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MCAT psych/soc > cognition and language > Flashcards

cognition and language Flashcards

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1
Q

information processing model

A

view of the mind like a computer that recieves data and procesesses it

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2
Q

psychological paradigm of behavior

A

only behavior can be studied

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3
Q

jean piaget

A

developmental psychology
- proposed developmental stages every child passes through

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4
Q

first stage of development

A

sensorimotor
birth - 2 years old
infants interact with the world around them through motor activities
aquisition of object perminance

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5
Q

object permemnance

A

understanding that objects exsist outside of perception
-peak a boo (things that you do not see dont just go away)

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6
Q

circular reactions

A

major feature of sensorimotor stage of development that refers to the intentional repeitiion of something

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7
Q

stranger anxiety

A

phenomenon of sensorimotor stage of development where babies around 9 months get uneasy around new people

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8
Q

major parts of sensorimotor stage

A

lack of object permenance, language, stranger anxiety, circular reactions

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9
Q

preoperational stage

A

from 2 - 7

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10
Q

concreate operational range

A

7- 11

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11
Q

formal operational

A

11 and older

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12
Q

operations (according to piaget)

A

mental manipulations of objects of thought

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13
Q

conversion

A

idea that the same amount of a substance is perserved when it is transferred between containers with different shapes

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14
Q

operations of the preoperational stage

A

from 2 - 7
representation of objects using symbols
- words and images
- imaginative play
- egocentrism
- do not possess conversation
- centration

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15
Q

centration

A

tendency of children in preoportional stage to focus on a single property of an object and exclude others

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16
Q

what is this an example of? a child is happy to recieve two pieces of chocolate while their sibling only got one piece , even though they both got the same amount

A

these kids do not posess conversion and are focused on centration which is a preoperational characteristic

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17
Q

four key features of preoperational stage

A

egocentrism, lack of conservation, centration, symbolic thought

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18
Q

concrete operational range

A

7 to 11

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19
Q

characteristics of concrete operational cognitive development

A

conservation, lose egocentrism, become more skilled problem solvers, deductive reasoning

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20
Q

formal operational range

A

11 and older (till 16ish)

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21
Q

characteristics of formal operational

A

ability to fully engage in abstract thought
- handle hypothesis
- reason abstractly
- make nuanced moral judgements

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22
Q

schema

A

cognitive framework that organizes information about things that one percieves in the outside world with implications for the actions that can be taken in response

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23
Q

assimilation

A

original schema remains intact with new information

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24
Q

accomadation

A

schema is adjusted due to new information

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25
Q

fluid intellegence

A

refers to problem solving ability
- applied to new situaitons
- does not rely on exsisting knowledge

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26
Q

crystallized intellegence

A

utilize skills/ knowledge and info already exsisting

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27
Q

which form of intellegence decays with old age

A

fluid intellegence

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28
Q

dimentia

A

constellation of symptoms with an interference of memory

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29
Q

universality of piaget’s stages of development

A

age ranges for major devleopments of all children regardless of culture

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30
Q

Lee vygotsky

A

claim cognitive development was heavily influenced by culture

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31
Q

trial and error

A

problem solving method where we try different methods to see which ones work

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32
Q

algorithm

A

problem solving technique with fixed steps
more thought and insight than trial and error
if then statements
- not a true understanding

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33
Q

deductive reasoning

A

top down
- apply general principles to specific situations

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34
Q

inductive reasoning

A

bottom up
- successive obsevations used to identify principles

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35
Q

issue with inductive reasoning

A

issue of overgeneralization

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36
Q

analogies

A

problem solving tool where new problem relates to old and solve them the same

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37
Q

intuition

A

gut sense of how to solve

38
Q

insight

A

problem solving tool (eureka)

39
Q

mental set

A

framework we use for conceptualizing problems

40
Q

fixation

A

getting stuck in a way of thinking

41
Q

functional fixedness

A

seeing objects as only having one function and neglecting others

42
Q

Duckner’s candle problem

A

participant is given a candle, box of matches, and box of thumbtax and told to attatch candle to the wall without letting wax drip. demonstrates functional fixedness

43
Q

belief perserverence

A

tendancy for people to maintain their beliefs in the face of contradictory evidence

44
Q

overconfidence

A

being too sure of oneself
can interfere with effective problem solving
- linked to belief perserverence

