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Psych 202 > Exam 2 > Flashcards

Exam 2 Flashcards

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1
Q

Learning

A

A relatively permanent change in behavior that occurs through experience.

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2
Q

Associative learning

A

Learning that certain events occur together. Can either by two stimuli (classical conditioning) or a response and its consequence (operant conditioning)

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3
Q

Classical conditioning (learning type)

A

SR Learning

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4
Q

Classical conditioning (definition)

A

Learn to associate two stimuli and therefore anticipate events

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5
Q

Unconditioned stimulus (US)

A

Unlearned stimulus. Individual already knows about this stimulus.

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6
Q

Unconditioned response (UR)

A

Unconditioned response, almost like a reflex.

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7
Q

Conditioned stimulus (CS)

A

Stimulus that was previously neutral (had no meaning) repeatedly paired with unconditioned stimulus.

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8
Q

Conditioned response (CR)

A

Conditioned response, learned throughout the pairing of conditioned and unconditioned response.

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9
Q

Principles of classical conditioning

A
  • Acquisition
  • Higher order conditioning/second order conditioning
  • Generalization
  • Discrimination
  • Extinction
  • Spontaneous recovery
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10
Q

Acquisition (definition)

A

The initial learning of an association.

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11
Q

Acquisition (types)

A
  • Backward conditioning
  • Simultaneous conditioning
  • Trace conditioning
  • Delayed conditioning
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12
Q

Backward conditioning

A

US preceded the CS.
- Feeding and then banging the spoon
- Not very effective

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13
Q

Simultaneous conditioning

A

CS and US presented at same time
- Banging the spoon and giving food at same time
- Not very effective

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14
Q

Trace conditioning

A

CS is discontinued before the US is presented
- Banging the spoon and taking a short break before feeding
- More effective

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15
Q

Delayed conditioning

A

CS presented at least until the US is presented.
- Banging the spoon and feeding immediately
- Most effective

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16
Q

Higher order conditioning (another name)

A

Second order conditioning

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17
Q

Higher order conditioning/Second order conditioning

A

You have an established conditioned response but you pair a new stimulus with an already learned conditioned stimulus.
- Learning to put the CS with the US that was previously the CS
- Ex: Opening drawer before banging spoon before getting food

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18
Q

Generalization

A

Conditioned response occurs to stimuli that are similar to an established conditional stimulus
- Ex: Opening drawer but it was the wrong drawer.

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19
Q

Discrimination

A

An individual learns to respond to certain stimuli but not others.
- Ex: Learning to differ between drawer sounds.

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20
Q

Extinction

A

The behavior no longer produces the outcome that was influencing. If you engage in behaviors that used to be reinforced and it’s no longer reinforced, the individual will stop engaging in that behavior.
- Ex: Switched to dry food. No longer uses spoons to feed. Cat slowly dissociates from the drawer opening.

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21
Q

Spontaneous recovery

A

Occurs when the conditioned response appears after having previously been extinguished.

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22
Q

Explanations for classical conditioning

A
  • Stimulus substitution
  • Information theory
  • Biological mechanisms
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23
Q

Stimulus substitution

A

Explanation of classical conditioning.
- The conditioned stimulus comes to be perceived exactly as the unconditioned stimulus at the level of the nervous system.

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24
Q

Information theory (person)

A

(Rescorla & Wagner)

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25
Q

Information theory (definition)

A

Explanation of classical conditioning.
- A cognitive explanation that the individual is learning that the conditioned stimulus is telling us something about the delivery of the unconditioned stimulus. It’s a signal that’s telling us what’s about to happen.

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26
Q

Biological mechanism

A

Explanation of classical conditioning.
- With some types of classical conditioning, there are neurons in the cerebellum that are activated when an individual learns the connection b/t the conditioned and unconditioned stimulus.

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27
Q

Operant conditioning

A

Associate a response and its consequence. The consequence shapes the behavior.

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28
Q

Thorndike’s Law of Effect

A

Behaviors that are followed by positive outcomes strengthen the behavior. Behaviors that are followed by negative outcomes weaken behavior
- Put cats in puzzle boxes (food outside box) so the cat learned to get out of the box –> The cats could get out faster and faster each time.

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29
Q

Operant chamber

A

“Skinner box”
Containing a bar or key that an animal can use to get food/water

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30
Q

Reinforcement

A

Increases behavior

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31
Q

Positive Reinforcement

A

Increases behavior, adds something

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32
Q

Negative reinforcement

A

Increases behavior, removes something

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33
Q

Primary reinforcers

A

“Primitive” Biological reinforcers, unlearned. Food, air, water, sex.

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34
Q

Secondary reinforcers (another name)

A

Conditioned reinforcers

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35
Q

Secondary reinforcers (definition)

A

Can substitute biological reinforcers. Get power through learned association with primary reinforcers.

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36
Q

Delayed reinforcers

A

Delay in reinforcement leads to decrease in learning. Harder to make associations.

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37
Q

Reinforcement schedules

A

How often a desired response will be reinforced.

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38
Q

Continuous reinforcement

A

Reinforcing every time it occurs. Learning AND extinction occur rapidly.

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39
Q

Partial/Intermittent reinforcement

A

Slower to learn but more resistant to extinction.

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40
Q

Fixed-ratio

A

Reinforces a response after a specific number of responses.

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41
Q

Variable-ratio

A

Reinforces a response after a random number of responses.

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42
Q

Fixed-interval

A

Reinforces a response after a specific amount of time has elapsed.

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43
Q

Variable-interval

A

Reinforces a response after a random amount of time has elapsed.

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44
Q

Punishment

A

Decreases behavior

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45
Q

Positive punishment

A

Decreases behavior adds something bad

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46
Q

Negative punishment

A

Decreases behavior, removes something good

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47
Q

Principles of operant conditioning

A
  • Shaping
  • Extinction
  • Chaining
  • Instinctive drift
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48
Q

Shaping

A

Principles of operant conditioning
- Reward successive approximations of the desired behavior.
- Helps us understand what nonverbal organisms can perceive (bc we shape them to respond to one stimulus and if we present another we can tell if they perceive a difference)

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49
Q

Chaining

A

Principle of operant conditioning
- Teaching the animal a series of behaviors, starting with the last behavior first.
- Prevents extinction.

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50
Q

Instinctive drift

A

Principle of operant conditioning
- Animal that has learned a trick reverts to its natural behaviors.

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51
Q

Taste aversion

A

When an organism associates a taste with a negative experience (becoming ill) and avoids the taste in the future.

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52
Q

Instinctive drift

A

Learned behavior gradually reverts back to biologically predisposed patterns.

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53
Q

Social Learning theory (person)

A

Bandura

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54
Q

Bobo doll study

A

Bandura - Children became aggressive after watching an adult hurt a bobo doll

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55
Q

Modeling

A

The process of observing and imitating a specific behavior

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56
Q

Mirror neurons

A

Frontal lobe neurons some scientists believe fire when we perform certain actions or observe another doing so. The brain’s mirroring may enable imitation or empathy.
- When an organism sees, its neurons mirror what another organism does
- Empathy

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57
Q

Prosocial effects

A

Learning positive, helpful behaviors from social settings

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58
Q

Antisocial effects

A

Learning negative behaviors from social settings

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59
Q

Lepper Study

A

Hidden cost of reward
Three groups of children→ Put markers out to let the kids play with them
- No reward
- Students asked to draw pictures
- Reward
- Students told they would get a
certificate if they drew pictures
- Unlinked reward: Participants receive
surprise reward
- Students asked to draw pictures and
then got a surprise reward

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60
Q

Memory

A

The retention of information over time through encoding, storage, and retrieval of information.

