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Cognition & Percepion > Exam 3 > Flashcards

Exam 3 Flashcards

1
Q

Knowledge is a unit of

A

semantic memory

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2
Q

A category is a _____ in _______
memory

A

group of related concepts , semantic

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3
Q

Categorization is the …

A

process of assigning a new piece information to one of these groups

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4
Q

Categories help us to …

A

identify objects

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5
Q

Categories confine ______ to a _______, thereby
making it _______ and more ______

A

recognition, smaller group of items, faster, accurate

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6
Q

Categories allow us to ignore the ….

A

variability between the
objects in a group

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7
Q

Our visual system is capable of discriminating about ________ different colors, yet we only use about _______

A

7 million, 7-10 colors

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8
Q

color categories allow us to ignore …..

A

subtle differences
in color

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9
Q

Categories ______ the need for ________

A

reduce, constant learning

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10
Q

Categorization frees us from the need to _______ of each _______

A

encode the detailed features , new object

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11
Q

categorization is also responsible for a lot of _______

A

memory errors

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12
Q

Definitional Approach

A

Define minimal criteria that an
object must have to be included in a category

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13
Q

Family Resemblance

A

Members of a category are
similar to each other in a large number of ways, but any
one way is not usually essential

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14
Q

Prototype Approach

A

New objects are compared to
each category’s prototype; objects are classified based on the best match

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15
Q

A prototype is the ….

A

average of a category s’ membership

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16
Q

the prototype is rarely an _______ of a
category

A

actual member

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17
Q

The prototype constantly ______ with each new _______ to the ______

A

changes, object added, category

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18
Q

when new objects match the prototype well …

A

high
prototypicality

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19
Q

when new objects do not match the prototype well ….

A

low prototypicality

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20
Q

Object Naming

A

Subjects are asked to name members of a given category, typical members
are named before less typical members.

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21
Q

Prototype Priming

A

Primed subjects with a color name then asked them to respond
whether two colors were
the same or different

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22
Q

In Prototype Priming, the reaction times were …

A

faster when the colors matched the
prime prototype

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23
Q

Feature Overlap Analysis

A

Subjects list attributes for
several objects under a category, then the experimenter
determines which objects have attributes in common

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24
Q

Category Verification Task

A

Subjects would see a category name, then shown a picture of a object. The task would be to indicate whether the object was a member of the category

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25
Q

In the Category Verification Task reaction times were _______ to objects rated as _______ to the category, compared to objects rated ________.

A

faster, highly typical, less typical

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26
Q

Hierarchical Organization of Categories

A

Superordinate (global) Level
Basic Level
Subordinate (specific) Level

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27
Q

Superordinate (global) Level is…

A

A very broad level of
categorization

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28
Q

Basic Level is ….

A

A middle level of categorization under the superordinate

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29
Q

Subordinate (specific) Level is …

A

Detailed categories under each basic

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30
Q

Categorization starts at the ______ in this hierarchy

A

basic level

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31
Q

Verification times were fastest at the ….

A

basic level

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32
Q

Using a naming task, found that subjects name objects at the ….

A

basic level

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33
Q

babies first start to say words at
the ….

A

basic level

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34
Q

Tanaka & Taylor had _____ and ________ do an _______ for a variety of categories, including birds

A

bird experts, non-experts, object naming task

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35
Q

Bird experts named birds at the _______ whereas non-experts used the ______

A

subordinate level, basic level

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36
Q

Experts organize information so as to enable ________ to their domain of ________

A

preferential access, expertise

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37
Q

A “good” category should have two features …..

A
  1. members of a category should share lots of attributes with each other
  2. members of one category should not share attributes with the members of a different category
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38
Q

superordinate level is good at satisfying the

A

“minimal overlap”

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39
Q

superordinate level is bad in that its members don’t have ……

A

many attributes in common

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40
Q

subordinate level is good in that its members have ….

A

lots of attributes in common

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41
Q

subordinate level is bad at satisfying the ….

A

minimal overlap criterion

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42
Q

the basic level finds a ________ between most members having ________ , and having _______

A

happy medium, many attributes in common, minimal overlap with other categories

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43
Q

subjects were able to list an ________ common attributes at the _______

A

average of 9, basic level

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44
Q

Information is organized into a ….

A

hierarchy of concepts

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45
Q

_____ are connected by
_______, Attached to each _____
are ________

A

“Nodes”, “links”, node, “properties”

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46
Q

The properties attached to a node apply to that ______ and
__________

A

node, every linked node under it

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47
Q

Cognitive economy is…

A
  1. Properties are only represented once
  2. lower nodes inherit properties from
    higher nodes
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48
Q

The properties attached to _______ nodes do not necessarily apply to linked nodes_______ in the hierarchy

A

lower, higher

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49
Q

A ________, combined with the _________ is a very _______ method of
representing information

A

hierarchical organization, principle of cognitive economy, efficient

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50
Q

In order to retrieve information the _______ must be navigated

A

hierarchy

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51
Q

Hierarchical Model assumes that in order to _________ you must be ________ in which the information resides

A

retrieve information, at the node

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52
Q

if a property listed at a higher node
is ________ for a linked _________ then an __________ must be listed at the _________

A

not true, lower node, exception, lower node

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53
Q

Information retrieval times and movement times are …..

A

additive

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54
Q

A property must be retrieved for
…….

A

verification

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55
Q

Verification does not require
…….

A

property retrieval

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56
Q

Reaction times increase with the __________ also increase when a __________

A

number of levels moved, property retrieval operation is needed

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57
Q

Hierarchical Model didn’t account for ________ , also some verification
results ________ predictions

A

typicality effects , contradicted

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58
Q

Spreading Activation Model & Hierarchical Model similarities

A

assume that processing passes along links between concepts, and that this takes time

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59
Q

spreading activation model is ______ hierarchical

A

not

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60
Q

In the Spreading Activation Model, properties can now be represented at ….

A

multiple places in the knowledge structure

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61
Q

In the Spreading Activation Model, the _______ is _________ strictly enforced

A

principle of cognitive economy, not

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62
Q

In the Spreading Activation Model, there are no longer any________ attached to _______

A

property lists, concepts

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63
Q

In the Spreading Activation Model, Once a concept is ______
this ________ spreads to all
________

A

activated, activation , linked concepts

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64
Q

In the Spreading Activation Model, Short links represent ______ than longer links

A

stronger connections

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65
Q

In the Spreading Activation Model, the ______ attached to a concept, the ______ the amount of _______
spreading from that concept
down each link

A

more links, smaller, activation

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66
Q

In the Spreading Activation Model, Activations _________ from the system over time

A

disappear

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67
Q

In the Spreading Activation Model, If spreading activation results in one concept becoming active above some threshold ….

A

you will “think” of that concept

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68
Q

In the Spreading Activation Model, Activation will then flow from that concept to _______, causing the ________ and our thoughts to __________.

A

all other linked concepts, process to continue, flow from one thing to another

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69
Q

Priming is …

A

When exposure to some object or event improves processing of some later object or event

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70
Q

Repetition Priming is…

A

When processing something a second time benefits from having processed it previously

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71
Q

Associative Priming is…

A

When processing something benefits
from having processed something related previously

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72
Q

In repetition priming an item is processed _______, in associative priming a specific item is processed ______.

A

twice, once

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73
Q

Lexical Decision Task is…

A

Subject has to report whether
a string of letters is a valid English word

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74
Q

Meyer & Schvaneveld Used a ________; Manipulated whether the words were ________

A

modified lexical decision task, associated or not

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75
Q

Reaction times were ______ for the associated words compared to the ________ words

A

faster, unassociated

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76
Q

The modified lexical decision task results were interpreted as direct evidence for _________, and indirect
evidence for __________

A

associative priming, spreading activation

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77
Q

activation spreads between the
__________, making the
verification of each _______

A

associated words, easier

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78
Q

________ underlies the currently popular __________ of knowledge representation

A

Spreading activation, neural network models

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79
Q

In the neural network model, _______ are represented by __________

A

Concepts, patterns of activity across nodes

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80
Q

In the neural network model, ________ are captured by how activity ____________.

A

Associations, spreads from one concept to another concept

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81
Q

Mental Imagery is …

A

Our ability to create a sensory
experience in the absence of an actual stimulus

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82
Q

Mental imagery engages _______, _________, ________, and _________ to construct the experience

A

perception, attention, STM, LTM

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83
Q

These mental images can be about _________ events or ________.

A

remembered, complete fabrications

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84
Q

Huge individual differences in ….

A

mental imagery ability

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85
Q

Propositional Representation ….

A

uses abstract symbols or factual knowledge

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86
Q

Depictive Representation …

A

information represented as a picture that can be scanned

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87
Q

Which representation we use depends on ….

A

what we are trying to do

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88
Q

Using maps often involves a _______ to reason about ______.

A

depictive representation, spatial relationships

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89
Q

Shepard & Metzler Showed subjects ________ and asked them _________.

A

pairs of block objects, if they were the same or different

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90
Q

Shepard & Metzler experiment prediction, If the objects were represented using a ________, then __________ should produce longer __________.

A

depictive code, larger angular separations, reaction times

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91
Q

Shepard & Metzler experiment results, reaction times _______ with the _________ between the objects

A

increased, angular separation

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92
Q

In the Shepard & Metzler experiment Subjects were solving this task by ….

A

mentally rotating one object until it matched the other

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93
Q

the speed of the mental rotation operation is about …

A

40 degrees per second

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94
Q

Kosslyn had subjects ________, then to _________ of it and _______. Subjects then answered a question about another object either _____ or ______ from their _________.

A

study a picture, form a mental image, “look” at a particular part, Near, Far , starting point

95
Q

Kosslyn experiment prediction: If imagery is _______ like ______ then RTs
should be ______ to questions about _____ things due to __________.

A

spatial, perception, longer, far, subjects having to scan over a greater distancE

96
Q

Kosslyn experiment results: Subjects took ________ to respond to _____ objects than to ______ objects.

A

longer, far, near

97
Q

According to the Kosslyn experiment, a mental image is ______. We “scan” a _______ just like we would scan an ______.

A

spatial, mental image, actual
picture

98
Q

It takes _______ to move our inner “eyes” to ________, just as it would our actual eyes.

A

slightly longer, more distant things

99
Q

According to Pylyshyn,
Subjects may be using their ________ of how physical systems work to _________ their behavior during a ________.

A

tacit knowledge, implicitly guide, mental imagery task

100
Q

Subjects know that it should take ______ to scan between two objects as their distance ________, they
were ________ making their behavior ______ to this relationship

A

longer, increases, unconsciously, conform

101
Q

Finke & Pinker experiment, subjects would see a _________, followed by an _______. Their task was to indicate whether the __________.

A

display of dots, arrow, arrow pointed to one of the dots

102
Q

Finke & Pinker results, time that subjects took to make their
judgment ________ with the _________ in the previous display

A

increased, distance between the arrow tip and a dot

103
Q

Finke & Pinker concludes that subjects formed a _________ of the _________, then scanned from the …..

A

mental image, dot display, arrow to see if it hit a dot

104
Q

Finke & Pinker experiment Argued __________ because subjects had no reason to…….

A

against tacit knowledge, believe that distance was relevant to the task

105
Q

LeBihan experiment, Subjects were either _________ or asked to ________. ________ was used to measure ________ in _________ under each condition

A

shown an object, imagine the object, fMRI, brain activation, visual cortex

106
Q

LeBihan experiment results, visual cortex activates when ……

A

seeing or just imagining an object

107
Q

Bisiach & Luzzatti experiment had subjects with ________ imagine standing at a certain location in a famous piazza, and to _______ the buildings ________

A

visual neglect, describe, that they “saw”

108
Q

LeBihan experiment conclusion, imagery ________ the same
brain areas used in _______; not what
you would expect from a _______.

A

activates, perception, propositional code

109
Q

People with visual neglect ignore or
neglect visual information that appear in their _______ due to _______ to their _______.

A

left visual field, injury, right parietal cortex

110
Q

Bisiach & Luzzatti experiment results, Subjects only described
the buildings that would have….

A

appeared in their right visual field

111
Q

When asked to imagine viewing the object from the_________, they described the buildings that they ….

A

opposite direction, had previously ignored

112
Q

Dual Code Theory is…

A

Some words in a memory experiment can just be coded propositionally others can be coded both propositional and pictorial codes

113
Q

Reality Monitoring is..

A

a technique for dissociating memories for real events from memories of imagined events

114
Q

Johnson experiment had two groups of subjects, ______ and _______. Task was to_______ these items, but they were also asked to _______ when seeing just the word. They were then given a _______ and asked to ….

A

“good imagers”, “bad imagers”, remember, create a mental image, surprise test, estimate how often they had seen the pictures

115
Q

Johnson experiment prediction, good imagers would find it ______ to give an accurate estimate of pictures because they would get ……

A

harder, confused as to whether they had seen an object or just imagined it

116
Q

Johnson experiment results, Good imagers were more likely to _______ compared to the _______

A

overestimate how often they had seen pictures, poor imagers

117
Q

Language is defined as a ….

A

collection of symbols, and the rules for combining these symbols, that can be used to generate an infinite variety of messages

118
Q

A language is _______, we use sounds and words as ______ for things out in the world

A

symbolic, symbols

119
Q

A language is ______, we use _____ to combine these symbols so that other people who know these ______ can _______ out of what we are saying

A

structured, rules, rules, make sense

120
Q

A language is ______, we can combine a ______ number of words to make an ________ number of sentences.

A

generative, limited, unlimited

121
Q

The Association Theory states …..

A

We rely on learned associations between words to construct sentences

122
Q

But people can’t possibly have ______ between _________; there are just _______. Also people often _______ sentences for which they have
never been ______.

A

associations, all word combinations, too many, generate, reinforced

123
Q

The Grammar Theory states …..

A

We learn a system of rules, called a grammar, that enables us to generate
an infinite number of correct sentences in a language

124
Q

Once you learn a ________, making a new sentence is as simple as ……

A

grammar frame, plugging in the right word types in the right places

125
Q

Broca’s Aphasia is defined as an ….

A

inability to speak in grammatically correct sentences

126
Q

With Broca’s Aphasia, the words may be _______, but there is no …..

A

meaningful, subject-verb-object grammatical structure

127
Q

Wernicke’s Aphasia is defined as an…

A

inability to speak in meaningful sentences

128
Q

With Wernicke’s Aphasia, the sentences are _______, but they carry _______.

A

grammatically correct, no meaning

129
Q

Broca’s and Wernicke’s aphasias result from damage to ______ regions of the ____ hemisphere of the brain. These disorders tell us that grammar and meaning are _______ of a ______.

A

two different, left, separate components, language

130
Q

Morphemes are the ….

A

smallest units of a language that have
a definable meaning or grammatical function

131
Q

______ and ______ are both morphemes because both carry ______.

A

Root words, suffixes, meaning

132
Q

Morphemes allow us to create new words by ….

A

modifying or adding meaning to root words

133
Q

Grammatical rules exist for how to combine ______ into ______. Once we know these rules we can make a
word _________ without someone teaching us

A

morphemes, words, plural or past tense

134
Q

State the Three Stages of Morpheme Acquisition ….

A

1) No combination of morphemes; root words are just strung together

2) Memorization of the irregular verbs

3) Learning grammatical rules

135
Q

_______ happen when standard grammatical rules are applied to _______.

A

Mistakes, irregular words

136
Q

Phonemes are the ….

A

basic sounds of a language from which morphemes and words are built

137
Q

Changing one phoneme can …..

A

change the meaning of a word

138
Q

The individual phoneme doesn’t ….

A

convey meaning

139
Q

A morpheme is the basic unit of ______ in a language, and the phoneme is the basic unit of ______ in a language.

A

meaning, sound

140
Q

There are _____ phonemes in English, with ______ corresponding to the consonant sounds and ______ corresponding to vowel sounds

A

37, 24, 13

141
Q

Each language has its own set of ….

A

phonemes

142
Q

Phoneme Recognition is how …

A

Just as visual object recognition is made difficult by noisy inputs, so too is the recognition of phonemes in speech

143
Q

just as _______ assists visual object recognition, ______ also helps phoneme recognition

A

top-down context, context

144
Q

Warren experiment, presented listeners with a sentence but erased ________ by introducing a cough sound. The task was to …..

A

one phoneme, report where in the sentence the cough occurred

145
Q

In the Warren experiment, not only did subjects ________ of the cough, they often ______ that a ______.

A

not correctly report the position, didn’t notice, phoneme was missing

146
Q

Phoneme Restoration Effect is a ….

A

phoneme that is missing from the auditory signal and gets “restored” by top-down knowledge and context

147
Q

Adults are impaired in ________ which makes it hard to ______.

A

recognizing phonemes that don’t exist in their native language, learn other languages as adults

148
Q

The “perceptual magnet” is ________ that we acquire over the course of ________.

A

phoneme prototypes, language development

149
Q

Before the age of _____, human infants can tell the _______
between all the ________ that make up all _______

A

one, difference, phonemes, languages

150
Q

The brain becomes ______ to respond best to speech sounds that are in our ________. After about _______ we ______ our ability to differentiate sounds that _______, resulting in the ________ in phoneme recognition

A

“tuned”, environment, six months, lose, we don’t hear, adult impairment

151
Q

A “slip of the tongue” is when …

A

you mean to say one thing but something else comes out of your mouth

152
Q

we develop ________ for the phonemes in our ________. This allows us to easily ______ our ______ phonemes, but this _______ us from perceiving phonemes for which we _______.

A

prototypes, native language, recognize, native, prevents, don’t have prototypes

153
Q

Speech errors usually occur within a ______, not _______.

A

level, between

154
Q

List the Three Types of Exchange Errors ….

A

1) Word Exchanges
2) Morpheme Exchanges
3) Phoneme Exchanges

155
Q

Word Exchange Speech Error Example …

A

intend to say: I gave the bone to the dog.

instead say: I gave the dog to the bone

156
Q

Morpheme Exchange Speech Error Example …

A

intend to say: The dog is getting fat

instead say: The dog is fatting get

157
Q

Phoneme Exchange Speech Error Example ….

A

intend to say: the brown dog

instead say: the down brog

158
Q

These speech errors provide psycholinguists with an _______; like _______, a lot can be learned about a system by how it makes ______.

A

opportunity to understand language, visual illusions, errors

159
Q

Language Comprehension is …..

A

making sense out of the words we are hearing or reading

160
Q

Ambiguous sentences can ….

A

interfere with comprehension

161
Q

Phonemic Ambiguity is when ….

A

different words or phrases sound the same

162
Q

Lexical Ambiguity is when a ….

A

word can have multiple meanings

163
Q

Syntactic Ambiguity is regarding …

A

the function of a word in a sentence

164
Q

Pragmatic Ambiguity is when ……

A

sentences can be interpreted in different ways

165
Q

Swinney & Hakes studied how the _______ of a story changed the effect of these ________ on ________.

A

context, ambiguities, comprehension

166
Q

Swinney & Hakes experimental method, subjects heard _______ of a passage and had to _____ when they heard a particular ______. Also a ______ condition in which the same
passage was made ______.

A

two versions, indicate, phoneme, control, unambiguous

167
Q

Swinney & Hakes experiment results, subjects took ______ to detect the _______ when it was followed by an _______ word compared to an _______ word.

A

longer, phoneme, ambiguous, unambiguous

168
Q

Swinney & Hakes then modified the passage so that the _____ would
be able to ______ the ______.

A

context, resolve, lexical ambiguity

169
Q

When the sentence context ________, subjects were able to respond to the que more _____.

A

clarified the meaning of the word, quickly

170
Q

Both meanings of an ______ initially become ______, but ______ kicks in
(after about ______) and ________ the _______ meaning.

A

ambiguous word, active, context, 800 msec, suppresses, inappropriate

171
Q

A Lexical Decision Task is to …..

A

press a button indicating whether a letter string forms a valid English word

172
Q

Swinney & Hakes then modified the passage where it was either _______ or ______ with the word being judged in the ______.

A

consistent, inconsistent, lexical decision task

173
Q

Gernsbacher, found that when _____ readers see an _______ word ….

A

poor, ambiguous, both meanings remain active even after 1 second

174
Q

Poor readers are _____ able to ________ word meanings, which leads to ________ and ______.

A

less, suppress inappropriate, confusion, reduced
comprehension

175
Q

Activating only one meaning would make sense if the ______ always came _______ the _______ word, but
……

A

context, before, ambiguous, context can also come after

176
Q

Although activation of _______ may create ______, it _______ the likelihood of _______ resolving the _______.

A

multiple meanings, confusion, increases, context, ambiguity

177
Q

There is a tradeoff between ________, and ________ the sentence

A

momentary confusion, misinterpreting

178
Q

When you screw up the _____
interpretation of a sentence, and have to _______, is called ______.

A

initial, go back and reinterpret it, repair

179
Q

Miyake, Just, & Carpenter believed, _______ can be _______ if multiple _______ are kept ______ in memory. The more meanings you can keep _______, the better the chance of _______ the ______ using _______.

A

Time-consuming repairs, minimized, meanings, active, active, resolving, ambiguity, context

180
Q

Miyake, Just, & Carpenter, found that …….

A

poor readers tend to have a smaller STM capacity

181
Q

Two factors can make someone a poor reader ….

A

1) Taking too long to suppress inappropriate meanings
2) Keeping too few meanings active (due to a limited STM capacity), resulting in repairs

182
Q

When no _______ info is available we have to ______ the meaning of an ________ word, but some ________
are _______ than others

A

contextual, guess, ambiguous, guesses, better

183
Q

People assume the more _______ meaning of an _______ word

A

common or frequent, ambiguous

184
Q

Word frequency is defined as …..

A

how frequently a word is used in our vocabulary

185
Q

Subjects’ ________ are monitored as they are reading an _______. The device used is called an ……

A

eye movements, ambiguous sentence, eye tracker

186
Q

Regression is defined as ……

A

looking back to a word read previously in a sentence

187
Q

Regression is often an expression of ……..

A

repair or error recovery

188
Q

Sentence presented: The port was a great success for merchants relying on tourism

Because “seaport” is the more _______ interpretation of the _______ “port”, the rest of the sentence about “merchants” and tourism ________ (no need for _______).

A

common, ambiguous, makes sense, repair

189
Q

Sentence presented: The port was a great success when served at the dinner party

“Port” is again interpreted as ______, but when the subject gets to the word ______ the sentence _______. Gaze goes back to ______ in order to ________ the sentence.

A

“seaport”, “served”, no longer makes sense, “port”, reinterpret

190
Q

Eye movements allow people to ________ the relationship between _______ and ________ and the process of ________ sentences

A

study directly, word frequency, lexical ambiguity, repairing

191
Q

Eye tracking has also been used to study …..

A

syntactic ambiguity

192
Q

Properties of a decision include ….

A

1) Mutually exclusive alternatives
2) Future consequences / different courses of action
3) Different values

193
Q

Expected Value is the …..

A

average cost of winning + average cost of losing

194
Q

St. Petersburg Paradox -> the assumption is the casino has _______

A

unlimited resources,

195
Q

St. Petersburg Paradox Example: Toss a _____ coin. If tail appears game _____. If heads appears 1st time you get _____, after that for every heads the pot is _____. How much ______ you pay the casino for ______ that game?

A

fair, ends, 2$, doubled, would/should, entering

196
Q

Expected Utility Theory states most people don’t behave according to a …..

A

normative model

197
Q

Expected Utility Theory : we need to modify the idea of ______ in order to account for ______ = ______

A

expected value, real human behavior, Subjective expected utility

198
Q

Subjective Expected Utility is the ______ that an outcome or activity _______ to an individual

A

value, actually has

199
Q

Subjective Expected Utility Example: a gain of 10$ for a kid is _____, but _____ for an adult

A

a lot, not

200
Q

People are risk _____ in the domain of ______

A

averse, gains

201
Q

People are risk ______ in the domain of _____

A

seeking, losses

202
Q

risk averse is to ….

A

go for the sure thing

203
Q

risk seeking is to ….

A

try not to lose

204
Q

People do not behave …..

A

normatively

205
Q

A _____ of a given size is more painful than a _____ of the ______ size is pleasurable

A

loss, gain, same

206
Q

Cumulative Prospect Theory is a _______ approach

A

descriptive

207
Q

Cumulitive Prospect Theory describes how people make _______ when presented with alternatives that involve ______, _______, and _______.

A

decisions, risk, probability, uncertainty

208
Q

Risk Aversion/ Seeking is a _______ approach

A

descriptive

209
Q

Loss Aversion is a ______ approach

A

descriptive

210
Q

Heuristic Biases are ______ approaches

A

prescriptive

211
Q

Heuristics is why some people make ….

A

judgement errors

212
Q

______ in judgments reveal some heuristics of _______ under ______

A

Biases, thinking, uncertainty

213
Q

3 Heuristics include ……

A

1) Representativeness Heuristic

2) Availability Heuristic

3) Anchoring and Adjustment Heuristic

214
Q

Representative Heuristic is the ______ of something is determined by the extent to which it seems _____ to its ______ and/or seems to ______ the ______ of how it was generated

A

subjective probability, similar, parent population, reflect, salient characteristics

215
Q

Representativeness Heuristic Biases include …

A

– The Gambler’s Fallacy

– The Conjunction Fallacy

– Base Rate Neglect

– Ignoring the sample size

216
Q

Gambler’s Fallacy is _____ a sequence as more ______ than another

A

misjudging, “random”

217
Q

With Gambler’s Fallacy there is a belief that an ______ that hasn’t happened yet and is _____.

A

outcome, “due”

218
Q

Base Rate Neglect is when people are ______ base rates and relying on the ______

A

ignoring, representativeness
heuristic

218
Q

With Base Rate Neglect, people _____ to consider the overall ______ of something.

A

fail, likelihood or frequency

218
Q

Conjunction Fallacy is the belief that it is more ______ that two events occur ______ then for one event to occur ______.

A

probable, together, alone

219
Q

Base Rate Neglect is a major problem in …

A

medical diagnosis

220
Q

Decision-making is _____ amongst ______

A

choosing, alternatives

221
Q

Availability Heuristic is classified as

A

judjment

222
Q

Availability Heuristic is estimating ______ from the ______ with which instances come to ______.

A

probability, ease, mind

223
Q

With Availability Heuristic the _____ of recall is sometimes a good _____ to ______, but _____ always

A

ease, clue, probability, not

224
Q

Availability Heuristic: we base ______ estimates on how ______ it is to ______ examples

A

frequency, easy, retrieve

225
Q

Availability Heuristic: ______ leads to overestimation

A

familiarity

226
Q

Anchoring & Adjustment Heuristic is driven by ______ that are generally ______, and the initial ______ bias the _______

A

adjustments, inadequate, anchors, estimate

227
Q

Common argument is that people are biased because they use ______ that often work _____, but sometimes ______.

A

heuristics, well, do
not

228
Q

Using heuristics is argued to be _____ and ______

A

fast, “easy”

229
Q
A
230
Q
A
230
Q
A

Cognition & Percepion (7 decks)

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