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Psych100 > Exam 3 > Flashcards

Exam 3 Flashcards

1
Q

Thinking

A

Process involving knowing, understanding, remembering, and communicating

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2
Q

Concepts

A

Groups of similar objects, events, or people

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3
Q

Prototypes

A

Best example that incorporates the features we associate with the category
ex. fruit -> apple

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4
Q

Category hierarchies

A

We organize concepts into category hierarchies
ex. when thinking of a border collie it starts from; Animals -> Wild or Domesticated -> Dogs, cats, or cows … -> all the way to the border collie

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5
Q

Problem solving

A

Include trial and error, algorithms, heuristics, and insight

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6
Q

Trial and error

A

Solving a problem through trying different strategies, learning from errors and eventually being successful
ex. parallel parking

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7
Q

Algorithms

A

Time consuming, testing all possibilities before getting to solution, computers use this
ex. unscramble the letters leolh

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8
Q

Heuristics

A

Simple, thinking strategies to make judgements and solve problems efficiently, taking mental shortcuts, less time consuming but more prone to error

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9
Q

Representativeness heuristics

A

Deciding whether a person or event belongs to a certain category by comparing person/event to the prototypical ones in that category, relies on stereotypes
ex. is a person who reads poetry and short and slim a truck driver or professor of classics?

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10
Q

Availability heuristics

A

We tend to make judgment on a problem with the information available to you
ex. coughing and what you think of when you hear someone coughing after hearing a siren vs not hearing a siren

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11
Q

Insight

A

Sudden novel realization of a solution to a problem, humans and animals have it (ah-ha moment), can be very powerful, shown to do better with complicated problems compared to people working on a paper

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12
Q

Confirmation bias

A

Tendency to search for information that confirms a personal bias
ex. police shooting of an unarmed suspects, polarization of opinion

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13
Q

Fixation

A

Inability to see a problem from a fresh perspective, messes with problem solving

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14
Q

Effects of framing

A

Presenting same issue in different but logically equivalent ways
ex. 75% lean vs 25% fat, 80% survive vs 20% die

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15
Q

Language

A

Spoken, written, or gestured work is the way we communicate meaning to ourselves and others

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16
Q

Phonemes

A

Smallest distinctive sound unit in a spoken language
ex. bat b-a-t, chat ch-a-t

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17
Q

Morpheme

A

Smallest unit that carries meaning of a word or part of a word
ex. Milk, watermelons water. melon. s

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18
Q

Grammar

A

System of rules in a language that enables us to communicate with and understand others

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19
Q

Semantics

A

Rules where we derive meaning of morphemes, words, and sentences
ex. adding -ed to laugh to show it happened in the past

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20
Q

Syntax

A

Rules for combining words into grammatically understandable sentences
ex. describing something with “decorations” before word in English, big high house

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21
Q

Aphasia

A

Impairment of language abilities that occurs while other mental abilities remain intact

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22
Q

Broca’s area

A

Region of frontal lobe in left hemisphere of the brain needed to produce speech

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23
Q

Wernicke’s area

A

Region in temporal lobe of left hemisphere of brain needed to understand language and to produce meaningful sentences

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24
Q

Language development

A

Babbling stage, one word stage, two word stage, longer phrases

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25
Q

Babbling stage

A

Beginning at 4 months to infant, spontaneously utters various sounds, deaf children can also do this with hang gestures

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26
Q

One word stage

A

Around first birthday, a child starts to speak one word at a time and is able to make family members understand him
ex. doggy may mean look at that dog right there

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27
Q

Two word stage

A

Before second year, child starts to speak two word sentences, telegraphic speech
ex. Go car, i would like to go to the car for a ride

28
Q

Longer phrases

A

After telegraphic speech, children begin uttering longer phrases with sense and by early elementary start employing humor
ex. Mommy get ball

29
Q

Critical period

A

Learning new languages gets harder with age

30
Q

Language and thinking

A

Language and thinking intricately intertwine

31
Q

Linguistic Determinism

A

Whorf (1956) suggested that language determines the way we think
ex. Hopi people don’t have past tense for verbs so they cannot think in past tense

32
Q

Language influences thinking

A

For categorization of colors, English speakers have more variety but tribal speakers could only describe them in terms of shade. For cognition, some tribal languages only have 1, 2, and many so when doing cognition tasks involving more than 2 things… they struggled

33
Q

Language influences thinking summary

A

The more diverse, in-depth, conceptual?, more “explanation or description of things”, does affect cognition and many other aspects of thinking

34
Q

Intelligence

A

Ability to learn from experience, solve problems, and use our knowledge to adapt to new situations

35
Q

General intelligence

A

(g) proposed by Spearmen where it is more general, but is linked to many clusters that can be analyzed by factor analysis

36
Q

Howard Gardner’s theory

A

Supports idea that intelligence comes in multiple dimensions, notes that brain damage or genetic defect may diminish one type of ability but not others
ex. people with savant syndrome tend to excel at other tasks unrelated to general intelligence

37
Q

Gardner’s eight intelligences

A

Linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, intrapersonal (self), interpersonal (other people), naturalist

38
Q

Sternberg’s three intelligences

A

Analytical intelligence, creative intelligence, practical intelligence
- Agrees with Gardner just suggests three rather than the many eight

39
Q

Analytical intelligence

A

Intelligence assessed by intelligence tests

40
Q

Creative intelligence

A

Intelligence that makes us adapt to novel situations, generating novel ideas
ex. what can you do with a trash bag?
Carry things in it, make art with it, use it as protection or “clothing”/rain coat

41
Q

Practical intelligence

A

Intelligence that is required for everyday tasks, examine realistic situations and creating solutions/conclusions, not step by step procedures
ex. street smarts, can you make a sandwich?, how to take care of a baby?

42
Q

Emotional intelligence (EQ)

A

Perceive emotions, understand emotion, manage emotion, and use emotion
ex. Understand a person’s performance at a job

43
Q

Percieve emotions

A

Recognize/understand emotions in faces, music, and stories

44
Q

Understand emotions

A

Predict emotions, how they change and blend
ex. why are they smiling?

45
Q

Manage emotions

A

Express emotions in different situations

46
Q

Use emotion

A

Utilizing emotions to adapt or be creative
ex. loss of a loved one and relate with person to relieve them

47
Q

Physical proximity cultural value

A

Determined by culture, individualistic cultures like US need to have at least 3 feet from another to be comfortable, collectivistic cultures like many Asian cultures, don’t mind closeness as much or have a smaller threshold

48
Q

Genetic Influences to intelligence

A

Contribution between genetics and intelligence, genetic input is greater than environmental input

49
Q

Sex chromosome genetic significance

A

XX (female) and XY (male), boys can either acquire the A dom. or a rec. while girls will usually acquire dominant allele A. This then means that men will have extremely high or low intelligence and women will have more average in the middle intelligence. In the end, men and women both have the same average intelligences just in different forms.

50
Q

Consciousness

A

Awareness of ourselves and our environment, subjective, self reported, individual perspective

51
Q

Self-consciousness

A

Process of thinking about oneself, understand and see ourselves, mirror test

52
Q

Forms of consciousness

A

Physiologically induced daydreaming can be hallucination and dreaming with oxygen starvation. Psychologically induced daydreaming can be sensory deprivation, dreaming can be hypnosis.

53
Q

Circadian rhythm

A

Occurs on a 24 hour cycle and include sleep and wakefulness, biological clock, most sensitive to sun light but can be altered by artificial light (blue light). Light triggers decrease in melatonin and increase in nightfall. Young people tend to have longer circadian rhythm than 24 hours which causes a delay for sleep unintentionally.

54
Q

Sleep stages 1-2

A

Light sleep, brain enters high amplitude, slow, regular wave form called theta waves (5-8 cps). Daydreaming shows theta waves.

55
Q

Sleep stages 3-4

A

Deep sleep, brain activity slows down, large slow delta waves (1.5-4 cps).

56
Q

Stage 5

A

REM sleep, still asleep the brain engages in low amplitude fast and regular beta waves (15-40 cps) much like awake-aroused state. At this time person has rapid eye movements and reports vivid dreams.

57
Q

During REM

A

Our motor cortex is working and active and sending messages to the rest of the body but the brainstem blocks these messages before reaching your body preventing any movements. Basically paralyzed and cannot be easily awakened, body’s protective function. Incoming signals come in but outgoing signals do not.

58
Q

Sleep paralysis

A

REM sleep may linger after you wake up called sleep paralysis, you could wake up and not have any control of your body as the brain stem has not deactivated its protective mechanism.

59
Q

90-minute cycles during sleep

A

With each 90 minute cycle, stage 4 deep sleep decreases and the duration of REM sleep, inverse relationship of deep sleep and REM sleep on graph

60
Q

Sleep disorders

A

Insomnia, narcolepsy, sleep apnea

61
Q

Insomnia

A

A persistent inability to fall asleep, more common with old age

62
Q

Narcolepsy

A

Overpowering urge to fall asleep that may occur while talking or standing up again with old age

63
Q

Sleep apnea

A

Failure to breathe for short periods when asleep

64
Q

What do people usually dream?

A

Work or school, interactions with romantic partners or family (indoors)… dreams are more negative than positive

65
Q

Wish fulfillment theory

A

Freud said dreams release unconscious mental energy through wish fulfillment, little evidence

66
Q
A

Psych100 (3 decks)

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