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61
Q

Prospective memory

A

Memories for the need to do actions in the future

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62
Q

Retrospective memory

A

Memories from our past.

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63
Q

Alzheimer’s

A
  • Starts as difficulty remembering new info
  • Progresses to inability to do everyday task
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64
Q

Retrograde amnesia

A

Lost memories in the past

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65
Q

Anterograde amnesia

A

Unable to form new memories

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66
Q

Infantile amnesia

A

People cannot remember their first 4 years

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67
Q

Memory models 3 types

A

Encode
Store
Retrieve

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68
Q

Encode

A

Get info into brain

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69
Q

Store

A

Retain info

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70
Q

Retrieve

A

Access info at a later time

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71
Q

Information-processing model (Who)

A

Atkinson and Shiffrin

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72
Q

Information-processing model (Definition)

A

Memory storage areas (3 types)

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73
Q

Types of memory storage areas

A
  • Sensory memory
  • Short-term/working memory
  • Long-term memory
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74
Q

Sensory memory

A

Memory of sensory experiences (seeing, hearing, etc.). Very brief and fleeting. Encodes to short term memory. If it’s not stored, it’s forgotten. Forgetting so soon allows us to not hold on to useless info.
- Iconic
- Echoic

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75
Q

Iconic memory

A

Sensory memory for visual info
- George Sperling–displayed letters on a screen briefly. Partial report technique (could have participants report part of the letters (top row, bottom row, etc.)

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76
Q

Echoic memory

A

Sensory memory for auditory info

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77
Q

Short-term/working memory

A

Holds info for a longer period of time. Stores and maintains memory.
- Holds ~ 7 pieces of info
- Without rehearsal it is forgotten.

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78
Q

Long-term memory

A

A relatively permanent type of memory. Deals with retrieval/recovering from memory.

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79
Q

Memory span

A

The number of digits and individual can report after a single presentation
- 7 pieces of info at once +/- 2 (George Miller)

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80
Q

Maintenance rehearsal

A

The conscious repetition of info that increases the time it stays in working memory

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81
Q

Ways to inc memory retention

A
  1. Chunking
  2. Mnemonics
  3. Hierarchies
  4. Distributed practice
  5. Form more associations
  6. Personalize info
  7. Connect it to a different type of information
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82
Q

Chunking

A

Grouping info into higher order units
- Saying your number as 608 692 3883 helps remember it better

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83
Q

Mnemonics

A

Creating an acronym from the first letters of the items we want to remember

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84
Q

Hierarchies

A

Splitting a few broad concepts into narrower concepts and facts.

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85
Q

Distributed practice (Types)

A
  • Spacing effect
  • Testing effect/retrieval practice effect/test-enhanced learning
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86
Q

Spacing effect

A

Distributed studying/practice leads to better long-term retention.

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87
Q

Testing effect/retrieval practice effect/test-enhanced learning

A

Enhancing memory by retrieving.

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88
Q

Levels of processing/Theory of memory (Who)

A

Craik and Lockhart

89
Q

Levels of processing/Theory of memory (Definiton)

A

People will be better at retrieving memories if they form more associations with the material during learning

90
Q

Elaboration

A

The extensiveness of processing at a given level of anatomy

91
Q

Shallow processing

A

Basic encoding, encodes based on the structure or appearance of words

92
Q

Deep processing

A

Encodes semantically, encodes based on meaning of words
- Leads to the best retention

93
Q

Baddeley’s Working Memory Model

A

Supported bc it’s easier to remember 2 pieces of info if they are different types of info
- Ex: Picture and word, picture and smell, etc. compared to picture and picture or word and word

94
Q

Effortful processing

A

When you have to think about processing something

95
Q

Explicit/declarative memory (Type of processing)

A

Effortful processing

96
Q

Explicit/declarative memory (Definition)

A

Memory that we can put into words.

