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Psychology 110 > EXAM 1 > Flashcards

EXAM 1 Flashcards

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1
Q

What is critical thinking ?

A

The use of those cognitive skills or strategies that increase the probability of a desirable outcome
- purposeful, reasoned, & goal directed

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2
Q

What’s thought ?

A

Processing e.g applying evaluating info

Ex: child thinking

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3
Q

What’s knowledge?

A

What we know information. Information is changed as it transferred from one person to another.

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4
Q

Piaget SCHEMATA

A

Personal internal representations about the nature of the world

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5
Q

Piaget ASSIMILATION

A

Take in new info & incorporate into an existing schema

Ex: when a kid see a zebra for the 1st time they think it’s a horse

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6
Q

Piaget ACCOMODATION

A

Take in new info & modify an existing scheme to fit that info

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7
Q

Motivation( Intrinsic)

A

Involves internal factors, such as need for competency ( mastery ), connected ( w/ other people ), autonomy( independent & meaning (purpose); also curiosity,challenge & fun

( GREATER ASTERY, CREATIVELY,& LONG TERM PROCESS)

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8
Q

Motivation ( EXTRINSIC )

A

Involves EXTERNAL incentives such as rewards ( approval of parents ) money prizes, grades & approval

( SHORT TERM PRODUCTIVITY, MINIMAL COGNITIVE EFFORT )
Tend to focus on REWARD

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9
Q

Performance - Competence Distinction

A

Difference between what a person does ( performance ) & what that person is capable of doing ( competence )

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10
Q

Spectacular Explanation fallacy

A

The belief that extraordinary event require extraordinary explanation

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11
Q

Crystallized Intelligence

A

Our accumulated knowledge e.g. Vocabulary, general knowledge increase up to old age

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12
Q

Fluid intelligence

A

Our ability to reason speedily &; abstractly ( e.g., solving a novel logic problem) ; decrease beginning in our late 20’s & 30’s. Slowing up to age 75 & then more rapidly after age 85

[ REASON WAY TO SOLVE THE ANSWER ] or pattern recognition

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13
Q

Perils & promise of praise Entity theorists

A

Lose confidence less enjoyment of the task. Usually chose the easy task

Entity is a fixed, unchanging trait [ a fixed mindset]

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14
Q

Perils & promise of praise

A

Remain confident, eager to learn, & work hard, usually choose the challenging task.

Can be changed through effort, hard work
[ A GROWTH MOND SET ]

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15
Q

System 1

A

Thinking is fast, unconscious operates on autopilot & is associative response ( comes to you )

  • Automatic, rapid, effortless
  • Responsible for answering .10cents
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16
Q

System 2

A

Thinking is slow, high effort thinking

- deliberate careful requires cognitive energy & effort

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17
Q

” Bounded Rationality “

A

Eating that people are not complete rational; there are limits on our ability to think rationally

  • Most of the time people are satisfiers which means that they make “ good enough decisions “
  • We can never generate complete list of alternatives
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18
Q

Alan Turning & The Turning Test

A

1930- 1950’s WW2
TurningTest: ask a question to the machine are they asked by a person or a computer

WW2 decoded message from the Nazi
“Can machines think”

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19
Q

John Bargh’s Unconscious processing research studies including the “ Florida effect”

A

(E.g. Of unconscious processing )

  • Illustrates the fact that action can be influence by events of which we are not even aware
  • Priming effect
    • priming has an unconscious affect on our actions
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20
Q

Thinking as Silent Speech

A

Can take form of imagery the use of an internal picture

-Like representation while thinking; or words ( “silent speech”)

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21
Q

Imagery as Silent Speech

A

Is usually a better strategy for dealing w/ spatial problems

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22
Q

Glucksberg & Weisberg’s research on labeling, problem solving

A

Glucksberg & Weisberg (1966) studied subjects in two conditions (labeled, unlabeled)
- In the labeled condition, the items were labeled ( box, tacks, candle, matches) ; in the unlabeled condition, the items were not labeled
Average time to solve the problem
Labeled:
Unlabeled:

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23
Q

Selective attention

A

Our awareness focuses on a specific aspect of all that we experience( like a flashlight beam)

The cocktail party effect: a classic example of selective attention. You are able to attend to only one voice among may.

