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Cognitive Pyschology > Final > Flashcards

Final Flashcards

1
Q

Phil Broca

A
  • L. Frontal damage

- difficulty in speech production (TAN) and understanding grammar

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2
Q

Phil Broca

A
  • L. Frontal damage

- difficulty in speech production (TAN) and understanding grammar

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3
Q

Karl Wernicke

A
  • l. posterior hemisphere

- difficulty in comprehension; meaningless words

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4
Q

Noam Chomsky

A
  • language = modular

- surface and deep structure; transformational grammar

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5
Q

modular language

A

not a byproduct of cognitive processes; a distinct ability

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6
Q

surface structure

A

spoken/written word

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7
Q

deep structure

A

meaning

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8
Q

transformational grammar

A

flowing in and out of deep/surface structure

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9
Q

Gua (chimp)

A

Kellogg; tried to teach to speak; minds show different vocal tracts

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10
Q

Kanzi (chimp)

A

lexigrams and sign language; produced some vocalization

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11
Q

washoe (chimp)

A

Gardner

-taught to sign hundreds of sings w/ some grammar; little creativity

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12
Q

Nim Chimsky

A

Terrace

  • ASL and school
  • could only have 2-word sentences; cant categorize
  • language = behaviorist
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13
Q

Sarah

A

Premack

-token language; obeyed grammar and formed sentences

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14
Q

Herbert Terrace

A

Nim Chimpsky

skinner student; chimps = no grammar competency

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15
Q

phoneme

A

basic unit of spoken language (ah, th, k)

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16
Q

morpheme

A

basic unit of meaning (un-break-able)

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17
Q

syntax

A

grammar rules –> sentences

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18
Q

semantics

A

meaning of words and sentencs

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19
Q

pragmatics

A

knowledge of social rules for language use

  • common ground w/ social rules
  • understand directives (polite/impolite)
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20
Q

universal characteristics of language

A

symanticity
arbitrainess
discreteness

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21
Q

evicence language is innate

A

specialized brain areas
rapid acquisition of language in infants
correlation with handedness

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22
Q

what does common ground mean

A

use speech socilly

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23
Q

handedness and language hemispheric selection

A
  • 95% of R = specialized R

- 50% of L = specialized L

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24
Q

Brocas area analog

A

language prosody (emotional tone)

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25
Q

4 steps to produce language

A
  1. gist
  2. general structure
  3. word and forms
  4. translate into phenomes
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26
Q

*how prosody affects social behavior

A

x

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27
Q

relevance of accents

A 
determines social class
determines stereotype
determines how someone may act
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28
Q

advantages of bilingualism

A 
acquire more native language expertise
increase subtlety detection
increase awarness of arbitrary nature
increase pragmatic awarness
increase creativitiy
increase problem solving
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29
Q

*critical periods in language development

A 
1 = sounds
2= words
3+ = combination --> sentences
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30
Q

general approach to teaching animals lanuage

A

sign language; token language

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31
Q

slip of tongue errors

A

sounds of nearby words are exchanged [sound, morpheme and word errors]

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32
Q

*how acquisition affects learning a new language

A

x

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33
Q

ultimate message for animal studies

A
  • not highly creative at human leel
  • short utterances
  • no complex sentences or grammar
  • words w/o competence
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34
Q

Wolfgang Kohler

A

noticed chimps use tools to get bannanas (problem solving); used insight (gestalt)

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35
Q

David Premack

A

Chimp analogy sutides; sarah; matching game studies

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36
Q

2 methods of solution

A

algorithm

hueristic

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37
Q

algorithm

A

analyze all possible moves (ordered steps)

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38
Q

hueristic

A

analyize best case scenaries and minimize time spent on probable dead-end scenarios (guidelines;
- generally more effective than algorithm)

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39
Q

frontal lobes are related to __ intelligence

A

fluid

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40
Q

temporal lobes are related to ___ intelligence

A

crystalizd

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41
Q

what about human brain anatomy suggests we are good at reasoning

A

large cerebral cortex surface area

large frontal lobe and temporal lobe

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42
Q

whawt abilities are present in smarter animals

A

good at making tools

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43
Q

what brain features make chimps good problem solvers

A

large cortex and frontal lobe

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44
Q

gillian et. al

A
  • matching: monkeys and chimp
  • relationship match: sarah
  • different match: sarah
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45
Q

what was different in language trained chimp reasoning

A

library of difference

library of sameness

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46
Q

how do children solve analgies

A

use surface features

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47
Q

*genie

A

x

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48
Q

*snoopy

A

x

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49
Q

types of dementia and what they do

A
  • frontal: reasoning [can’t matrix]

- semantic: temporal lobe; concepts

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50
Q

dementia and art

A
  • spontaneous bursts of creativity

- decrease in details, increase in abstractness; increase in free time = increase in art

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51
Q

what evidence do we have for creative reasoning abilities in animals (chimps and whales)

A
  • chimps: free time, sticks and termites, use tools w/in environment
  • whales: grabbing seal off ice, working together
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52
Q

Leda Cosmides

A

Social contract theory; evolutionary psychologist; biological adaptation –> psychological rules –> culture

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53
Q

Cheng & Holyoak

A

social experience develops cues –> schema; context is rules for schema

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54
Q

lauren alloy

A

illusory correlation; depressed patients feel they have less control than non-depressed

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55
Q

*Kahneman & Tversky

A

hueristics and decision-making (economist)

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56
Q

Barbara Mellers

A

Ultimatum game

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57
Q

antecedent

A

comes first; “if ___”

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58
Q

consequent

A

after then; “then ___”

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59
Q

how to validate

A

affirm antecedent; deny consequent

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60
Q

how is deduction made more difficult

A
  • neg information (if not a robin, then not bird)
  • abstract content - if rhombus, then opaque
  • belief bias - finger cut
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61
Q

belief bias

A

overly literal, contradicts probabilities in our own environment

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62
Q

wason card task

A

pick E (89) and 6 (25); beer and 16;

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63
Q

*what condidtions affect ability to solve

A

x

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64
Q

*pragmatic reasoning schemas

A

we develop schemas from social experience; we use cues to reason

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65
Q

*Pragmatic reasoning vs. Social contract

A

PR = cues

SCT =

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66
Q

coherence effect

A

pretest is equal; post test = extreme decision

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67
Q

coherence is important b/c

A

ppl gain confidence in decision-making

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68
Q

iowa gambling task

A

good decks vs. bad decks

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69
Q

iowa gambling task phases

A

pre punishment
pre hunch
hunch
conceptual perio

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70
Q

*ultimatum game

A

Mellers; prose and respond

71
Q

hueristics

A

strategies that typically produce a correct solution, rule of thumb, availavility hueristic

72
Q

representative hueristics

A

things that are similar to population

ex: coin toss; jury convictions

73
Q

availability hueristic

A

how ppl judge probability of events based on easy examples ex: students from CO or CA

74
Q

illusory correlation

A

2 things seem related, but not

75
Q

conjunction fallacy

A

ppl are more illogical;

feminist bank teller

76
Q

Carolyn Rovee Collier*

A

mobile learning

conjugate reinforcment –> train task

77
Q

Eimas

A

sucking rates and phenomes
-pah & Bah = discriminate
-Bah & Pah = no discriminate
critical period to hear new sounds; exposure to language

78
Q

methods for studying infant cognition

A
  • preferential looking method
  • sucking devices
  • heart rates
79
Q

habituation

A

when stimulus is presented frequently and response decreases

80
Q

how do we know when an infant recognizes the mom?

