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Psychology 101 > Chapter 9 > Flashcards

Chapter 9 Flashcards

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1
Q

Cognition

A

The mental activities associated with thinking, knowing, remember, and communicating

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2
Q

Concept

A

A mental grouping of similar objects, events, ideas, and people

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3
Q

Prototype

A

A mental image or best example of a category. Matching new items to a prototype provides a quick and easy method for sorting items into categories (as when comparing feathered creatures to a prototypical bird, such as a robin.)

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4
Q

Algorithm

A

A methodical, logical rule or procedure that guarantees solving a particular problem. Contrasts with the usually speedier-but also more error-prone-use of heuristics

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5
Q

Heuristic

A

A simple thinking strategy that often allows us to make judgments and solve problems efficiently; usually speedier but also more error prone than algorithms

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6
Q

Insight

A

A sudden realization of a problems solution; contrasts with strategy-based solutions

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7
Q

Confirmation bias

A

A tendency to search for information that supports our preconceptions and to ignore or distort contradictory evidence

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8
Q

Mental set

A

A tendency to approach a problem in one particular way, often a way that has been successful in the past

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9
Q

Intuition

A

An effortless, immediate, automatic feeling or thought, as contrasted with explicit, conscious reasoning

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10
Q

Availability heuristic

A

Estimating the likelihood of events based on their availability in memory; if instances come readily to mind (perhaps because of their vividness), we presume such events are common

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11
Q

Overconfidence

A

The tendency to be more confident than correct-to overestimate the accuracy of our beliefs and judgments

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12
Q

Belief perseverance

A

Clinging to one’s initial conceptions after the basis on which they were formed has been discredited

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13
Q

Framing

A

The way an issue is posed; how an issue is framed can significantly affect decisions and judgments

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14
Q

Creativity

A

The ability to produce novel and valuable ideas

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15
Q

Convergent thinking

A

Narrows the available problem solutions to determine the single best solution

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16
Q

Divergent thinking

A

Expands the number of possible problem solutions (creative thinking that diverges in different directions)

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17
Q

Language

A

Our spoken, written, or signed words and the ways we combine them to communicate meaning

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18
Q

Phoneme

A

In a language, the smallest distinctive sound unit

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19
Q

Morpheme

A

In a language, the smallest unit that carries meaning; may be a word or a part of a word (such as a prefix)

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20
Q

Grammar

A

In a language, a system of rules that enables us to communicate with and understand others. In a given language, semantics is the set of rules for deriving meaning from sounds, and syntax is the set of rules for combining words into grammatically sensible sentences

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21
Q

Babbling stage

A

Beginning at about 4 months, the stage of speech development in which the infant spontaneously utters various sounds at first unrelated to the household language

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22
Q

One-word stage

A

The stage in speech development, from about age 1 to 2, during which a child speaks mostly in single words

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23
Q

Two-word stage

A

Beginning about age 2, the stage in speech development during which a child speaks mostly in two-word statements.

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24
Q

Telegraphic speech

A

Early speech stage in which a child speaks like a telegram- “go car”- using mostly nouns and verbs

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25
Q

Aphasia

A

Impairment of language, usually caused by left-hemisphere damage either to Broca’s area (impairing speaking) or to Wernicke’s area (impairing understanding)

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26
Q

Broca’s area

A

Controls language expression-an area of the frontal lobe, usually in the left hemisphere, that directs the muscle movements involved in speech

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27
Q

Wernicke’s area

A

Controls language reception-a brain area involved in language comprehension and expression; usually in the left temporal lobe

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28
Q

Intelligence

A

Mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations

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29
Q

General intelligence (g)

A

A general intelligence factor that, according to Spearman and others, underlies specific mental abilities and is therefore measured by every task on an intelligence test

30
Q

Savant syndrome

A

A condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing

31
Q

Emotional intelligence

A

The ability to perceive, understand, manage, and use emotions

32
Q

Intelligence test

A

A method for assessing an individual’s mental aptitudes and comparing them with those of others, using numerical scores

33
Q

Aptitude test

A

A test designed to predict a person’s future performance; aptitude is the capacity to learn

34
Q

Achievement test

A

A test designed to assess what a person has learned

35
Q

Mental age

A

A measure of intelligence test performance devised by Binet; the chronological age that most typically corresponds to a given level of performance. Thus, a child who does as well as an average 8 year old is said to have a mental age of 8

36
Q

Stanford-Binet

A

The widely used American revision (by Terman at Stanford University) of Binet’s original intelligence test

37
Q

Intelligence quotient (IQ)

A

Defined originally as the ratio of mental age (ma) to chronological age (ca) multiplied by 100 (thus, IQ = ma/ca x 100). On contemporary intelligence tests, the average performance for a given age is assigned a score of 100.

38
Q

Wechsier Adult Intelligence Scale (WAIS)

A

The WAIS is the most widely used intelligence test; contains verbal and performance (nonverbal) subtests

39
Q

Standardization

A

Defining uniform testing procedures and meaningful scores by comparison with the performance of a pretested group

40
Q

Normal curve

A

The bell-shaped curve that describes the distribution of many physical and psychological attributes. Most scores fall near the average, and fewer and fewer scores lie near the extremes

41
Q

Reliability

A

The extent to which a test

42
Q

The extent to which a test measures or predicts what it is supposed to

A

Validity

43
Q

The extent to which a test samples the behavior that is of interest

A

Content validity

44
Q

The success with which a test predicts the behavior it is designed to predict; it is assessed by computing the correlation between test scores and the criterion behavior.

A

Predictive validity

45
Q

Our accumulated knowledge and verbal skills; tends to increase with age

A

Crystallized intelligence

46
Q

Our ability to reason speedily and abstractly; tends to decrease during late adulthood

A

Fluid intelligence

47
Q

A condition of limited mental ability, indicated by an intelligence test score of 70 or below and difficulty in adapting to the demands of life

A

Intellectual disability

48
Q

A condition of mild to severe intellectual disability and associated physical disorders caused by an extra copy of chromosome 21

A

Down syndrome

49
Q

Heritability

A

The proportion of variation among individuals that we can attribute to genes. The heritability of a trait may vary, depending on the range of populations and environments studied

50
Q

Stereotype threat

A

A self-confirming concern that one will be evaluated based on a negative stereotype.

51
Q

How many morphemes are in the word cats? How many phonemes?

A

Two morphemes-cat and s, and four phonemes- c-a-t-s

52
Q

What is the difference between receptive and productive language, and when do children normally hit these milestones in language development?

A

Infants normally start developing receptive language skills (ability to understand what is said to and about them) around 4 months of age. Then, starting with babbling at 4 months and beyond, infants normally start building productive language skills (ability to produce sounds and eventually words.)

53
Q

__________ ___________ is the part of the brain that, if damaged, might impair your ability to speak words. If you damage ______ ________, you might impair your ability to understand language.

A

Broca’s area; Wernicke’s area

54
Q

What three criteria must a psychological test meet in order to be widely accepted? Explain.

A

A psychological test must be standardized (pretested on a similar group of people), reliable (yielding consistent results), and valid (measuring what it is supposed to measure)

55
Q

A check on your understanding of heritability; If environments become more equal, the heritability of intelligence would?

A

Heritability -variation explained by genetic influences- will increase as environmental variation decreases

56
Q

The heritability of intelligence scores will be greater in a society marked by equal opportunity than in a society of peasants and aristocrats. Why?

A

Perfect environmental equality would create 100 percent heritability, because genes alone would account for any remaining human differences

57
Q

The most systematic procedure for solving a problem is a(n)

A

Algorithm

58
Q

After the 9/11 attacks by foreign-born terrorists, some observers initially assumed that the 2003 U.S. East Coast blackout was probably also the work of foreign-born terrorists. This assumption illustrates the __________

A

Availability heuristic

59
Q

When consumers respond more positively to ground beef described as “75 percent lean” than to the same product labeled “25 percent fat,” they have been influenced by?

A

Framing

60
Q

Children reach the one-word stage of speech development at about

A

1 year

61
Q

The three basic building blocks of language are

A

Phonemes; morphemes, grammar

62
Q

When young children speak in short phrases using mostly verbs and nouns, this is referred to as?

A

Telegraphic speech

63
Q

According to Chomsky, all languages share a(n)

A

Universal grammar

64
Q

Charles Spearman suggested we have one ________ _________ underlying success across a variety of intellectual abilities

A

General intelligence (g)

65
Q

Sternberg’s three types of intelligence are?

A

Academic, practical, creative

66
Q

Emotionally intelligent people tend to

A

Succeed in their careers

67
Q

The IQ of a 6 year old with a measured mental age of 9 would be

A

150

68
Q

The Wechsler Adult Intelligence Scale (WAIS) is best able to tell us

A

How the test taker compares with other adults in vocabulary and arithmetic reasoning

69
Q

The strongest support for heredity’s influence on intelligence is the finding that

A

Identical twins, but not other siblings, have nearly identical intelligence scores

70
Q

To say that the heritability of intelligence is about 50% means that 50% of

A

The variation in intelligence within a group of people is attributable to genetic factors

71
Q

The environmental influence that has the clearest, most profound effect on intellectual development is

A

Being raised in conditions of extreme deprivation

72
Q

________ _________ can lead to poor performance on tests by undermining test-takers belief that they can do well on the test

A

Stereotype threat

Psychology 101 (18 decks)

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