II: In Class Questions Flashcards
What are the four elements that compose the problem space? Newell & Simon
- Initial state—where are we now,
- Goal state-what is our objective,
- Constraints-things that work against us
- Operators-advantages, assets
Newell & Simon
What makes a problem well- or ill-defined? M&S
- Ill=lacking one of the four elements
- Well=good grasp on each of the four elements
M&S
What are the three steps to solving a problem by analogical reasoning?
- Find analog
- Map onto current situation
- How do I adapt? Apply solution (or expected solution) to new situation
Describe the difference between analogues with structural similarity vs surface similarity
- Structural=they operate in the same way
* Surface=they look the same
What are the components of the information processing model? What does each part do? Where are the failure points?
Stimuli→sens mem/registry→(attention)→short term memory (primary/registration &working memory)→(encoding)→Long term memory (associative network, meaning)→(retrieval)→ short term (for problem solving)
Things can go wrong at each arrow.
Registration→npt taking in, manipulating, just remembering
Working memory→manipulation
What is the current belief about how long-term memories are stored?
Network; Linked to other information e.g. well-written Wikipedia page
What are the errors to autobiographical memory?
- Overconfidence (in ability to recall information accurately)
- Schematic knowledge errors, overlay schemas with details
3.
Prospective memory? What makes it so challenging?
- Remembering to do something in the future.
- Make an intention to something right now
- Set up a cue to remember, recognize a cue, search retrospective memory, execute the behavior
- Some cues are more difficult to recognize than others
What is the underlying idea behind information-present effects?
Info provided influences the way we think about things, conclusions we draw; primed
What are base-rates are and what are their utility in clinical practice?
Percentage of ppl within gen pop* experiencing something (symtpoms, etc.)
Know the likelihood; give insight into
Why is the diagnosticity of data important?
How well does symptoms discriminate between things; symptom is symbolic of disorder; eg sadness has poor diagnosticity; binge/purge high diagnosticity
What is confirmation bias? Describe the implications for practice.
Pre-decide and, in effort to preserve your decision, look for confirmatory evidence that will support your opinion
Describe the two big categories of emotion theories
Dimensional (valence and intensity, pos-neg, low to high) vs. categorical (descriptors, universasal emotions, common displays of emotion across humankind)
What effect does emotion have on attention?
Fight or flight response to fear/anxious stim; stim consistent w current mood more salient, hold attention longer
What are the two components of appraisal theory?
- move toward or away from goals
- my fault/credit or someone else’s fault (& and how well can I tolerate this?
anger vs. guilt and shame
Describe drive theory and comment on its shrotcomings when it comes to phsych needs
o Affection, self esteem, belongingness—insatiable, different from other physiological needs
What is cog dissonance?
2 competing ideas, belief incompat with action—anxitey, cog diss→ conflicting beliefs, actions conflict w beliefs or morals
Describe ways to reduce Cognitive Dissonance
- Attitude change/belief change (cog change/schema change)
• Change the belief and the attitude changes too, v/va - Compartmentalization
• “Jeanie’s different” example, rationalize,
• Use as a segway, not as an endpoint; e.g. PTSD and comp. the trauma exp.
• Ex. Make time to grieve and process in day, vs. consuming life - Exposure to/recall of additional information
• Student’s 44pt/”100” example, learning it is out of 50, V diss.
• Psychoed., greater context, reduce diss. - Behavior change (as psych interventions)
• Identify and cease the problem behavior
• Teaching new skills - Cognitive/Perceptual distortion
• “all of the smoking research is done on rats…” example, twist and rationalize
• What is attribution theory and how is it related to emotions?
- Ties into success/failure
- Responsibility
- Loci of control
- Interacts with emotions in that
- Blame/attribution of responsibility affects emotion, reaction
