Cognitive Psychology Defined Flashcards
1
Q
the study of how people perceive, learn, remember, and think about information.
A
Cognitive Psychology
2
Q
These people study how people perceive various shapes, why they remember some facts but forget others, or how they learn language.
A
Cognitive psychologists
3
Q
Why study Cognitive Psychology?
A
- We may have a better understanding of where we are heading
- We can learn from past mistakes
4
Q
It is a developmental process where ideas evolve over time through a pattern of transformation
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Dialectic
5
Q
What are the Patterns in Dialectic
A
- A thesis is proposed
- An antithesis emerges
- A synthesis integrates the viewpoints
6
Q
A ____ is a statement of belief. After a while, certain individuals notice apparent flaws in it.
A
Thesis
7
Q
It is a statement that counters a previous statement of belief
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Antithesis
8
Q
It integrates the most credible features of each of two (or more) views.
A
Synthesis
9
Q
Why is Dialectic important?
A
For the reason that, we may be tempted to think that if one view is right, another seemingly contrasting view must be wrong.
10
Q
It seeks to understand the general nature of many aspects of the world, in part through introspection, the examination of inner ideas and experiences
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Philosophy
11
Q
from intro-, “___, ___,” and -spect, “___”
A
inward, within; look
12
Q
from ___-, “inward, within,” and -__, “look”);
A
intro-; -spect
13
Q
_____ seeks a scientific study of life-sustaining functions in living matter, primarily through empirical (observation-based) methods.
A
Physiology
14
Q
What are the two approaches in understanding human mind of the Earliest roots of Psychology?
A
Philosophy and Physiology
15
Q
It is the examination of inner ideas and experiences
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Introspection
16
Q
The two Greek Philosophers that profoundly affected modern thinking in Psychology and many other fields
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Plato and Aristotle
17
Q
He was a rationalist Greek Philosopher
A
Plato
18
Q
A/an ____believes that that route to knowledge is through thinking and logical analysis. That is, a _______ does not need any experiments to develop new knowledge.
A
Rationalist
19
Q
A rationalist who is interested in cognitive processes would appeal to ______ as a source or knowledge or justification
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Reason
20
Q
He was a naturalist Greek Philosopher
A
Aristotle
21
Q
A/an ______ believes that we acquire knowledge via empirical evidence- that is, we obtain evidence through experience and observation.
A
Empiricist
22
Q
This is where we obtain evidence through experience and observation.
A
Empirical evidence
23
Q
He was also a rationalist and viewed the introspective, reflective method as being superior to empirical methods for finding the truth.
A
Rene Descartes
24
Q
I think, therefore I am
A
Cogito, ergo sum
25
Cogito, ergo sum stems from who?
Rene Descartes
26
Descartes maintained that the only proof of his existence is that he was ____ and ______.
Thinking and doubting
27
He believed that humans are born without knowledge and therefore must seek knowledge through empirical observation
John Locke
28
Locke believed that humans are born without knowledge and therefore must seek knowledge through _____?
Empirical observation
29
Locke’s term for this view was _____ (meaning “blank slate” in Latin)
Tabula rasa
30
Tabula rasa in Latin means?
Blank slate
31
It is the idea is that life and experience “write” knowledge on us
Tabula rasa or Blank slate
32
He believed that that both rationalism and empiricism have their place and both work must work together in the quest for truth.
Immanuel Kant
33
An early dialectic in the history of psychology is that between s____ and f_____.
Structuralism and Functionalism
34
It was the first major school of thought in psychology
Structuralism
35
It seeks to understand the structure (configuration of elements) of the mind and its perceptions by analyzing those perceptions into their constituent components (affection, attention, memory, sensation, etc.)
Structuralism
36
W___ W___ was a German psychologist whose ideas contributed to the development of structuralism
Wilhelm Wundt
37
The founder of Structuralism in Psychology
Wilhelm Wundt
38
Wundt used a variety of methods in his research. One of these methods was _____.
Introspection
39
It is a deliberate looking inward at pieces of information passing through consciousness.
