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Psyc112 > exam - thought and IQ > Flashcards

exam - thought and IQ Flashcards

1
Q

morphemes

A
  • single smallest unit of language that carries meaning
  • bound morphemes have functional role, adding ed changes meaning
  • there is function and content morphemes
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2
Q

phonemes

A

smallest unit of sound that changes meaning e.g dog vs log
- 40 in English
- changes across languages
- based off shape of mouth

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3
Q

hierarchy of language

A

sentence
phrase
word
morpheme
phoneme

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4
Q

function and content words

A

function - glue of sentence, make flow, synaptic processing
content - semantic processing, meaning

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5
Q

surface and deep structure

A

surface - organisation of words at surface level
deep - meaning of the sentance
- can have 2 deep structures and one surface structure
- can have 1 deep structure and two surface structures (diff words, same meaning)

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6
Q

Aphasia

A

aphasia - inability to produce or understand language
brocs - inability to produce language
wernikes aphasia - can produce language but syntax is messed up and have problem mapping semantics

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7
Q

categorical speech perception

A
  • perception of sounds becomes categorical
  • ba vs ga (25msec VOT), found that you only heard ba or ga
  • detection of phonemic change is modified by experience
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8
Q

birth -4 months (language)

A

can tell difference between basic phonemes across languages, proven with detection of phonetic change experiment where they found different sucking responses to new phonemes

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9
Q

language time line (language)

A

2-4 months - cooing
6-7 months - reduplicated babbling (saying same word over and over)
10 months - phonemes have adapted to language they hear
11-12 months - variegated babbling (syllables with different constants and vowels)
then protowords turn into words
4 years - adult syntax but don’t understand context

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10
Q

protowords
holophrase

A

protowords - prototypical form of a word
holophrase - single word that stands for an entire statement

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11
Q

Vocal burst

A

after first 50 words vocal increased due to symbolic nature, control over articulation and due to easier retrieval

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12
Q

Over extension
underextention

A

over extension - dog for all animals
word. decreases with increase in vocal
underextenstion - dog only for your dog

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13
Q

early sentences are general

A

possession - my toy
naming - that ball
attributes - Big cat
action - go home

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14
Q

producing speech sounds

A

infants make a limited set of speech sounds due to the shape of vocal tract and development of motor cortex

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15
Q

Comprehension vs production

A
  • word comprehension precedes production vocal by an average of 4 months
    initial acquisition rate is 2x that of production
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16
Q

what is the Navist view of language and the three points of argument?

A

believes children are biologically predisposed to learn language and that they have language acquisition device
1. children acquire language rapidly
2.children acquire language effortlessly
3.children acquire language without being taught

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17
Q

what is the language bio program hypothesis (supports NAVIST view)

A

creoles and pigeon
pigeon language - invented language
creole - grammatically more complex form of pidgeon language
navists say that when pigeon is native language children learn to adapt to syntax

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18
Q

sensitive period

A

navists believe that after puberty/ once lateralisation occurs it is harder to acquire language
evidence - deaf signers, isolated children

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19
Q

general learning capabilities

A

they believe this because children have a highly developed pattern recognition system in there brain which allows them to learn
- forming language categories
-statistical learning

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20
Q

statistical learning shows

A

that children understand things are related
children learn through patterns and they learn fast
look longer at novel words then familiar words (saffron)

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21
Q

forming language categories

A

children form language categories through picking up on regularities without resorting to inane language categories
they learn to out words into frequent frames

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22
Q

social learning

A
  • interaction allows children to learn language
  • parents let Childrens behaviour guide there talk
  • words refer to things: children learn that gaze and objects are connected
  • early words emerge as a part of a social routine
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23
Q

feedback in social learning

A

independent (self orientated) and interdependent (group orientated) cultures
child entered talk - parent adapts to Childs level
situation centered talk - child learns to adapt to situation

24
Q

what is parentese in social learning?

A

simplified speech and exaggerated innotation

25
Q

representation

A

knowledge of words which forms the content of our thoughts

26
Q

mental imagery - two types

A
  1. analogical representation - mental images which represents concepts but has actual characteristics
    evidence - mental rotation study
  2. symbolic representation - resembles content but not what it looks like
27
Q

prepositions

A

statement that expresses ideas and expresses the relationship between concepts
priming study - shows how info is organised into categories

28
Q

two types of reasoning

A

deductive (top down) - logic problems where if the stamens is true conclusion should follow
inductive reasoning (bottom up)
- see sun rising then conclude it raises everyday

29
Q

belief bias

A

people judge is conclusion is plausible due to pre exisitng beliefs - belief bias interrupts how you deductively reason

30
Q

conformation bias

A

seek info that confirms what you already believe e.g don’t like Jacinta look for all evidence that supports your belief
- people would rather seek conformation then falsify hypothesis

31
Q

heuristics

A

shortcuts that are correct much of the time and help reserve cognitive resources, they are driven from things we know

32
Q

availability heuristic

A

when something is more available in brain you use that to make conclusions as it is easier to revive and generally based on recent events
saliency bias - attractive to listen to

33
Q

general strategies for problem solving (5)

A

trial and error
algorithm - rule that generates a solution
Heuristic - doesn’t always guarantee a solution but often works as most problems don’t have a solution. they can also be bad as they get in the way of creative problem solving
anagrams - brain knows not to try all solutions
means end analysis - work step by step to achieve goal
hill climbing - solve problem one step at a time

34
Q

creative problem solving

A

divergent thinking - process or method used to generate creative ideas by exploring possible solutions e.g nine dots problem
change representation of thought - we have an idea of how to do something in our head already but representation can block ideas e.g cake problem
apology - use way we solved problem in the past for present problem e.g novel problem found that having prior understanding allowed them to solve the problem faster through anology

35
Q

obstacles to problem solving

A

mental set - habits and assumptions brought to problem solver e.g cake problem
functional fixedness - how idea of normal function can get in the way of solving a problem e.g candle problem

36
Q

whorfrian hypothesis

A

having a specific language determines or influences how we think

37
Q

Evidence to support whofiran hypothesis

A

berline fay - focal colour
found most cultures have range of names for colours but all have primary names

38
Q

Evidence against the whofrian hypothesis

A

Eleanor Rosch studied tribe that had two colour terms and found that they had the same cognitive abilities as cultures that have many colour terms
Russian blues experiment - look at if the lack of colour terms influences colour perception and found that Russians were faster to discriminate colours between colours then within. English had no categorical advantage

39
Q

using space to think about time

A

ego moving - time moves away from you
time moving - time moves towards you
vertical prime - terms used like up and down
horizontal
English speakers speak faster for horizontal prime and mandarin for vertical prime

40
Q

self

A

Independent, dispositional attributes, analytic, better at absolute tasks, less malleable

41
Q

context

A

interdependent, situation attributes, holistic, better at relative tasks, more malleable,

42
Q

how was intelligence measured?

A

children - mental age compared to chronically age
contemporary iq tests. solution: abandon mental age - calculate iq relative to other adults scores…. - found that iq average of 100 of an age group and 2/3 of people in that age sat between 85-115

43
Q

what is the Flynn effect - intelligence

A

with each generation there’s an increase in iq scores as they teach to what they want people to know

44
Q

Samuel morton and paul broca - historical intelligence

A

samuael morton - believed head size related to intelligence (bigger head = smarter) - lead to ranking of the races
Paul broca - weighed brains of cadavers and found that heavier brain = more intelligence

45
Q

sir Francis Galton - intelligence

A

believed - intelligence was hereditary, coined in terms of eugenics
measured - whether performance on task related to how smart people think people where compared to how smart they actually where through an intelligence test
found - intelligence had to no relation to class

46
Q

Alfred binet - intellegnce

A

what - intellegnce testing
believed - intelligence was a general ability not an accumulation of knowledge

47
Q

spearman’s two factory theory of intelligence

A

believes intelligence is made of of general and specific factors
g- underlies performance of iq tasks and there is two forms of g iq - crystallised iq and fluid
crystallised - acquired through culture, increases with age
fluid - ability to lear, precive relationships and deal with problems - declines after adolsences

s - specific to type of task

48
Q

what do IQ tests predict ?

A

creativity, job performance, health and wellbeing
- underlying correlation isn’t causation

49
Q

strenbergs triarch theory of Intelligence

A

three factors - analytic, creative, practical
analytic - assess the value of the idea, compare and contrast and it is what is typically measured in iq tests
creative IQ - generates ideas, formulate theory of intelligence
practical - carry out idea, use what you have learnt

50
Q

Gardners theory of multiple IQ

A

believes - modular view where many types pf intelligences that some People may be stronger or weaker in
types - linguistic, music, math, spatial, language etc

51
Q

heribitbilty studies - IQ

A

what - looked at twins growing up in different environments
found - genes d play a role but environment is a crucial factor in determining an individuals IQ

52
Q

abecedarian project 1970 (intervention vs no intervention

A

found differences between iq group

53
Q

Why race tells us very little about IQ

A

race is a social construct not a genetic factor
there is overlap and variation between each group
diffrent environnemental impacts

54
Q

Different causes for between and within group differences

A

can have factors that determine within and between group differences such as opportunities and schooling

55
Q

evidence for enviro effects on IQ scores

A
  1. mean difference in IQ scores between groups
  2. Enviro can influence development of particular cognitive abilities
  3. adopted childrenn in high Social economic areas show higher iq scores then those in lower Social economic
56
Q

Spencer, steel and quinoa (1999) - stereotypes

A

stereo type threats have negative impacts on performance with could explain a group diffrence

57
Q

examples of environmental impacts compared to genetics in terms of developmental

A

genes can impact development causing things such as down syndrome, PKU
environment can effect development through teratogens and trauma etc

Psyc112 (4 decks)

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