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Cognitive Psychology > Introduction to Cognitive Psychology > Flashcards

Introduction to Cognitive Psychology Flashcards

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1
Q

Our ability to focus on one out of many voices is one of the most striking phenomena in cognitive psychology, and is known as the

A

“cocktail party effect.”

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2
Q

is the study of how people perceive, learn, remember, and think about information.

A

Cognitive psychology

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3
Q

a
developmental process where ideas evolve over time through a pattern of transformation.

A

dialectic

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4
Q

3 patterns in dialectic

A
  • thesis is proposed
  • antithesis emerges
  • synthesis integrated the
    viewpoints
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5
Q

statement of
belief

A

thesis is proposed

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6
Q

(counters a statement of belief)

A

antithesis emerges

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7
Q

(debates between
viewpoints lead to a synthesis)

A

synthesis integrated the
viewpoints

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8
Q

psychology also evolved as a result of

A

dialectics

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9
Q

two approaches to understanding the human mind

A

Philosophy and Physiology

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10
Q

seeks a scientific study of life-sustaining functions in living matter, primarily through empirical (observation based) methods

A

Physiology

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11
Q

seeks to understand the general nature of many aspects of the world, in part through introspection, the examination of inner ideas and experiences

A

Philosophy

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12
Q

He was a Rationalist

A

Plato

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13
Q

believes that the route to knowledge is
through thinking and logical
analysis(Assumption)

A

rationalist

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14
Q

A rationalist who is interested in cognitive processes would appeal to reason as a source of ________ or _______

A

knowledge or justification

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15
Q

He, (a naturalist and biologist as well as a philosopher) was an empiricist.

A

Aristotle

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16
Q

An _______ believes that we acquire knowledge via empirical evidence – obtained through experience and observation.

A

empiricist

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17
Q

Logical Thinking = ____

A

Philosophy

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17
Q

Empirical Evidence = ____

A

Physiology

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17
Q

Rationalist = ____
Empirical view/ empiricism = ____

A

Rationalist = Thesis
Empirical view/ empiricism = Antithesis

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18
Q

The contrasting ideas of rationalism and empiricism became prominent with the French rationalist ______ and the
British empiricist _______

A

René Descartes (1596–1650) and John Locke (1632–
1704).

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19
Q

HE viewed the introspective, reflective method as being superior to empirical methods for finding truth.

A

René Descartes

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20
Q

He maintained that the only
proof of his existence is that he was thinking and doubting

A

René Descartes
“cogito, ergo sum” (I think, therefore I am)

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21
Q

“cogito, ergo sum” (I think, therefore I am)

A

René Descartes

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22
Q

HE had more enthusiasm for empirical observation

A

John Locke

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23
Q
  • both rationalism and empiricism have their place.
  • Both must work together in the quest for truth.
A

Immanuel
Kant (1724–1804)

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23
Q

HE believed that humans are born
without knowledge and
therefore must seek knowledge
through empirical observation.

A

John Locke
“Tabula Rasa”

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23
Q

tabula rasa (meaning “blank
slate” in Latin).

A

humans are born
without knowledge and therefore must seek knowledge through empirical observation.

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23
Q

Most psychologists today accept ______ synthesis

A

Kant

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24
Q

early dialectic in the history of psychology

A

structuralism and functionalism

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25
Q
  • first major school of thought in
    psychology
A

Structuralism

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26
Q

seeks to understand the structure (configuration of elements) of the mind and its perceptions by analyzing those perceptions into their constituent components (affection, attention, memory, sensation, etc.).

A

Structuralism

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27
Q
  • Focus on Individual parts of the mind and Characteristics of those parts
A

Structuralism

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28
Q

founder of structuralism in psychology.

A

Wilhelm Wundt

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29
Q

Wundt used a variety of methods in his research. One of these methods was ______.

A

introspection

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30
Q

a deliberate looking inward at pieces of information passing through consciousness.

A

Introspection

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31
Q

focuses on the processes of thought rather than on its contents.
- seeks to understand what people do and why they do it.

A

Functionalism

32
Q

answers the “how” and “why” we think that way instead of studying the parts

A

Functionalism

32
Q

They believed in using whichever methods best answered a given researcher’s questions,

A

Functionalists

32
Q

This have to to Pragmatism

A

functionalism

32
Q

are concerned not only with knowing what people do; they also want to know what we can do with our knowledge of what people do.

A

Pragmatists

32
Q

THEY believe that knowledge is validated by its usefulness: What can you do with it?

A

Pragmatists

33
Q

William James’ functional contribution to the field of psychology was a single book entitled:

A

his landmark Principles of Psychology

33
Q

A leader in guiding functionalism toward pragmatism

A

William
James

34
Q

who profoundly influenced contemporary thinking in cognitive psychology.

A

John Dewey (1859–1952)

35
Q

He is remembered primarily for his pragmatic approach to thinking and schooling

A

John Dewey

36
Q
  • Combination of Structuralism and Functionalism
  • examines how elements of the mind like events or ideas, can become associated with one another in the mind to result in a form of learning.
A

Associationism

37
Q

3 results of Associationism

A
  • contiguity
  • similarity
  • contrast
38
Q

first experimenter to apply Associationist principles systematically.

A

Hermann Ebbinghaus

38
Q

(associating things with similar features or properties);
ex. Cone and ice cream, sphere and globe, box and gift

A

Similarity

38
Q

(associating things that tend to occur together at about the same time);
ex. tom and jerry, fire and fire extinguisher

A

contiguity

38
Q

(associating things that show polarities, such as hot/cold,
light/dark, day/ night).

A

contrast

39
Q
  • studied his own mental processes.
  • Through his
    self observations, _______ studied how people learn and remember material through rehearsal, the conscious repetition of material to be learned
A

Hermann Ebbinghaus

39
Q
  • held that the role of “satisfaction” is the key to
    forming associations.
A

Edward Lee Thorndike

40
Q

termed this principle the law of effect (1905):A stimulus will tend to produce a certain response over time if an organism is rewarded for that response.

A

Edward Lee Thorndike

41
Q

focuses only on the relation between observable behavior and environmental events or stimuli. The idea was to make physical whatever others might have called “mental”

A

Behaviorism

42
Q

used animal experiments to probe stimulus–response relationships

A

Behaviorism

43
Q

He began with the observation that dogs salivated in response to the sight of the lab technician who fed them.

A

Ivan Pavlov

44
Q

“father” of radical behaviorism

A

John Watson

45
Q

He believed that psychologists should concentrate only on the study of observable behavior

A

John Watson

46
Q

differed from previous movements in psychology by shifting the emphasis of experimental research from human to animal participants.

A

Behaviorism

47
Q

a radical behaviorist, believed that virtually all forms of human behavior, not just learning, could be explained by behavior emitted in reaction to the environment.

A

B. F. Skinner

48
Q

He rejected mental mechanisms.

A

B. F. Skinner

49
Q

He rejected mental mechanisms. He believed instead that operant conditioning— involving the strengthening or weakening of behavior, contingent on the presence or absence of reinforcement (rewards) or punishments—could explain all forms of human behavior

A

B. F. Skinner

50
Q

HE believed that all behavior is directed toward a goal.

A

Tolman (1932)

50
Q

HE thought that understanding behavior required taking into account the purpose of, and the plan for, the behavior.

A

Edward Tolman (1886–1959),

51
Q

forefather of modern cognitive psychology

A

Edward Tolman

52
Q

Combination of Behaviorism and Cognitivism

A

Gestalt Psychology

52
Q

states that we best understand psychological phenomena when we view them as organized, structured wholes.

A

Gestalt
Psychology

53
Q

THEY studied insight, seeking to understand the unobservable mental event by which someone goes from having no idea about how to solve a problem to understanding it fully in what seems a mere moment of time

A

Gestaltists

54
Q

the belief that much of human behavior can be understood in terms of how people think.

A

Cognitivism

55
Q
  • a synthesis of earlier forms of analysis, such as behaviorism and Gestaltism.
  • Like behaviorism, it adopts precise quantitative analysis to study how people learn and think; like Gestaltism, it emphasizes internal mental processes.
A

Cognitivism

56
Q
  • one of Watson’s former students
  • brashly challenged the behaviorist view that the human brain is a passive organ merely responding to environmental contingencies outside the individual
A
57
Q

considered the brain to be an active, dynamic organizer of behavior.

A

Karl Spencer Lashley

58
Q

that the human brain is a passive organ merely responding to environmental contingencies outside the individual

A

behaviorist view

59
Q

wrote an entire book describing how language acquisition and usage could be explained purely in terms of environmental contingencies.

A

Behaviorist B. F. Skinner

60
Q
  • Attacked Skinner’s idea
  • stressed both the biological basis and the creative potential of language. He pointed out the infinite numbers of sentences we can produce
    with ease.
A

Linguist Noam Chomsky

61
Q

A test by which a computer program would be judged as successful to the extent that its output was indistinguishable, by humans, from the output of humans

A

“Turing test,”

62
Q

the attempt by humans to construct systems that show intelligence and, particularly, the intelligent processing of information

A

Artificial
intelligence (AI) - 1956

63
Q

The capacity to learn from experience

A

Intelligence

64
Q

Intelligence involves: (2)

A
  1. the capacity to learn from experience, and
  2. the ability to adapt to the surrounding environment.
64
Q

This term is used to describe a person’s ability to adapt to a variety of challenges in diverse cultures

A

cultural intelligence,

64
Q

Three Cognitive Models of Intelligence

A
  1. Carroll: Three-Stratum Model of Intelligence
  2. Gardner: Theory of Multiple
    Intelligence
  3. Sternberg: The Triarchic Theory of Intelligence
64
Q

3 Stratum under Carroll: Three-Stratum Model of Intelligence

A
  • Stratum I includes many narrow, specific abilities (e.g., spelling ability, speed of reasoning).
  • Stratum II includes various broad abilities (e.g., fluid intelligence, crystallized intelligence, short-term memory, long-term storage and retrieval, information processing speed).
  • Stratum III is just a single general intelligence (sometimes called g).
65
Q

According to the triarchic theory of human intelligence, intelligence comprises three aspects:

A
  • Creative abilities are used to generate novel ideas.
  • Analytical abilities ascertain whether your ideas (and those of others) are good ones.
  • Practical abilities are used to implement the ideas and persuade others of their value.
66
Q

indicates the likelihood that a given set of results would be obtained if only chance factors were operating

A

Statistical significance

66
Q

organized body of general explanatory principles regarding a phenomenon, usually based on observations

A

Theory

67
Q

tentative proposals regarding expected empirical consequences of the theory

A

Hypotheses

68
Q

Distinctive Research Methods (4)

A
  1. Experiment on Human Behavior
  2. Psychobiological Research
  3. Self-reports, Case Studies, and Naturalistic Observation
  4. Computer Simulations and Artificial
    Intelligence

Cognitive Psychology (9 decks)

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