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Psych 101 > 1,2,9, 10,12,13,14,15,16 > Flashcards

1,2,9, 10,12,13,14,15,16 Flashcards

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1
Q

Validity of IQ scores?

A

Concurrent validity-previously established measurement

Predictive validity-later performance

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2
Q

Mental Age?

A

Age corresponding to the average individuals performance on an intelligence test

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3
Q

Triarchic Model

A

Model of intelligence proposed by Robert Stemberg, positing three distinct types of intelligence: analytical, practical and creative

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4
Q

LO 1.1 Explain why psychology is more than common sense

A
  • Psychology is the scientific study of the mind, brain and behaviour
  • Although r=we rely on our common sense to understand the psychological world, our intuitive understanding of ourselves and others is often mistaken
  • Naive realism is the error in believing that we see the world precisely as it is. It can lead us to false beliefs about ourselves and the world, such as believing that our perceptions and memories are always accurate.
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5
Q

2.2 describe the advantages and disadvantages of using naturalistic observation, case studies, self report measures and surveys

A

All important research designs. N. O. Involves recording behaviours in real world settings but is often not carefully controlled. Case studies involve examining one or a few individuals over long periods of time. Useful in generating hypotheses but limited in testing them rigorously. Self report measures and surveys ask people about themselves; they can provide useful information but have response sets.

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6
Q

2.3 Describe the roles of correlational designs and distinguish correlation from causation

A

Correlational designs allow us to establish the relations amount two or more measures, but do not allow causal conclusions.

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7
Q

Availability heuristic

A

Heuristic that involves estimating the likelihood of an occurrence, based on the ease with which it comes to our mind.
Or “off the top of my head”

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8
Q

Correlational Design

A

Research design that examines the extent to which two variables are associated statistically

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9
Q

Demand characteristics

A

Cues to generate guesses regarding hypothesis

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10
Q

Inferential statistics

A

Allow us to determine how much we can generalize finding to full population

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11
Q

Intellectual Disability

A

Condition characterized by an onset prior to adulthood. An IQ below about 70 and an inability to engage in adequate daily funcitoning + guillibility

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12
Q

Interater reliability

A

Extent to which different people who conduct and interview or make behavioural observations agree on the characteristics they’re measuring

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13
Q

Validity

A

Extent to which a measure assesses what it purports to measure

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14
Q

Positive impression management

Malingering

A

Tendency to make ourselves look better than we are

  1. Tendency to make ourselves appear psychologically disturbed
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15
Q

L.O. 1.6 Identify and explain texts six principles of scientific thinking

A
  1. Ruling out rival hypotheses-Alternative explanations for meds like placebo should be considered
  2. Correlation vs causation - Can we be sure A causes B?
  3. Falsifiability- “We can’t design a study to disprove invisible energy field” -can claim be disproven
  4. Replicability-can the results be duplicated?
  5. Extraordinary claims- Bigfoot (extraordinary evidence?)
  6. Occam’s Razor- UFO at frisbee tournament (KISS) parsimonious explanation
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16
Q

9.8 Identify potential environmental influences on IQ

A

Schooling, poverty, nutrition

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17
Q

9.7 Explain how genetic influences can be determined from family, twin and adoption studies

A

Twin and adoption studies suggest that at least some of the tendendency for IQ to run in families is genetically different influenced. Environmental effects. Heritability low, perhaps environmental an expression.

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18
Q

9.6 Distinguish the unique characteristics of intellectual disability and mental giftedness

A

Mild, moderate, severe and profound intellectual disability. 85% mild. Terman’s study of gifted school children don’t “burn out”

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19
Q

9.5 Describe tests of intelligence used today and evaluate the reliability and validity of IQ scores

A

IQ tests for adults such as the WAIS-IV and childrens WISC-IV
IQ tests predict job performance and physical health

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20
Q

9.4 Explain the history of misuse of intelligence tests in Canada and the US

A

Eugenics movement IQ tests.

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21
Q

9.3 Determind how psychologists determine/calculate IQ

A

Mental age divided by chronological age times 100.

Most modern intelligence tests define IQ in terms of deviation IQ.

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22
Q

9.2 Describe the connection between intelligence and brain size and efficency

A

Moderately positively correlated, faster reaction times, working memory capacity

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23
Q

Emotional intelligence

A

Ability to understand our own emotions and those of others.

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24
Q

Divergent thinking

Convergent thinking

A
  • Capacity to generate many different solutions to a problem

- capacity to generate single best solution to a problem

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25
Q

Stereotype threat

A

Fear that we may confirm a negative group stereotype

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26
Q

Test bias

A

Tendency of a test to predict outcomes better in one group than another

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27
Q

Within group heritability

Between Group heritability

A

Extent to which variability of a trait within a group is genetically influenced

Extent to which the difference in a trait between groups is genetically influenced

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28
Q

‘Cumulative deficit

Flynn effect

A

A difference that grows over time

Finding that average IQ scores have been rising at approximately thee points per decade

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29
Q

Scientific Skepticism

A

Approach of evaluating claims with an open mind but insisting on persuasive evidence before accepting them

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30
Q

Dangers of pseudoscience

A

opportunity cost
Direct harm
Blocks scientific thinking

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31
Q

Logical fallacies

A

Emotional reasoning fallacy- using emotions rather than evidence
Bandwagon fallacy - mistake of believing claim is correct like majority
Not me fallacy- error of believing immune from errors

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32
Q

Metaphysical claim

A

Assertion about the world that is not testable

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33
Q

Psychology

A

Scientific study of the mind, brain and behaviour

Isn’t easy to define

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34
Q

Levels of analysis

A 
Socio-cultural = relating to others
Psychological = mental or neurological
Biological = molecular or neurochemical,  molecules and brain structures
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35
Q

Multiply determined

A

Caused by many factors

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36
Q

L.O. 1.10 Describe how psychological research affects our daily lives

A
  1. Basic research-how the mind might work
  2. Applied research - how we can use basic research to solve real world problems
  3. Advertising human faces on left of text
  4. Sequential instead of simultaneous lineups
37
Q

L.O. 1.9

Describe the two great debates that have shaped the field of psychology

A

Nature-nurture.. are behaviours attributed mostly to our genes (nature) or to our rearing environments (nurture) controversial

Free will/determinism debate- insanity interferes with free will or not? Free will vs. Illusion of free will

38
Q

L.O. 1.8 Describe different types of psychologists and identify what each of them does

A
  1. Clinical psychologist-research oriented, treat mental disorder
  2. Counselling psychologist- work with life problems
  3. School psychologist-learning difficulties
  4. Developmental psychologist- study how and why people change over time
  5. Experimental psychologist- research settings, memory, language and thinking
  6. Biological psychologist-physiological bases of animals/ humans
  7. Forensic psychologist- assess/diagnose inmates
  8. Industrial organizational psychologist- psychologist maximize performance
39
Q

L.O. 1.5 Identify the key features of scientific skepticism

A
  • Greek “Skeptikos” - to consider carefully
  • unwilling to accept on basis of authority alone
  • willingness to keep an open mind to all claims
  • willingness to accept claims only after careful scientific tests
40
Q

Critical thinking

A

Set of skills for evaluating all claims in an open minded and careful fashion

41
Q

Introspection

A

Method by which trained observers carefully reflect and report on their mental experiences

42
Q

L.O. 1.7 Identify the major theoretical frameworks of psychology

A

Schools of psych…

  1. Structuralism-E.B Titchner-aimed to identify the basic elements of psychological experiences
  2. Functionalism-William James-adaptive purposes of behaviour
  3. Behaviourism-B.F. Skinner-general laws of learning
  4. Cognitivism-Jean Piaget-thinking central to behaviour
  5. Psychoanalysis-Sigmund Freud-internal psychological processes(subconscious)
43
Q

LO 1.4 Identify reasons we are drawn to pseudoscience

A

Our brains are predisposed to make order out of disorder and find sense in nonsense.
Pareidolia: seeing meaningful images in meaningless visual stimuli
Apophenia: perceiving meaningful connections amount unrelated and random phenomena

44
Q

Case Study?

A

Research design that examines one person or a small number of people in depth, often over an extended time period

45
Q

Internal validity

A

Extent to which we can draw cause-and-effect inferences from a study

46
Q

External validity

A

Extent to which we can generalize findings to real world settings

47
Q

Naturalistic observation

A

Watching behaviour in real world settings without trying to manipulate situation

48
Q

Hindsight bias

A

Tendency to overestimate how well we could have successfully forecasted known outcomes

49
Q

Overuse of ad hoc immunizing hypothesis

A

Escape hatch or loophole that defenders of a theory use to protect their theory from falsification

50
Q

Belief Perserverance

A

Tendency to stick to our initial beliefs even when evidence contradicts them

51
Q

Confirmation bias

A

Tendency to seek out evidence that supports our hypotheses and deny, dismiss or distort evidence that contradicts them

52
Q

LO 1.3 Describe psychological pseudoscience and distinguish it from psych. Science

A

Pseudoscience: a set of claims that seems scientific but isn’t
Pseudoscience lacks the safeguards against confirmation bias and belief perseverance that characterize science

53
Q

descriptive statistics

A

Numerical characterizations that describe data

54
Q

Culture fair IQ test

A

Abstract reasoning measure that doesn’t depend on language and is often believed to be less influenced by cultural factors than other IQ tests