97
Q

Explicit/declarative memory (Brain structures)

A
  • Left frontal lobe - Recalling a password
  • Right frontal lobe - Recalling a visual image
  • Hippocampus - Formation and recall of explicit memory. Temporary holding of memories.
    - Memory consolidation
    - Memory practice can increase
    hippocampus size
98
Q

Memory consolidation

A

Process when memories that are temporarily stored in the hippocampus migrate for storage elsewhere in the brain

99
Q

Explicit/declarative memory (Types)

A
  • Episodic memory
  • Semantic memory
  • Flashbulb memory
100
Q

Episodic memory

A

Personal experiences

101
Q

Semantic memory

A

Facts and gen knowledge

102
Q

Flashbulb memory

A

Vivid memories that are tied to strong emotional experiences. Strong connections b/t hippocampus and amygdala.
- The memories aren’t any more accurate than regular memories

103
Q

Automatic processing (Definition)

A

Happens automatically

104
Q

Automatic processing (Type of memory)

A

Implicit/nondeclarative memory

105
Q

Implicit/nondeclarative memory (Definition)

A

We know it exists but can’t put words to it. Nonconscious memories that influence behavior without our awareness. Classically conditioned associations.

106
Q

Implicit/nondeclarative memory (Types)

A
  • Procedural memory
  • Priming memory
107
Q

Implicit/nondeclarative memory (Brain structures)

A
  • Cerebellum - Forms and stores implicit memories created by classical conditioning.
  • Basal ganglia - Involved in motor movement and help form procedural memories for skills. (Biking, driving, etc.)
108
Q

Unconsciously process

A
  • Space
  • Time
  • Frequency
109
Q

Procedural memory

A

Memory for how to do a task
- Ex: How to ride a bike

110
Q

Priming memory

A

When you get exposed to a particular stimulus that makes you more sensitive to a stimulus
- Seeing something more often because you were just exposed to it.

111
Q

Amygdala and memory

A

Stress provokes the amygdala encouraging it to create a memory trace.
- Memory trace
- May make very stressful events unforgettable
- Produce tunnel vision memory

112
Q

Tunnel vision memory

A

Attention is focused on the high-priority info so a lot of background or surrounding context gets lost

113
Q

Memory trace

A

Lasting physical change as memory forms

114
Q

Long-term potentiation (LTP)

A

Neural basis for learning and memory. Neuron’s firing potential increases after rapid stimulation.
- Drugs that block LTP dec learning
- Drugs that mimic what happens when learning inc LTP
- After LTP, a current from synapse will wipe out very recent memory
- Ex: Before concussion people typically
don’t remember right before they were
concussed.

115
Q

Recall

A

Coming up with old info, on your own

116
Q

Recognition

A

Recognizing info, need assistance.
- Recognition memory is pretty quick

117
Q

Relearning

A

Learning something faster when you learn it a second or later time.
- As rehearsal increases, time taken to relearn decreases.

118
Q

Retrieval cues

A
  • Priming effect
  • Context-dependent memory
  • State-dependent memory
  • Mood congruent
  • Serial position effect
119
Q

Priming effect

A

Expose to one stimulus influences another stimulus, unconsciously

120
Q

Context-dependent memory

A

Location

121
Q

State-dependent memory

A

State you’re in (Yelling, posing, etc.)
- When learning drunk, still can’t recall in any state bc alc disrupts mem storage. May recall slightly better when drunk.

122
Q

Mood congruent

A

Recalling experiences that are consistent with one’s mood.
- Ex: Bad mood you remember more bad things that happened than if you’re in a good mood.

123
Q

Serial position effect (Definition)

A

When items are listed in a series, you’re more likely to remember some words than others

124
Q

Serial position effect (Types)

A
  • Primacy effect
  • Recency effect
125
Q

Primacy effect

A

Easiest to remember the first items on the list

126
Q

Recency effect

A

Easy to remember the last one/two items on the list

127
Q

Case study of HM

A
  • 10 yo fell hit head→ started to experience frequent seizures (1/hr)
  • No meds/treatments worked
  • When 27 yo doctors removed portions of his temporal lobe and hippocampus
  • Seizures reduces, personality was unchanged, IQ score when up
  • Had some Retrograde amnesia
  • Had major Anterograde amnesia
  • Could still learn new tasks, even though he never remembered practicing it (Broken line drawing task and mirror drawing task)
128
Q

Problems w retrieval (Examples)

A
  • Decay theory/transience
  • Interference
  • Blocking
  • Retrieval-induced forgetting
  • Motivated forgetting
129
Q

Decay theory/transienc

A

Problems w retrieval

Memory traces fade over time
- Probably NOT the main reason we forget
- Ebbinghaus Forgetting Curve: Tests himself from immediate recall to 30 days later. Most rapid memory loss for new info is right after you learn it.

130
Q

Interference (Definition)

A

Problems w retrieval

Theory that we forget bc other information gets in the way

131
Q

Interference (Types)

A
  • Retroactive interference
  • Proactive interference
132
Q

Retroactive interference

A

New memories interfere with old memories

133
Q

Proactive interference

A

Old memories interfere with new memories

134
Q

Blocking

A

Problems w retrieval

“Tip of the tongue”

135
Q

Retrieval-induced forgetting

A

Problems w retrieval

Problems with reconsolidating information after we retrieve it from long term memory

135
Q

Motivated forgetting

A

Problems w retrieval

Forgetting it because you self-censored it.
- Freud’s theory
- Repression of painful or unacceptable
memories to protect ourselves

136
Q

Problems w storage (Examples)

A
  • Cue-dependent theory
  • Encoding failure theory/absentmindedness
137
Q

Cue-dependent theory

A

Problems w storage

Failed to encode/storage the associated cues necessary for retrieval

138
Q

Encoding failure theory/absentmindedness

A

Problems w storage

Information never made it into memory.
Age can affect encoding efficiency

139
Q

Loftus

A

memories can be distorted by later misinfo

140
Q

Schemas

A

Mental frameworks representing our knowledge and assumptions about the world
- Influence our perceptions of what is relevant
- Allow us to elaborate on what we learned

141
Q

Misattribution/Source monitoring error

A
  • Remember an experience but misremember
    where it occurred
  • Source amnesia
142
Q

Misinformation effect

A

People are given subtle misleading info about a past event and then often misremember the true details about the event

143
Q

Thinking

A

Information in memory is manipulated and transformed through thinking.
- When we think we often use concepts

144
Q

Cognitive psychology

A

Study of mental processes (thinking, remembering, problem solving, etc.)

145
Q

Metacognition

A

Cognition about our cognition. Thinking about our mental processes.

146
Q

How we learn about what fits and doesn’t fit in a certain concept

A
  1. Postive or negative instances
  2. Systematic or formal approaches
  3. Prototypes
  4. Exemplars
147
Q

Positive Instances and Negative Instances

A

Through feedback

148
Q

Systematic or formal approaches

A

Very clear
- Ex: Tomato is a fruit because it’s seeds are on
the inside

149
Q

Prototypes

A

Most common/typical features of the concept

150
Q

Exemplars

A

Learn through memory

151
Q

Inductive

A

Reasoning from a specific situation to try and get a broad general conclusion

152
Q

Deductive

A

Reasoning from a general idea to a specific idea
- Going from a broad theory to one prediction

153
Q

Problem solving ways

A
  • Trial and error
  • Algorithms
  • Heuristics
  • Insight
  • Creativity
154
Q

Trial and error

A

Simple strategy but inefficient

155
Q

Algorithms

A

Step by step procedure that guarantees a solution
- Requires time and effort
- Ex: equations in chem to get an answer

156
Q

Heuristics

A

Mental shortcuts or rules of thumb
- Most common type of problem solving
- Work most of the time

157
Q

Analogies

A

Using old solution for a new problem

158
Q

Insight

A

“A-ha” experience. Abrupt realization of a solution to a problem.

