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Psychology Midterm 4 > Chapter 8 > Flashcards

Chapter 8 Flashcards

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1
Q

cognition

A
  • mental processes involved in acquiring knowledge
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2
Q

cognitive revolution

A
  • a consideration of language
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3
Q

properties of language

A
  • symbolic
  • semantic
  • generative
  • structures
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4
Q

symbolic

A
  • using symbols to talk about places, times, things, people, actions
  • give us meaning or information
  • used to represent things
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5
Q

semantic

A
  • symbols have meaning that we can use to convey information

- the meaning of words and word combinations

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6
Q

generative

A
  • we can take different symbols and words to create sentences that have nerve been used before
  • we make up new words overtime
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7
Q

structured

A
  • we have rules that tell us how to put words together to create sentences to convey meaning
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8
Q

phonemes

A
  • smallest speech units in a language that can be distinguished perceptually
  • younger=more phonemes heard
  • 40 in English language
  • sound units that make up language
  • combine them to create morphemes
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9
Q

morphemes

A
  • smallest unit of meaning

- combine them to create words

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10
Q

denotation vs connotation

A
  • denotation: dictionary meaning of a word
  • connotation: emotional meaning
    ex: snake
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11
Q

syntax

A
  • a system of rules for arranging and organizing words into sentences
  • the swimmer, not swimmer the
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12
Q

language development: 6 months

A
  • phonemes
  • babbling resembling language
  • beneficial to developing language
  • children learning ASL will babble through sign
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13
Q

language development: 1 year

A
  • first word
  • similar cross-culturally (words for parents)
  • receptive> expressive
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14
Q

receptive vs expressive

A
  • receptive: what they can understand

- expressive: what they ca say/use

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15
Q

ASL benefit

A
  • can increase expressive language
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16
Q

language development: 18-24 months

A
  • vocabulary spurt, learn a lot of language at once
  • fast mapping: pick up words after one exposure
  • over extension: applying words to more cases than appropriate
  • under extension: believe word only applies to certain/narrow set of cases
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17
Q

language development: end of 2 years

A
  • combine words

- telegraphic speech: least words as possible (not all languages)

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18
Q

language development: end of 3 years

A
  • complex ideas: pleural, past tense

- over regularization

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19
Q

over regularization

A
  • across all languages
  • certain words when we convert them into past tense they are unusual
  • children are learning that you usually use -ed
  • ex: “goed” instead of “went”
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20
Q

language development: 6 years

A
  • metalinguistic awareness: reflect on language use, how we can play around with how we use language
  • ex: sarcasm, jokes, word play, puns
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21
Q

bilingualism: disadvantages

A
  • 2nd language more easily acquired early in life
  • smaller vocabularies in each language, but combined = normal size
  • slight disadvantage in terms of language processing speed
  • can learn new languages when we are older but not to same extent (before 17)
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22
Q

bilingualism: advantages

A
  • metalinguistic awareness
  • attention/executive function
  • dementia occurs later
  • more grey matter that helps brain function + neurons
  • benefits to white matter
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23
Q

greater acculturation facilitates acquisition

A
  • language learning is not just cognitive

- being involved in social aspect and cultural events related to language helps your learning

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24
Q

Allen and Beatrice Gardner

A
  • chimpanzee Washoe
  • taught him words in ASL
  • picked up 160 words and formed them into simple phrases
  • didn’t acquire all the aspects they were trying to teach
  • didn’t really acquire language
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25
Q

Sue Savage-Rumbaugh

A
  • chimps can acquire language through LEXIGRAMS (tiny images associated with words)
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26
Q

chimps in PET scan

A
  • area that resembles Brocas area
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27
Q

Steven Pinker

A
  • argues language is a human specific trait

- language chimps are learning is equivalent to young child

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28
Q

Genie: the wild child

A
  • neglected and tied to chair, no communication with anyone until 13
  • learned words and 2-word combinations
  • did not learn grammar to how to ask questions
  • consistent with critical period
  • did not become very verbal
29
Q

critical period

A
  • time during which learning/exposure to stimuli must take place
30
Q

behaviourist theories: Skinner

A
  • learning of specific verbal responses
  • all about learning and environment
  • learn language by parents using language and by child imitating what people around them said
31
Q

nativist theories: Chomsky

A
  • Language Acquisition Device
  • not a case of imitation if we look at it as over regularization
  • humans have language acquisition device
  • neural circuitry in brain allows us to acquire language
  • if we don’t have exposure we will not learn language and grammar
32
Q

language acquisition device

A
  • innate mechanism or process that facilities learning of language
33
Q

interactionist theories: Whorf

A
  • Linguistic relativity: ones language determines the nature of ones thought
  • people exposed to a lot of snow have different view of snow
34
Q

Whorf support and criticisms

A
  • he downplayed the amount of words people have for snow

- support for a weaker version, not as all or none

35
Q

problem solving

A
  • active efforts to discover what must be done to achieve a goal that is not readily attainable
36
Q

Greeno

A

came up with types of problems

  • problems of inducing structure
  • problems of arrangement
  • problems of transformation
37
Q

problems of inducing structure

A
  • need to learn relationship amongst items
  • ex: series completion and analogy
    series: ABMCDM…
    analogy: merchant-seller, customer-…
38
Q

problems or arrangement

A
  • need to re-arrange items to save the problem

- ex: string problem and anagrams

39
Q

problems of transformation

A
  • sequence of steps to reach an end goal

- ex: water jar, hobbits and orcs problem

40
Q

well defined problem

A
  • have a goal to reach and know somewhat what you need to do to solve the problem
41
Q

ill defined

A
  • steps are not clear

- not as straightforward

42
Q

barriers to effective problem solving

A
  • irrelevant information
  • functional fixedness
  • mental set
  • unnecessary constraints
43
Q

irrelevant information

A
  • people assume all info in problem is important when it is not always
  • socks example
44
Q

functional fixedness

A
  • tendency to perceive an item only in terms of its most common use
  • string problem example
45
Q

mental set

A
  • when people persist in using problem solving strategies that have worked in the past
  • eggs in basket example
46
Q

unnecessary constraints

A
  • assume constraints exist when they do not

- 4 lines through circles example

47
Q

approaches to problem solving

A
  • algorithms
  • heuristics
  • forming subgoals
  • working backward
  • searching for analogies
  • changing the representation of a problem
  • incubation
48
Q

algorithms

A
  • systematic trial and error
  • go through every possible approach to solve problem
  • guaranteed solution
  • unscrambling words
49
Q

heuristics

A
  • shortcuts
  • decreases number of possible combinations
  • no guaranteed solution
50
Q

incubation effect

A
  • good to walk away from a problem and come back to it later
  • going at it again and again is not very effective
  • should be taking breaks
51
Q

holistic vs analytic cognitive styles

A
  • holistic: focus on the whole, Eastern

- analytic: analyze component, focus on key items, Western

52
Q

decision making

A
  • evaluating alternatives and making choices among them
53
Q

decision making: Simon

A
  • human decision making is not rational

- we don’t make the best choice, we let emotion get in the way

54
Q

choice overload

A
  • Schwartz
  • too many options makes us paralyzed and we are unable to make a decision
  • having many choices is bad for us
55
Q

uncertainty

A
  • when people don’t know what will happen due to their choice
  • dislike
56
Q

additive strategies

A
  • rate each of the items and add them up to decide which one is better
  • useful when we have a few options
  • 2 cell phone plans
57
Q

elimination by aspects

A
  • deciding what the important features for you are and eliminating those that aren’t important
  • good for huge amount of options
  • coffee shop menu
58
Q

expected value

A
  • actual amount expected gain

- negative

59
Q

subjective probability

A
  • your personal estimate of how likely you thing you are to win
60
Q

subjective utility

A
  • what a win would mean to you
61
Q

availability heuristic

A
  • basing the estimated probability of an event on the case which relevant instances come to mind
  • related to things that happen to people close to you
62
Q

representativeness heuristic

A
  • basing estimated probability of an event on how similar it is to the typical prototype of that event
  • tom playing for major symphony or being a farmer
63
Q

conjunction fallacy

A
  • when people estimate that the odds of 2 uncertain events happening together are greater than happening alone
  • professors and politician
64
Q

Csomides and Tooby

A
  • real world adaptive problems

- problems are solved better when put in terms of an actual experience someone may have

65
Q

Gigerenzer

A
  • quick and dirty heuristics
  • making fast decisions under pressure
  • just as effective as taking time
66
Q

framing

A
  • the way an issue is posed influences you thinking

- 90% lean vs 10% fat

67
Q

planning fallacy

A
  • we always thing we can do so much more than we can
68
Q

optimism bias

A
  • when someone believes they themselves are not as likely to experience a negative event

Psychology Midterm 4 (2 decks)

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