chapter 7 Flashcards
Cognition
mental processes involved in acquiring storing retrieving and using info
imagery
represent picture a sensory experience in ones mind
concepts
label representing class or group of objects people or events sharing common characteristics or attributes
concept formation
from formal definition of concept memorizing concepts common features experiences with (+) and (-) instances of concept through use of prototypes through use of examples
prototype
example that embodies most common features of particular concept
examplar
individual instances of concept stored in memory from experience
systematic decision making
examining all possible alternating choosing more beneficial
elimination by aspects
eliminate by aspects that do not match each factor
choose remaining alternative
available heuristics
based on new situation resembling a familiar one
representative heuristics
based on new situation resembling familiar one
recognition heuristics
decisions terminate as soon as factor moving to decision recognized
framing
information emphasizes potential gain or loss
Intuition
gut feelings or instincts
anchoring
focusing on single factor magnifies importance of factor relevant to factors
trial + error
try one solution after another
analogy heuristic
comparing problem to others from past working backwards (backwards search) start with problem solution and backward through problem
means end analysis
current position is compared with desired goal; close gap between 2 positions
algorithm
systematic step by step procedure guarantees solution to problem of certain type if executed properly
functional fixedness
failure to use familiar objects in novel ways to solve problems
mental set
mental rut in solving problems
continual using same old method even if another approach is better
creativity
produce original appropriate valuable ideas solutions to problem
divergent thinking
produce multiple ideas answers
solutions to problem
novel ideas involving combinations and synthesis
Language
thoughts feelings via system of social shared orbituary symbols of language translated into meaning
psycholinguistics
how language acquired produced, used
how sound and symbols of language translated into meaning
phonememes
smallest unit of sound
Morphememes
smallest unit of meaning
syntax
rules for arranging and combination words to form phrases and sentences
semantics
meaning derived from morphemes
words sentences
surface structure= literal words written spoken signed
deep structure
underlying meaning of sentence
pregmatics
characteristics of spoken language
cooing
begins around 2-3 months
vowel sounds like “ah and “ooh”
babbling
around 6 months
phonemems such as “ma-ma-ma” and “ba-ba-ba”
Holophrases
one word sentence
overextension
apply toward to broaden range of subjects than appropriate
underextension
foul to apply word to other member of class
2 word stage + telographic speech
18-20 months
vocab about 50 words
telographic speech
short sentences follow rigid word order
overregularization
innapropriate applying grammaticle rules for forms plurals and past tenses to irregular
learning theory
B.F Skinner
language shaped via rewards
Navist position
Noam Chomsky
language acquisition device (LAD)
Innate fixed order of learning universal
Interactionist perspective
importance of learning and inborn capacities for acquiring language
learn concrete language expressions they imitate
child directed speech
bilingual
fluent in 2 languages
multilingual
fluent in many languages
subtractive bilingualism
one language detracts from acquisition of other
Animal language
teaching chimpanzees to speak since 1933
ASL used to teach Washoe the chimp
chimp sarah learned david Premacks artificial language via operant conditioning
Linguistic relativity hypothesis benjamin whart
stated spoken language determines thoughts
elenor roschs showed no significant differences between language and thought
language and thought mutually support
Charles Spearman
observed people bright in one area are usually bright in other areas also
Louis Thurnstone
seven primary mental abilities
all intellectual activities involved one or more primary mental abilities
single IQ scores obscured more than it is revealed
JP Guilford
structure of intellect
3 dimensions mental operations, contents, products
memory recording and memory retention
Gardners 8 multiple intelligences
Linguistic
logical/mathematical
spatial
bodily kinesthetic
componential intelligence
mental abilities closely related to sucess on conventional IQ and achievement tests
Experimental intelligence
encompasses creativity
encompasses insight
cartextial intelligence
street smart
adapt well to environment
change environment to improve success find new environment
Intelligence quotient (IQ)
Binet: children with mental age of 2 years below chronological age were disabled
Stern: IQ divide mental age by chronological age
Termon: and multiply by 100
Intelligence testing
Norms: standards based on scores of many
Stanford: Binet Intelligence test= individually administered IQ test ages 2 to 23
Deviator score compare individuals score with those of same age or whom test norm were formed
Wechsler Adult Intelligence Scale (WAIS-IV)
yields seperate verbal and performance IQ scores
overall IQ score
reliability
same score each time test is taken
validity
test measures what it should
standardization
establishing norms by which all scores are interpreted
Termans study of gifted people
longitudinal study
ended myth that mentally superior people physically inferior
his people had better mental health more likely to be
Intellectual disability
approximately 2-3 % of canadians
deficits in intellectual and adaptive functions
mainstreaming = educating students in regular schools and classrooms
behavioural genetics
relative effects of heredity (nature) and environment (nurture) on behaviour and ability
Twin Study Method
study resemblance of identical (monozygotic) and fraternal (dizygotic) twins
Heritability
degree characteristics is influenced by heredity
Adoption study method
study identical twins seperated at birth and raised apart
when seperated the twins have similar traits heredity is major
when seperated twins differ in traits environment is major
emotional intelligence (EI)
ability to apply knowledge about emotions to everyday life
unrelated to IQ score
correlated with both academic and social success
personal components of EI
foundation of EI= self knowledge awareness of emotions
ability to manage emotions
self motivation
Interpersonal components of EI
empathy and ability to handle relationships
capacity to manage relationships
optimism and belief that trying harder after failure will lead to future success
