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Pyschology 105 > Chapter 8 > Flashcards

Chapter 8 Flashcards

1
Q

Thinking

A

mental activity/processing information; includes learning, remembering, perceiving, communicating, believing, deciding

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2
Q

Cognitive economy

A

investing as little mental energy as possible unless its necessary to do more, referred to as fast and frugal thinking

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3
Q

thin slicing

A

our ability to extract useful information from small bits of behaviour

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4
Q

cognitive bias

A

systematic error in thinking

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5
Q

what is the representative heuristic and how can it lead to cognitive bias

A

heuristic that judges the probability of an event by its superficial similarity to a prototype (estimating the likelihood of an event based on past experience). This can lead to overgeneralizations due to our tendency to be poor at considering base rates(base rate neglect). an example of the representative heuristic is stereotyping, demonstrated using thought experiments (what do you think about william)

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6
Q

what is the availability heuristic and how can it lead to cognitive bias

A

estimating the likelihood of an occurance based on the ease with which it comes to mind, can mislead us as our experiences can be biased

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7
Q

hindsight bias

A

our tendency to overestimate how accurately we could have predicted something happening once we know the outcome, “I knew it all along” effect.

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8
Q

framing

A

the way a question is worded can influence the decisions people make.

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9
Q

Top-down processing

A

filling in the gaps of missing information using experience and background knowledge

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10
Q

bottom up processing

A

processing from info received, constructing meaning by building up understanding through experience

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11
Q

concept

A

our general knowledge about objects, actions, and things that share core properties, an example of top-down processing

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12
Q

schema

A

concepts we’ve stored in memory about how certain actions, objects, and ideas relate to each other, an example of top-down processing

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13
Q

system 1 thinking

A

rapid and intuitive, below concious awareness

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14
Q

system 2 thinking

A

slow and analytical, deliberate thinking

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15
Q

framing

A

the way a question is worded can influence the decisions people make

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16
Q

what is problem solving and what are the 2 approaches?

A

generating a cognitive strategy to accomplish a goal, the 2 approached are heuristics and algorithms

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17
Q

algorithm aproach to problem solving

A

step-by-step procedures for solving problems; requires analysis, is slow, rigid and inflexible

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18
Q

heuristic approach to problem solving

A

mental shortcuts; relying on past experiences/going with our gut

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19
Q

analogies

A

can solve problems by drawing similarities from 2 different situations

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20
Q

paralysis by analysis/ decision fatigue

A

brain becomes confused/overwhelmed by excessive information

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21
Q

neuroeconomics

A

study of how the brain works when making financial decisions, helps us understand why decision making goes wrong sometimes for some people

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22
Q

what are the 3 obstacles to problem solving

A

salience of surface similarities, mental sets, and functional fixedness

23
Q

salience of surface similarities

A

how attention grabbing something is, we tend to focus on the superficial aspects of a problem, and try to solve it the same way we would solve problems with similar characteristics

24
Q

mental sets

A

getting stuck following a strategy that has worked in the past, makes it difficult to think of alternative strategies

25
Q

functional fixedness

A

we get stuck thinking that an object can only be used for its intended purpose

26
Q

linguistic determinism

A

our language defines our thinking

27
Q

linguistic relativity

A

view that characteristics of language shape out thought processes but don’t define our thinking

28
Q

problem solving

A

generating a cognitive strategy to accomplish a goal

29
Q

computer analogy of the model of the mind

A

the brains algorithms are like preprogrammed abilities, brain runs data through “software” program and spits out answers

30
Q

embodied model of the mind

A

out thoughts are not simply controlled by our brains, external factors such as our bodies and environments shape out thinking

31
Q

4 levels of language analysis

A

1.phonemes
2.morphemes
3.syntax
4.extralinguistic information

32
Q

phonemes

A

the sound of language

33
Q

morphemes

A

the smallest unit of meaningful speech ex. re, ish, un,

34
Q

syntax

A

grammatical rules governing how we compose words into meaningful strings

35
Q

extralinguistic information

A

elements of communication that aren’t a part of language but are crucial to interpreting it, ex. facial expressions, tone

36
Q

semantics

A

meaning derived from words and sentences

37
Q

dialect

A

language variations used by a group of people who share geographical proximity or ethnic background

38
Q

sound symbolism/onomatopeia

A

certain speech sounds are associated with particular meanings
ex. quack/ding

39
Q

one word stage

A

when children use one word to convey entire thoughts

40
Q

over-extension

A

when a child uses a word for too many things, ex. every 4-legged furry animal is a dog

41
Q

under-extension

A

when a child doesn’t use a word for enough cases, ex. their family cat is a kitty but not other cats

42
Q

metalinguistic insight

A

awareness of how language is structured and used; bilingual kids has higher meta-linguistic insight

43
Q

homesign

A

when deaf children make up their own signs when born to hearing parents

44
Q

Imitation theory of language acquisition

A

children learn by imitating

45
Q

generative language

A

allowing an infinite number of unique sentences to be created by combining words in different ways

46
Q

generative/nativist account of language acquisition

A

Chomsky; children come into the world with some basic knowledge of how language works

47
Q

language acquisition device

A

nativist account; hypothetical organ in the brain where knowledge of syntax resides

48
Q

social pragmatics theory of language acquisition

A

children use context of conversation to infer its topic

49
Q

general cognitive processing theory of language acquisition

A

children’s ability to learn language results from general skills that they apply across a variety of activities; children learn language from the ability to perceive, learn, and recognize patterns

50
Q

whole word recognition

A

readin strategy that involves identifying common words based on appearance without having to sound them out

51
Q

phonetic decomposition

A

readin strategy that involves sounding out words

52
Q

anomatopoeia

A

imitating sounds

53
Q

high-amplitude sucking procedure

A

technique used to test sound distinguishing abilities in infants

Pyschology 105 (5 decks)

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