Ex: texting while driving, reading, a book but not relating to what ur reading, thinking about something else

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24
Q

Inattentional Blindness

A

Since system 2 requires out attention, when a task requires intense focusing, we may be effectively blind( cuz our limited budget of attention)

  • Magicians routinely make use of inattentional blindness
    (By misdirecting people’s attention)
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25
Q

Forgetting explanations

A
  1. Decay: many memories gradually fade
  2. Repression : some memories are pushed out of conscious awareness (motivated forgetting)
    - to forget (traumatic painful)
    - can be a reason we forget ( witnessing family member death)
  3. Distortion: mementoes can be affected by our expectation
  4. Interference: negative effect other info on memory
    - procative
    - retroactive
  5. Cue Dependency ( cue - depence forgetting )
    Failure to retrieve info. If the the right cue is present
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26
Q

Proactive inhibition

A

Past info. Interfere w/recall of material learned recently

Old ( interferences with ) ➡️New

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27
Q

Retroactive inhibition

A

recent acquired into May interfere recall material learned previously

Old ⬅️ (interfere with ) new

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28
Q

Anterograde amnesia

A

Poor memory for on going day-to-day experiences

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29
Q

Retrograde amnesia

A

Poor memory for experiences occurring prior to stroke, head injury or psychological trauma
( ex. Info before Clive got sick )

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30
Q

Classical conditioning

A

Ivan Pavlov demonstrated (dogs can be conditioned to salivate in response to the sound of a bell if it predictably proceeded the delivery of food)

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31
Q

Levels of awareness Explicit

A

Conscious memories you are fully aware of acquiring

- can be deliberately recalled e.g. A friends phone #, inform for a test

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32
Q

Levels of Awareness Implicit

A

Memories you are unaware of

- memories that influence us w/o our knowing it

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33
Q

Crypotomnesia

A

Unintended plagiarism; belief that some thought, publication composition or other work is an original creation but it is not can be a result of having implicit but not explicit memory for early work.

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34
Q

Visual memory

A

Imagery process (visual image or mental picture )

Best suited for representing concrete events, objects & words (pictures, scenes)

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35
Q

Verbal memory

A

Best suited for representing abstract info. ( visual image or mental picture

-verbal processing is faster that’s visual processing ( can process verbal faster)

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36
Q

Face recognition

A

See the face (visual memory better auditory memory)

- recognition is easier than recall

37
Q

Prosopagnosia

A

Difficulty recognizing familiar faces; associated (cause) with the inferior temporal cortex
- it can be recognize by voices smell, shaggy they dress etc. except by face.

38
Q

Stages of declarative memory

A

RECORD, RETAIN, RETRIEVE
File cabinet analogy
- Availability vs. Accessibility
E.g. Information may be available but not accessible

39
Q

Confirmation Bias

A

To speak out & prefer Information consistent w/our belief

  • can reduce the influence of confirmation bias on memory by identifying our own biases
  • Advertisers commonly lead VS to have distorted me worries by shaping our expectations & leading us to misinterpret statements ( LED US TO DISPLAY BIAS’S )
40
Q

What are the multi store models for memory ( 3 levels of storage )

A

Sensory memory
Short term memory
Long Term memory

41
Q

What’s sensory memory

A

Brain constantly processes sensory stimuli

  • one sensory memory ( sensory register )
  • capacity = Substantial/ Duration ( 3 -4) seconds
42
Q

Short term memory

A

Related to working memory, the system responsible for all conscious manipulation & transformation on of info. In memory
- Capacity = 7+/-2 chunks (5-9 chunks).
CHUNK IS INIT OF INFO.
- Duration of info = 15-30min
-Rapid forgetting rate; easily disrupt

43
Q

Long term memory

A

LTM= Large file cabinet in the office

  • Capacity
  • Duration
  • Info is stored in fragments
  • Info flows into & out of LTM( bi- directional)
  • Info flows into & out of ( LTM bi-directional)
44
Q

Benefits of chunking

A

-consists of grouping separate bits of info. Larger chunks
- The value of rapid forgetting; like a temporary scratch pad
Ex: phone #’s are presented in a way that facilitates chunking
E.g. (714-996-2547) VS 7149962547
- Easier to chunk when the material is meaningful

45
Q

Mnemonics

Make it meaningful familiarity

A
  • meaningful material is remembered better than non-meaningful material
  • the more u know about a subject, the easier it is to learn new info. about it.
  • Rhymes can help to impose meaning &improve memory
    “ Thrity days has September, April, June, & Novemeber”

” In fourteen - hundred ninety-two Columbus sailed the ocean blue”

46
Q

Pay attention

A
  • know it cuz ur interested in it
  • interest ⬆️ Attention⬆️
  • Forget it? Could be you didn’t study material enough in order to learn it in first place
47
Q

Over learned it

A

Continued learning beyond the point of bare mastery (over learning) strengthen learning
- If you barely learn material , you may quickly – perhaps right after ( or even before ) the exam

48
Q

Acronyms &; Acrostics

A

Memory technique that use the first letter of words to help memorize the words
E.g. H.O.M.E.S: Huron, Ontario, Michigan,Eric, Superior

