exam 3 Flashcards
1
Q
traditional theories of intelligence (3)
A
single-trait, two factors, three-stratum
2
Q
single-trait intelligence theory
A
intelligence as a unified process that influences performance on all cognitive tasks
3
Q
g
A
general intelligence
4
Q
what theory of intelligence uses the concept of g?
A
single-trait
5
Q
s
A
specific ability (as measured by specific tasks)
6
Q
two factors intelligence theory
A
general intelligence as consisting of fluid and crystallized
7
Q
fluid intelligence
A
thinking on the spot and solving novel problems (independent of learning)
8
Q
crystallized intelligence
A
factual knowledge about the world (dependent of learning)
9
Q
examples of fluid intelligence (3)
A
problem solving, processing speed, working memory
10
Q
examples of crystallized intelligence (3)
A
vocab, math, facts
11
Q
what branch of two factor intelligence is dependent on learning?
A
crystallized
12
Q
three-stratum intelligence theory
A
hierarchical theory where g branches into different types of intelligence, learning and perception
13
Q
factors affecting IQ (4)
A
genetics, gender, academic, social
14
Q
genetic effect on IQ
A
twin study (shared environment and genes) and adoption study (shared environment and not genes), shows differences in IQ
15
Q
gender effect on IQ
A
small differences in average performance between gender, possibly due to environment/societal roles
16
Q
limits of IQ tests (3)
A
limited generalization, biased in content, biased in culture
17
Q
how is IQ testing biased in culture?
A
cultural differences exist within the familiarity of test items
18
Q
how is IQ testing biased in content?
A
includes academic content, biases in preparation for tests
19
Q
alternative intelligence theory/theory of multiple intelligences
A
ability to solve problems that are valued across all forms of human activity, multiple factors (not just g) exist. this mostly applies to formal education
20
Q
problem
A
situation when you need to accomplish a goal, the solution is not immediately obvious
21
Q
Gestalt approach to problem solving
A
problem solving involves representing the problem and then restructuring one’s representation
22
Q
insight (gestalt)
A
a sudden realization that involves a reorganization of a person’s mental representation to yield a solution
23
Q
how are Gestalt theories of problem solving and perception similar?
A
both involve organization (and re-organization)
24
Q
Information processing approach
A
mental processes are like a computer, processed in a series of steps
25
support of gestalt theory of problem solving
how one represents a problem in their mind is most likely different than the representation on a page
26
problem solving involves a search between what? (2)
posing a problem and a solution
27
states of information processing approach? (3)
initial, goal, and intermediate state
28
initial state of problem solving
condition at beginning of a problem
29
goal state of problem solving
solution to a problem
30
intermediate state of problem solving
steps in between initial and goal state
31
means-end analysis
breaking a problem's solution into more manageable pieces
32
how does means-end analysis help solve problems?
lessens the difference between initial and goal state
33
limitation of gestalt approach
problem solving is more than a representation of a problem
34
limitation of information processing approach
problem solving is more than means-end analysis
35
factors affecting problem solving? (3)
functional fixedness, using analogy, how a problem is stated
36
functional fixedness
tendency to focus on familiar uses of an object/situation and therefore limits creativity (matchbox)
37
analogy in problem solving
using the solution to a similar problem to guide the solution to a new problem
38
limitations of using analogy in problem solving
difficult to apply, requires steps (3)
39
steps to solving problems using analogy (3)
noticing, mapping, applying
40
noticing (analogy)
identify there is a similarity between two problems
41
mapping (analogy)
need to map corresponding parts between two problems
42
applying (analogy)
mapping to apply parallel solutions across problems
43
where do experts pull their information from?
