Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

hierarchy of language

A

sentence
phrase
word
morpheme
phoneme

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

function and content words

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

protowords
holophrase

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Vocal burst

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Over extension
underextention

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

early sentences are general

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

sensitive period

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
representation
knowledge of words which forms the content of our thoughts
26
mental imagery - two types
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
prepositions
statement that expresses ideas and expresses the relationship between concepts priming study - shows how info is organised into categories
28
two types of reasoning
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
belief bias
people judge is conclusion is plausible due to pre exisitng beliefs - belief bias interrupts how you deductively reason
30
conformation bias
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
heuristics
shortcuts that are correct much of the time and help reserve cognitive resources, they are driven from things we know
32
availability heuristic
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
general strategies for problem solving (5)
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
creative problem solving
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
obstacles to problem solving
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
whorfrian hypothesis
having a specific language determines or influences how we think
37
Evidence to support whofiran hypothesis
berline fay - focal colour found most cultures have range of names for colours but all have primary names
38
Evidence against the whofrian hypothesis
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
using space to think about time
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
self
Independent, dispositional attributes, analytic, better at absolute tasks, less malleable
41
context
interdependent, situation attributes, holistic, better at relative tasks, more malleable,
42
how was intelligence measured?
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
what is the Flynn effect - intelligence
with each generation there's an increase in iq scores as they teach to what they want people to know
44
Samuel morton and paul broca - historical intelligence
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
sir Francis Galton - intelligence
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
Alfred binet - intellegnce
what - intellegnce testing believed - intelligence was a general ability not an accumulation of knowledge
47
spearman's two factory theory of intelligence
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
what do IQ tests predict ?
creativity, job performance, health and wellbeing - underlying correlation isn't causation
49
strenbergs triarch theory of Intelligence
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
Gardners theory of multiple IQ
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
heribitbilty studies - IQ
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
abecedarian project 1970 (intervention vs no intervention
found differences between iq group
53
Why race tells us very little about IQ
race is a social construct not a genetic factor there is overlap and variation between each group diffrent environnemental impacts
54
Different causes for between and within group differences
can have factors that determine within and between group differences such as opportunities and schooling
55
evidence for enviro effects on IQ scores
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
Spencer, steel and quinoa (1999) - stereotypes
stereo type threats have negative impacts on performance with could explain a group diffrence
57
examples of environmental impacts compared to genetics in terms of developmental
genes can impact development causing things such as down syndrome, PKU environment can effect development through teratogens and trauma etc

Psyc112 (4 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions