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PSY cognitive > DDIUDUDUUOSADU > Flashcards

DDIUDUDUUOSADU Flashcards

1
Q

Why might younger children experience less functional fixedness than adults

A

They have not become accustomed to using familiar objects in a fixed way (they have less knowledge therefore can find different uses/points of views)

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2
Q

What does the validity of a syllogism depend on

A

2 premises/statements and a conclusion, makes it valid always but not always true

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3
Q

Why might people engage in risky decisions?

A

When dealing with loss/emphasis on loss
Or when risk reward is emphasized
(gambling)

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4
Q

How do we measure intelligence?

A

iq tests

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5
Q

Why might these measures be problematic?

A

standardized and it doesn’t cover the varying types of intelligence and is limited to general intelligence

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6
Q

How does creativity relate to problem solving?

A

Creative individuals have the ability to generate remote (uncommon) solutions

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7
Q

4 types of problems

A
  1. well defined problem
  2. ill defined problem
  3. insight problem
  4. non insight problem
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8
Q

traits of a well defined problem

A

-only one way to solve + one correct answer
(math problems)

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9
Q

traits of a ill defined problem

A

-more than one solution + unsteady path
(relationship problems)

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10
Q

traits of a insight problem

A

look at problem at a different angle to solve
(AHA - answer appears suddenly)

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11
Q

traits of a non insight problem

A

-use knowledge + logical deduction

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12
Q

Barriers to problem solving (2)

A
  1. functional fixedness
    2.einstellung effect
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13
Q

functional fixedness

A

Inability to see beyond the designed or most common use of a particular object (cannot think outside of the box)

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14
Q

einstellung effect

A

mental set + person’s predisposition to solve a given problem in a specific manner even if better problem solving methods exsist

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15
Q

inductive reasoning

A

relies on patterns and trends (observations that lead to conclusions) observation may be correct but conclusion is often wrong NOT ALWAYS CORRECT

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16
Q

deductive reasoning

A

relies on facts and rules (take 2 statements/premises to form a conclusion) ALWAYS CORRECT

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17
Q

deductive reasoning (syllogisms)

A

Deductive reasoning draws logically sound (valid) conclusions from premises
- includes 2 assumptions (premises) followed by a third statement (conclusion)

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18
Q

validity in syllogisms

A

Valid ≠ True
If the conclusion follows logically from the two premises of a syllogism, then the syllogism must be valid
(in other words, the validity of a syllogism depends on its form)

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19
Q

deductive reasoning (syllogisms) 2 types

A

1.conditional syllogisms
2. categorical syllogisms

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20
Q

conditional syllogisms

A

occurrence of an event may be conditional on the occurrence of another
- “If X, then Y” statements

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21
Q

categorical syllogisms

A

3 categorical propositions (two premises and a conclusion)
- Usually, premises specify a relationship between two categories

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22
Q

syllogism errors

A
  1. confirmation bias
  2. belief bias
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23
Q

confirmation bias

A

the tendency to seek confirmatory evidence for a hypothesis

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24
Q

belief bias

A

valid syllogisms are rejected more often when the conclusion unbelievable
invalid syllogisms are accepted more often when the conclusion is believable

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25
Q

FRAMING EFFECT

A

cognitive bias where people decide on options based on whether the options are presented with positive or negative connotations (e.g., a loss or a gain)

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26
Q

heuristics

A

mental shortcuts to facilitate problem solving and judgements

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27
Q

2 types of heuristics

A
  1. Representativeness Heuristic
  2. availability heuristics
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28
Q

Representativeness Heuristic

A

basing the estimated probability of an event based on how similar it is to the typical prototype of the event
(suit + tie + briefcase = they must be rich/a lawyer)

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29
Q

availability heuristics

A

Things easily remembered > judged as being more probable
(watch jaws= believe all sharks are evil and eat humans)

30
Q

4 types of intelligence

A
  1. general intelligence
    2.specific intelligence
  2. crystalized Intelligence
  3. Fluid Intelligence
31
Q

general intelligence

A

intelligence that is common to all abilities

32
Q

specific intelligence

A

-varies across individuals and is correlated across abilities within an individual
- The amount devoted to a particular skill or domain (nurture/schooling)

33
Q

crystalized Intelligence

A

-use prior knowledge/experience
-factual (increases with age)
-school

34
Q

. Fluid Intelligence

A

-ability to reason + learn new things + problem solving

35
Q

flynn effect

A

increase in IQ scores over historical time
- Due to enriched environment (nutrition and health, education, environmental complexity

