WEEK 4 - 8 Flashcards

Question

# errors and faliures in memory What are Association errors?

Answer 1

Mixing up related memories

Answer 2

Unwanted memories interfering with recall

Answer 3

False memories created by external influences

Answer 4

Weakening of memory traces due to lack of use over time

Answer 5

Inability to form new memories after brain trauma

Answer 6

Loss of past memories while maintaining ability to form new ones

Answer 7

Repeating and grouping info to enhance memory

Answer 8

Acronyms and visualization techniques to aid memory

Answer 9

Associating info with a specific context

Answer 10

Practicing to enhance memory retention

Answer 11

* **Mental abilities** that help an organism achieve goals and **overcome challenges.**

Answer 12

Spearman’s g-Factor Cattell-Horn Gf-Gc Model Gardner’s Multiple Intelligences Carroll’s Three-Stratum Model

Answer 13

* Fluid Intelligence (Gf): - Solving a new puzzle without relying on prior knowledge. * Crystallised Intelligence (Gc): - Recalling historical facts or science knowledge.

Answer 14

*** Stratum 1: General intelligence (g)** - Broad cog ability affecting thinking + prob solving ○ Eg. Reasoning + prob-solving skills *** Stratum 2: Broad Cognitive Abilities** - Specific abilities help w diff tasks ○ Eg. Fluid intelligence (prob solving) ○ Eg. Crystalised intelligence (knowledge) ○ Eg. memory ○ Eg. processing speed *** Stratum 3: Specific Abilities** - Task-related skills specific to individ tasks ○ Eg. Math ability ○ Eg. Reading comprehension ○ Eg. Individual prob-solving skills

Answer 15

**Origins** * Alfred Binet created the first IQ test; Lewis Terman modified it (Stanford-Binet). **IQ Formula** * IQ = (Mental Age / Chronological Age) × 100 **Standardisation** * IQ scores are relative, with an average of 100 and a standard deviation of 15.

Answer 16

**Genetic Contributions** - Intelligence is 57-73% heritable. **Environmental Factors:** INCR IQ: edu, nutrition, early intervention, cog stim DCR IQ: stress, toxic exposure, and parental age

Answer 17

**Validity** - Tests may not measure what they intend **Assumption Biases** - language, culture, religion, race **Motivation** - low motiv -> impact perf **Ethical Concerns** - Misuse of IQ tests has historically reinforced discrimination and exclusion

Answer 18

**Spearman’s g-Factor** * How cognitive abilities correlate but show individual variation. **Wechsler Scales** Verbal vs Non-Verbal intelligence **Cattell-Horn Gf-Gc Model** Fluid Intelligence: problem-solving / adaptability Crystallised intelligence: knowledge-based **Gardner’s Multiple Intelligences** Linguistic: words Logical-Mathematical: Spatial: visualising and imagining objects and spaces. Musical Bodily-Kinaesthetic: ability to control movements and handle objects. Interpersonal: ability to interact with others. Intrapersonal: Self-awareness / of own emotions. Naturalistic: ability to recognize (plants, animals, etc.).

Answer 19

**Defined by:** - Goal/object (what is desired) - Intensity (urgency, excitement, discomfort). - internal -> compels goal-directed behav

Answer 20

**Psychodynamic –** Unconscious drives (implicit - pleasure vs. aggression) Conscious drives (explicit - self-preservation, social connections) influence behaviour (Freud’s Drive Theory - eros + thanatos). **Behaviorist –** Humans motivated to repeat behaviours -> reinforcement Humans motivated to avoid behaviours -> punishment (Drive Reduction & Incentive Theories). **Cognitive –** Humans motivated to perform behav they value and believe they can obtain (Goal-Setting, Expectancy-Value, Self-Determination). **Humanistic –** Motivation follows a hierarchy from survival to personal growth (Maslow’s Hierarchy). **Evolutionary –** Motivation is driven by survival, status, and fairness (Evolutionary Perspective).

Answer 21

**Drive (Psychodynamic & Behaviourist) –** Needs create tension, leading to action; balance is restored through negative feedback. **Psychodynamic Drive –** Unconscious drives (pleasure vs. aggression) influence behaviour. * Eros (Libidinal / Hedonic Desires) - Desire to meet bodily needs eg. Hunger, pleasure * Thanatos (Aggression / Mastery Desires) - Desire for control **Behaviourist Drive Reduction –** s * Primary - biological (drive behav) - eg. Hunger * Secondary - learned (drive behav) - eg. Money, luxury Incentive theory - (reinforcement -> INCR motiv) - eg. social learning of secondary drives **Cognitive –** Motivation comes from *planning*, valuing, and believing in goals. * Goal setting - plan steps to achieve goals * Expectancy-Value - Goal desirability depends on prospect + plausibility. * Self-determination - - Extrinsic: External rewards (e.g., money, social status) - Intrinsic: Internal rewards (e.g., self-worth, growth, passion). - Three needs: autonomy, competence, relatedness. **Humanistic –** Motivation follows a hierarchy order from survival to growth; lower needs must be met before higher growth. **Evolutionary –** Motivation is shaped by survival, reproduction, and social status, sometimes overriding basic needs.

