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PSYC3310 > 3 COG FOUNDTATIONS > Flashcards

3 COG FOUNDTATIONS Flashcards

1
Q

changes over time in how ppl THINK/SOLVE PROBS + how their capacities for MEMORY + ATTN change

A

COG DEVMT

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2
Q

Swiss developmental psychologist best known for theories of COG + MORAL DEVMT

A

JEAN PIAGET

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3
Q

period in which abilities = organized in a coherent/interrelated way

A

COG STAGES

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4
Q

organization of cog abilities into a single pattern such that thinking in all aspects of life = reflection of that structure

A

MENTAL STRUCTURE

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5
Q

approach to understanding cognition that emphasizes the changes that take place at diff stages

A

COGNITIVE-DEVELOPMENTAL APPROACH

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6
Q

process by which abilities develop thru GENETICALLY BASED devmt w LIMITED influence from the envmt

A

MATURATION

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7
Q

PIAGET believed that ___ = an active process in which children SEEK OUT info + stimulation in the envmt that matches their level of thinking

A

MATURATION

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8
Q

OTHER THEORISTS saw envmt as ACTING ON the child thru ___/___ rather than seeing the child as the active agent

A

REWARDS/PUNISHMENTS

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9
Q

mental structure children use to ORGANIZE/INTERPRET info that constructs their REALITY

A

SCHEMES

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10
Q

FOR INFANTS: SCHEMES = based on ___ + ___ processes such as sucking/grasping

A

SENSORY + MOTOR

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11
Q
  1. ASSIMILATION
  2. ACCOMMODATION
A

2 PROCESSES INVOLVED IN THE USE OF SCHEMES

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12
Q

cog process that occurs when NEW INFO = ALTERED to fit into an EXISTING SCHEME

A

ASSIMILATION

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13
Q

breast-feeding infant alters new info about sucking on a bottle to fit into their existing knowledge on how to suck from a nipple

A

EXAMPLE OF ASSIMILATION

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14
Q

cog processes that occurs when a SCHEME = CHANGED to adapt to NEW INFO

A

ACCOMMODATION

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15
Q

breast-feeding infant’s scheme of sucking milk from a nipple = changed when they realize sucking on a ball/rattle will NOT produce milk

A

EXAMPLE OF ACCOMMODATION

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16
Q

STAGE OF COG DEVMT FROM AGES 0-2: learn to coordinate activities of SENSES w MOTOR activities

A

SENSORIMOTOR STAGE

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17
Q

STAGE OF COG DEVMT FROM AGES 2-7: capable of SYMBOLIC REPRESENTATION such as LANG but have LIMITED use of MENTAL OPERATIONS

A

PREOPERATIONAL STAGE

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18
Q

STAGE OF COG DEVMT FROM AGES 7-11: capable of using MENTAL OPERATIONS but only in CONCRETE/IMMEDIATE experience (difficulty thinking HYPOTHETICALLY)

A

CONCRETE OPERATIONAL STAGE

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19
Q

STAGE OF COG DEVMT FROM AGES 11-15/20: capable of thinking LOGICALLY + ABSTRACTLY + of formulating HYPOTHESES + testing them systematically

A

FORMAL OPERATIONS STAGE

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20
Q

cog activity involving MANIPULATING + REASONING abt objects

A

MENTAL OPERATIONS

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21
Q

children = easily enchanted by stories of pumpkin changing into a carriage bc they have ___ understanding of ___ ___

A

LIMITED; MENTAL OPERATIONS

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22
Q

at ___ STAGE: children can understand that if u take water from one glass + pour it into a taller/thinner glass that the amt of water stays the same + they can mentally reverse this action

A

CONCRETE OPERATIONAL

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23
Q

at ___ STAGE: children can understand math formulas as long as the objects in the calculations = real objects such as dollars, apples, etc

A

CONCRETE OPERATIONAL

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24
Q

cog changes in FORMAL OPERATIONS stage = IMPORTANT bc they involve devmt of: 1. ___, 2. ___ + 3. ___

A
  1. ABSTRACT THOUGHT
  2. SYMBOLIC THOUGHT
  3. REFLECTIVE THINKING
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25
Q

PIAGET’S classic test of FORMAL OPERATIONS in which persons = asked to figure out wat determines speed at which a pendulum sways side to side

A

PENDULUM PROBLEM

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26
Q

PENDULUM PROB: children in ___ STAGE approach prob w RANDOM ATTEMPTS changing more than one variable at a time

A

CONCRETE OPERATIONAL

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27
Q

PENDULUM PROB: children in ___ STAGE approach prob by using HYPOTHETICAL thinking involved in scientific experiment by changing ONE variable at a time while holding others constant to systematically come to an answer