159
Q

Convergent thinking

A

Ability to provide one correct answer

160
Q

Divergent thinking

A

Ability to consider many different options and think in creative ways.

161
Q

Robert Sternberg

A

Creativity has 5 components

162
Q

Creativity has 5 components

A
  1. Expertise
  2. Imaginative thinking skills
  3. Venturesome personality
  4. Intrinsic motivation
  5. Creative environment (team building, communicative)
163
Q

Functional fixedness

A

Failure to use a new perspective to solve a problem. The failure to use familiar objects in novel ways to solve problems.

164
Q

Overconfidence

A

Being more confident than correct

165
Q

Mental set

A

Continuing to use the same old method even though another approach might be better.

166
Q

Confirmation bias

A

Tendency to only look for evidence that confirms our beliefs

167
Q

Belief perseverance

A

The persistence of your initial beliefs even after the basis on which they formed, have been discredited
- Humans tend to cling to their discredited beliefs
- Once you believe something it’s difficult to let go of your beliefs

168
Q

Illusory truth effect

A

Repeated exposure to a false statement increases the chance that it will be accepted as a true statement.

169
Q

Representative heuristic

A

Judging an item in terms of how well they match our prototypes. Tendency to assume that if an item is similar to members of a particular category, it is probably apart of that category
- “Stereotype”

170
Q

Base rate information

A

Data abt the frequency or probability of a given event/item
- How rare/common something is

171
Q

Conjunction fallacy

A

The belief that the probability of two events occurring together is greater than the probability of either event occurring by itself
- Coincidences

172
Q

Availability heuristic/Availability bias

A

Tendency to make judgements about the frequency of an event based on how readily examples of them can be brought to mind.
- Can produce illusory correlations

173
Q

Anchoring effects

A

The tendency to use one stimulus as an “anchor” or reference point in judging a second stimulus.

174
Q

Framing effects (Who)

A

Tversky and Kahneman

175
Q

Framing effects (Tversky and Kahneman)

A

Decisions and judgments are formed/shaped by language used and the way an issue is framed

176
Q

Sunk cost fallacy

A

Making a decision based on previous investments.
- Already done this much I have to keep going

177
Q

Entity theorist

A

Intelligence level is fixed.
- Individuals who believe this are more likely to
give up

178
Q

Incremental theorist

A

Intelligence level is variable.
- Individuals who believe this are more likely to persevere through challenging problems

179
Q

Lumpers

A

People who believe intelligence is is one category

180
Q

Charles Spearman (Type)

A

Lumper

181
Q

Charles Spearman

A

Believed that general intelligence (g) underlies all other mental abilities. Believed specific intelligence (s) wasn’t very effective.
- Experimented and found that someone who
performs well in one area (math) typically
does well in another area (psych, history,
english).
- Used factor analysis

182
Q

Factor analysis

A

Correlations across many different variables
- Looking at correlations across math, psych,
history, and english.

183
Q

Raymond Cattell (Type)

A

Lumper

184
Q

Raymond Cattell

A

Believed in two types of g
- Fluid (Gf): Problem solving, reasoning
- Increases until you’re ~25, then decreases
- Crystallized (Gc): Specific knowledge

185
Q

Cattel-Horn-Carroll theory

A

Theory that bases intelligence on g but also specific abilities like Gf and Gc and reading ability, writing ability, etc.

186
Q

Splitters

A

People who divide intelligence into 2 or more categories.

187
Q

Louis Thurstone (Type)

A

Splitter

188
Q

Louis Thurstone

A

Believed in 7 different types of intelligence

189
Q

Sternberg

A

Believed in 3 different types of intelligences
Triarchic Theory
- Componential/analytic intelligence
- Experiential/creative intelligence
- Contextual/practical intelligence

190
Q

Sternberg (Type)

A

Splitter

191
Q

Componential/analytic intelligence

A

Recognizing a problem and coming up with a solution. People who have this type do well in school.

192
Q

Experiential/creative intelligence

A

Adaptation to situations.

193
Q

Contextual/practical intelligence

A

“Street smarts”

194
Q

Emotional intelligence

A

Splitter
- Perceiving, understanding, managing, and using emotions

195
Q

Achievement test

A

Reflect what you have learned

196
Q

Aptitude test

A

Predict what you will be able to learn

197
Q

History intelligence

A

Messy and unethical history of measuring intelligence
- Only wanted some people and races to
immigrate to US so used intelligence tests to
filter out people they didn’t want

198
Q

Binet

A

Suggests that we might assess children’s intelligence based on their mental age
- Children should be in a room that their
mental age reflects.
- Aka smart 6 year old is as smart as 8 year
olds so the 6 year old should be with the 8
year olds in class.

199
Q

Terman

A

Extended Binet’s test from age 12 to adults. Test now called Stanford-Binet.

200
Q

William Stern

A

Mental age isn’t as good because difficulties comparing levels of intelligence of children who differ in chronological age
- Ex: 4 year old whos mental age is 8 is smarter
than 6 year old whos mental age is 8

201
Q

Intelligence quotient (IQ)

A

( Ratio of mental age (MA)/chronological age (CA) ) x 100 (MA/CA) x 100
- 8/4x100=200 IQ
- Good for children. Bad for adults.
- IQ doesn’t change much for adults and then
starts to decline.

202
Q

Subsequent measures of IQ

A

focus on which intelligence is believed to be distributed across the population at a given age

203
Q

Deviation IQ’s

A

Every standard deviation is 15IQ
- ~66% of the scores are within +/- 1 sdv

204
Q

Wechsler Intelligence Scales

A

Tests yield five scores
- Verbal comprehension (vocab)
- Perceptual reasoning (picture completion,
picture arrangement)
- Working memory (digit span, arithmetic)
- Processing speed (symbol search, coding)
- Overall score

205
Q

Validity IQ Tests

A

The extent to which a test actually assesses what it is supposed to.

206
Q

Reliability IQ Tests

A

The dependability or consistency of a measurement instrument
- Want consistent results
- Can be determined by consistent test scores from one individual

207
Q

Standardization IQ Tests

A

Ensuring everyone is taking the test in the same conditions

208
Q

Aging and intelligence

A
  • Stability of intelligence test scores increase
    with age
  • Memory, reasoning, spatial visualization, and
    processing speed decreases
209
Q

Heritability

A

Proportion of variation among individuals in a group that we can attribute to genes. Asks why people in a group differ, not about one individual specifically.

210
Q

Heredity-Environment Controversy

A

To what extent is intelligence determined by forces of nature (genetics) and nurture (environ)

211
Q

Genetics and intelligence

A

People are more similar in intelligence the more biologically similar they are
- Monozygotic twins more similar IQ than dizygotic twin
- At least 50% of the variance in intelligence is form genes

212
Q

Environment and intelligence

A

Individuals are more similar when they live together rather than apart.
- Monozygotic twins living together more
similar IQ than monozygotic twins living apart
- Children in Appalachia IQ inc 11 pts because inc in economic, educational, and cultural conditions.

213
Q

Reaction range

A

Genetics determine the range, environment determines the IQ score within the range
- Environment can restrict or enrich an
individual

214
Q

Culture/ethnicity and intelligence

A

Blacks score lower than whites
Whites score lower than asians

215
Q

Income and intelligence

A

Higher income has higher IQ
Lower income has lower IQ

216
Q

Flynn Effect

A

Intelligence scores have increased over time

217
Q

Claude Steele

A

Stereotype threat
Being reminded of stereotypes affect performance

218
Q

Stereotype threat

A

Cultural stereotypes affect performance
Being reminded of stereotypes affects performance on individuals.

Psych 202 (2 decks)

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