45
Q

cognitive biases

A

systematic unconcious patterns that skew reasoning

46
Q

confirmation bias

A

reason in a way that favors information about conclussions we have already made

47
Q

hindsight bias

A

retroactively view events as being highly predictable

48
Q

causation bias

A

tendancy to infer cause and effect relationships inaccurately
- mistake correlation for causation

49
Q

heuristics

A

mental shortcuts to help with problem solving

50
Q

difference between biases and heuristics

A

biases are general cognitive patterns that affect decision making
heuristics are problem solving tools

51
Q

representative heuristic

A

decisions are made based off comparisons to mental representations of stereotypes, prototypes, or concieved notions
- judgements about how probable something is

52
Q

availability heuristic

A

makes assumptions based off of recent information or events because they have a fresh or lasting impact on our minds

53
Q

difference between representative and availability heuristic

A

representative is what is probable to happen given a stereotype while availability is based on something recently encoded or important

54
Q

intellegence

A

ability to detect patterns, process and store information, understand ideas, and problem solve

55
Q

charles spearman

A

children performance showed correlations
- students who do well in math tend to do well in history
- general intellegence
- empiracle formula for intellegence

56
Q

general intellegence

A

g factor
can be inherited and affected by envirnment

57
Q

francis galton

A

foundation of eugenics : breeding of humans for desired traits

58
Q

hereditary genius

A

galton contribution to intellegence,

59
Q

alfred binet

A

developed IQ
mental age - age x 100

60
Q

what does iq reflect

A

general intellegence, and both fluid and crystaliized intellegence

61
Q

iq bell curve

A

normal distribution

62
Q

Flynn effect

A

IQ steadily increases in developing countries over time

63
Q

theory of multiple intellegences

A

howard gardner
- musical, visual-spacial, verbal-linguistic, logical-mathmatical, bodily, interpersonal, intrapersonal

64
Q

which categories of multiple intellegences contribute to the g factor

A

logical-math
visual-spacial
verbal-linguistic

65
Q

is emotional intellegence one of gardners multiple intellegences?

A

no it was coined by Daniel Goleman

66
Q

emotional intellegence

A

recognition of both ones own emotions and those of others as well as emotional regulation

67
Q

who invented g factor

A

spearman

68
Q

who developed concept of mental age

A

binet

69
Q

language

A

consists of parallels that operate whenever we speak and uses arbitrary symbols to refer to concrete and abstract ideas

70
Q

phonetics

A

deal with speech sound , no concern with meaning

71
Q

phonology

A

how we strcuture and organize speech sounds in ways that do affect meaning

72
Q

morphology

A

how words are formed and grammer

73
Q

semantics

A

study of meaning at the level of words and sentances

74
Q

pragmatics

A

non-literal meaning

75
Q

bf skinner

A

behaviorism
- learning through reward and punishment

76
Q

learning theory of language

A

language is a learned behavior that develops in response to envirnmental stimuli and responses
- deny specialized capacity for language learning in the brain

77
Q

nativist theory of language acquisiton

A

noam chomsky
- strong emphasis on idea that humans have hard wired neural capcity for learning language in the brain
- area of brain is language aquisition device

78
Q

generative linguistics

A

abstract linguistic structures undergo transformation

79
Q

interactionalist theory

A

children interact with envirnment , differs from skinner because it does not deny the inborn capacity for languages and it views envirnmental input more interactive

80
Q

sapir-Whorf hypothesis

A

linguistic realativity, language dictates thought

81
Q

linguistic determinism

A

language dictates thought

82
Q

aphasia

A

impaired ability to communicate

83
Q

Wernikes aphasia

A

cannot comprehend language, speech production is fine
- damage to superior temporal lobe (wernikes area)
-AKA fluent aphasia
- receptive aphasia

84
Q

where is wernikes area

A

left hemisphere, superior temproal lobe

85
Q

fluent aphasia

A

impaired understanding, fine speech production

86
Q

receptive aphasia

A

impaired understanding, speech is fine

87
Q

brocas aphasia

A

impaired speech production
- frontal lobe damage

88
Q

arcuate fasciculus

A

area between wernkikes area and brocas area where info is passed

89
Q

conduction aphasiA

A

brocas aphasia

90
Q

auditory cortices

A

region of temporal lobe that handles language related processing

MCAT psych/soc (13 decks)

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