A

FORMAL OPERATIONS

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28
Q

PIAGET’S term for process by which FORMAL OPERATIONAL thinker systematically tests possible solutions to a prob + arrives at an answer that can be DEFENDED + EXPLAINED

A

HYPOTHETICAL-DEDUCTIVE REASONING

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29
Q

thinking in terms of SYMBOLS/IDEAS/CONCEPTS

A

ABSTRACT THINKING

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30
Q

concepts such as TIME/FRIENDSHIP/FAITH that cannot be seen/touched/tasted

A

EXAMPLES OF ABSTRACT THINKING

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31
Q

thinking about thinking

A

METACOGNITION

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32
Q

thinking that takes into acc multiple connections + interpretations such as use of METAPHOR/SATIRE/SARCASM

A

COMPLEX THINKING

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33
Q

the ___ STAGE has been critiqued the most bc NOT ALL ADULTS actually use this kind of thinking

A

FORMAL OPERATIONS

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34
Q
  1. many INDIV DIFFS + large proportion of ppl use FORMAL OPERATIONS either INCONSISTENTLY/NOT AT ALL
  2. in many cultures FORMAL OPERATIONS DON’T develop in most ppl
A

2 LIMITATIONS OF PIAGET’S THEORY OF FORMAL OPERATIONS

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35
Q

approach to research that focuses on how indivs differ within a group (e.g. performance on IQ tests)

A

INDIV DIFFS

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36
Q

5th stage of COG DEVMT

A

POSTFORMAL OPERATIONAL STAGE

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37
Q

types of thinking BEYOND formal operations involving GREATER AWARENESS of complexity of real-life situations such as in use of PRAGMATISM + REFLECTIVE JUDGEMENT

A

POSTFORMAL THINKING

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38
Q

type of thinking that involved adapting LOGICAL THINKING to PRACTICAL CONSTRAINTS of real-life situations

A

PRAGMATISM

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39
Q

type of thinking that develops in emerging adulthood involving a growing awareness that most probs do NOT have a single solution + that probs must often be addressed w crucial pieces of info MISSING

A

DIALECTICAL THOUGHT

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40
Q

capacity to evaluate the accuracy + logical coherence of evidence + arguments

A

REFLECTIVE JUDGEMENT

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41
Q

cog tendency to see situations + issues in polarized/absolute/black+white terms

A

DUALISTIC THINKING

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42
Q
  1. LATE TEENS: MULTIPLE THINKING
  2. EARLY 20S: RELATIVISM
  3. END OF COLLEGE YEARS: COMMITMENT
A

3 STAGES OF REFLECTIVE JUDGEMENT

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43
Q

cog approach in LATE TEENS entailing recognition that there is MORE THAN ONE legit view of things + that it can be difficult to justify one position as the TRUE/ACCURATE one

A

MULTIPLE THINKING

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44
Q

cog ability in EARLY 20S to recognize legitimacy of COMPETING POVs but also compare the RELATIVE MERITS of competing views

A

RELATIVISM

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45
Q

go status at END OF COLLEGE YRS in which persons COMMIT selves to certain POVs they believe to be most valid while at the same time being open to REEVALUATING their views if new evidence presented itself

A

COMMITMENT

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46
Q

approach to understanding cognition that seeks to delineate the steps involved in the thinking process + how each step = connected to the next

A

INFO-PROCESSING APPROACH

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47
Q

PIAGET views cog devmt as ___ whereas INFO-PROCESSING approach views cog devmt as ___

A

DISCONTINUOUS; CONTINUOUS

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48
Q

view of devmt as taking place in STAGES that = distinct from one another rather than as one gradual/continuous process

A

DISCONTINUOUS (view of devmt)

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49
Q

view of devmt as GRADUAL/STEADY process rather than as taking place in stages

A

CONTINUOUS (view of devmt)

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50
Q

focus of the iNFO-PROCESSING APPROACH = the thinking processes that occur ___, NOT how mental structures/ways of thinking ___

A

AT ALL AGES; CHANGE W AGE

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51
Q

how iNFO-PROCESSING approach approaches cognition, indicating that involves breaking down the thinking process into its various components

A

COMPONENTIAL APPROACH

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52
Q
  1. ATTN
  2. PROCESSING
  3. MEMORY
A

3 COMPONENTS OF HUMAN THINKING

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53
Q

ability to focus on RELEVANT info while screening out IRRELEVANT info

A

SELECTIV EATTN

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54
Q

ability to focus on MORE THAN ONE task at a time

A

DIVIDED ATTN

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55
Q
  1. SENSORY MEMORY
  2. SHORT TERM MEMORY
  3. LONG TERM MEMORY
A

3 DIFF KINDS OF MEMORY

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56
Q

___ + ___ improve substantially btwn CHILDHOOD-ADO

A

STM + LTM

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57
Q

brief memory of info lasting btwn 1/2 sec-2 secs

A

SENSORY MEMORY

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58
Q

when you look at smth then close ur eyes the image (info) fades away v quickly (unless SENSORY MEM info = transferred to STM, it will DECAY v quickly)

A

DECAY

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59
Q

memory of info that = CURRENT FOCUS of attn + that lasts abt 30 secs

A

SHORT-TERM MEMORY

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60
Q

dining bits of info into clusters

A

CHUNKING

61
Q

STM capacity = ___

A

LIMITED

62
Q

STM capacity ___ throughout childhood + early ado until mid-teens + stays stable after 16

A

INCR

63
Q

aspect of STM that refers to WHERE info = stored as it is COMPREHENDED/ANALYZED

A

WORKING MEMORY

64
Q

memory for ing that = committed to LONG-TERM STORAGE so that it can be retrieved after a period when attn has NOT been focused on it (lasts for few mins-few decades)

A

LONG-TERM MEMORY

65
Q

LTM capacity = ___

A

LIMITLESS

66
Q

memory strategies

A

MNEMONIC DEVICES

67
Q

more info in STM the ___ it is to add NEW info to it + the more info in LTM the ___ it is to add NEW info to it

A

HARDER; EASIER

68
Q
  1. SPEED
  2. AUTOMATICITY
  3. EXECUTIVE FUNCTION
A

3 PROCESSING FEATURES ADOS ADVANCE IN DURING ADO

69
Q

faster processing of info INCR over ado as brain matures

A

ADO’S INCR IN PROCESSING SPEED

70
Q

degree of COG EFFORT person needs to devote to processing given set of info DECR

A

ADO’S INCR IN AUTOMATICITY

71
Q

ability to CONTROL/MANAGE one’s cog processes IMPROVES

A

ADO’S IMPROVEMENT IN EXECUTIVE FUNCTION

72
Q

cog process whereby info = TRANSFERRED from 1 form of men to another DEEPER forms of mem

A

ENCODING

73
Q

common strategy used to facilitate ENCODING of info from STM to LTM

A

REHEARSAL

74
Q
  1. MAINTENANCE REHEARSAL
  2. ELABORATIVE REHEARSAL
A

2 KINDS OF REHEARSAL

75
Q

encoding Strat that involves REPETITION (usually verbal) + keeps info active in STM for LONGER amt of time which iNCR its chances of transferring to LTM

A

MAINTENANCE REHEARSAL

76
Q

encoding strat taht involves connecting nEW info in STM w info already stored in LTM which = MORE effective than MAINTENANCE

A

ELABORATIVE REHEARSAL

77
Q

encoding strat in which info = encoded via its MEANING

A

DEPTH PROCESSING

78
Q

LIMIT of INFO-PROCESSING approach: breaking up phenomenon into SEPARATE parts to such an extent that the meaning + coherence of the phenomenon as a whole becomes LOST

A

REDUCTIONISM

79
Q

thinking that involves NOT memorizing info but:
- analyzing it
- making judgements abt the meaning
- relating it to other info
- considering ways its valid/invalid

A

CRITICAL THINKING

80
Q
  1. wider broader range of knowledge (in LTM) than they did as children
  2. have ability to consider diff kinds of info at same time
  3. have strategies like REHEARSAL that give them more powerful memory than they had
A

3 REASONS ADOS = MORE CAPABLE OF CRITICAL THINKING THAN CHILDREN

81
Q
  1. effective
  2. novel
  3. self-directed
A

3 FEATURES OF CRITICAL THINKING

82
Q

term applied to cog devmt meaning that cog devmt affects ALL areas of thinking no matter the topic

A

ORGANIZATIONAL CORE

83
Q

how ppl think abt other ppl/social relationships/social institutions

A

SOCIAL COGNITION

84
Q

ability to understand thoughts/feelings of others

A

PERSPECTIVE-TAKING

85
Q

CHILDREN’S capacity for PERSPECTIVE-TAKING = ___

A

LIMITED

86
Q
  1. EARLY ADO (10-12): MUTUAL PERSPECTIVE-TAKING
  2. LATE ADO: SOCIAL + CONVENTIONAL SYSTEM
A

2 STAGES OF PERSPECTIVE-TAKING

87
Q

stage of PERSPECTIVE-TAKING in EARLY ado in which persons understand that their perspective-taking interactions w others = MUTUAL in sense that each side realizes that the others can take their perspective

A

MUTUAL PERSPECTIVE-TAKING

88
Q

stage of PERSPECTIVE-TAKING where persons realize that the social perspectives of self + others = infulenced by their interaction w each other + ALSO by their ROLES in the larger society

A

SOCIAL + CONVENTIONAL SYSTEM

89
Q

PERSPECTIVE-TAKING ABILITIES predict ___ + ___ bhvr

A

SYMPATHY + PROSOCIAL BHVR

90
Q

ability not attribute mental states to one’s self + others including beliefs/thoughts/feelings

A

THEORY OF MIND

91
Q

when ados have difficulty distinguishing thinking abt their own thoughts from thinking abt thoughts of others

A

ADO EGOCENTRISM

92
Q
  1. IMAGINARY AUDIENCE
  2. PERSONAL FABLE
A

2 ASPECTS OF ADO EGOCENTRISM

93
Q

belief that others = acutely aware of + attentive to one’s appearance/bhvr

A

IMAGINARY AUDIENCE

94
Q

belief that you are diff from everyone else which makes u think you are INVULNERABLE to consequences of taking risks

A

PERSONAL FABLE

95
Q

Chris is a teenage boy who believes that alc DOESNT affect him + that he can drive better drunk than others can sober

A

EXAMPLE OF PERSONAL FABLE

96
Q

attempt to measure indiv diffs in cognition by evaluating cog abilities using INTELLIGENCE TESTS

A

PSYCHOMETRIC APPROACH

97
Q
  1. STANFORD-BINET TEST
  2. WESCHLER TEST
A

2 MOST COMMON IQ TESTS IN THE WEST

98
Q

IQ test including 4 content areas:
1. verbal reasoning
2. quantitative reasoning
3. visual/abstract reasoning
4. STM

A

STANFORD-BINET IQ TEST

99
Q

IQ test including verbal + performance subsets

A

WESCHLER IQ TEST

100
Q

intelligence test for children aged 6-16 w 6 verbal + 5 performance subtests

A

WESCHLER INTELLIGENCE SCALE FOR CHILDREN (WISC-V)

101
Q

intelligence test for persons aged 16+ w 6 verbal + 5 performance subtests

A

WESCHLER ADULT INTELLIGENCE SCALE (WAIS-V)

102
Q

subtests in WESCHLER IQ TESTS that examine VERBAL abilities

A

VERBAL SUBTESTS

103
Q

subtests in WESCHLER IQ TESTS that examine abilities for ATTN/SPATIAL PERCEPTION/SPEECH PROCESSING

A

PERFORMANCE SUBTESTS

104
Q
  1. FLUID INTELLIGENCE
  2. CRYSTALLIZED INTELLIGENCE
A

2 CATEGORIES OF WESCHLER SUBTESTS

105
Q

mental abilities that involve SPEED OF ANALYZING/PROCESSING/REACTING TO INFO tested by PERFORMANCE SUBTESTS

A

FLUID INTELLIGENCE

106
Q

ACCUMULATED knowledge + enhanced judgement based on EXPERIENCE tested by VERBAL SUBTESTS

A

CRYSTALLIZED INTELLIGENCE

107
Q

___ INTELLIGENCE = tested by PERFORMANCE SUBTESTS + ___ INTELLIGENCE = tested by VERBAL SUBTESTS

A

FLUID; CRYSTALLIZED

108
Q

technique for developing a psych test in which typical score for each age = established by testing a large random sample of ppl from a variety of geo areas + social class bgs

A

AGE NORMS

109
Q

point at which HALF of pop scores = above + half below in list of scores

A

MEDIAN

110
Q

CRITICISM of PSYCHOMETRIC APPROACH = that its has CULTURALLY BIASED questions in favour of std ___ norms

A

WESTERN

111
Q

HOWARD GARDNER’S theory that there are 9 separate types of intelligence

A

THEORY OF MULTIPLE INTELLIGENCES

112
Q
  1. LINGUISTIC
  2. LOGICAL-MATHEMATICAL
  3. SPATIAL
  4. MUSICAL
  5. EXISTENTIAL
  6. BODILY KINESTHETIC
  7. NATURALIST
  8. INTERPERSONAL
  9. INTRAPERSONAL
A

9 INTELLIGENCES OF GARDNER’S MULTIPLE INTELLIGENCES

113
Q

ability to think in 3D

A

SPATIAL INTELLIGENCE

114
Q

sensitivity to deep questions abt human existence

A

EXISTENTIAL INTELLIGENCE

115
Q

kind of intelligence that ATHLETES/DANCERS excel in

A

BODILY KINESTHETIC INTELLIGENCE

116
Q

ability for understanding natural phenomena

A

NATURALIST INTELLIGENCE

117
Q

ability for understanding + interacting w OTHERS

A

INTERPERSONAL INTELLIGENCE

118
Q

self-understanding

A

INTRAPERSONAL INTELLIGENCE

119
Q
  • v difficult to measure certain types of intelligence
  • intelligence is defined in many ways
  • matter of intelligence or mere talent in an area
A

CRITICISM OF THEORY OF MULTIPLE INTELLIGENCES

120
Q

ability to think in unique ways + discover novel solutions to probs

A

CREATIVE THINKING

121
Q

thinking involved in solving prob w ONLY 1 CORRECT answer

A

CONVERGENT THINKING

122
Q

___ THINKING = the thinking required to solve a math prob

A

CONVERGENT THINKING

123
Q

thinking involved in producing MULTIPLE ANSWERS to a SINGLE prob

A

DIVERGENT THINKING

124
Q

___ THINKING = the thinking involved when asking someone to explain a flower to someone who has never seen a flower before

A

DIVERGENT THINKING

125
Q

technique for measuring brain functioning during ongoing activity

A

fMRI

126
Q

BY AGE 6: brain = ___% of adult size

A

95%

127
Q

point of transmission btwn 2 nerve cells

A

SYNAPSE

128
Q

cells of nervous system

A

NEURONS

129
Q

rapid INCR in production of synaptic connections in brain that mainly occurs in FRONTAL LOBES (GRAY MATTER)

A

OVERPRODUCTION/EXUBERANCE

130
Q

part of brain immediately behind forehead involved in higher brain functions such as PLANNING AHEAD + ANALYZING COMPLEX PROBLEMS

A

FRONTAL LOBES

131
Q

process by which myelin grows

A

MYELINATION

132
Q

fatty sheath that keeps brain’s electrical signals on one path + INCR their speed

A

MYELIN

133
Q

following OVERPRODUCTION when number of synapses = REDUCED making brain function FASTER + MORE EFFICIENT but LESS FLEXIBLE

A

SYNAPTIC PRUNING

134
Q
  • reduction of excess synapses + myelination of neurons = IMPROVED CONNECTIVITY btwn brain regions
  • ados develop better COG CONTROL + IMPROVED COG FOCUS
  • processes = FASTER so can use LESS MENTAL ENERGY to carry out thinking process
  • LESS DISTRACTED + BETTER AT FILTERING out extraneous noise
  • can BETTER selectively attend to task/become MROE FOCUSED on it
A

EFFECTS OF MYELINATION + PRUNING ON ADO COGNITION

135
Q

the fact that NOT ALL parts of brain mature at SAME TIME

A

ASYNCHRONIES

136
Q

outer layer of brain where most of growth of brain cells occurs

A

GRAY MATTER

137
Q

part of brain that consists of myelinated axons

A

WHITE MATTER

138
Q

AGE 20S-30S: GRAY MATTER ___ + WHITE MATTER ___

A

DECR; INCR

139
Q

AFTER AGE 40: WHITE MATTER ___ rapidly

A

DECLINES

140
Q

foremost part of FRONTAL LOBE involved in distinctively human functions such as PLANNING/REASONING

A

PREFRONTAL CORTEX

141
Q

russian psychologist who emphasized CULTURAL basis of cog devmt

A

LEV VYGOTSKY

142
Q

VYGOTSKY’S theory that cog devmt = driven by LANGUAGE + CULTURE

A

SOCIOCULTURAL THEORY

143
Q

gap btwn how a person performs a task ALONE vs when GUIDED by an ADULT/MORE COMPETENT PEER

A

ZONE OF PROXIMAL DEVMT

144
Q

children/ados learn best if instruction provided = near ___ of ZONE OF PROXIMAL DEVELOPMENT (need assistance at first but gradually becomes capable of performing tasks on own)

A

TOP

145
Q

if task demanded = too HIGH, child experiences ___ + if task demanded = too LOW, child experiences ___

A

ANXIETY; BOREDOM

146
Q

degree of assistance provided to learner in ZONE OF PROXIMAL DEVELOPMENT which gradually DECR as learner’s skills develop

A

SCAFFOLDING

147
Q

teaching interaction btwn 2 ppl (often adult + child/ado) as they participate in a culturally valued activity

A

GUIDED PARTICIPATION

148
Q

approach to human psych emphasizing that psych functioning CANNOT be separated from culture in which it takes place

A

CULTURAL PSYCH

PSYC3310 (13 decks)

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