Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Psych 202 > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

Learning

A

A relatively permanent change in behavior that occurs through experience.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Classical conditioning (learning type)

A

SR (Stimulus response) Learning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Classical conditioning (definition)

A

Learn to associate two stimuli and therefore anticipate events

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Unconditioned stimulus (US)

A

Unlearned stimulus. Individual already knows about this stimulus.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Unconditioned response (UR)

A

Unconditioned response, almost like a reflex.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Conditioned stimulus (CS)

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Conditioned response (CR)

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Principles of classical conditioning

A
  • Acquisition
  • Higher order conditioning/second order conditioning
  • Generalization
  • Discrimination
  • Extinction
  • Spontaneous recovery
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Acquisition (definition)

A

The initial learning of an association.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Acquisition (types)

A
  • Backward conditioning
  • Simultaneous conditioning
  • Trace conditioning
  • Delayed conditioning
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Backward conditioning

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Simultaneous conditioning

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Delayed conditioning

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Higher order conditioning (another name)

A

Second order conditioning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Discrimination

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Spontaneous recovery

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Explanations for classical conditioning

A
  • Stimulus substitution
  • Information theory
  • Biological mechanisms
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Stimulus substitution - Explanations for classical conditioning

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Information theory - Explanations for classical conditioning

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.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Biological mechanism - Explanations for classical conditioning

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.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Operant conditioning

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
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.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Reinforcement

A

Increases behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Positive Reinforcement

A

Increases behavior, adds something

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Negative reinforcement

A

Increases behavior, removes something

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Primary reinforcers

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Secondary reinforcers (another name)

A

Conditioned reinforcers

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Secondary reinforcers (definition)

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Delayed reinforcers

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Reinforcement schedules

A

How often a desired response will be reinforced.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

Continuous reinforcement

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

Partial/Intermittent reinforcement

A

Slower to learn but more resistant to extinction.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Fixed-ratio operant conditioning

A

Reinforces a response after a specific number of responses.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

Variable-ratio operant conditioning

A

Reinforces a response after a random number of responses.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

Fixed-interval operant conditioning

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

Variable-interval operant conditioning

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

Punishment

A

Decreases behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

Positive punishment

A

Decreases behavior adds something bad

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

Negative punishment

A

Decreases behavior, removes something good

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

Principles of operant conditioning

A
  • Shaping
  • Extinction
  • Chaining
  • Instinctive drift
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
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)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

Chaining

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

Instinctive drift

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

Taste aversion

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

Instinctive drift

A

Learned behavior gradually reverts back to biologically predisposed patterns.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

Social Learning theory (person)

A

Bandura

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
52
Q

Bobo doll study

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
53
Q

Modeling

A

The process of observing and imitating a specific behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
54
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
55
Q

Prosocial effects

A

Learning positive, helpful behaviors from social settings

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
56
Q

Antisocial effects

A

Learning negative behaviors from social settings

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
57
Q

Prospective memory

A

Memories for the need to do actions in the future

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
58
Q

Retrospective memory

A

Memories from our past.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
59
Q

Retrograde amnesia

A

Lost memories in the past

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
60
Q

Anterograde amnesia

A

Unable to form new memories

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
61
Q

Memory models 3 types

A

Encode
Store
Retrieve

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
62
Q

Encode

A

Get info into brain

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
63
Q

Store

A

Retain info

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
64
Q

Retrieve

A

Access info at a later time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
65
Q

Information-processing model (Definition)

A

Memory storage areas (3 types)
Sensory
Short term/working
Long term

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
66
Q

Types of memory storage areas

A
  • Sensory memory
  • Short-term/working memory
  • Long-term memory
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
67
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
68
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.)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
69
Q

Echoic memory

A

Sensory memory for auditory info

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
70
Q

Short-term/working memory

Holds _ pieces of info
Without rehearsal…

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
71
Q

Long-term memory

A

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

72
Q

Memory span

Can hold about _ pieces of info at a time

A

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

73
Q

Maintenance rehearsal

A

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

74
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
75
Q

Chunking

A

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

76
Q

Mnemonics

A

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

77
Q

Hierarchies

A

Splitting a few broad concepts into narrower concepts and facts.

78
Q

Distributed practice (Types)

A
  • Spacing effect
  • Testing effect/retrieval practice effect/test-enhanced learning
79
Q

Spacing effect

A

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

80
Q

Testing effect/retrieval practice effect/test-enhanced learning

A

Enhancing memory by retrieving.

81
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

82
Q

Elaboration

A

The extensiveness of processing at a given level of anatomy

83
Q

Shallow processing

A

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

84
Q

Deep processing

A

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

85
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

86
Q

Effortful processing

A

When you have to think about processing something

87
Q

Explicit/declarative memory (Type of processing)

A

Effortful processing

88
Q

Explicit/declarative memory (Definition)

A

Memory that we can put into words.

89
Q

Memory consolidation

Temporarily stored…

A

…in the hippocampus migrate for storage elsewhere in the brain

90
Q

Explicit/declarative memory (Types)

A
  • Episodic memory
  • Semantic memory
  • Flashbulb memory
91
Q

Episodic memory

A

Personal experiences

92
Q

Semantic memory

A

Facts and gen knowledge

93
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

94
Q

Automatic processing (Definition)

A

Happens automatically

95
Q

Automatic processing (Type of memory)

A

Implicit/nondeclarative memory

96
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.