Introspection
40
The aim of introspection is?
to look at the elementary components of an object or process
41
He is viewed as the first full-fledged structuralist and his experiments relied solely on the use of introspection
Edward Titchner
42
Considered as counter structuralism
Functionalism
43
F____ suggested that psychologists should focus on the processes of thought rather than on its contents.
Functionalism
44
It seeks to understand what people do and why they do it
Functionalism
45
Functionalists held that the key to understanding the human mind and behavior was to study the processes of h__ and w__ the mind works as it does, rather than to study the structural contents and elements of the mind.
how and why
46
It seems natural for functionalism to have led to p_____.
pragmatism
47
P_____ believe that knowledge is validated by its usefulness: What can you do with it?
Pragmatists
48
They are concerned not only with knowing what people do; they also want to know what we can do with our knowledge of what people do.
Pragmatists
49
His chief functional contribution to the field of Psychology was a single book: his landmark _____
Principles of Psychology
50
It examines how elements of the mind, like events or ideas, can become associated with one another in the mind to result in a form of learning
Associationism
51
Refers to associating things that tend to occur together at about the same time
Contiguity
52
Refers to associating things with familiar features or properties
Similarities
53
Refers to associating things that show polarities
Contrast
54
He was an associationist and was the first experimenter to apply associationist principles systematically.
Hermann Ebbinghaus
55
He studied his own mental processes. He made up lists of nonsense syllables that consisted of a consonant and a vowel followed by another consonant
Hermann Ebbinghaus
56
Ebbinghaus found that frequent _____ can fix mental associations more firmly in memory. Thus, ____ aids in learning.
Repetitions
57
A stimulus will tend to produce a certain response over time if an organism is rewarded for that response.
the law of effect
58
the role of “____” is the key to forming associations
Satisfactions
59
It focuses only on the relation between observable behavior and environmental events or stimuli
Behaviorism
60
Nobel-Prize winning Physiologist I___ P___ studied involuntary learning behavior of this sort
Ivan Pavlov
61
To Pavlov, this response indicated a form of learning (______) over which the dogs had no conscious control
Classically conditioned learning or Classical conditioning
62
It involves more than just an association based on temporal contiguity (e.g., the food and the conditioned stimulus occurring at about the same time)
Classical conditioning
63
E____ c______ requires contingency (e.g., the presentation of food being contingent on the presentation of the conditioned stimulus)
Effective conditioning
64
May be considered as an extreme version of associationism that It focuses entirely on the association between the environment and observable behavior.
Behaviorism
65
He is the father of radical behaviorism and he believed that psychologists should concentrate only on the study of observable behavior
John Watson
66
______ a radical behaviorist, believed that virtually all forms of human behavior, not just learning, could be explained by behavior emitted in reaction to the environment.
B.F. Skinner
67
B.F. Skinner believed instead that O____ c______- involving the strengthening or weakening of behavior, contingent on the presence or absence of reinforcement (rewards) or punishments- could explain all forms of human behavior.
Operant conditioning
68
Behaviorists regarded the mind as a “_____” that is best understood in terms of its input and output, but whose internal processes cannot be accurately described because they are not observable
Black box
69
The whole is more than the sum of its parts
Gestalt Psychology
70
It states that we best understand psychological phenomena when we view them as organized, structured wholes.
Gestalt Psychology
71
They studied insight, seeking to understand the unobservable mental event by which someone goes from having no idea about how to solve a problem to understanding it fully in what seems a mere moment of time.
Gestaltists
72
In the early 1950s, a movement called the “_______” took place in response to behaviorism.
Cognitive revolution
73
It is the belief that much of human behavior can be understood in terms of how people think.
Cognitivism
74
He was one of Watson's former students that brashly challenged the behaviorist view that the human brain is a passive organ merely responding to environment contingencies outside the individual.
Karl Spencer Lashley
75
These are coordinated neural structures that develop through frequent stimulation
Cell assemblies
76
Linguist N___ C____ wrote a scathing review of Skinner’s ideas. In his article, he stressed both the biological basis and the creative potential of language.
Noam Chomsky
77
He suggested that soon it would be hard to distinguish the communication of machines from that of humans.
Turing
78
A test which a computer program would be judged as successful to the extent that its output was indistinguishable, by humans, from the output of humans.
Turing test
79
It is the attempt by humans to construct systems that show intelligence and, particularly, the intelligent processing of information.
Artificial Intelligence (AI)
80
sought to understand people’s behavior in terms of how they process the kinds of bits of information processed by computers, also grew out of problems in engineering and informatics.
Information theory
81
It implies that the processes that are used in one domain of processing, such as the linguistic or the perceptual domain, operate independently of processes in other domains.
Modularity
82
An o_____ v___ would be one of domain-general processing, according to which the processes that apply in one domain, such as perception or language, apply in many other domains as well.
Opposing view
83
Although _____ itself was not a scientifically valid technique, the practice of mental cartography lingered and eventually gave rise to ideas of modularity based on modern scientific techniques
Phrenology
84
It can be viewed as an integrating, or “umbrella” psychological construct for a great deal of theory and research in cognitive psychology.
Human Intelligence
85
It is the capacity to learn from experience, using metacognitive processes to enhance learning, and the ability to adapt to the surrounding environment.
Intelligence
86
It includes many narrow, specific abilities (e.g., spelling ability, speed of reasoning).
Stratum I
87
It includes various broad abilities (e.g., fluid intelligence, crystallized intelligence, short-term memory, long-term storage and retrieval, information processing speed).
Stratum II
88
It is just a single general intelligence (sometimes called g).
Stratum III
89
Of the three strata, the most interesting is the ____stratum, which is neither too narrow nor too all-encompassing
Middle stratum
90
In the middle stratum are f___ ability and c___ ability
Fluid ability and Crystallized ability
91
It is is the speed and accuracy of abstract reasoning, especially for novel problems
Fluid ability
92
It is accumulated knowledge and vocabulary
Crystallized ability
93
C____'s model is probably the most widely accepted of the measurement-based models of intelligence
Carroll's model
94
He proposed a theory of multiple intelligence
Howard Gardner
95
this theory distinguishes eight distinct intelligences that are relatively independent of each other
Multiple Intelligence
96
A type of intelligence used in reading a book; writing a paper, a novel, or a poem; and understanding spoken words
Linguistic intelligence
97
A type of intelligence used in solving math problems, in balancing a checkbook, in solving a mathematical proof, and in logical reasoning.
Logical-mathematical intelligence
98
A type of intelligence used in getting from one place to another, in reading a map, and in packing suitcases in the trunk of a car so that they all fit into a compact space.
Spatial intelligence
99
A type of intelligence used in singing a song, composing a sonata, playing a trumpet, or even appreciating the structure of a piece of music
Musical intelligence
100
A type of intelligence used in dancing, playing basketball, running a mile, or throwing a javelin
Bodily-kinesthetic intelligence
101
A type of intelligence used in relating to other people, such as when we try to understand another person’s behavior, motives, or emotions
Interpersonal intelligence
102
A type of intelligence used in understanding ourselves- the basis for understanding who we are, what makes us tick, and how we can change ourselves, given our existing constraints on our abilities and our interests
Intrapersonal intelligence
103
A type of intelligence used in understanding patterns in nature.
Naturalist intelligence
104
He proposed the triarchic theory of human intelligence
Robert Sternberg
105
are used to generate novel ideas
Creative abilities
106
ascertain whether your ideas (and those of others) are good ones
Analytical abilities
107
are used to implement the ideas and persuade others of their value
Practical abilities
108
According to the theory, ____ is at the center of intelligence
Cognition
109
higher-order executive processes (i.e., metacognition) used to plan, monitor, and evaluate problem solving
Metacomponents
110
lower-order processes used for implementing the commands of the metacomponents
Performance components
111
the processes used for learning how to solve the problems in the first place. The components are highly interdependent
Knowledge-acquisition components
112
A type of intelligence in Triarchic theory that refers to the Mental steps or components used to solve problems
Analytical intelligence
113
A type of intelligence in Triarchic theory that refers to the use of experience in wats that foster insight
Creative intelligence
114
A type of intelligence in Triarchic theory that refers to the ability to read and adapt to everyday life
Practical intelligence
