  • Practical
33
Q

Triarch Theory of Intelligence (Robert Sternberg)

A

Intelligence is balanced between analytical, creative, practical abilities.

34
Q

Analytical (Robert Sternberg)

A

Comprehend information and understand it (Book Smarts)

35
Q

Creative (Robert Sternberg)

A

How easy it is to think outside the box for problem solving

36
Q

Practical (Robert Sternberg)

A

Street smarts

37
Q

Howard Gardner

A
  • Multiple Intelligence
  • Savant Syndrome
  • Intelligence
  • 7 Different Intelligences
    – Linguistic, Logical-Mathematical, Spatial, Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal
38
Q

Multiple Intelligence (Howard Gardner)

A

Different kinds of intelligence are generated from separate metaphorical parts of mental energy

39
Q

Savant Syndrome (Howard Gardner)

A

Condition where prodigies talent occurs with things like autism

40
Q

Intelligence (Howard Gardner)

A

Solve problems or create products that are valued

41
Q

Linguistics (Howard Gardner)

A

reading, writing, speaking ability

42
Q

Logical-Mathematical (Howard Gardner)

A

Logical thinking/mathematical and scientific problem solving

43
Q

Spatial (Howard Gardner)

A

Navigating unfamiliar spaces

44
Q

Bodily-Kinesthetic (Howard Gardner)

A

Problem-solving physically (dance, throwing a ball, complex surgery)

45
Q

Musical (Howard Gardner)

A

Set of skills to play a tune by ear, or execute a phrase with sensitivity and grace.

46
Q

Interpersonal (Howard Gardner)

A

Social skills for others (empathy, etc.)

47
Q

Intrapersonal (Howard Gardner)

A

Social skills for self-awareness, self-understanding

48
Q

Raymond Cattell

A
  • Fluid and Crystalized Intellgiences
49
Q

Fluid and Crystalized Intelligences

A

General intelligence is a conglomeration of perhaps 100 abilities working together in various ways in different people to bring out different bits of intelligence.

50
Q

Metacognition

A

Thinking about thinking

51
Q

Memory

A

most people start to remember at the age of 3 unless traumatic happened.

52
Q

The Info Processing Model

A
  • Model views human memory as a system
    1. Encodes
    2. Stores
    3. Retrieves
53
Q

Encoding

A

Effortful vs. Automatic
- 3 Different means
– Somatically
– Visually
– Acoustcally

54
Q

Effortful

A

Have to work it out to understand

55
Q

Automatic

A

Natural (like a conversation with friends)

56
Q

Somatically

A

Based on what the word actually means (terms you just know)

57
Q

Visually

A

Processing based on pictures, putting the picture into the brain

57
Q

Visually

A

Processing based on pictures, putting the image into the brain

58
Q

Acoutstically

A

Remembering based on sound (ex. musicians)

59
Q

Levels of Processing

A

How we get information into our brain
- Shallow Processing
- Deep Processing

60
Q

Shallow Process

A

Something you process and know but hasn’t spent lots of time understanding (base level)

61
Q

Deep Processing

A

True and good understanding of content, could explain if asked.
- Subjective Organization
- Mnemonic Devices

62
Q

Subjective Organization

A

Developing a personal way to categorize items in an effective way.

63
Q

Mnemonic Devices

A

Memory cues to help pair info and help retain information (better then straight memorization)

64
Q

Storage

A

3 Systems
– Sensory
– Short-term
– Long-term

65
Q

Sensory

A

Very short-term memory, senses you are focused on memory from our 5 senses which move into short-term memory

66
Q

Short-Term

A

5-9 items for about 30 seconds, constantly working and processing (hippocampus control)
- Serial Position Effect
- Semantic Distinctiveness
- Rehearsal
- Chunking
- Reconstructive Memory

67
Q

Serial Position Effect

A

More likely to remember at the beginning and end than in the middle

68
Q

Semantic Distinctiveness

A

More likely to remember something different or that sticks out

69
Q

Rehearsal

A

Do it over and over again to remember

70
Q

Chunking

A

Pair info together more likely to remember it

71
Q

Reconstructive Memory

A

Memory is not as solid as we’d like and can be easily influenced or altered

72
Q

Long-Term

A

Everything we know (info and abilities) is stored in long-term memory, seemingly infinite
- Explicit
- Implicit
- Prospective Memory

73
Q

Explicit (Declaritive)

A

Something you can explain (facts or stories
Sematic – Definition
Episodic – Memory or a story

74
Q

Implicit (Non-Declaritive)

A

Things you cannot explain (how to walk, write, etc.)

75
Q

Prospective Memory

A

Remember to do what you planned to do

76
Q

Retrieval

A

Understanding, stored away, now get it back to apply

77
Q

Forgetting

A

Hermon Ebbinghaus (studied forgetting)

78
Q

Reconstructive Memory

A

Elizabeth Loftus tested how much she can influence memory (eyewitness testimonies are not as solid as we think)

AP Psychology (8 decks)

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