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Exam Krackers: Psych/Soc > Lecture 4 > Flashcards

Lecture 4 Flashcards

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1
Q

Cognition

A

Internal process that affects external behavior. Wide range of internal mental activities, such as analyzing information, generating ideas, and problem solving. (language and logical reasoning)

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2
Q

Perception

A

Organization and identification of sensory inputs.

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3
Q

Information-Processing Models

A

Computer like models of cognitive functioning. Focus on input-output functions and distinguish between serial and parallel processing of information.

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4
Q

Cerebral Cortex

A

Where information processing takes place. the most recently evolved part of the brain. Divided into four lobes (frontal, temporal, parietal, occipital)

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5
Q

Frontal Lobe

A

Associated with motor control, decision making, and long-term memory storage

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6
Q

Parietal Lobe

A

Tactile information and contains the somatosensory cortex

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7
Q

Occipital Lobe

A

Visual information

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8
Q

Temporal Lobe

A

Auditory and olfactory information as well as emotion, language, and memory formation.

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9
Q

Piaget Stages of Cognitive Development

A

Four universal discrete stages that all children pass through at the same ages on their way to maturity.

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10
Q

Stage 1: Sensorimotor

A

0-2 yrs: Recognize their ability to act on and affect the outside world. Develop object permanence

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11
Q

Stage 2: Pre-operational

A

2-7 yrs: Children learn to use language but continue to think very literally. Maintain an egocentric world-view

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12
Q

Stage 3: Concrete Operational

A

7-11 yrs: Children become more logical in concrete thinking. They develop inductive reasoning and understand conservation.

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13
Q

Stage 4: Formal Operational

A

11+ yrs: Develop the ability to think logically in the abstract. Develop deductive reasoning skills and can think theoretically. Capable of achieving post-conventional moral reasoning.

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14
Q

Role of Culture in cognitive development

A

Children in western cultures are more object-focused while those in eastern cultures are more relationally focused.

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15
Q

Learning Theory

A

aka Behaviorist Theory - Language is a form of behavior and is learned through operant conditioning. (B.F. Skinner)

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16
Q

Nativist Theory

A

Emphasizes innate biological mechanisms. Language development is innately human.

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17
Q

Interactionist Theory

A

Emphasizes social interaction. The human brain develops so that it can be receptive to new language input and development and children are motivated to practice and expand their language base in order to communicate and socialize.

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18
Q

Broca’s Area

A

Frontal Lobe and involved in speech production. When damaged, patients have difficulty enunciating and speaking fluently but understand the language.

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19
Q

Wernicke’s Area

A

Temporal Lobe and involved in understanding of language. When damaged, patients can hear words and repeat them back but cannot understand the meaning. Nonsense sentences.

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20
Q

Intelligence

A

The ability to understand and reason with complex ideas, adapt effectively to the environment, and learn from experience

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21
Q

IQ

A

Intelligence quotient. Contains a verbal and performance scale. Intent is to predict school performance and correlates strongly with math and verbal skills. Every 15 pts above/below 100 represents one standard deviation above/below the mean.

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22
Q

Fluid Intelligence

A

Ability to think logically without the need for previously learned knowledge. (detecting visual patterns). Peaks in young adulthood and then declines

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23
Q

Crystallized Intelligence

A

Ability to think logically using specific, previously learned knowledge (facts, vocab, etc.) which remains stable throughout adulthood.

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24
Q

Algorithm

A

Step-by-step procedure that leads to a definite solution. Exhaustive and not the most efficient. (quadratic formula - factoring is simpler but cannot always produce the answer)

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25
Q

Analogies

A

Allow a new problem to be reduced to a previously known problem. Use prior knowledge

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26
Q

Trial and Error

A

Repeated, unsystematic attempts to solve a problem until the desired outcome is achieved. Very inefficient.

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27
Q

Heuristics

A

Mental shortcuts or “rules of thumb” that often lead to a solution. They can be timesaving but can also lead problem solving efforts astray.

28
Q

Intuition

A

Based on personal perception or feeling rather than logic. “gut feeling” leads to a quick but potentially flawed solution.

29
Q

Biases

A

Various tendencies to think in particular ways. can be helpful but can also inhibit problem solving abilities.

30
Q

Functional Fixedness

A

Tendency to view objects as having only a single function.

31
Q

Confirmation Bias

A

People tend to value new information that supports a belief they already hold, while they often disregard information that goes against their preconceived notions.

32
Q

Belief Perseverance

A

People hold on to their initial beliefs, even when rational argument would suggest that they are incorrect.

33
Q

Overconfidence

A

Information that should logically undermine confidence to some extent is overlooked. (example of belief perseverance)

34
Q

Causation Bias

A

Tendency to assume a cause and effect relationship. (Correlation does not equal causation) Can lead to premature assumptions of a causal relationships.

35
Q

Emotion

A

Multifaceted experience that is connected to thought, physiology, and behavior.