E.g. ROY G BIV

49
Q

Organize info

A

We all have natural tendency to organize info at recall
- Group items into similar categories
- Organize material an active process it requires through & attention & meaningless
E.g. Grocery list: cookies, grapes, cheese, can opener, pie, chicken, butter, pork } and categories

50
Q

Space out your learning

A

” Distributed practice” VS “massed practice” (cramming) ; “ Distributed” reduces time it takes to learn material e.g. 1 hr session vs. 4 hr session

  • take breaks
  • allows memories to consolidate & reduces interference effects e.g. Retroactive inhibition : new info interferes w/recall of old info)
51
Q

Serial position effect

A

When recall occurs immediately after learning, last few items on list are remembered best

  • when recall occurs after some delay following learning, first few items are remembered best ( recently effect )
    - middle of the list are forgotten
52
Q

Use Association

A

Repeating what you want to learn to something you already know
Method of loci

53
Q

Method of loci

A

Uses Association

  • in ur mind prepare a list of sequentially repeated familiar locations e.g. Rooms in ur house
  • assign each item u are trying to remember to a location & imagine the item interacting in some way w/ the location
54
Q

Improve ur memory

A

Metamemory: ur personal knowledge of what you require e.g. Amount of time,& practice, which strategies work for you ) in order to understand & recall material in order to perform well e.g.on tests
- people w/ good meta memory test themselves often

55
Q

Consider context

A

Includes surrounding, posture , mood, etc.
- Contextual cues can help recall
Physical context: Like studying standing up you’ll remember the material better
Emotional context:think about the happy times
- to make memories, try to study in diff contexts.
GOAL: To create DURABLE MEMORIES

56
Q

Generate and activate Retrieval cues

A

Learning info & frequently activate these cues to refresh ur memory: asking yourself questions can create retrieval cues
* ASKING HOW, WHY, & WHEN QUESTIONS
( deepens understanding & Strengths memories )
Key to improve memory is frequently test yourself
[ study time should be spent on testing yourself with practicing retrieval, or retrieval practice

57
Q

Use Sleep (Purning) to consolidate memories

A

Sleep between studying & test time ( memories are consolidated during deeply relaxed states & sleep )
- sleep deprivation is associated w/ impaired memory , impaired thinking [lack of sleep has the same effect on thinking]
Lack of sleep same w/ being buzzed

58
Q

Reconstructive Theory

SIR FREDRICK BARTLETT

A

1186-1969
- memories are actively reconstructed at the moment of retrieval; NOT like playing a video of an event
-Natural tendency to add to, edit,or embellish memory
- Associated memories are blended w/ original memories & relevant info
Ex: snore, siesta,drowsy, snooze, nap, doze, dream etc.
“Sleep”from the list of explained by reconstructive memory

59
Q

Elizabeth Loftus research

False Memories

A

Eyewitness reconstruct meteorites when questioned
Experiment of cars using words crash w/ words as Collision & Smash
- Memories reconstruction might help explain recall of “false memories” e.g. Cases of childhood sexual abuse
- Elizabeth Purpose that these memories are usually unintentionally implanted by therapist working w/ alleged victims
- but…. if too much doubt, there is concern that people won’t come forward to report past abuse

60
Q

Hedging

A

Language that appears to commit one to a particular view, but cuz of its wording allows one to retreat from that view
Ex. Listernine fights bad breath
Gets ur dishes virtually free.
- use of hedging indicates a lack of commitment to a particular position of the unwillingness to make a specific assertion

61
Q

Etymology

A

Cuz language is dynamic it may be problematic to assume a word means originally intended to mean
Problematic if meaning of word derived
Ex. Slang words
1. Literal sense
2. Use of emphasis, rather than actually being true

62
Q

Bureaucratese

A

Use of formal, suited language unfamiliar to people who lack special training
Ex. A letter w/. big words explaining ur fired. But since u might not get it right away ur reaction isn’t gonna be super upsetting. As a letter saying straight forward ur fired you’ll be heated.

63
Q

Euphemism

A

The superstition of a desirable term for a less desirable or offensive one
E.g : exceptionally challenged for mentally retarded
Ex.”remains” ➡️ dead body
“Sanitary engineer”➡️ janitor
“Bathroom tissue” ➡️ toilet paper
“ life insurance” ➡️ death insurance
“Euthanasia” ➡️ good death

64
Q

Semantic Slanting

A

The deliberate use of words designed to create a particular attitude or foster certain beliefs
- Involves emotional language labeling & name calling which can be used to influence thought
Ex. Pro life or Anti abortion
Pro Choice or Pro abortion or Reproductive rights
(Labels u prefer probably where u stand on)
Pushy/Assertive
Cheap / Frugal
Pushover / Flexible
Stubborn / Tenacious

65
Q

Ambiguity

A

When they can have multiple meanings (often 2 or 3 ) meanings depending on context especially when the appropriate meaning is unclear in a given context
Ex.
“Mary had a little lamb it followed her to school”OR “Mary had a little lamb, and the a little broccoli”

66
Q

Equivocation

A

Occurs when the meaning of a word is changed in the course of the same discussion
Ex. Man is the only rational animal
No woman is a man
[ No women is a man]
1.) hot dogs are better than nothing
2.) Nothing is better than a steak
3.) Therefore, hot dogs are better than steak

67
Q

Reification

A

Occurs when something abstract is given a name & then treated as thought it were a concrete event or physical entity
- physical events: directly measured & verified; can be proven “fact”
Physical. Theoretical Constructs
Talkative ➡️. Extraverted
Laughter ➡️. Humor
Quiet ➡️. Depression

68
Q

What’s Psycholinguistics

A

The field of psych concerned w/ how we acquire & use language a complex cognitive activity

69
Q

Grouping Ambiguity

A

Occurs when it is unclear whether communication is referring to ALL members of a group or INDIVIDUAL members of the group
“Secretaries make more money than physicians “ cuz adding all secretaries pay vs. physicians
- Listeners/ Readers are often expected to make interference (may or may not be the same as what he speaker/ writer has implied )

70
Q

Use of analogies

Smiles & Metaphors

A

Similes: two things are compared using “as” or “like”
Ex. Sweet AS cherry pie
Sly LIKE a fox

Metaphor: two dissimilar are compared

71
Q

Sapir - Whorf hypothesis of linguistic Relativity

A
  • States the language use affects how we think
  • George Orwell’s “1984” about a repressive govern.controls people’s thoughts by developing a language designed to eliminate rebellious behavior by eliminating the possibility of rebellious thought
  • Our thoughts affect the words we speak & write
    Ex. ( Angry thoughts) ➡️ angry words & behavior
72
Q

Levels of Processing Theory

A

Craik & Lockhart, 1972

  • how verbal info is processed (encoded) determines the accuracy/ completeness of memory Recall Recording - Retaining - Retrieving
  • If processing is deeper,more meaningful & personally relevant, recall will be better
  • creating a meaningful mental pic (imagery) is another way to semantically encode verbal info
73
Q

Working memory

A

We are able to briefly process sounds we have just heard, process images we have just seen and turn our attention to what we deem deserving of our attention and ignore what we deem less important

74
Q

What is the serial position effect ?

A

Primary effect: the first items on a list are remembered Best on delayed recall

Recency effect: the last items on a list are remembered Best on immediate recall

75
Q

Allan Paivio’s Dual acode Hypothesis

A

States that when we create pictures to represent words we remember the words especially well because we then have both a VERBAL CODE and an IMAGE CODE.
There are this two potential avenues we can use to retrieve information

76
Q

How long does Echoic sensory memory last ?

A

Echoic = Auditory

3-4 seconds

77
Q

How long does Sensory Memory last ?

A

Iconic = Visual

1/4 seconds

78
Q

Relying on the use of prototypes suggests that a person engages in low/high effort thinking?

A

Relying on LOW effort thinking

79
Q

The strongest version of the ______________ hypothesis states that language determines thought

A

Sapir Whorf

80
Q

Most important conclusion drawn from Tversky & Kahnemans research in which people must choose which of the two alternative programs to implement in order to combat a life threatening disease is that ….

A

People typically try to minimize losses and risk

81
Q

Weasel words are associated with which particular problem with language discussed in class?

A

Hedging

82
Q

Which brain structures were damaged in Clive Wearing ?

A

Hippocampus, Frontal lobe

83
Q

What kind of memories were impaired from Clive wearing ?

A

Working Memory

Declarative Memories
Incl. Episodic & Semantic (storage & retrieval )

84
Q

The Sapir - Whorf hypothesis of linguistic relativity basically states that …

A

The language we use affects how we think

85
Q

According to lecture, Visual sensory memory lasts ________, while auditory sensory memory lasts _______

A

Less than 1 second; 3- 4 seconds

86
Q

Nondeclarative memories include _________ and __________ memories

A

Procedural ; motor

87
Q

According to lecture, Visual processing ___________ compared to verbal processing

A

Is slower

88
Q

The left hippocampus typically handles the processing of ________ material, while the right hippocampus typically handles the processing of ___________ material

A

Verbal ; nonverbal

89
Q

According to Derek’s research, ________theorists tend to view intelligence as fixed and unchanging, and they tend to develop this view about intelligence in part because of receiving repeated _________ praise

A

Entity ; person

Psychology 110 (1 decks)

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