A

increase in sucking; decrease with strangers

81
Q

mobile train study results

A

as kids grow older, they have a burst of max retention at 6 months

82
Q

*how is working memory different over childhood course

A
  • affected by pronounciation

- @2, 2#’s; @9 6#’s

83
Q

childhood amnesia

A
  • frontal lobe; 1st memory at 2-3; remember sibling birthds

- explained by neurological factors and prefrontal cortex

84
Q

metamemory __ with age

A

increases

85
Q

*how do we know theres a critical period for phoneme learning

A

sucking rates

86
Q

motherese

A

baby talk; high pitched, repetitifve, slow, fast mapping

87
Q

memory that works with old ppl

A

phological loop, visiospatial sketch pad

88
Q

memory that decreases with age

A

Working memory, explicit, recall, lower working memory

89
Q

Karl Wernicke

A
  • l. posterior hemisphere

- difficulty in comprehension; meaningless words

90
Q

Noam Chomsky

A
  • language = modular

- surface and deep structure; transformational grammar

91
Q

modular language

A

not a byproduct of cognitive processes; a distinct ability

92
Q

surface structure

A

spoken/written word

93
Q

deep structure

A

meaning

94
Q

transformational grammar

A

flowing in and out of deep/surface structure

95
Q

Gua (chimp)

A

Kellogg; tried to teach to speak; minds show different vocal tracts

96
Q

Kanzi (chimp)

A

lexigrams and sign language; produced some vocalization

97
Q

washoe (chimp)

A

Gardner

-taught to sign hundreds of sings w/ some grammar; little creativity

98
Q

Nim Chimsky

A

Terrace

  • ASL and school
  • could only have 2-word sentences; cant categorize
  • language = behaviorist
99
Q

Sarah

A

Premack

-token language; obeyed grammar and formed sentences

100
Q

Herbert Terrace

A

Nim Chimpsky

skinner student; chimps = no grammar competency

101
Q

phoneme

A

basic unit of spoken language (ah, th, k)

102
Q

morpheme

A

basic unit of meaning (un-break-able)

103
Q

syntax

A

grammar rules –> sentences

104
Q

semantics

A

meaning of words and sentencs

105
Q

pragmatics

A

knowledge of social rules for language use

  • common ground w/ social rules
  • understand directives (polite/impolite)
106
Q

universal characteristics of language

A

symanticity
arbitrainess
discreteness

107
Q

evicence language is innate

A

specialized brain areas
rapid acquisition of language in infants
correlation with handedness

108
Q

what does common ground mean

A

use speech socilly

109
Q

handedness and language hemispheric selection

A
  • 95% of R = specialized R

- 50% of L = specialized L

110
Q

Brocas area analog

A

language prosody (emotional tone)

111
Q

4 steps to produce language

A
  1. gist
  2. general structure
  3. word and forms
  4. translate into phenomes
112
Q

*how prosody affects social behavior

A

x

113
Q

relevance of accents

A 
determines social class
determines stereotype
determines how someone may act
114
Q

advantages of bilingualism

A 
acquire more native language expertise
increase subtlety detection
increase awarness of arbitrary nature
increase pragmatic awarness
increase creativitiy
increase problem solving
115
Q

*critical periods in language development

A 
1 = sounds
2= words
3+ = combination --> sentences
116
Q

general approach to teaching animals lanuage

A

sign language; token language

117
Q

slip of tongue errors

A

sounds of nearby words are exchanged [sound, morpheme and word errors]

118
Q

*how acquisition affects learning a new language

A

x

119
Q

ultimate message for animal studies

A
  • not highly creative at human leel
  • short utterances
  • no complex sentences or grammar
  • words w/o competence
120
Q

Wolfgang Kohler

A

noticed chimps use tools to get bannanas (problem solving); used insight (gestalt)

121
Q

David Premack

A

Chimp analogy sutides; sarah; matching game studies

122
Q

2 methods of solution

A

algorithm

hueristic

123
Q

algorithm

A

analyze all possible moves (ordered steps)

124
Q

hueristic

A

analyize best case scenaries and minimize time spent on probable dead-end scenarios (guidelines;
- generally more effective than algorithm)

125
Q

frontal lobes are related to __ intelligence

A

fluid

126
Q

temporal lobes are related to ___ intelligence

A

crystalizd

127
Q

what about human brain anatomy suggests we are good at reasoning

A

large cerebral cortex surface area

large frontal lobe and temporal lobe

128
Q

whawt abilities are present in smarter animals

A

good at making tools

129
Q

what brain features make chimps good problem solvers

A

large cortex and frontal lobe

130
Q

gillian et. al

A
  • matching: monkeys and chimp
  • relationship match: sarah
  • different match: sarah
131
Q

what was different in language trained chimp reasoning

A

library of difference

library of sameness

132
Q

how do children solve analgies

A

use surface features

133
Q

*genie

A

x

134
Q

*snoopy

A

x

135
Q

types of dementia and what they do

A
  • frontal: reasoning [can’t matrix]

