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Psychology 211 > Chapter 9, Exam #3 > Flashcards

Chapter 9, Exam #3 Flashcards

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1
Q

internal mental processes

A

memory, abstract reasoning, critical, language representation, spatial representation, conceptual/analytical thought, creative thinking, problem solving

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2
Q

lateral thinking

A

thinking outside the box

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3
Q

anagrams

A

a problem solving technique that involves the generation of possible solutions and devising a solution plan

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4
Q

algorithm

A

problems (such as math) that guarantee success if the proper steps are followed

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5
Q

heuristic

A

a mental shortcut that allows people to solve problems and make judgments quickly and efficiently (mean end analysis, forming sub goals, working backward)

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6
Q

functional fixedness

A

the tendency to perceive an object in terms of only its most common use (hammer nails with hammer)

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7
Q

problem solving set

A

the inappropriate application of past problems solutions to new problems (mask doesnt mean bad guy, it means catcher)

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8
Q

satisficing

A

it is good to use a strategy that satisfies our needs and is sufficient to meet our demands

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9
Q

Habit family hierarchy

A

alternative behavior sequence that lead to the same goal

(1. squeeze through bars 2. Meow 3. Scratch
1. scratch 2. Squeeze 3. Meow)

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10
Q

insight

A

a sudden understanding of how all the elements in a problem fit together and form the solution (trial and error)

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11
Q

perceptual reconstructing

A

gestalt theory (phi phenomenon, insight, goal direction)

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12
Q

goal direction

A

the view that problem solving is not a mechanical process of building behaviors. Problem solving is a directional process guided by the nature of the problem

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13
Q

mean end analysis

A

break down problem into sub goals, sub problems, then solve each (travel plans)

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14
Q

search scan scheme

A

balance between searching for alternative solutions and scanning the consequences of a solution (game of chess)

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15
Q

working backward

A

start with a known solution and then follow steps backwards to the problem state (math problem)

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16
Q

planning process

A

reduce problem to a simpler form (anagram)

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17
Q

symbolic thought

A

language symbols, images, prototypes

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18
Q

creative fluency

A

the ability to generate many possible approaches or potential solutions to a problem

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19
Q

creative flexibility

A

the ability to recognize and give up on a bad idea

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20
Q

creative originality

A

the approaches or potential solutions to a problem

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21
Q

pragmatic creativity

A

the ability to think of useful, practical, worthwhile ideas and not fanciful or silly notions

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22
Q

divergent creativity

A

creative ideas that flourish and extend from a single source (unusual uses test)

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23
Q

convergent creativity

A

creative ideas that coalesce around a single point of origin (remote associates test)

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24
Q

attribute learning

A

identifying the relevant features or dimensions (classical conditioning has a CS, UCS, reflex, care are big, have wheels and move)

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25
Q

rule learning

A

discovering the rule that applies to combining the attributes

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26
Q

Affirmation rule

A

concept has a single attribute that is either present or absent (speed limit is 65)

27
Q

conjunction rule

A

concept has two or more attributes and all must be present (car has wheels and doors)

28
Q

disconjunction rule

A

concept has two or more attribute, either both can be present (road= asphalt or gravel, doctor = Ph.D or M.D. or both)

29
Q

conditional rule

A

concept has two or more attributes, either or both can be present (speed zone- if sign is posted, then drive below posted speed; if no sign is posted the limit is 25)

30
Q

reversal shift

A

the concept is unchanged. Only direction reverses (shape remains the same but color may change)

31
Q

Extradimensional shift

A

learning combines changes in concept with changes values on the other dimension

32
Q

sensorimotor thought

A

Birth- 2 years
Child understands the world in terms of sensory inputs and motor outputs.
No representational thought- the ability to internally represent the external world

33
Q

pre operational thought

A

2- 7 years
Child acquires representational thought and begins the process of verbal communication
Object permanence- result of representational thought; the child has a mental representation of the object and knows that it still exists somewhere

34
Q

concrete operational thought

A

7-12 years
child can start to mentally manipulate the internal representations that began in the preoperational stage
reversibility- the child can begin a sequence of thoughts and then reverse the sequence
complex classification- sort objects along many dimension (small-red. Yellow- large)

35
Q

formal thought

A

After 12 years

Good at thinking about tangible items but not things that are not in the here and now

36
Q

What are the four stages of problem solving?

A
  1. Preparation (understanding) - encoding the problem
  2. Production: generation of possible solution, devising a solution plan
    • Search of long term memory.
  3. Judgment: evaluation of possible solutions or approaches for their appropriateness.
  4. Incubation: temporary withdrawal from problem
37
Q

Which problem solving stage is most important?

A

preparation (understanding)

38
Q

Which problem solving stage is not necessary?

A

incubation

39
Q

How do the nine dot problem and the match stick problem illustrate later thinking?

A

you have to think outside the box

40
Q

long division

A

heuristic

41
Q

google search

A

algorithm

42
Q

two string problem

A

functional fixedness

43
Q

riddles

A

problem solving set

44
Q

buying a house

A

satisficing

45
Q

behaviorism problem solving theory

A

trial and error, habit family hierarchy

46
Q

Gestalt problem solving theory

A

insight, perceptual restricting, goal direction

47
Q

information processing

A

search san scheme, means end, working backward, planning processes

48
Q

how have animal researchers demonstrated creativity in non human species?

A

reinforce unusual behaviors, creative use of language in apes

49
Q

What is the difference between the classical view and ecological view?

A 
Classical view: a concept is a class of stimuli sharing common attributes combined by a set of rules (i.e. graduation requirements, traffic laws).
Ecological view: a concept is a loosely defined set of stimuli defined by prototypical examples (i.e. animals, love).
50
Q

what does it mean to say that learning a concept involves learning to make a common response to a set of stimuli?

A

it is a set because a combination of things create the bigger picture

51
Q

Why does learning classical concepts involve two processes (attribute learning and rule learning)? Which must be learned first? Why?

A

Attribute learning → rule learning, this is because we must first identify what the relevant features or dimensions are and then we can discover how they work together to make the whole.

52
Q

Affirmation rule example

A

concept has a single attribute that is either present or absent (speed limit = 65 MPH).

53
Q

conjunction rule example

A

concept has two or more attributes and all must be present (i.e. car = big AND wheels AND doors AND moves).

54
Q

disconjunction rule example

A

concept has two or more attributes, either or both can be present (i.e. road = asphalt OR gravel).

55
Q

conditional rule example

A

concept has two or more attributes defined by conditional rule (speed zone is posted drive accordingly, if no sign then drive however).

56
Q

What is the basic idea behind the behavioral theory of concept learning

A

Reinforcement of relevant attributes strengthens the common response (chew on stimuli that look like food) Non-reinforcement or punishment of irrelevant attributes weakens common response (do not chew on stimuli that look like slipper)

57
Q

What is the basic idea behind the cognitive theory of concept learning

A

Connection between the physical stimulus and overt response is bridged by an internal mental state. The solution shift experiment. Cognitive development- piaget (symbolic thought, reversible thought, abstract thought)

58
Q

Why is Piaget’s theory of development classified as a cognitive theory

A

Because it deals with mental stages

59
Q

What are Piaget’s four developmental stages? What does the child accomplish in each stage?

A

Sensorimotor - sensory and motor coordination, egocentrism.
Pre-operational - object permanence, simple classification.
Concrete Operational - complex classification, reversibility.
Formal Operations - abstract, hypothetical reasoning.

60
Q

What is the “solution shift” experiment? What did it aim to prove

A

tests the relative difficulty of shifting from one way of classifying stimuli to discovering another solution to classifying stimuli

61
Q

What prediction does behavioral theory make regarding the ease or difficulty of a reversal shift versus an extradimensional shift when classifying geometric patterns? Why?

A

predicts that extra dimensional shift (2) is easier than reversal (4) because animal only has to learn to new S-R associations

62
Q

What prediction does cognitive theory make regarding the ease or difficulty of a reversal shift versus an extradimensional shift when classifying geometric patterns? Why?

A

predicts the reversal shift is easier than extra dimensional because the mental event is an internal response to color, not to shape

63
Q

What is the difference between problem solving and decision making?

A

Problem solving- the area of cognitive psychology that studies the processes involved in solving problems
Decision making- the cognitive process of reaching a decision: “a good executive must be good at decision making”

64
Q

why do humans make logical errors in problem solving and decision making?

A

Media, representative bias, depends how issue is presented

Psychology 211 (12 decks)

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