MCQ3 Flashcards
1
Q
WHAT IS A PROBLEM?
A
IS A SITUATION IN WHICH WE HAVE A GOAL BUT DO NOT KNOW HOW TO ACHIEVE IT.
2
Q
DEFINE THE TERM THINKING
A
A PROCESS OF MENTAL EXPLORATION OF POSSIBLE ACTIONS AND STATES OF THE WORLD
3
Q
WHAT ARE THE 2 TERMS USED TO DEFINE PROBLEMS?
A
WELL-DEFINED OR ILL-DEFINED
4
Q
WHAT ARE WELL-DEFINED PROBLEMS?
A
PROBLEMS WHICH HAVE CLEAR MOVES, RULES, AND GOALS.
5
Q
GIVE EXAMPLES OF WELL-DEFINED PROBLEMS?
A
CHESS. ANAGRAMS.
6
Q
WHAT ARE ILL-DEFINED PROBLEMS?
A
PROBLEMS WHERE THE STARTING CONDITIONS, AVAILABLE ACTIONS, AND GOALS ARE UNSPECIFIED.
7
Q
WHAT YYPE OF PROBLEM REQUIRES THE APPLICATION OF CREATIVE PROBLEM SOLVING PROCESSES?
A
ILL-DEFINED PROBLEMS.
8
Q
HOW DID EINSTEIN DEVELOP HIS IDEAS?
A
THROUGH THOUGHT EXPERIMENTS AND COMBINATORY PLAY.
9
Q
WHAT IS ANOTHER TERM FOR COMBINATORY PLAY?
A
MENTAL SYNTHESIS
10
Q
WHAT ARE THE 4 STAGES OF CREATIVE PROBLEM SOLVING?
A
1) PREPARATION
2) INCUBATION
3) ILLUMINATION / INSIGHT
4) VERIFICATION
11
Q
EXPLAIN THE FIRST STAGE (PREPARATION) OF CREATIVE PROBLEM SOLVING
A
IS WHERE YOU FAMILIARISE YOURSELF WITH THE REQUIREMENTS OF THE PROBLEM. HENCE CONSCIOUS EFFORT IS REQUIRED.
12
Q
EXPLAIN THE SECOND STAGE (INCUBATION) OF CREATIVE PROBLEM SOLVING?
A
A PERIOD IN WHICH THE PROBLEM IS SET ASIDE. THUS NO CONSCIOUS EFFORT IS REQUIRED.
13
Q
EXPLAIN STAGE 3 (ILLUMINATION) OF CREATIVE PROBLEM SOLVING?
A
WHERE THE RESTRICITNG OF A PROBLEM MAKES THE SOLUTIOMN OBVIOUS AND UNDERSTANDABLE. HENCE IT IS NA EUREKA MOMENT.
14
Q
EXPLAIN STAGE 4 (VERIFICATION) OF CREATIVE PROBLEM SOLVING?
A
IDEAS GENERATED ARE ACTIVELY AND CONSCIOUSLY EXPLORED, WITH POTENTIAL SOLUTIONS BEING TESTED.
15
Q
WHAT STAGE OF CREATIVE PROBLEM SOLVING IS THE BASE OF CREATIVE THOUGHT ACCORDING TO FINKE (1990)?
A
ILLUMINATION / INSIGHT (3RD STAGE)
16
Q
WHAT IS CONVERGENT INSIGHT?
A
A SET OF DATA IS UNIFIED INTO A NEW PATTERN OR STRUCTURE.
17
Q
WHAT IS DIVERGENT INSIGHT?
A
WHEN NEW USES ARE FOUND FOR AN EXISTING PATTERN OR STRUCTURE.
18
Q
WHO PROPOSED THE GENEP[LORE MODEL OF CREATIVE DESIGN?
A
FINKE (1990)
19
Q
EXPLAIN THE GENEPLORE MODEL OF CREATIVE DESIGN?
A
CONSITS OF 2 DISTINCT COMPONENTS: A GENERATIVE PHRASE FOLLOWED BY AN EXPLORATORY PHASE.