LTM, uses chunking
43
experts
possess more knowledge, generate solutions, and remember more information
44
experts detecting relevant information
able to detect and recognize features that novices cannot
45
experts effective strategy use
better at selecting strategies, less trail/error, less likely to use means-end problem solving
46
what are experts more likely to do?
gloss over surface details that might be helpful and used by novices
46
overlapping waves problem solving theory
one uses different strategies at different timepoints, strategies compete against each other, involves changes in thinking and selection of more advances strategies
47
judgements
forming an opinion or evaluation
48
inductive reasoning
process of drawing general conclusions based on specific observations and evidence
49
decision making
process of choosing between two or more options
50
expected utility theory
if one has all the relevant information, they will make a decision that results in maximizing their goal
50
heuristics
shortcuts in reasoning
51
factors affecting judgements and decisions (4)
heuristics, risk/loss aversion, framing effect, ignoring base rate
52
availability heuristic
events that come to mind easily are judged as more probable
53
illusory truth
when something is repeated, it is more likely to be believed
54
representativeness heuristic
judging an situations based on its resemblance to other situations
55
risk/loss aversion
tendency to avoid risk/losses
56
ignoring base rate
rely on experience and stereotyping instead of general/statistical information
56
distal stimulus
actual stimulus from environment
57
how does studying infants help understand influences on cognitive processes?
describes role of maturation vs. experience (nurture vs. nature)
57
framing effect
how something is framed effects decision making
58
proximal stimulus
information registered on senses
59
what are children influenced by in regards to cognitive development?
sensation, minimal experience needed to enable perceptual processes
60
Gestalt principles in cognitive development (2)
principle of similarity, principle of simplicity
61
Gestalt principle of similarity
similar things appear to be grouped together
62
Gestalt principle of simplicity
visual patterns are seen in such a way that the resulting structure is as simple as possible
63
how much exposure to sensation is needed for object perception?
minimal, babies can do it
64
does face and speech processing depend on experience?
yes
65
perceptual narrowing
loss of ability to discriminate between stimuli
66
examples of perceptual narrowing (4)
early infants can discriminate against faces, races, language phonemes, and emotions
67
is perceptual narrowing evolutionary?
yes
68
what memory improvements occur from birth~10 years?
amount and duration of information stored in WM and LTM
69
how does content knowledge help memory development? (4)
organize information, form schemas, direct encoding, helps retrieval
70
infantile amnesia
inability to remember things from before ~2-3 years of age
70
how can information be stored in the LTM after delays? (2)
operant conditioning, imitation
71
what is infantile amnesia from?
changes in the brain (between encoding and retrieval) and social interaction
72
neurogenesis
addition to new neurons during childhood, helps explain infantile amnesia
73
infantile amnesia/forgetting might be due to what 2 processes getting mismatched?
encoding and retrieval
73
social aspects affecting infantile amnesia
parents asks children to retrieve more as they grow, deepening encoding and retrieval
74
reminiscence bump
memory is high for events that occur in adolescence and early adulthood
75
self-image hypothesis of reminiscence bump
one's self image forms in adolescence/early adulthood
76
how does the self-image hypothesis explain the reminiscence bump?
formation of self-image is associated with encoding of memories related to one's self-image
77
misinformation
any information that is false
77
cognitive hypothesis behind reminiscence bump
encoding is better during periods of rapid change followed by periods of stability
78
culture life script hypothesis of reminiscence bump
each person has a personal life story and an understanding of cultural expectations, events are easier to remember when they fit cultural life scripts
79
disinformation
intentional spread of misinformation
80
factors affecting false beliefs and corrections (6)
intuitive thinking, forgetting corrections, illusory truth, social cues, emotions, worldview
81
intuitive thinking involved in misinformation
quick thinking, does not consume attention
82
deliberate thinking involved in misinformation
effortful, consumes attention and WM
83
forgetting connections involved in misinformation
individuals continue to recall false information even after it is corrected, once memories are encoded they are harder to erase/overrule
84
integration account of forgetting corrections
forgetting corrections occurs when the correction is not encoded deeply enough and is not integrated into one's memory network
85
correcting memory involves..? (2)
co-activation of representations and integration of memories, correct memory strengthened with more connections to correct information
86
selective retrieval
part of forgetting corrections, even when a correction is integrated in memory, once can selectively retrieve the myth especially when the myth is familiarized
87
social cues involved in misinformation (2)
trustworthiness, credibility of source
88
emotions involved in misinformation
differences in one's processing based on their mood
89
worldview involved in misinformation
less likely to view information as credible if it goes against values and beliefs
90
cognitive dissonance
discomfort in holding conflicting beliefs, corrections to misinformation can cause this which increases discomfort and therefore endorsement of misinformation
91
pre-bunking
resist misinformation before it is encountered
92
inoculation theory of pre-bunking
exposure to weakened forms of misinformation build immunity against later misinformation
93
debunking
resist misinformation after it is encountered
94
involuntary attentional control
one's attention is automatically directed
95
voluntary attentional control
one's attention is controlled by them
96
cognitive/social drivers of false beliefs (3)
same mechanisms establish accurate beliefs, alignment with personal views, intuitive thinking
97
cognitive/social drivers of barriers to belief revisions (3)
memory, interconnectedness of memory networks, source credibility
98
absolute expert
greatness arises from chance and innate talent
98
similarity in function between face and language processing
both develop early in life, use perceptual narrowing
99
relative expert
expertise can be achieved
100
advantage of studying relative experts over absolute experts
can see the progression to becoming an expert
101
Gardner's theory of intelligence
many (8) types of intelligence make up general intelligence, g as we know it
102
Gardner's intelligences (8)
verbal, math, spacial-visual, body, music, interpersonal, intrapersonal, naturalist
103
interpersonal intelligence
detect and response to others' moods
104
intrapersonal intelligence
be self-aware
105
how are brain regions involved within Gardner's 8 intelligences?
occupies/utilizes most structures within the brain
106
example of cognitive complexities in perception (2)
viewpoint invariance (objects look different from different viewpoints), ambiguous images (many 3D images can resemble the same 2D image)
107
simplification of cognition in perception (2)
Figure-Ground principle (separate figures from the ground/background), Feature-Analysis theory (we store visual stimuli to recognize and compare them later on)
108
example of cognitive complexities in attention (2)
auditory selective attention (we focus on specific sounds and tune out others), feature-based selective attention (we tune our attention to prioritize features such as color/shape)
109
simplification of cognition in attention (2)
multitasking (engage in multiple tasks at once), feature-integration theory (integrate features into a whole)
110
example of cognitive complexities in memory (2)
sensory memory (brief storage of a lot of information, all hits the senses yet only is stored for a limited amount of time), central executive (allows us to perform visual and verbal tasks at the same time)
111
simplification of cognition in memory (2)
chunking, operant conditioning
112
example of cognitive complexities in language (2)
language production (uses memory and linguistic planning), speech perception (interpreting auditory sensation using context and visual cues)
113
simplification of cognition in language (2)
gestures (to convey unspoken messages, phonemic restoration
114
how does experience influence cognition in perception? (2)
people learn to expect objects/scenes to occur in specific ways, the brain is changed by experience in seeing lines (cat-rearing example)
115
how does experience influence cognition in attention? (2)
cocktail party effect (more likely to recognize own name in a loud environment), selective attention (learn to filter out certain things and ignore others)
116
how does experience influence cognition in memory? (2)
implicit memory (made up of habits and skills), episodic memory (memory of the events we have experienced)
117
how does experience influence cognition in language? (2)
familiarity (segmenting speech), uses context that is learned over time
118
AI changed on domains (4)
perception: uses data to process to mimic human perception
attention: selectively attended to certain tasks
memory: can mimic forgetting
language: learns and mimics language errors
119
information processing on domains (4)
perception: sensory input gets changed into perceived messages
attention: explained how messages are attended to
memory: helped explain how memory processes inputs and transports to parts of the memory
language: applied perception skills to speech perception
