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ACDS > CGSC > Flashcards

CGSC Flashcards

1
Q

seeks to understand the structure (configuration of elemtents) of the mind and its perceptions by analyzing those perceptions into their consituent components (affection, attention, memory, sensation, etc.)

A

Structuralism

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2
Q

dialectically synthesized the views of Descartes and Locke arguing that both rationalism and empiricism have their place

A

Immanuel Kant

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3
Q

believed that humans are born without knowledge and therefore must seek knowledge throught empirical observation

tabula rasa (blank slate)

A

John Locke

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4
Q

viewed the intrspective reflective method as being superior to empirical methods for finding truth. The famous expresssion “cogito, ergo sum” (I think, therefore I am) stems from him.

He maintained that the only proof of his existence is that he was thinking and doubting.

A

Rene Descartes

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5
Q

was an empiricist

believes that we acquire knowledge via empirical evidence - that is we obtain evidence through experience and observation

A

Aristotle

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6
Q

was a rationalist

believes that the rout to knowledge is through thinking and logical analysis. That is a rationalist does not need any experiments to develop new knowledge.

would appeal to reason as a source of knowledge

A

Plato

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7
Q

seeks a scientific study of life-sustaining functions in living matter primarily through empirical (observation-based) methods.

A

Physiology

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8
Q

seeks to understand the general nature of many aspects of the world, in part through introspection, the examination of inner ideas and experiences (from intro-inwards, within” and -spect “look”)

A

Philosophy

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9
Q

integrates the most credible features of each of two (or more) views. For example, in the debate over nature versus nurture, the interaction between our innate (inborn) nature and environmental nurture may govern human nature.

A

Synthesis

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10
Q

is a statement that counters a previous statement of belief. For example, an alternative view is that our nurture (the environmental context in which we are reared) almost entirely determines many aspects of human behavior

A

antithesis

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11
Q

is a statement of belief

A

thesis

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12
Q

is a developmental process where ideas evolve over time throught a pattern of transformation

A

dialectic

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13
Q

using this heuristic, we make judgements on the basis of how easily we can call to mind what we percieve as relevant instances of a phenomenon

A

availability heuristic

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14
Q

is the study of how people percieve, learn, remember, and think about information

A

cognitive psychology

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15
Q

our ability to focus on one out of many voices is one of the most striking phenomenais cognitive psychology, and is know as the ___

A

“cocktail party effect”

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16
Q

contributed to the idea of structuralism
founder of structuralism

A

Wilhelm Wundt

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17
Q

One of the methods of Wilhelm Wundt
is a deliberate looking inwards at pieces of information passing throught consciousness

A

introspection

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18
Q

suggested that psychologist should fosuc on the processes of thought rather than on its contents.

seeks to understand what people do and why they do it.

study the processes of how and why the mind words as it does

A

Functionalism

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19
Q

believe that knowledge is validated by its usefulness

A

Pragmatism

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20
Q

the proponent of functionalism

has a book entitled Principles of Psychology

A

William James

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21
Q

was another early pragmatist who profoundly influenced contemporary thinking in cognitive psychology

is remembered primarily for his pragmatic approach to thinking and schooling

A

John Dewey

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22
Q

examines how elements of the mind like events, or ideas, can become associated with one another in the mind to result in a form of learning

A

Associationism

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23
Q

ASSOCIATION MAY RESULT FROM:
associating things that tend to occur together at about the same time

A

contiguity

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24
Q

ASSOCIATION MAY RESULT FROM:
associating things with similar features or properties

A

similarities

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25
Q

ASSOCIATION MAY RESULT FROM:
associating things that show polarities, such as hot/cold, light/dark, day/night

A

contrast

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26
Q

was the first experimenter to apply associationist principles systematically

proposed the idea of rehearsal - the conscious repetition of material to be learned

A

Hermann Ebbinghaus

27
Q

Another associationist
held that the role of “satisfaction” is the key to forming associations

a stimulus will tend to produce a certain response over time if an organism is rewarded for that response.

A

Edward Lee Thorndike

28
Q

focuses only on the relation between observale behavior and environmental events or stimuli

A

Behaviorism

29
Q

A nobel prize winning physiologist
He began with the observation that dogs salivated in response to the sight of the lab technician who fed them (classical conditioning learning/behaviorism)

A

Ivan Pavlov

30
Q

Known as the father of radical behaviorism

he believed that psychologists should concentrate only on the study of observable behavior. He dismissed thinking as nothing more than subvocalized speech.

shifting the emphasis of experimental research from human to animal participants.

A

John Watson

31
Q

a radical behaviorist
believed that virtually all forms of human behavior not just learning could be explaned by behavior emitted in reaction to the environment.

operant conditioning - involving the strengthening or weakening of behavior, contingent on the presence or absence of reinforcements (rewards) or punishments.

A

B.F. Skinner

32
Q

Behaviorists regarded the mind as a ____ that is best understood in terms of its input and output but whose internal processes cannot be accurately described because they are not observable.

A

block box

33
Q

thought that understanding behavior required taking into account the purpose of and the plan for, the behavior

believed that all behavior is directed toward a goal

forefather of modern cognitive psychology

A

Edward Tolman

34
Q

noted that learning appears to result not merely from direct rewards for behavior, but it also can be social, resulting from observations of the rewards or punishments given to others.