20
Q
EXPLAIN THE GENERATIVE PHASE OF THE GENEPLORE MODEL OF CREATIVE DESIGN?
A
CONSISTS OF THE CONSTRUCTION OF PREINVENTIVE FORMS (NOVEL AND AMBIGIOUS STRUCTURES)
21
Q
EXPLAIN THE EXPLORATORY PHASE OF THE GENEPLORE MODEL OF CREATIVE DESIGN?
A
WHEN THE INDIVIDUAL TRIES TO INTERPET THESE PREINVENTIVE FORMS IN MEANINGFUL WAYS.
22
Q
WHAT AFFECTS BOTH GENERATIVE AND EXPLORATORY PHASES IN THE GENEPLORE MODEL OF CREATIVE DESIGN?
A
PRODUCT CONSTRAINTS .
23
Q
EXPLAIN FINKE’S 1990 CREATIVE INVENTION TASK?
A
PARTICIPANTS ARE VERBALLY PRESENTED WITH THE NAMES OF 3/15 COMPONENT PARTS RANDOMLY AND MUST MENTALLY COMBINE THEM WITHIN 2 MINUTES TO FORMM A PRACTICAL OBJECT OR DEVICE.
24
Q
HOW MANY CATEGORIES ARE THERE IN THE CREATIVE INVENTION TASK?
A
8 - THE PARTICIPANTS RESPONSE TO THE TASK MUST BE INTERPRETED WITHIN ONE OF THESE.
25
WHAT IS CREATIVE FLOW?
*BEING IN THE ZONE.
* BALAMNCE BETWEEN PERCEIVED SKILL AND CHALLENGE LEVEL.
* A HIGHLY POSITIVE, PEAK MENTAL STATE.
26
WHAT NEUROTYRANSMITTERS ARE THOUGHT TO BE INVOLVED IN FLOW?
NORADRENALINE AND DOPAMINE.
27
WHAT IS A CORE THEORY RELATED TO FLOW?
SYNCHRONIZATION THEORY OF FLOW.
28
WHAT 3 ATTENTIONAL NETWORKS INTERACT DURING FLOW ACCORDING TO VAN DER LINDEN?
* DEFAULT MODE NETWORK
* CENTRAL EXECUTIVE NNETWORK
* SALIENCE NETWORK
29
CAN NEWBORNS SEE FINE DETAILS?
NO. ACUITY DEVELOPS AFTER 1-YEAR OLD.
30
WHICH AREA OF THE FACE IS THE MOST INFORMATIVE?
THE EYES
31
WHY IS GAZE IMPORTANT TO HUMANS?
IT IS AN IMPORTANT SOCIAL SIGNAL.
32
CAN PROCESSING GAZE DIRECTION BE EXPLAINED BY LOW-LEVEL PERCEPTUAL PROCESSES?
NO.
33
EXPLAIN PERCEPTUAL NARROWING AT 6-MONTHS?
INFANTS AT 6-MONTHS CAN DISCRIMINATE BETWEEN HUMAN AND MONKEY FACES.
34
EXPLAIN PERCEPTUAL NARROWING AT 10-MONTHS?
INFANTS CAN ONLU RELIABLY DISTINGUISH BETWEEN HUMAN FACES.
35
DEFINE PERCEPTUAL NARROWING?
DESCRIBES THE 'TUNING' OF THE INFANT BRAIN TO THEIR OWN ENVIRONMENT.
36
DEFINE CONFIGURAL INFORMATION?
REFERS TO THE SPATIAL RELATIONSHIPS BETWEEN FEATURES OR PARTS.
37
DEFINE HOLISTIC PROCESSING?
GROUPING THINGS TOGETHER TO FIT A FACE TEMPLATE.
38
WHAT DID THE THATCHER EFFECT HIGHLIGHT?
A FACE APPEARS GROTESQUE WHEN UPRIGHT BUT NOT WHEN INVERTED.
39
WHAT DOES INVERSION DISRUPT?
CONFIGURAL PROCESSING.
40
WHAT IS ESSENTIAL ABOUT COMPOSITE FACE ILLUSIONS?
THEY OCCUR WHEN UPRIGHT BUT NOT WHEN INVERTED.
41
WHAT IS THE ROLE OF THE INFERIOR OCCIPITAL GYRUS (OFA) IN FACE PERCEPTION?
EARLY PERCEPTION OF FACIAL FEATURES.
42
WHAT AREAS OF THE BRAIN ARE INVOLVED IN FACE PROCESSING?
1) SUPERIOR TEMPORAL SULCUS.
2) INFERIOR OCCIPITAL GYRUS
3) LATERAL FUSIFORM GYRUS
43
WHAT IS PROSOPAGNOSIA?
A TERM FOR THOSE WITH SEVERE DEFICITS IN FACE RECOGNITION, WITHOUT VISUAL IMPAIRMENTS OR AN INTELLECTUAL DISABILITY.
44
EXPLAIN ACQUIRED PROSOPAGNOSIA?
A CONSEQEUNCE OF DAMAGE TO THE OFA OR FFA WHICH CAUSES AN INABILITY TO RECOGNISE FACES.
45
EXPLAIN DEVELOPMENTAL PROSOPAGNOSIA?
HAS AN EARLY ONSET WITH NO APPARANT BRAIN DAMAGE. IT RUNS IN FAMILIES AND OFTEN PRESENTS ALONGISDE MODERATE OBJECT AGNOSIA.
46
WHAT ARE HEURISTICS?
MENTAL SHORTCUTS USED BY THE BRAIN FOR DECISION-MAKING.
47
WHY DOES THE BRAIN LIKE TO USE HEURISTICS?
TO AVOID AMBIGUITY, TO REDUCE INFORMATION OVERLOAD, AND FOR SPEED.
48
EXPLAIN HEURISTIC SYSTEM 1?
THINKING IS NEAR-INSTANTANEOUS HENCE IS AUTOMATIC, INTUITIVE AND EFFORTLESS. IT IS DRVEN BY INSTICT AND EXPERIENCES.
49
EXPLAIN HEURISTIC SYSTEM 2?
THINKING IS SLOWER AND REQUIRES MORE EFFORT. IT IS CONSCIOUS AND LOGICAL.
50
WHAT IS ILLUSORY CORELATION?
THE IDEA THAT MANY OF OUR DECISIONS ARE MADE BY LOOKING AT THE RELATIONSHIP BETWEEN VARIOUS PHENOMENA. HENCE THEY APPEAR TO BE RELATED, FOR SOME UNKNOWN REASON.
51
GIVE AN EXAMPLE OF ILLUSORY CORRELATION?
HAVING A LUCKY FOOTBALL SHIRT WHICH WILL CERTAIN THE TEAM'S WIN.
52
EXPLAIN THE SYSTEMIC EFFECT OF ILLUSORY CORRELATION?
FALSE CORRELATIONS CAN MOTIVATE BIASED INSTITUTIONAL POLICY.
53
WHAT IS THE ANCHORING EFFECT?
WE TEND TO ANCHOR ONTO RANDOM INFORMATION (SUCH AS NUMBERS) BECAUSE IT IS MORE ACCESSIBLE THAN OTHER INFORMATION.
54
WHEN DOES THE ANCHORING EFFECT OCCUR?
WHEN PARTICIPANTS HAVE NO REAL INCENTIVE TO PROVIDE AN ACCURATE RESPONSE.
55
WHAT IS SELECTIVE ATTENTION?
THE PROCESS OF DIRECTING OUR AWARENESS TO RELEVANT TO RELEVANT STIMULI WHILE IGNORING IRRELEVANT STIMULI IN THE ENVIRONMENT.
56
DEFINE THE RECENCY EFFECT?
THE TENDENCY TO BETTER REMEMBER AND RECALL INFORMATION PRESENTED TO US MOST RECENTLY, COMPARED TO INFORMATION WE ENCOUNTERED EARLIER.
57
WHAT DOES THE RECENCY EFFECT FORM PART OF?
THE SERIAL POSITION EFFECT.
58
EXPLAIN THE SERIAL POSITION EFFECT?
A PHENOMENON WHICH DESCRIBES HOW THE LOCATION OF AN ITEM IN A SEQUENCE CAN IMPACT ITS MEMORABILITY.