- semantic: temporal lobe; concepts

136
Q

dementia and art

A
  • spontaneous bursts of creativity

- decrease in details, increase in abstractness; increase in free time = increase in art

137
Q

what evidence do we have for creative reasoning abilities in animals (chimps and whales)

A
  • chimps: free time, sticks and termites, use tools w/in environment
  • whales: grabbing seal off ice, working together
138
Q

Leda Cosmides

A

Social contract theory; evolutionary psychologist; biological adaptation –> psychological rules –> culture

139
Q

Cheng & Holyoak

A

social experience develops cues –> schema; context is rules for schema

140
Q

lauren alloy

A

illusory correlation; depressed patients feel they have less control than non-depressed

141
Q

*Kahneman & Tversky

A

hueristics and decision-making (economist)

142
Q

Barbara Mellers

A

Ultimatum game

143
Q

antecedent

A

comes first; “if ___”

144
Q

consequent

A

after then; “then ___”

145
Q

how to validate

A

affirm antecedent; deny consequent

146
Q

how is deduction made more difficult

A
  • neg information (if not a robin, then not bird)
  • abstract content - if rhombus, then opaque
  • belief bias - finger cut
147
Q

belief bias

A

overly literal, contradicts probabilities in our own environment

148
Q

wason card task

A

pick E (89) and 6 (25); beer and 16;

149
Q

*what condidtions affect ability to solve

A

x

150
Q

*pragmatic reasoning schemas

A

we develop schemas from social experience; we use cues to reason

151
Q

*Pragmatic reasoning vs. Social contract

A

PR = cues

SCT =

152
Q

coherence effect

A

pretest is equal; post test = extreme decision

153
Q

coherence is important b/c

A

ppl gain confidence in decision-making

154
Q

iowa gambling task

A

good decks vs. bad decks

155
Q

iowa gambling task phases

A

pre punishment
pre hunch
hunch
conceptual perio

156
Q

*ultimatum game

A

Mellers; prose and respond

157
Q

hueristics

A

strategies that typically produce a correct solution, rule of thumb, availavility hueristic

158
Q

representative hueristics

A

things that are similar to population

ex: coin toss; jury convictions

159
Q

availability hueristic

A

how ppl judge probability of events based on easy examples ex: students from CO or CA

160
Q

illusory correlation

A

2 things seem related, but not

161
Q

conjunction fallacy

A

ppl are more illogical;

feminist bank teller

162
Q

Carolyn Rovee Collier*

A

mobile learning

conjugate reinforcment –> train task

163
Q

Eimas

A

sucking rates and phenomes
-pah & Bah = discriminate
-Bah & Pah = no discriminate
critical period to hear new sounds; exposure to language

164
Q

methods for studying infant cognition

A
  • preferential looking method
  • sucking devices
  • heart rates
165
Q

habituation

A

when stimulus is presented frequently and response decreases

166
Q

how do we know when an infant recognizes the mom?

A

increase in sucking; decrease with strangers

167
Q

mobile train study results

A

as kids grow older, they have a burst of max retention at 6 months

168
Q

*how is working memory different over childhood course

A
  • affected by pronounciation

- @2, 2#’s; @9 6#’s

169
Q

childhood amnesia

A
  • frontal lobe; 1st memory at 2-3; remember sibling birthds

- explained by neurological factors and prefrontal cortex

170
Q

metamemory __ with age

A

increases

171
Q

*how do we know theres a critical period for phoneme learning

A

sucking rates

172
Q

motherese

A

baby talk; high pitched, repetitifve, slow, fast mapping

173
Q

memory that works with old ppl

A

phological loop, visiospatial sketch pad

174
Q

memory that decreases with age

A

Working memory, explicit, recall, lower working memory

Cognitive Pyschology (3 decks)

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