55
Q

Wechsler Intelligence scale for children

Wechsler Primary and Preschool Scale of Intelligence

A

WISC
WPPSI
=
Widely used IQ tests for children

56
Q

Wechsler Adult Intelligence Scale

A

Most widely used initelligence test for adults today, consisting of 15 sub tests to asses different types of mental abilities

57
Q

Deviation IQ

A

Expression of a person’s IQ relative to his or her same aged peers

58
Q

IQ

A

Divide mental age by chronological age and mult. 100

Systematic means of quantifying differences amount people in their intelligence

59
Q

Stanford-Binet IQ test

A

1916: intelligence test based on the measure developed by Binet and Simon, adapted by Lewis Terman of Stanford

60
Q

Double curse of incompetence

A

People with poor cognitive abilities are especially likely to overestimate their intellectual abilities

61
Q

Howard Gardener’s Multiple Intelligences

A

Linguistic- speak and write well
Logico mathematical-use logic/math skills solve problems
spatial-reason about objects
musical- perform, understand, enjoy music
bodily-kinesthetic-sports, dance, physical endeavours
interpersonal- interact effectively with others
intrapersonal-understand and possess insight into self
naturalistic-recognize identify and understand animals, plants, etc

62
Q

Multiple intelligences

A

Idea that people vary in their abilities across different domains of intellectual skill

63
Q

Advantages and disadavantages of reasearch designs

A

Nat. Obs. - A: high in ext. valid. D: Low in internal valid.
Case Studies- A: existence proofs, insights for testing. D: anectdotal
Correlational- A: predict behav. D: don’t infer causation
Experimental- A: High internal valid. D: Low ext. valid.

64
Q

Individual differences

A

Variations amount people in their thinkin, emotion, personality, and behaviour

65
Q

LO 1.2 Explain the importance of science as a set of safeguards against biases

A

Protects us from ourselves

Confirmation bias, belief perserverance. Scientific method is a set of safeguards against these two errors.

66
Q

2.1 Identify heuristics and biases that prevent us from thinking scientifically about psychology

A

Representativeness and availability heuristics,

Hindsight bias and overconfidence

67
Q

2.4 Identify the components of an experiment and the potential pitfalls that can lead to faulty conclusions

A

Random assignment
Manipulation of independent and dependent variable
Placebo effects and experimenter expectancy effects are pitfalls

68
Q

2.5 Explain the ethical obligations of researchers toward their participants

A

Concerns about treatment of research participants have led research facilities to establish research ethics boards that review human research and require informed consent by participants. In some cases, also requiring a full debriefing.

69
Q

2.7 Identify uses of various measures of central tendency and variability

A

Three measures of central tendency are mean.. median.. mode. Two measures of variability are rand and standard deviation.
Range intuitive of variability. Standard deviation is a better measure of variability, although more difficult to calculate.

70
Q

2.8 Explain how inferential statistics can help us to determine whether we can generalize from our sample to the full population

A

Not all statistically significant finding are large enough in magnitude to make a real world difference.

71
Q

2.9 Show how statistics can be misused for the purpose of persuasion

A

Reporting measures of central tendency that are not representative of most participants, creating visual representations that exaggerate effects, and failing to take base rate into account.

72
Q

Cognitive biases

A

Systematic errors in thinking

73
Q

Representativeness Heuristic

A

Superficial similarity to a prototype

“Like goes with like”

74
Q

Overconfidence

A

Tendency to overestimate our ability to make correct predictions

75
Q

Crystallized intelligence

A

Accumulated knowledge of the world we acquire over time

76
Q

S (Specific Abilities)

A

Particular ability level in a narrow domain

77
Q

General intelligence (g)

A

Hypothetical factor that accounts for overall differences in intellect between people,
Spearman
Statistical illusion

78
Q

Abstract thinking

A

Capacity to understand hypothetical concepts

79
Q

Intelligence test

A

1905, diagnostic tool designed to measure overall thinking ability Binet & Simon’s

80
Q

Higher mental processes

A

Reasoning, understanding, judgement

81
Q

Illusory correlation

A

Perception of a statistical association between two variables where none exists

82
Q

Extraneous variable or confounds

A

Additional variables not under consideration, distorts results

83
Q

Spurious Correlation

A

Association exists, but caused by something else

84
Q

Confounds or extraneous

A

False conclusions

85
Q

Cause and effect

A

Permission to infer?

86
Q

Pitfalls in experiment design

A

Placebo, nocebo, experimenter expectancy effect

87
Q

Experimenter expectancy effect

A

Phenomenon in which researchers’ hypotheses lead them to unintentionally bias the outcome of a study

88
Q

Bell curve

A

Distribution of scores in which the bulk of the scores fall towards the middle, less to the “tails”

89
Q

Eugenics

A

Movement in the early twentieth century to improve a populations genetic stock by encouraging those with good genes to reproduce, discouraging those with bad genes from reproducing or both.

Psych 101 (1 decks)

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