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Cognitive Psychology > Lesson 1 > Flashcards

Lesson 1 Flashcards

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1
Q

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

A

Cognitive Psychology

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2
Q

This includes: Memory, Problem solving , Decision Making, Reading, Attention, Language

A

Cognitive Psychology

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3
Q

Cognitive Psychology Involves:

A

Memory, Problem Solving, Decision Making, Reading, Attention, Language

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4
Q

A developmental process whereby ideas evolve over time through a back and fourth exchange of ideas.

A

Dialect

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5
Q

One example of dialect in cognitive psychology

A

Lobotomy, cingulotomy, and collosotomy

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6
Q

Less radical form of lobotomy

A

Leucotomy

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7
Q

according to Plato, the route to knowledge is through thinking and logical analysis.

A

Rationalism / Rationalist

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8
Q

In contrast, Aristotle (a naturalist and biologist as well as a philosopher) believe that we acquire knowledge via empirical evidence— through observation and experience.

A

Empiricism/Empiricist

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9
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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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

He had synthesized that both views must work together in the quest for truth Cognitive Psychology use both to make information/data more meaningful.

A

Emmanuel Kant

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12
Q

Rationalism (Descartes) + Empiricism (Locke)

When synthesis

A

Both have a role (Kant)

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13
Q

German Psychologist and founder of Structuralism

A

Wilhelm Wundt

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14
Q

is the conscious observation of one’s own thinking processes.

A

Introspection

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15
Q

was the first major school of thought in psychology.

A

Structuralism

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16
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, and sensation).

A

Structuralism

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17
Q

Critique of Structuralism

A

People may not always be able to say exactly what goes through their mind or may not be able to put the accurate words. There may be no accuracy to what they say.

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18
Q

American student of Wundt

A

Edward Titchener

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19
Q

American student of Viewed as the FIRST full-pledged.

A

Edward Titchener

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20
Q

His his experiments relied solely on the use of introspection, exploring Psychology from the vantage point of the experiencing individual.

A

Wilhelm Wundt

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21
Q

A leader in guiding functionalism toward pragmatism.

A

William James (Functionalism)

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22
Q

His chief functional contribution to the field of Psychology was a single book: his landmark Principles of Psychology.

A

William James (Functionalism)

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23
Q

seeks to understand what people do and why they do it.

A

Functionalism

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24
Q

It focuses on the processes of thought rather than on it’s contents.

A

Functionalism

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25
Q

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

A

Pragmatist

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26
Q

Early pragmatist who profoundly influenced contemporary thinking in Cognitive Psychology.

A

John Dewey

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27
Q

Remembered primarily for his pragmatic approach to thinking and schooling.

A

John Dewey (Functionalism)

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28
Q

Was the first experimenter to apply associationist principles systematically.

A

Herman Ebbinghaus

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29
Q

He studied his own mental processes.

A

Herman Ebbinghaus

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30
Q

Studied memory and forgetting by using nonsense syllables

A

Herman Ebbinghaus

31
Q

Use to study memory and forgetting

A

Nonsense syllabus through rehearsal

32
Q

Repetition aids in Learning

A

Associationism

33
Q

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

34
Q

associating things that tend to occur together at about the same time

A

Contiguity

35
Q

associating things with similar features or properties

A

Similarity

36
Q

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

A

Contrast

37
Q

Key to forming associations

A

Role of Association as the stimulus

38
Q

termed this principle the law of effect

A

Edward Lee Thorndike

39
Q

A stimulus will tend to produce a certain response over time is an organism is rewarded for that response.

A

Law of effect

40
Q

Proponent Of Classical Conditioning

A

Ivan Pavlov

41
Q

father of radical behaviorism because he believed that psychologists should concentrate only on the study of observable behavior.

A

John B. Watson

42
Q

Another radical behaviorist

A

Burrhus F. Skinner

43
Q

Proponent of Operant Conditioning

A

Burruhs F. Skinner

44
Q

involving the strengthening or weakening of behavior, contingent on the presence or absence of reinforcement or punishments – could explain all forms of human behavior.

A

Operant Conditioning

45
Q

focuses only on the relation between observable behavior and environmental events or stimuli.

A

Behaviorsim

46
Q

The idea is to make physical whatever others might have called “mental”

A

Behaviorism

47
Q

Critique of behaviorism:

A

+ did not account as well for complex mental activities such as language learning and problem solving.

+ More than understanding people’s behavior, some psychologists wanted to know what went on inside the head.

+ often proved easier to use the techniques of behaviorism in studying nonhuman animals than in studying human ones.

48
Q

Sometimes viewed as a father of modern cognitive psychology.

A

Edward Tolman

49
Q

He believes that understanding behavior required taking into account the purpose of and the plan for a behavior.

A

Edward Tolman

50
Q

Noted that learning appears to result not merely from direct rewards for behavior, but it also can be social.

A

Albert Bandura (Social Cognitive Theory)

51
Q

This view emphasizes how we observe and model our own behavior after the behavior of others. We learn by example.

A

Social Cognitive Theory

52
Q

The maxim “The whole is greater than the sum of it’s parts”

A

Gestalt Psychology

53
Q

According to this view, we cannot fully understand behavior when we only break phenomena down into smaller parts.

A

The whole is greater than the sum of its parts ( Gestalt Psychology)

54
Q

Studies both mental processes and behavior.

A

Gestalt Psychology

55
Q

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

A

Cognitivism

56
Q

In the early 1950s, a movement called the cognitive revolution took place in response to behaviorism.

A

Cognitivism

57
Q

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

58
Q

He suggested that soon it would be hard to distinguish the communication of machines from that of humans

A

Allan Turing

59
Q

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

A

Artificial Intelligence

60
Q

His book Cognitive Psychology was especially critical in bringing cogntivism to prominence by informing undergraduates, graduate students and academics about the newly developing field.

A

Ulric Neisser

61
Q

He defined cognitive psychology as the study of how people learn, structure, store and use knowledge.

A

Ulric Neisser

62
Q

The Father of Modern Cognitive Psychology

A

Ulric Neisser

63
Q

the study of how people learn, structure, store and use knowledge.

A

Cognitive Psychology

64
Q

Proposed detailed models of human thinking and problem solving from the most basic levels to the most complex.

A

Allen Newell & Herbert Simon

65
Q

Ideally, they use multiple converging types to support their hypotheses. Most cognitive psychologists want to understand more than the what of cognition; most also seek to understand the how and the why of thinking.

A

Data Gathering & Statistical Analysis

66
Q

is an 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, such as the outcomes of research.
Null Hypothesis & Alternative Hypothesis

A

Hypothesis

68
Q

In controlled experimental designs, an experimenter usually will conduct research in a laboratory setting.

A

Laboratory or other controlled experiments

69
Q

investigators study the relationship between cognitive performance and cerebral events and structures.

A

Neuroscientific Research

70
Q

an individual’s own account of cognitive processes.

A

Self-Reports

71
Q

in-depth studies of individuals.

A

Case-Studies

72
Q

detailed studies of cognitive performance in everyday situations and nonlaboratory contexts.

A

Naturalistic Observations

73
Q

researchers program computers to imitate a given human function or process.

A

Computer simulation & AI

Cognitive Psychology (3 decks)

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