Answer 22

**Biological Needs –** Urgent needs take priority (e.g., hunger over studying). **Learned Associations –** Past rewards shape motivation (e.g., money over leisure). **Goal Value & Plausibility –** Motivation rises when goals feel achievable. **Intrinsic vs. Extrinsic –** Internal enjoyment vs. external rewards drive behavior (e.g., playing for fun vs. fame). **Social Influence –** Relationships and peer pressure affect motivation. **Hierarchy of Needs –** Lower needs must be met before higher goals (e.g., financial stress over career dreams). **Evolutionary Priorities –** Status and fairness can sometimes outweigh survival (e.g., reputation over safety).

Answer 23

**- Involuntary reactions **to specific situations that help guide immediate action.

Answer 24

- 'feeling' part of an emotion - influenced by neurotransmitter systems

Answer 25

Emotions = intense, short-lived responses to specific events. They have a strong, immediate impact on thoughts and behavior. Mood = longer-lasting, lower-intensity emotional state that's more general and diffuse, reflecting overall emotional tone (positive or negative).

Answer 26

**what is reflexive behaviour-** Emotional Expressions Innate, evolved reflexes that act as social signals. **Predictions 1. Universality:** Emotive facial expressions should be *consistent* across human cultures. **2. Evolutionary Link:** Apes and monkeys should show similar expressions. **3. Blind Individuals:** People born blind show the same expressions, proving expressions aren’t learned visually

Answer 27

**Autonomic Nervous System (ANS)** - involuntary bodily functions (e.g., heartbeat, breathing). **Sympathetic System** - Prepares the body for action (fight or flight response). **Arousal** - level of physiological activation that accompanies emotional reactions (e.g., increased heart rate).

Answer 28

**James-Lange Theory** Stimulus → Physiological Arousal → Subjective Emotion Emotion results after bodily changes. **Cannon-Bard Theory** Stimulus → Simultaneous Physiological Arousal & Emotion Both happen at the same time. **Two-Factor Theory (Schachter)** Arousal + Cognitive Appraisal → Emotion Emotion = Arousal + Label (from context); same arousal can lead to different emotions (e.g., anxiety vs thrill).

Answer 29

**1. Big Five (OCEAN):** Openness, Conscientiousness, Extraversion, Agreeableness, Neuroticism **2. HEXACO:** Adds Honesty-Humility to Big Five **3. Eysenck’s 3-Factor:** Extraversion, Neuroticism, Psychoticism—biological basis **4. Cattell’s 16PF:** 16 core traits via factor analysis **5. Allport’s Traits:** Central (e.g., honest) vs. Secondary (e.g., shy in crowds) **6. MMPI:** Clinical tool for psychological diagnosis

Answer 30

**1. Self-Report Inventories:** E.g., NEO-PI-R, MMPI—individual rates own traits **2. Observer Ratings:** E.g., Peer-rated Big Five—others describe personality **3. Projective Tests:** E.g., Rorschach, TAT—explore unconscious **4. Observational & Case Studies:** Behaviour over time or deep interviews (common in psychodynamic/humanistic)

Answer 31

**1. Psychodynamic Approach (Freud):** - P shaped by unconscious drives + early childhood exp - Defence mechanisms (e.g., repression, denial) protect the ego from anxiety **2. Social-Cognitive Approach (Bandura, Mischel):** - P develops through learning, observation, and cognitive processes - Eg. self-regulation **3. Humanistic Approach (Rogers, Maslow):** - Personal growth, self-actualisation, and free will - Supportive environments promote alignment with the Ideal Self **4. Trait-Based Approach (Allport, Cattell, Eysenck):** - P described thru consistent, measurable traits - Stability across time; lacks explanation of trait origins

Answer 32

**Oral Stage (0–18 months) F:** - sucking, biting -> dependency, smoking, nail-biting **Anal Stage (1.5–3 years) F:** - control/ toilet training-> obsessiveness, orderliness or messiness **Phallic Stage (3–6 years) F:** - Focus on genitals -> gender ID and authority issues **Latency Stage (6–12 years):** - Sexual impulses are repressed -> socialisation, learning and hobbies **Genital Stage (12+ years):** - Maturation of sexual interests -> balanced, mature adult relationships ⚠️**Fixation:** Unresolved conflicts-> maladaptive behaviours adulthood

Answer 33

*Unconscious* strategies that *protect the ego* from distress or internal conflict **Common mechanisms:** **Repression:** Pushing distressing thoughts into the unconscious **Denial:** Refusing to accept reality or facts **Projection:** Attributing one’s own feelings to others **Displacement:** Redirecting emotions to a safer outlet (e.g., yelling at someone else) **Regression:** Reverting to childlike behaviours in stressful situations **Rationalisation:** Creating logical excuses for irrational behaviour

Answer 34

**True Self:** - authentic version of oneself **False Self:** - version shaped by societal expect / pressure **Ideal Self:** - person we aspire to be **Congruence:** - Alignment between the True and Ideal Selves -> self-worth **Incongruence:** - gap bw these selves -> reduce self-esteem 🌱 **Growth** occurs through **self-reflection,** positive regard, and **supportive environments**

Answer 35

**Traits** (e.g., Big Five: OCEAN) are stable, **consistent patterns** across adulthood of thinking, feeling, and behaving - Personality can change with age due to: brain development, maturity, life roles (e.g., parenthood, career) - Situational factors (e.g., trauma, life experiences) influence temporary behavior.

WEEK 4 - 8 Flashcards

(59 cards)