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EXAM 3 Flashcards

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1
Q

Circle of thought

A

World -> describe -> elaborate -> decide -> plan -> act ->

(thinking processes are distributed throughout the brain; MAINLY FRONTAL LOBE!)

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2
Q

Concepts

A

Categories of objects, events, or ideas with common properties, basic building blocks of thought

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3
Q

Formal concepts

A

Formed by logical, specific rules
(example: square or car)

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4
Q

Natrual/abstract concepts

A
  • No fixed sets of defining facts
  • formed by everyday life experiences
    (EX: everyday life experiences; beauty; learning to walk)
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5
Q

Prototype (prototypical member)

A
  • typical member of a category
  • a member of natural concept that has most (if not all) characteristics

(EI: we view a car w four wheels as prototypical)

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6
Q

Proposition

A

Mental representations that express relationships between concepts; can be true or false

chips < candy
candy < milkshake
chips < milkshake

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7
Q

Schemas

A

Sets of propositions that create generalizations and expectations about categories of objects, places, events, and people

(EX: All grandmas are old, have gray hair, and bake cookies; or you can start a car that you have never been in before)

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8
Q

Scripts

A

Schemas about familiar activities and situations that guide behavior in those situations

(ex: restaurant script - fast food joints have you pay before eating; fancier places make you pay after)

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9
Q

Mental Images

A

Mental representations of visual information (includes visual, auditory ect)

(ex: hearing a desc. of your blind date give you a mental image of them)

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10
Q

Mental Models

A

Representations of how concepts relate to each other in the real world; can be correct or incorrect

(think of the driver tossing his cigarette out and it landing back in their car)

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11
Q

Cognitive map

A

Mental representations of familiar parts of your world

(ex: rerouting to get to class faster if your normal route is blocked)

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12
Q

Formal Reasoning

A

Logic may be correct, but initial assumption may be incorrect

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13
Q

response to:
all gun owners (A) are people (B)
all criminals (C) are people (B)

A

JUST BECAUSE A == B AND C == B DOES NOT MEAN A == C
so
All gun owners (A) are all criminals (C)
Is a FALSE statement

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14
Q

Hill climbing strategy

A

Keep progressing towards the goal; taking what seems like the most straightforward path to reach it

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15
Q

Tower Of Hanoi

A

A perfect example of the FLAWS OF HILL CLIMBING! In over to solve you must work BACKWARDS

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16
Q

Means end analysis

A
  • Starts by comparing the current state + the goal state
  • “Decomposition”- breaking up the problem into “Sub Problems”
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17
Q

Work Backwards

A

Focusing on the goal rather than the current state + working backward from the goal
(like tower of Hanoi)

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18
Q

Find Analogies

A

We are reminded of solving similar problems

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19
Q

Mental sets

A

persistence in using strategies that worked in the past

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20
Q

Functional Fixedness

A

Think of an object as only functioning in its usual way
(Think of the example of tying string w/ the tools + The matchbox, candle, and screws

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21
Q

Confirmation Bias

A

Preffeting information that confirms preexisting positions of beliefs, while ignoring contradictory evidence
(the rooster raises the sun when he crows)

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22
Q

Heuristics

A

Rule of thumb (a mental shortcut)
saves time and effort
Can be useful but can bias our thinking

  • anchoring
  • availability
  • representativeness
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23
Q

Anchoring Heuristics

A

The initial response sets the stage for subsequent judgments
(It will be used as a reference point, even if it is obviously wrong; they are long-lived and hard to set aside to think differently)
(ex: $600 for a couch, but when we see the context that it USED to be $1080, we think it is a deal)

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24
Q

Availability Heuristic

A

Judging the likelihood (frequency) of an event based on how readily available other instances are in memory

(Think about how we hear more stories on homicides vs cars running red lights. Homicides are much less likely to happen but we are more likely to hear about them. Same thing for hearing about the few that win the lottery but not the millions that lose it all the time)

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25
Q

Gamblers Fallacy

A

occurs when an individual erroneously believes that a certain random event is less likely or more likely to happen based on the outcome of a previous event or series of events

(I’m owed a win after losing the coin toss 25 times. The coin doesn’t think so)

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25
Q

Representativeness Heuristic

A

Estimating the probability of something based on how well the circumstances match (or represent) a previous prototype
(similarity + homogeneity; “like goes with like”; gamblers fallacy)

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26
Q

Loss Aversion

A

Tendency to be more sensitive to losses vs wins

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27
Q

Dunning-Kruger Effect

A

Overconfidence due to limited knowledge or competence
(Be curious, stay humble)

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28
Q

Sunk Cost Fallacy

A

Tendency to stick to a decision we’ve invested time, money, and or energy even if the current costs outweigh the benefits

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29
Q

Fundementla Attriubution Error

A

“They are sad today.. they’ll be sad tomorrow”

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30
Q

Binet

A

Developed a set of intellectual tasks that became the model for the current intelligence test

  • Children’s mental abilities increase with age
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31
Q

Stanford-Binet Test

A

Developed by Terman
IQ test

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32
Q

IQ test

A

Intelligence Quotient

(mental age / chronological age) * 100

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33
Q

Stanford-Binet Test Tasks (Age 2)

A

Place geometric shapes to corresponding openings; Identify body parts; stack blocks; Identify common objects

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34
Q

Stanford-Binet Test Tasks (Age 4)

A

Name objects from memory; complete analogies; identify objects of similar shape; answer simple questions

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35
Q

Stanford-Binet Test Tasks (Age 6)

A

Define simple words; explain differences; Identify missing parts of a picture; count out objects

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36
Q

Stanford-Binet Test Tasks (Age 8)

A

Answer questions about a simple story; identify absurdities; Explain similarities and differences among objects; tell how to handle certain situations

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37
Q

Stanford-Binet Test Tasks (Age 10)

A

define more difficult words; give explanations; list as many words as possible; repeat 6-digit numbers

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38
Q

Stanford-Binet Test Tasks (Age 12)

A

Identify more difficult verbal and pictured absurdities; repeat 5-digit numbers in reverse; define abstract words; fill in a missing word in a sentence

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39
Q

Stanford-Binet Test Tasks (Age 14)

A

Solve reasoning problems; identify relationships among points of the compass; find similarities in apparently opposite concepts; predict the number of holes that will appear when folded paper is cut and then opened

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40
Q

Stanford-Binet Test Tasks (Adult)

A

supply several missing words for incomplete sentences; repeat 6-digit numbers in reverse order; create a sentence using several unrelated words; describe similarities between concepts

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41
Q

Wecheslers Test

A

Picture completion based on EXPERIENCES + seniorious

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42
Q

3 Standards for Psychological Tests

A

Standardization
reliability == consistency
validity == accuracy

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43
Q

Standardization in Psychological Tests

A

Establishes norms and uniform procedures for giving and scoring tests

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44
Q

Reliability == Consistency in Psychological Tests

A

Measure of the consistency and stability of test scores over time
(Consistent results for teenagers + adults [+.85 to +.95])

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45
Q

Validity == Accuracy in Psychological Tests

A

The ability of a test to measure what it was designed to measure
(good at predicting success in school [+.50])

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46
Q

Intellectual Disability

A

IQ =
70 - 50 (mild)
49 - 35 (Moderate)
34 - 20 (severe)
Below 19 (profound)

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47
Q

Mental Giftedness

A

IQ = 135 & Above

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48
Q

What can cause differences in IQ scores?