Emphasizes how we observe and model our own behavior after the behavior of others.

A

Albert Bandura

35
Q

states that we best understand psychological phenomena when we view them as organized, structured wholes.

the whole is more than the sum of its parts

A

Gestalt Psychology

36
Q

is the belief that mushc of human behavior can be understood in terms o fo how people think.

It rejects the notion that psychologists should avoid studying mental processes because they are unobservable

the synthesis of Gestalt and behaviorism

A

Cognitivism

37
Q

brashly challenged the behaviorists view that the human brain is a passive organ merely responding to environmental contingencies

considered the brain to be an active, dynamic, organizer of behavior

A

Karl Spencer Lashley

38
Q

proposed the concept of cell assemblies -are coordinated neural structures that develop through frequent stimulation. They develop over time as the ability of one neuron to stimulate firing in a connected neuron increases

A

Donald Hebb

39
Q

Suggested that soon it would be hard to distinguish the communication of machines from that of humans.

a test by which a computer program would be judged as successful to the extent that its output was indistinguishable by humans from the output of humans

A

Turing Test

40
Q

is the attempt by humans to construct systems that show intelligence, and particularly the intelligent processing of information

A

Artificial Intelligence

41
Q

is a theory which sought to understand people’s behavior in terms of how they process the kinds of bits of information by computers.

A

Information Theory

42
Q

he noted that the number seven appeared in many different places in cognitive psychology

“the magic number seven”

introduced the idea of channel capacity - the upper limit with which an observer can math a response to information given to him or her. Ex: if you can remember seven digits present to you sequentially, your channel capacity for remembering digits is 7

A

George miller

43
Q

is the study of how poeple learn, structure, store, and use knowledge

A

Cognitive Psychology

44
Q

he popularized the concept of the modularity of the mind

the mind has distinct modules or special purpose systems, to deal with linguistic and possible other kinds of information

A

Jerry Fodor

45
Q

he believed that the patter of bumps and swells on the skull was directly associated with one’s pattern of cognitive skills (phrenology)

A

Franz Joseph Gall

46
Q

is the capacity to learn from experience, using metacognitive processes to enhance learning, and the ability to adapt to the surrounding environment.

A

Intelligence

47
Q

refers to the people’s understanding and control of their own thinking process

A

metacognition

48
Q

this term is used to describe a person’s ability to adapt ot a variety of challenges in diverse culture

A

Culutral Intelligence CQ

49
Q

according to this model, intelligence comprises a hierarchy of cognitive abilities comprising three strata

Stratum 1 - includes many narrow specific abilities (spelling ability, speed of reasoning)
Stratum 2 - includes various broad abilities (fluid intelligence, crystallized intelligence, short-term memory etc)
Stratum 3 - is just a single general intelligence (sometimes call g)

A

Three-Stratum Model Of Intelligence

50
Q

is speed and accuracy of abstract reasoning, especially for novel problems

A

Fluid ability

51
Q

is accumulated knowledge and vocabulary

A

Crystallized ability

52
Q

he proposed the theory of multiple intellengences

intelligence comprises of multiple independent constructs not just a single, unitary construct.

A

Howard Gardner Theory of Multiple Intelligence

53
Q

a theory that states that intelligence comprises three aspects (creative, analytical, and practical)

creative abilities - are used to generate novel ideas
analytical abilities - ascertain whether your ideas (and those of others) are good ones.
practical abilities - are used to implement the ideas and persuade otherse of their value

A

Sternberg: The Triarchic Theory of Intelligence

54
Q

is an organized body of general explanatory principles regarding a phenomenon, usually based on observations

A

theory

55
Q

a tentative proposal regarding expected empirical consequences of the theory such as the outcomes of research

A

hypothesis

56
Q

psychologists who study cognitive processes with reaction time often use the ________ which involves estimating the time a cognitive process takes by subtracting the amount of time information processing takes with the process from the time it takes without the process

A

subtraction method

57
Q

indicates the likelihood that a given set of results would be obtained if only chance were factors were in operation

A

statistical significance

58
Q

are individually manipulated or carefully regulated by the experimenter

A

independent variable

59
Q

are outcome responses the values of which depend on how one or more independent variables influence or affect the participants in the experiment

A

dependent variable

60
Q

these are irrelevant variables that are held constat are called _____

A

control variables

61
Q

is a type of irrelevant variable that has been left uncontrolled in a study

A

confounding variable

62
Q

investigators study the relationship between cognitive performance and cerebral events and structures.

A

psychobiological research

63
Q

METHODS THAT COGNITIVE PSYCHOLOGISTS USE

1) An individual’s own account of cognitive processes
2) in-depth studies of individuals
3) detailed studies of cognitive performance in everyday situations and nonlaboratory contexts

A

1) self-reports
2) case studies
3) naturalistic observation

64
Q

is a cross-disciplinary field that uses ideas and mthods from cognitive psychology, psychobiology,artificial intelligence, philosophy, linguisticsm and anthropology

A

Cognitive science

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