36
Q

Amygdala

A

Within the limbic system and is chiefly responsible for the emotions fear and anger. Can respond to an emotion-laden stimulus without conscious awareness of the stimulus. (unconscious processing)

37
Q

Prefrontal Cortex

A

Involved in conscious regulation of emotional states. Critical in temperament and decision making.

38
Q

Hypothalamus

A

Regulates the autonomic nervous system’s sympathetic and parasympathetic functions, including the effect of stressors on heart rate, sweating, and arousal.

39
Q

James-Lange Theory of Emotion

A

Physiologically-based. External stimulus elicits a physiological response and that emotional experience depends on the recognition and interpretation of this physical reaction. (Since I am trembling, I must be afraid)

40
Q

Cannon-Bard Theory of Emotion

A

Emotional feelings and physiological reactions to stimuli are experienced simultaneously. (I am afraid and I am beginning to tremble)

41
Q

Schachter-Singer Theory of Emotion

A

Cognitive Theory - Two-Factor theory of emotion. For cognitive appraisal one takes into account both the physiological response and situational cues. Recognizes higher level thinking. (I am trembling and I am also near a bear, so my trembling must be caused by fear; I am afraid)

42
Q

Motivation

A

Psychological Factor that provides a directional force or reason for behavior

43
Q

Instinct

A

Biological, innate tendency to perform a certain behavior that leads to fulfillment of a need.

44
Q

Arousal

A

Physiological and psychological tension. High arousal triggers attempts to return to an ideal and more comfortable level of arousal.

45
Q

Drives

A

Urges to perform certain behaviors in order to resolve physiological arousal when that arousal is caused by the biological needs of the organism. Most contribute to maintenance of physiological homeostasis (Thirst)

46
Q

Drive Reduction Theory

A

Focuses on internal factors in motivation. People are motivated to take action in order to lessen the state of arousal caused by a physiological need. (hunger, thirst, sex)

47
Q

Incentive Theory

A

People are motivated by external rewards. Highlights the psychological feeling of pleasure that comes with receiving an incentive. (paycheck for going to work)

48
Q

Cognitive Theories

A

People behave based on their expectations. People behave in a way that they predict will yield the most favorable outcome. (Intrinsic and extrinsic motivation)

49
Q

Need-based theories

A

People are motivated by the desire to fulfill unmet needs.(Maslow) Hierarchy of needs.

50
Q

Affective Component

A

A person’s feelings or emotions about an object, person, or event. “I am afraid of snakes”

51
Q

Behavioral Component

A

The influence that attitudes have on behavior “I will avoid snakes and flee if I see one”

52
Q

Cognitive Component

A

Beliefs or knowledge about a specific object of interest. “I believe snakes can harm me”

53
Q

Foot-in-the-door phenomenon

A

Based on the premise that people are much more likely to agree to a large request if they first agree to a smaller one.

54
Q

Role

A

Set of norms that dictate expected behavior in a specific situation.

55
Q

Cognitive Dissonance

A

The conflict or inconsistency between internal attitudes and external behaviors.

56
Q

Cognitive Dissonance Theory

A

People have an inherent desire to avoid the internal discomfort associated with a mismatch between attitudes and behaviors. People either change their attitudes towards a situation, change their perception of the behavior, or modify the behavior.

57
Q

Elaboration Likelihood Model

A

Information processing approach to persuasion. Two routes to attitude formation and change defined by the likelihood that the person who receives an argument will elaborate on it by generating his or her own thoughts and opinions.

58
Q

Peripheral Route processing

A

Occurs when an individual does not think deeply to evaluate the argument. Person is unable or unwilling to evaluate the situation fully or uses a heuristic method. (Follow this route when they are less interested or have minimal knowledge)

59
Q

Central Route Processing

A

Occurs when an individual does think deeply and even elaborates on the argument that is presented. Appeals to logic and reason. (Follow this route when they are deeply invested in a situation)

60
Q

Social-Cognitive Theory

A

Social learning perspective. Proposes that behavior and attitudes change through a system of reciprocal causation, in which personal factors, behavior and environmental factors all influence each other. People learn behaviors by observing others’ actions and consequences as well. People have a strong ability to self-regulate.

61
Q

Stress

A

Strain that is experienced when an organism’s equilibrium is disrupted and it must adapt.

62
Q

Cataclysmic Events

A

Natural disasters or war

63
Q

Cognitive Appraisals

A

Personal interpretations of the situations that triggered stress. (primary and secondary) Describes the modulation of a fear response as a result of thinking about the stressor.

64
Q

Primary Appraisal

A

Evaluating a situation for the presence of any potential threat. If a threat is present, a secondary appraisal is generated.

65
Q

Secondary Appraisal

A

Assessing personal ability to cope with the threat. An individual who does not believe that they can handle the threat well experiences a greater level of stress than someone who appraises their own ability more highly.

Exam Krackers: Psych/Soc (5 decks)

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