36
Q

Sternberg’s Triarchic Theory of Intelligence

A

Analytical intelligence: academic problem solving and computation
Creative intelligence: imaginative and innovative problem solving
Practical intelligence: street smart and common sense

37
Q

criticisms of Sternberg’s Triarchic Theory of Intelligence

A

-These intelligence measures are highly correlated
-No evidence to support the independence of practical intelligence
-Underplays the importance of general intelligence in practical affairs

38
Q

Gardner’s theory of specific intelligence

A
  1. Symbol system (drawing, music, math)
  2. Prodigies: the intelligence has an association with exceptional individuals (epic chess/math people)
  3. A distinctive developmental history for each intelligence (everyone begins the same way and some reach very high levels of competence)

This theory suggests human intelligence can be differentiated into the following modalities: visual-spatial, verbal-linguistic, musical-rhythmic, logical-mathematical, interpersonal, intrapersonal, naturalistic and bodily-kinesthetic

39
Q

problem solving

A
  • the ability to discover new problems, their methods, and solutions
40
Q

problem solving requires _______.

A
  • the same person to formulate the problem, devise the method, and reach the solution.
41
Q

Associative hierarchy

A

associations used for problem solving are arranged in a hierarchy

42
Q

flat associative hierarchy

A

creative person has many associations available, all with roughly equal probabilities of retrieval
- Therefore, they are more likely than most to recognize alternative, uncommon solutions

43
Q

steep associative hierachy

A

less associations available, not as open minded/creative

44
Q

Why might younger people have an easier time learning how to use new technology compared to older people?

A

fluid intelligence

45
Q

Tulving’s levels of consciousness (3)

A
  1. Anoetic
  2. Noetic
  3. Autonoetic
46
Q

Anoetic

A

not knowing; stays within the present moment and does not go beyond itself

47
Q

Noetic

A

knowing; we use it when we are aware of our immediate surroundings and the things that lie beyond it

48
Q

Autonoetic

A

self-knowing; involves remembering personal experiences (i.e., mental time travel)

49
Q

3 types of memory

A
  1. Procedural memory
  2. Semantic memory
    3.Episodic memory
50
Q

Procedural memory

A

implicit memory that involves the performance of actions and skills; below the level of conscious awareness (walking, riding a bike)

51
Q

Semantic memory

A

ideas, concepts, and facts (general knowledge

52
Q

Episodic memory

A

collection of past personal experiences

53
Q

Schooler’s levels of consciousness

A
  1. Non-conscious
  2. Conscious
  3. Meta-conscious
54
Q

Non-Conscious

A

level of consciousness that operated without our attention

55
Q

Conscious

A

what we are aware of in the moment

56
Q

Meta-conscious

A

when you direct your attention to your own state of mind

57
Q

mind wandering

A

The state in which your thoughts wander from a particular task without your realizing that this has occurred, also referring to zoning out

58
Q

Why can we not consciously perceive subliminal messages?

A

The stimulus is too weak to be consciously recognized
Still has an impact on your behavior

59
Q

Objective threshold

A

level where target detection is no better than chance

60
Q

Subjective threshold

A

viewer claims not to be able to perceive a target

61
Q

grand illusion of conscious perception

A

illusion that what we see in our visual field is a clear and detailed picture of the world

62
Q

Constraints of the visual system

A
  1. Retinal blur
  2. Saccadic suppression
  3. Blink suppression
63
Q

Retinal blur

A

blur from fast eye movements

64
Q

Saccadic suppression

A

halt visual
processing during eye movement

65
Q

Blink suppression

A

halt visual processing
during blink

66
Q

consciousness is a product of _____.

A

brain activity

67
Q

Binocular rivalry

A

when a different image is presented to each eye, the viewer becomes conscious of only one of the images at a time

68
Q

Flash suppression

A

when different images are presented to each eye and one of the images is replaced, the new image enters consciousness and the image presented to the other eye is suppressed from consciousness

69
Q

dreams

A

conscious experiences that are like that of waking but are fabricated by the brain

70
Q

Activation-synthesis hypothesis:

A

dreams are the result of essentially arbitrary stimulation that begins with spontaneous activity in the pons, which then activates many parts of the cortex

71
Q

a lack of prefrontal regulation and sensory input =

A

weird and disconnected dreams

72
Q

How do Tulving’s levels of consciousness mirror Schooler’s levels of consciousness?

A
  1. anoetic=unconscious=implicit memory=not knowing
  2. noetic=conscious=knowing=sematic memory
  3. autonoetic=episodic memory=mental time travel=Meta-consciousness

PSY cognitive (3 decks)

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