97
Q

Implicit/nondeclarative memory (Types)

A
  • Procedural memory
  • Priming memory
98
Q

Unconsciously process

A
  • Space
  • Time
  • Frequency
99
Q

Procedural memory

A

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

100
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.

101
Q

Tunnel vision memory

A

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

102
Q

Memory trace

A

Lasting physical change as memory forms

103
Q

Recall

A

Coming up with old info, on your own

104
Q

Recognition

A

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

105
Q

Relearning

A

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

106
Q

Retrieval cues

5 types

A
  • Priming effect
  • Context-dependent memory
  • State-dependent memory
  • Mood congruent
  • Serial position effect
107
Q

Priming effect

A

Expose to one stimulus influences another stimulus, unconsciously

108
Q

Context-dependent memory

A

Location

109
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.

110
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.

111
Q

Serial position effect (Definition)

A

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

112
Q

Serial position effect (Types)

A
  • Primacy effect
  • Recency effect
113
Q

Primacy effect

A

Easiest to remember the first items on the list

114
Q

Recency effect

A

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

115
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)
116
Q

Problems w retrieval

5 types

A
  • Decay theory/transience
  • Interference
  • Blocking
  • Retrieval-induced forgetting
  • Motivated forgetting
117
Q

Decay theory/transience

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.

118
Q

Interference (Definition)

A

Problems w retrieval

Theory that we forget bc other information gets in the way

119
Q

Interference (Types)

A
  • Retroactive interference
  • Proactive interference
120
Q

Retroactive interference

A

New memories interfere with old memories

121
Q

Proactive interference

A

Old memories interfere with new memories

122
Q

Blocking

A

Problems w retrieval

“Tip of the tongue”

123
Q

Retrieval-induced forgetting

A

Problems w retrieval

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

123
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

124
Q

Problems w storage (Examples)

A
  • Cue-dependent theory
  • Encoding failure theory/absentmindedness
125
Q

Cue-dependent theory

A

Problems w storage

Failed to encode/storage the associated cues necessary for retrieval

126
Q

Encoding failure theory/absentmindedness

A

Problems w storage

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

127
Q

Loftus

A

memories can be distorted by later misinfo

128
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

129
Q

Misattribution/Source monitoring error

A
  • Remember an experience but misremember
    where it occurred
  • Source amnesia
130
Q

Misinformation effect

A

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

131
Q

Thinking

A

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

132
Q

Cognitive psychology

A

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

133
Q

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

A
  1. Positive or negative instances - Through feedback
  2. Systematic or formal approaches - Very clear
  3. Prototypes
  4. Exemplars
134
Q

Prototypes

A

Most common/typical features of the concept

135
Q

Exemplars

A

Learn through memory

136
Q

Inductive

A

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

137
Q

Deductive

A

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

138
Q

Problem solving ways

A
  • Trial and error
  • Algorithms
  • Heuristics
  • Insight
  • Creativity
139
Q

Trial and error

A

Simple strategy but inefficient

140
Q

Algorithms

A

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

141
Q

Heuristics

Definition
____ of problem solving
Types

A

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

Availability Heuristic
Representativeness Heuristic
Anchoring effect

142
Q

Analogies

A

Using old solution for a new problem

143
Q

Insight

A

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

144
Q

Convergent thinking

A

Ability to provide one correct answer

145
Q

Divergent thinking

A

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

146
Q

Creativity has 5 components

A
  1. Expertise
  2. Imaginative thinking skills
  3. Venturesome personality
  4. Intrinsic motivation
  5. Creative environment (team building, communicative)
147
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.

148
Q

Overconfidence

A

Being more confident than correct

149
Q

Mental set

A

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

150
Q

Confirmation bias

A

Tendency to only look for evidence that confirms our beliefs

151
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

152
Q

Illusory truth effect

A

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

153
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”

154
Q

Base rate information

A

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

155
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

156
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

157
Q

Anchoring effects

A

Heuristic type, problem solving

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

158
Q

Framing effects (Tversky and Kahneman)

A

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

159
Q

Sunk cost fallacy

A

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

160
Q

Entity theorist

A

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

161
Q

Incremental theorist

A

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

162
Q

Lumpers

A

People who believe intelligence is is one category

163
Q

Charles Spearman

A

Lumper

Proposed general intelligence (g), which underlies all cognitive abilities. He believed that if you’re good at one thing, you’ll likely be good at others (e.g., math, language).

164
Q

Raymond Cattell

A

Lumper

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

165
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.

166
Q

Sternberg Triarchic Theory of Intelligence

A

Splitter

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

167
Q

Componential/analytic intelligence

A

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

168
Q

Experiential/creative intelligence

A

Adaptation to situations.

169
Q

Contextual/practical intelligence

A

“Street smarts”

170
Q

Achievement test

A

Reflect what you have learned

171
Q

Aptitude test

A

Predict what you will be able to learn

172
Q

Binet - Intelligence levels

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.

173
Q

Flynn Effect

A

Intelligence scores have increased over time

174
Q

Howard Gardner’s Theory of Multiple Intelligences

A

Gardner proposed that intelligence isn’t one general ability but consists of multiple intelligences, each representing a different way of processing information.

He identified nine types:
Linguistic
Logical-mathematical
Spatial
Musical
Bodily-kinesthetic
Interpersonal
Intrapersonal
Naturalistic
Existential

Psych 202 (8 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions