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Cognitive Psychology > Knowledge > Flashcards

Knowledge Flashcards

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1
Q

Category

A

A group of objects in the world

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2
Q

Concept

A

A mental representation of such a group

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3
Q

Categorization

A

To think of an object X as an instance of a category

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4
Q

Why we love classical view

A
  1. Cognitive economy
  2. Generalization
  3. Communication
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5
Q

Cognitive ecomony

A

Just need definition

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6
Q

Generalization

A

Must have necessary features

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7
Q

Communication

A

Everyone has same concept

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8
Q

Why we hate classical view

A
  1. Failure to find definitions for real world concepts
  2. Borderline cases
    - Is a lamp a type of furniture
  3. Some members are better than others
    - bird: a robin is better than a penguin
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9
Q

Typicality effects

A

Phenomena in which some instance seem like “better” category members than others

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10
Q

T or F: typicality predicts a variety of behavioral measures

A

True

- generalization

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11
Q

Prototype Theory

A

Prototype + similarity

  • Concepts do not have definitions. They are represented by a prototype.
  • Other members share a family resemblance relation to the prototype, and typicality is a function of similarity to the prototype
  • Family resemblance
  • Prototype: maximize average sim
  • Typicality: sim to prototype
  • Graded membership
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12
Q

____ do not have definitons

A

Concepts

- they are presented by prototype

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13
Q

Other members share a ______ relations to the prototype

A

Family resemblance

- typicality is a function of similarity to the prototype

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14
Q

Graded membership

A

the observation that some concepts appear to make better category members than others

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15
Q

Posner & Keele

A

Results: Prototypes were judges to be familiar, categorized as much as “olds”
- Automatic abstraction of prototypes

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16
Q

Exemplar Models

A

Concepts do not have definitions or summary representation.

  • A concept is the set of all examples of the concept that are stored in memory
  • Concept bird: all exemplars of bird in memory
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17
Q

Levels of categorization

A
  1. Superordinate
  2. Basic level
  3. Subordinate
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18
Q

Superordinate

A

General categories: animal, tool, furniture

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19
Q

Basic level

A

Moderately specific, privileged level of categorization: bird, screwdriver, chair

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20
Q

Subordinate

A

Specific categories: humming bird, Phillips screwdriver, rocking chair (expert level)

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21
Q

Cross-modal number sense

A

.

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22
Q

Distance effect

A

No problem with 2 vs 6, but errors increase with 5 vs 6

- error rate increases at smaller numerical separation

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23
Q

Magnitude effect

A

No problem with 2 vs. 1, but errors increase with 5 vs 6

- performance decrease with larger number

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24
Q

T or F: Piaget believes small children do not have number concepts

A

True

25
Q

Wynn (1992)

A

Children are more likely to stare at the error rather than the correct scene

26
Q

Number and the brain: patient group 1 (frontal damage)

A

Impaired at exact calculation
- Cannot do 5+ 7 = 12
Knows approximate magnitude
- Close to 13

27
Q

Verbal number system

A

Verbal number system tied to the language of one’s original arithmetic learning
- Bilinguals: solve arithmetic problems faster, more accurate, when problems presented in the language of original arithmetic learning

28
Q

Mechner and Guevrekian

A

Rat received liquid reinforcement every time it pressed bar B after having waited a minimum of 5 sec following a press on bar A
- vary the degree of food deprivation

29
Q

Number and the brain: patient group 2 (parietal damage)

A

Preserved at exact arithmetic facts

  • Knows 8 x 6 = 48 (memory ok)
  • Impaired at approximate magnitude
  • Don’t know 8 > 6
30
Q

T or F: language specific: large, exact numerosity

A

True

31
Q

Framing effect/loss aversion

A

People react to a particular choice in different ways depending on how it is presented

e. g. as a loss or as a gain.
- People tend to avoid risk when a positive frame is presented but seek risks when a negative frame is presented

32
Q

T or F: People tend to avoid risk when a positive frame is presented but seek risks when a negative frame is presented

A

True

33
Q

Availability bias

A

To think that examples of things that come readily to mind are more representative than is actually the case

34
Q

Conformation bias

A

Tendency to interpret new evidence as confirmation of one’s existing beliefs or theories.

35
Q

Card vs. beer problem

A

Beer problem triggers cheater detector

36
Q

Cheater detection

A

Reciprocal altruism can only evolve if animals punish cheaters

  • This requires a lot of mental apparatus
    1. Recognizing cheater
    2. Remembering those individuals
    3. Motivation to punish
37
Q

Prisoner’s dilemma

A

Regardless of what your opponent does, it pays to defect; but if both defect, bot are worse than if both cooperate

38
Q

Ultimatum game

A

A and B both worked for me. at the end of the work - A can give B any amount A chooses (from $1 -$10)

  • B can either accept, or reject it. If b rejects, then nobody gets anything
  • $1 is better than nothing
  • Therefore a rational person should accept $1
  • Therefore A should offer $1
39
Q

Theory of Mind

A

Often infer other people’s mental states
- Ability to attribute unobservable mental states to self and others, and use these attributed states as a coherent framework to explain and predict human behavior and experience

40
Q

4 factors in understanding gaze

A
  1. Detection
  2. Direction
  3. Joint-attention
  4. Word learning
41
Q

Understanding gaze: Detection

A

2 month olds spent more time looking at the figure with a complete face rather than a figure with only eyes and only lips

42
Q

Understanding gaze: Direction

A

3 year olds succeeded in following the pictures eye for what they were looking at

43
Q

Understanding gaze: Joint-attention

A
  • 9-months: turn in the same direction that another person is looking at
  • 3 years: use eye direction to figure out an agent’s goal
    Which chocolate will Charlie take?
  • Follow his gaze
44
Q

Understanding gaze: Word learning

A

Follow the instructor’s gaze to find what a toma is

45
Q

Children’s theory of the mind: stage 1

A 
The "3 to 5" shift
Before (desires & goals)
- People have subjective desires
- Detection & track eye gaze
- Use eye gaze to decipher agent's goal
46
Q

Children’s theory of the mind: stage 2

A

After (beliefs)

  • Subjective belief & false belief
  • Deception
  • Further development: moral reasoning
47
Q

Autism and theory of the mind: know

A

Autistic individuals know:

  • People have desires, and desires can cause emotions
  • Can decipher direction of eye gaze
48
Q

Autism and theory of the mind: fail

A

Use eye gaze to form joint attention

  • Do not monitor another person’s gaze
  • Do not point to things to direct others’ attention
  • Fail the “which chocolate will Charlie take?” task”
  • Reason about other people’s or own old belief
  • Fails Sally-Anne problem or the Smarties task even at older age
49
Q

Autistic individuals ____ the false belief task

A

Fail

- False belief stories are difficult and have specific logical structure

50
Q

Autistic individuals ____ false photograph task

A

Succeed

51
Q

T or F: Autistics - impaired at TOM, not simply because they lacked visual input

A

True

52
Q

Blind children: theory of mind

A

Are slower than normal, but do develop normal TOM

- Can direct someone else to look at something with “see” and “look”

53
Q

Theory of mind in chimpanzees: evidence for

A

Chimps follow faze direction of others (Tomasello et al., 1999)

54
Q

Theory of mind in chimpanzees: evidence against

A

Chimps don’t use human gaze to locate food

55
Q

Do chimps have TOM

A

Subordinate avoids food the dominant could see and pursue food the D could not see: A TOM?

56
Q

Adult theory of mind region

A

Temporal parietal junction

57
Q

Children before 3-5 understand

A

desires and goal

58
Q

Children after 3-5 understand

A

beliefs and deceptions

Cognitive Psychology (7 decks)

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