A

Brain Differences
Genetic Differences
Environmental Differences

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49
Q

The Bell Curve

A

Hernstein and Murray
- “IQ is fixed!”
- 40% - 80% heritability of intelligence

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50
Q

Developed Ability

A

Hereditary + Environment are important & inseparable factors in intelligence development

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51
Q

Neuroplasticity

A

Neurons can re-organize and “rewire” themselves
(group scores do NOT describe individuals)

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52
Q

Race v. Environment

A

Evidence suggests that racial/ethnic differences in IQ could be caused by ENVIRONMENT (not genetics)

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53
Q

Poverty

A

Is related to inferior nutrition, health care, & schooling

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54
Q

Klineberg

A

Study of african americans born in southern, rural settings
(+ correlation between IQ scores & time spent in a northern urban environment)

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55
Q

Gordon

A

Measured IQ among a canal-boat culture of England

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56
Q

What is the single best predictor of IQ scores?

A

“Years of Schooling!”

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57
Q

Intelligence A

A

Genetic equipment + potential of the individual

58
Q

Intelligence B

A

Enculturation
- results of intellectual development through interaction with the cultural environment

59
Q

Intelligence C

A

Performance of an individual on a particular test

60
Q

Stereotype Threat Phenomenon

A

(Steele & Aronson)
They put an African-American participant in a room with only white participants and the results show that they scored much lower than participants in a more evenly split room

61
Q

Stenberg Triarchic Theory of Intelligence

A

Analytic intelligence
Creative intelligence
Practical intelligence

62
Q

Analytic intelligence

A
  • Measured by traditional tests
  • Good for success in academics
63
Q

Creative intelligence

A
  • Use of experiences in ways that foster insight
  • ex: composing music
64
Q

Practical intelligence

A
  • Used for example to figure out what you would do to survive on a stranded island
65
Q

Gardners Multiple Intelligences (+2)

A
  1. Linguistic
  2. Logical-Mathematical
  3. Spatial
  4. Musical
  5. Body-Kinesthetic
  6. Intrapersonal
  7. Interpersonal
  8. Naturalistic
    (the +2)
  9. Existential
  10. Emotional
66
Q

Gardners Linguistic

A

Good vocab + grammer

67
Q

Gardners Logical-Mathematical

A

skill in math and logic

68
Q

Gardners spatial

A

good at understanding relationships among objects

69
Q

Gardners musical

A

good rhythm, tempo, sound ID

70
Q

Gardners Body-kinesthetic

A

Good at dancing, athletics, hand-eye coordination

71
Q

Gardners Intrapersonal

A

displays self-understanding

72
Q

Gardners Interpersonal

A

good at understanding + interacting with others.

73
Q

Gardners Naturalistic

A

Good at seeing patterns in nature

74
Q

Existential intelligence

A

Sensitivity + capacity to tackle deep questions about life, human existence ect

75
Q

Emotional intelligence

A

Capacity to perceive, use, understand, and manage their emotions
(delay of gratification)

76
Q

Delay of gratification

A

Marshmallow test (4, 5, and 7 yr old passed)

77
Q

Prenatal

A

Conception - Birth

78
Q

Infancy

A

Birth - 18 months

79
Q

Early childhood

A

18 months - 6 years

80
Q

Middle Childhood

A

6 years - 11 years

81
Q

Adolescence

A

11 years - 20 years

82
Q

Early Adulthood

A

20 years - 40 years

83
Q

Middle Adulthood

A

40 years - 65 years

84
Q

Late Adulthood

A

65 years +

85
Q

Nature v Nurture - Heredity

A

Jean Rousseau + Arnold Gesell

86
Q

Nature v Nurture - Environment

A

John Locke + John B Watson

87
Q

Nature v Nurture - Working TOGETHER

A

Jean Piaget
(Heredity creates predispositions that interact with the environment)

88
Q

John B Watson Said…

A

“Give me a doze healthy infants… (I’ll) train them to become any type of specialist… regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors”

89
Q

Biopsychosocial Model

A
  • Nature (Inherited/genes) and nurture (learned/environment) BOTH contribute to development
  • operate together to make all people similar in some respect
  • operate together to make each person unique.
90
Q

Model of Development

A
  • 40%-50% genetic factors
  • 27% nonshared environmental factors
  • 16%-26% unknown factors
  • 7% shared environmental factors
91
Q

Prenatal Development Stages

A

Germinal Stage
- Conception to uterine implantation

Embryonic stage
- Uterine implantation - 8th week
- Forms heart, nervous system, stomach, ovaries, testes
- MOST CRITICAL STAGE

fetal stage
- 8th week till birth

92
Q

Dangerous Teratogens

A
  • Environmental agest that cause damage during prenatal dev.
  • legal + illegal drugs
  • diseases + malnutrition
  • exposure to x-rays + stress
93
Q

Physical Dev - Early Childhood

A

-Brain
-Motor
-Sensory/Perceptual Dev

94
Q

Motor Development

A

Regardless of ethnicity, social class or temperament go in this order…

  1. rollover
  2. bears some weight on legs
  3. sits without support
  4. stands holding onto furniture
    5.walks holding onto furniture
  5. stands alone well
  6. walks alone
95
Q

sensory + perceptual development

A

Limited vision: 20/300
well-developed other senses (smell, touch, hearing, taste)

-Babinski
- touching the foot makes toes flex
-grasping
-rooting
-sucking

96
Q

Piaget’s Theory of Cognitive development

A

Infants begin at a cognitively “primitive” level and progress in distinct cognitive stages

97
Q

Piaget’s Schemas

A
  • Assimilation = Absorbing NEW information into existing schemas

-Accommodation = Adjusting old schemas or developing new ones to better fit new information

98
Q

Assimilation example

A

Dolphin in water
v
assimilation
v
Dolphin is a fish

99
Q

Accommodation example

A

Dolphin BREATHES AIR?!
v
accommodation
v
New information… dolphin isn’t like other fish

100
Q

Piagets cognitive stages

A
  1. Sensorimotor
  2. Preoperational
  3. Concrete operations
  4. Stage of Formal Operational Thought
101
Q

cognitive stages - Sensorimotor

A

birth to 2 yrs
“Thinking is doing”
object permanence

102
Q

cognitive stages - preoperational

A

2-4
- understand, create, use symbols
4-7
- Makes intuitive guesses
- cannot differentiate imagination v reality
-thinking is egocentric, lacks conservation

103
Q

cognitive stages - concrete operations

A

7-11
develops conservation
can use simple logic + perform simple tasks
only reasons what IS; no hypotheticals

104
Q

cognitive stages - stage of formal operational thought

A

11+
able to think logically about abstract things + engage in hypothetical thinking
adolescent egocentricrism @ start
problems with personal fable + imaginary audience

105
Q

Video notes

A

4 5 7
clay | x | x | *
sticks | x | * | *
cookie | x | x | *
quarter| x | * | *
water | x | x | *

106
Q

Positive Contributions of Piaget’s Theory

A

-significant shifts in children’s thinking occur with age
-not passive recipients
-children are viewed as active + constructors of knowledge

107
Q

Modifying Piaget Theory

A
  • Stage changes are less consistent and global than first suggested
  • cognitive development is viewed as occurring in rising + falling waves
  • task difficulty and degree of familiarity
108
Q

Conservation of liquid quantity

A

putting the same amount of a liquid in a taller glass

109
Q

Conservation of solid quantity

A

rolling out balled-up clay

110
Q

conservation of number

A

spreading out the quarters

111
Q

Lev Vygotsky

A

“Culture may be the most important determinant”

child’s mind grows through contact with other minds

112
Q

Thomas + Chess’s Temperament Theory

A

3 main Temperament patterns:
- easy babies
- difficult babies
- slow-to-warm-up babies
(nature + nurture)

113
Q

Hawlow’s Research

A

Gave a infant monkey the choice between a comfortable mother or a mother that could feed them and the babies chose comfort over survival

114
Q

Ainsworth Strange Situation Procedure

A

Parent and child enter the room
stranger enters
parent leaves
parent returns

115
Q

Secure Attachment

A
  • Child is close but explores
  • Interact w strange when parents near
  • distress when the parent leaves
    -happy when reunited
116
Q

Anxious/Ambivalent/Resistant Attachment

A

-Shows distress before the parent leaves
- more upset when they do
-child seeks closeness but is difficult to comfort and may be passive or squirm away

117
Q

Anxious/Avoidant attachment

A

-Avoids parent’s little emotion when they leave or come back
-parent == stranger
-doesn’t explore much

118
Q

Disorganized (disoriented/disordered) attachment

A
  • odd unusual contradictory behaviors
    -overt fear- freezing, dissociation
    -52% approach caregiver for comfort

also known as fearful avoidant attachment

119
Q

Socialization

A

“Process of turning into a human by interactions with others”
- Cultural values

120
Q

Gender Roles

A

Rooted in nature + nuture
society imposes roles we adopt

121
Q

Eriksons Psychosocial stages

A

“Pass the ‘crisis event’ to evolve”
1. Trust v. Mistrust
2. Autonomy v. Shame/Doubt
3. Initiative v. guilt
4. industry v. inferiority
5. identity v. role confusion
6. intimacy v. isolation
7. generativity v. stagnation
8. integrity v. despair

122
Q

Eriksons Trust v Mistrust

A

Birth - 18 months
Hope

123
Q

Eriksons Autonomy v. Shame/Doubt

A

18 months - 3 years old
Will

124
Q

Eriksons Initiative v. Guilt

A

3 - 5 years old
Purpose

125
Q

Eriksons Industry v. Inferiority

A

5 - 13 years
Competency

126
Q

Eriksons Identity v. Confusion

A

13 - 21 years
Fidelity

127
Q

Eriksons Intimacy v. Isolation

A

21 - 39 years
Love

128
Q

Eriksons Generativity v. Stagnation

A

40 - 65 years
Care

129
Q

Eriksons Integrity v. Despair

A

65+
Wisdom

130
Q

Parenting Style = Authoritarian

A

2 r’s = “Rigid ruler”
“You’re so dead”

131
Q

Parenting Style = Authoritative

A

2 t’s = “Tender Teacher”
“Work it off”

132
Q

Parenting Style = Permissive

A

Indifferent
-Sets few rules/limits
- Little attention/support
Indulgent
-More involved
- Fewer demands/controls

133
Q

Kohlberg Moral Stages of Development

A

Explains the differences in how people think about moral issues, using Heinz Dilemma

134
Q

Heinz Dilemma

A

“Heinz’s wife is in the hospital and dying, there is a medicine to help his wife, however. The medicine is too expensive… so he decides to just steal it from the doctor. Is this right or wrong?”

135
Q

Preconventional Level

A

Up to 9
Stage 1- Punishment-obedience
Stage 2- Instrumental-exchange / Relativist

136
Q

Conventional Level

A

Most adults + adolescents
Stage 3 - Good-child (interpersonal concordance
Stage 4 - Law-and-order

137
Q

Postconventional Level

A

0-15% over 20yr
stage 5 - Social-contract
Stage 6 - Univeral ethics principles

138
Q

Stage 1 Punishment Obedience

A

Should NOT steal! You’ll go to prison

139
Q

Stage 2 Instrumental Exchange / Relativist

A

Should Steal! He will be happy to save his wife, even from jail

140
Q

Stage 3 Good-child (Interpersonal Concordance)

A

Should Steal! His wife expects him to; he wants to be a good husband.

141
Q

Stage 4 Law and Order

A

Should NOT steal! The law says NUH UH!

142
Q

Stage 5 Social Contract

A

Should steal! Everyone has a right to life, regardless of law..

Should NOT Steal! The doctor has the right to compensation for making the medicine

143
Q

Stage 6 Universal Ethics prinicple

A

Should Steal! Saving a life is more fundamentally valuable than property rights

Should NOT steal! Others may need the medicine just as badly and their lives are == significant

Psychology (4 decks)

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