EXAM 4 - PSYCH Flashcards
Functional Fixedness
Mental set where you cannot perceive an object used for something other than what it was designed for
EX: Candle problem
EX: Two-string problem
Algorithm
Problem solving formula that provides a step-by-step instructions used to achieve desired outcomes
EX: A recipe
Heuristic
Mental shortcuts used to solve problems
Not always the best method
Used to make decision quick
EX: Rule of thumb
Availability Heuristic
Make a decision based on an example, information, or recent experience
Representative Heuristic
Judging an event to be likely based on similarity to another event
EX: Thinking someone wearing a suit and tie is a lawyer
Phonemes
Speech sounds
Different languages use different sets
EX: Apple, Ape, CHair
Morphemes
Smallest meaningful units
Phonemes combined
EX: CArs, UNhappiNESS
Broca’s area
Language production
Left hemisphere
Frontal Lobe
Wernicke’s Area
Language comprehension
Left Hemisphere
Temporal Lobe
Aphasia
Disruption of language caused by a brain related disorder
Wernicke’s Aphasia:
Good quality speech
Impaired comprehension
Broca’s Aphasia:
Impaired quality
Extreme effort to generate speech
IQ
Normal Curve
Mean 100
68% = 85-115
95% = 70-130
Spearman G-Intelligence
“g” factor
Measured and compared among individuals
De-emphasized what made each unique
Crystallized Intelligence
Requires specific, learned knowledge
Fluid Intelligence
Think logically without relying on learned knowledge
Emotional Intelligence
inter and intrapersonal intelligences
Understand emotions of yourself and others
Empathy
Know how to regulate own emotions and respond appropriately
EX: Autism and Down syndrome
Cross-sectional Research
Participants of various ages are compared to determine whether they differ
Longitudinal Research
Some participants are studied at several times to determine whether they change
Teratogens
Substances that can produce developmental malformations
EX: Alcohol (Fetal Alcohol Syndrome) , Nicotine, Heroin
Reflexes:
Babinski
Touch foot –> Toes outward and up
Reflexes:
Moro
Loud noise, head falls back = stretch and hug
Purpose: cling to caregiver
Reflexes:
Rooting
Touch cheek –> turn head
Purpose: eat
Reflexes:
Grasping / palmar
touch palm –> grasp
Purpose: eat
Reflexes:
Stepping
Foot on flat –> start stepping
Perception
-Touch
-Taste
-Smell
Show facial expressions
-Hearing
Move in response
Not fully matured
Preference to sounds
-Vision
Least developed
Types of Attachment
Secure Attachment:
Explores environment
Upset by separation
Welcomes caregiver back
Insecure Attachment:
Little distress w separation and ignores caregiver when back
OR
Very distressed and resist caregiver
Harlow Studies:
Form attachment not only w the person that meets basic needs
Parenting Styles
-Authoritative
-Authoritarian
-Indulgent
-Uninvolved
Assimilation
Process by which we interpret new concepts and experiences in terms of current understanding
Accommodation
Process by which we modify our understanding when presented with new experiences
Piaget’s Stages:
Sensorimotor stage (0-2yrs)
Explore world with senses
Object Permanence
Piaget’s Stages:
Pre-operational Stage (2-6yrs)
Ability to pretend play
Piaget’s Stages:
Concrete Operational Stage (6-12yrs)
Start to learn math arithmetic
Conservation
Piaget’s Stages:
Formal Operational Stage (teen yrs)
Abstract reasoning
(“if”)
Ability to consider different possibilities
Scientific Reasoning
Moral Development:
Level 1
Pre-conventional Morality
Punishment and Rewards
Moral Development:
Level 2
Conventional Morality
Social approval
Obeying authority
Moral Development:
Level 3
Post-conventional Morality
Internal moral principles
Attitudes
Opinions and beliefs about people, objects and ides (favorable or unfavorable)
Based on experiences
Help guide behavior
Attitudes Dimensions
-Cognitive
Thoughts and beliefs
-Emotional
Like or Dislike
-Behavioral
Attitudes Formation
-Classical Conditioning
Association w positive or negative
-Operant Conditioning
Parents teaching attitudes
-Observational Learning
Dissonance
Psychological discomfort assign from holding two or more inconsistent attitudes, behaviors, or cognitions (thoughts, beliefs, opinions)
Attribution
Process by which we infer motives and intentions from behavior
Types:
Dispositional / Internal:
Attributes behavior to personality or abilities
Situational / External:
Attribute behavior to external
Attribution Errors:
Fundamental / Correspondence Bias
Overestimate dispositional causes for others
EX: More “depends” for me than friend
Attribution Errors:
Self-serving Bias
Success: Dispositional
Failure: Situational
Attribution Errors:
Just-world Belief
people get what they deserve
Conformity
Change in person’s behavior to go along with the group, even if he does not agree with the group
EX: Asch Effect
Obedience
Process by which a person complies with the orders of others
whether they agree or not
Stanley Milgram Obedience Experiments
-Replications of experiments have shown same rates
-Varied with proximity
Teacher and Learner:
more proximity, less obedience
Teacher and Experimenter:
Less proximity, less obedience
Social Facilitation
Change in performance that occurs when people are in the presence of others
Depends on task
Social Loafing
Reduction in individual output on tasks where contributions are pooled
Each individual efforts are not evaluated, individuals can become less motivated
Group Polarization
Exaggeration of original attitudes following a group discussion
Groupthink
Groups make more extreme decisions than individuals do
Deinidividuation
Situations in which a person may feel a sense of anonymity and therefore a reduction in accountability and sense of self when among others
EX: mob or riot-like behaviors
Altruism
Act that benefits others with no obvious benefit to the person performing it
Bystander Effect
Decreased tendency to help when other people are present
Use others as guide for behavior
Diffusion of responsibility