59
WHAT IS CONFIRMATION BIAS?
DESCRIBES OUR UNDERLYING TENDENCY TO NOTICE, FOCUS ON, AND GIVE GREATER CREDENCE TO EVIDENCE THAT FITS WITH OUR EXISTING BELIEFS.
60
CONFIRMATION BIAS IMPACT HOW WE?
* GATHER INFORMATION
* INTERPRET INFORMATION
* RECALL INFORMATION
* CHOOSING FRIENDS / PARTNERS
61
GIVE SOME EXAMPLES OF CONFIRMATION BIAS?
* NOT SEEKING INFORMATION OBJECTIVELY
* ONLY REMEMBERING INFORMATION TO SUPPORT YOUR BELIEF
* IGNORING THOSE THAT CHALLENGE YOUR BELIEF
62
WHAT IS SELF-SERVING BIAS?
THIS IS ATTRIBUTING POSITIVE EVENTS AND SUCCESSES TO OUR OWN CHARACTER OR ACTIONS BUT BLAME NEGATIVE RESULTS ON EXTERNAL FACTORS UNRELATED TO OUR CHARACTER.
63
WHAT DOES SELF-SERVING BIAS RESULT IN?
INABILITY TO LEARN FROM OUR OWN MISTAKES.
64
ARE HEURISTICS ALWAYS WRONG?
NO, THEY CAN YIELD ACCURATE PREDICTIONS OR RESULT IN GOOD DECISION-MAKING.
65
WHAT IS AN ASSOICATED RISK OF USING HEURISTICS?
WE RISK IGNORING IMPORTANT INFORMATION AND OVERVALUING WHAT IS LESS RELEVANT.
66
WHAT ARE EPISODIC MEMORIES?
LONG TERM MEMORY STORE OF PERSONAL EVENTS. IT IS LIKE A DIARY.
67
WHAT IS SEMANTIC MEMORY?
A LONG TERM MEMORY STORE OF OUR KNOWLEDGE OF THE WORLD (I.E. FACTS, WORD MEANING, CONCEPTS).
68
WHAT ARE PROCEDURAL MEMORIES?
A LONG TERM MEMORY STORE OF OUR KNOWLEDTE ON HOW TO DO THING, INCLUDING MEMORIES OF LEARNED SKILLS.
69
WHAT IS AN IMPLICIT MEMORY?
UNCOMCIOUS OR AUTOMATIC MEMORY SUCH AS PROCEDURAL MEMORIES.
70
WHAT ARE EXPLICIT MEMORIES?
MEMORY TYPES WHICH REQUIRES CONSCIOUS, INTENTION RECOLLECTION OF PREVIOUS EXPERIENCES AND CONCEPTS.
71
WHAT MEMORY TYPES ARE CLASSED AS EXPLICIT?
EPISODIC AND SEMANTIC.
72
WHAT ARE THE TWO TYPES OF AMNESIA?
RETROGRADE AND ANTEROGRADE.
73
WHAT IS RETROGRADE AMNESIA?
AN INABILITY TO REMEMBER THE PAST EVENTS AND KNOWLEDGE FOLLOWING INJURY TO THE BRAIN.
74
WHAT MEMORY TYPE IS IMPAIRED IN RETROGRADE AMNESIA?
EPISODIC MEMORIES.
75
WHAT IS ANTEROGRADE AMNESIA?
AN INABILITY TO ENCODE EPISODIC INFORMATION INTO LONG-TERM MEMORY FOLLOWING INJURY TO THE BRAIN.
76
WHAT BRAIN STRUCTURES PLAY A ROLE IN MEMORY?
* AMYGDALA
* RHINAL CORTEX
* HIPPOCAMPUS
* CEREBELLUM
* MEDIODORSAL NUCLEUS
* BASAL FOREBRAIN
* PREFRONTAL CORTEX
* INFEROTEMPORAL CORTEX
77
EXPLAIN THE CASE STUDY OF CLIVE WEARING?
CONTRACTED ENCHALITIRS WHICH DAMAGED HIS BRAIN CAUSING DENSE RETROGRADE AMNESIA.
78
EXPLAIN THE CASE STUDY OF HM?
DEVELOPED AMNESIA FOLLOWING SEVERE EPILEPSY NEUROSURGERY. HE HAD ANTEROGRADE AMNESIA THUS COULD NOT FORM NEW MEMORIES.
79
WHAT IS THE MIRROR DRAWING TEST?
EXPERIMENTAL TASK WHERE PARTICIPANTS DRAW AROUND A SHAPE USING ONLY THE REFLECTION OF THEIR HAND AND PENCIL.
80
WHAT IS FOUND IN THE MIRROR DRAWING TEST?
THE MORE IT IS PRACTICED, THE FASTER PARTICIPANTS BECOME AND FEWER ERRORS ARE MADE.
81
WHAT IS REPETITION PRIMING?
REFERS TO AN IMPROVEMENT IN PROCESSING PERFORMANCE THE MORE TIMES THAT A STIMULUS IS PRESENTED.
82
WHAT DOES CONSOLIDATION THEORY REFER TO?
THE PROCESSES WHICH FIX INFORMATION IN LTM ACROSS HOURS OR DAYS.
83
WHAT DOES CONSOLIDATION THEORY PREDICT?
THAT NEW MEMORIES ARE FRAGILE AND MORE EASILY DISRUPTED THAN OLDER MEMORIES. THIS IS SUPPORTED BY THE SHAPE OF TYPICAL FORGETTING CURVES.
84
WHAT BRAIN STRUCTURE IS MOST LIKELY TO BE DAMAGED IN RETROGRADE AMNESIA?
HIPPOCAMPUS.
85
EXPLAIN THE TEMPORAL GRADIENT IN RETROGRADE AMNESIA ...
THIS IS WHEN MORE RECENTLY FORMED MEMORIES SUFFER THE GREATEST IMPAIRMENT.
86
WHAT DRUG PRODUCES TEMPORARY ANTEROGRADE AMNESIA WHEN ADMINISTERED IN MEDICAL SETTINGS?
MIDAZOLAM
87
INTOXICATED INDIVIDUALS RECALL WHAT PERCENTAGE LESS?
33%
88
WHAT ARE OTHER TERMS FOR DISSOCIATIVE AMNESIA?
PSYCHOGENIC AMNESIA OR FUNCTIONAL AMNESIA
89
WHAT IS DISSOCIATIVE AMNESIA?
AN ABILITY TO RECALL IMPORTANT AUTOBIOGRAPHICAL INFORMATION, USUALLY OF A TRAUMATIC OR STRESSFUL NATURE.
90
IS DISSOCIATIVE AMNESIA ASSOICATED WITH NEUROLOGICAL DAMAGE?
NO
91
WHAT IS SEVERELY COMPROMISED DURING EPISODES OF DISSOCIATIVE AMNESIA?
AUTOBIOGRAPHICAL MEMORY AND SENSE OF IDENTITY
92
WHAT IS TRANSIENT GLOBAL AMNESIA?
AN EPISODE OF ANTEROGRADE AND RETROGRADE AMNESIA WHICH LASTS SEVERAL HOURS/DAYS.
93
HOW MANY PEOPLE (OUT OF 100,000) PER YEAR ARE AFFECTED BY TRANSIENT GLOBAL AMNESIA?
3-8 PEOPLE
94
WHAT IS AUTOBIOGRAPHICAL MEMORY?
REFERS TO MEMORY FOR PERSONAL LIFE EVENTS.
95
WHAT DOES AUTOBIOGRAPHICAL MEMORY PROVIDE FOR EPISODIC MEMORY?
LONG TERM CONTEXT AND/OR SETTING.
96
WHAT DID RUBIN ET AL (1986) FIND WHEN RESEARCHING MEMORY RECALL ACROSS THE LIFE SPAN?
* INFANTILE AMNESIA
* REMINISCENCE BUMP
* OLDER MEMORIES WERE LESS LIKELY TO BE RECALLED THAN MORE RECENT ONES.
97
WHAT IS THE REMINICIENCE BUMP IN MEMOERY?
THE PEAK OF MEMORIES BETWEEN 10 AND 30 YEARS OLD.
98
WHEN IS THE REMINICENCE BUMP FOUND?
IN OLDER ADULTS. ITS RARELY SEEN IN THOSE YOUNGER THAN 30.
99
AT WHAT AGE DOES THE COGNITIVE SELF EMERGE?
24 MONTHS.
100
WHAT IS THE COGNITIVE SELF LINKED TO IN MEMORY?
THE EMERGENCE OF AUTOBIOGRAPHICAL MEMORY.
101
WHAT DID FREUD RELATE INFANTILE AMNESIA TO?
REPRESSION
102
WHAT DO SOCIAL INTERACTIONIST ARGUE THE PRIMARY PURPOSE OF AUTOBIOGRAPHICAL MEMORIES ARE?
TO COMMUNICATE PERSONAL MEMORIES WITH OTHERS.
103
WHAT, ACCORDING TO SOCIAL INTERACTIONISTS, SHAPES AUTOBIOGRAPHICAL MEMORIES?
MATERNAL REMINISCING STYLE.
104
WHICH MATERNAL REMINISCING STYLE IS LINKED TO BETTER AUTOBIOGRAPHICAL MEMORY?
HIGH ELABORATIVE STYLE.
105
WHAT IS THERE A LACK OF IN THE REMINISCENCE BUMP?
PROACTIVE INTERFERENCE
106
WHAT IS PROACTIVE INTERFERENCE?
WHEN OLD LEARNING INTERFERES WITH NEW MEMORY
107
WHAT IS RETROACTIVE INTERFERENCE?
WHEN NEW LEARNING INTERFERES WITH OLD MEMORY
108
WHAT IS IMPORTANT DURING THE REMINSCENCE BUMP? WHY ARE THEY IMPORTANT?
GOALS - AS THESE CHANGES ARE LINKED TO THE DEVELOPMENT OF SOCIAL IDENTITY.
109
WHAT IS ONE WAY TO ASSESS THE ACCURACY OF AUTOBIOGRAPHICAL MEMORIES?
DIARIES
110
WHAT DID LINTON IN 1975 FIND IN HER FAMOUS DIARY STUDY?
FORGETTING OF AN EVENT STRONGLY RELATED TO WHETHER IT HAD BEEN RANDOMLY TESTED BEFORE.
111
WHAT IS INTENTIONAL LEARNING?
OCCURS WHEN PARTICIPANTS KNOW THEIR MEMORY FOR STIMULI WILL BE TESTED.
112
WHAT IS INCIDENTAL LEARNING?
OCCURS WHEN PARTICIPANTS PROCESS STIMULI WITHOUT REALISING THEIR MEMORY FOR IT WILL BE TESTED LATER.
113
WHAT IS CHANGE BLINDNESS?
FAILURE TO DETECT CHANGES IN VISUAL SCENES
114
EXPLAIN THE WEAPONS FOCUS EFFECT?
WHEN THE PRESENCE OF WEAPONS CAPTURES ATTENTION AND REDUCES RECALL OF OTHER DETAILS WITHIN THE ENVIRONMENT
115
WHAT IS THE ASSUMPTIONS OF SOURCE MONITORING FRAMEWORK?
RETREIVAL OCCURS BY A MEMORY PROBE OF CUE ACTIVATING MEMORY TRACES WITH INFORMATIONAL OVERLAP.
116
HOW DOES SOURCE MONITORING THEORY LEAD TO MISATTRIBUTION?
BECAUSE INFORMATION FROM MULTIPLE SOURCES ARE ACTIVATED, MEANING THE INDIVIDUAL MUST DECIDE THE MOST APPROPRIATE SOURCE FOR THE MEMORY.
117
WHEN DOES MEMORY DISTORTION OCCUR?
WHEN THE SORUCE OF MISINFORMATION IS MISATTRIBUTED TO THE ORIGINAL EVENT.
118
WHAT IS FORCED FABRICATION?
THIS REFERS TO COMPELLING A WITNESS TO DESCRIBE EVENTS THEY DO NOT REMEMBER AND/OR DID NOT EXPERIENCE.
119
WHAT IS HIGHER PERCEPTUAL LOAD ASSOICATED WITH?
POORER EVENT MEMORY
120
WHAT IS ONE DEFINITION OF INTELLIGENCE?
TO LEARN AND REMEMBER INFORMATION, TO RECOGNISE CONCEPTS AND THEIR RELATIONS, AND TO APPLY THE INFORMATION TO THEIR OWN BEHAVIOUR IN AN ADAPTIVE WAY.
121
WHO WAS THE FIRST TO SYSTEMTICALLY ATTEMPT TO UNDERSTAND AND MEASURE INTELLIGENCE?
FRANCIS GALTON
122
WHAT DID GALTON PROPOSE?
THE NORMAL DISTRUBTION CURVE
123
WHICH THEORY INFLUENCED GALTON'S WORK?
DARWIN'S THEORY OF NATURAL SELECTION.
124
WHAT WERE GALTON'S INFERENCES?
*INTELLIGENCE IS LARGELY HEREDITARY
*HE WAS THE FIRST TO IDENTIFY THE IMPORTANCE OF TWIN METHODS.
*HE COINED THE TERM "EUGENIC"
125
WHAT DOES EUGENIC MEAN?
THE SCIENCE OF IMPROVING A HUMAN POPULATION BY CONTROLLED BREEDING TO INCREASE THE OCCURENCE OF DESIRABLE HERITABLE CHARACTERISTICS.
126
WHAT ARE SOME CRITIQUES OF GALTON?
*MALE CHAUVINISM
*ARGUEMENTS FOR NATURE V NURTURE ARE NOT BACKED UP BY HEARD EVIDENCE
*PREJUDICE AND INSENSITIVITY IN HIS METHODS
127
WHAT WAS ALFRED BINEST CONCERNED WITH IN TERMS OF RESEARCH?
THE EMPIRICAL BASIS OF INTELLIGENCE
128
WHAT IS THE FORMULA FOR IQ?
IQ = RATIO OF MENTAL TO CHRONOLOGICAL AGE (X 100).
129
WHO DEVELOPED THE CONCEPTS OF MENTAL AGE AND IQ IN 1904?
ALFRED BINET
130
WHAT IS g AS PROPOSED BY SPEARMAN?
A STATISTICAL OBSERVATION OF POSITIVE MANIFOLD.
131
WHAT ARE THE 2 SUBDIVISIONS OF g?
1) FLUID (gf)
2) CRYSTALLISED (gc)
132
WHAT IS FLUID INTELLIGENCE (gf)?
IS THE CAPACITY TO THINK SPEEDILY AND REASON FLEXIBLY WITHOUT RELYING ON PAST EXPERIENCES OR ACCUMULATED KNOWLEDGE.
133
WHAT IS CRYSTALLISED INTELLIGENCE (gc)?
OPERATES IN TESTS ENCOMPASSING DISCRIMINATIONS AND JUDGEMENTS THAT HAVE BEEN EXPLICITLY TAUGHT OR EXPERIENCED AT A PRIOR TIME.
134
WHAT ARE THE 3 MEANINGS OF INTELLIGENCE?
1) BIOLOGICAL INTELLIGENCE
2) PSYCHOMETRIC INTELLIGENCE
3) SOCIAL INTELLIGENCE
135
WHAT IS BIOLOGICAL INTELLIGENCE?
CONCERNED WITH PHYSIOLOGICAL, NEUROLOGICAL, AND ANATOMICAL BASES.
136
WHAT IS PSYCHOMETRIC INTELLIGENCE?
DEFINED IN TERMS OF IQ
137
WHAT IS SOCIAL INTELLIGENCE?
CONCERNED WITH APPLICATION OF IQ TO SUCCESS IN LIFE.
138
WHAT ARE THE 3 FUNDAMENTAL ASPECTS OF INTELLIGENCE ACCORDING TO STERNBERG'S TRIARCHIC MODEL?
1) ANALYTIC
2) CREATIVE
3) PRACTICAL
139
WHAT DID GARDNER SUGGEST ABOUT INTELLIGENCE?
THAT IT IS NOT A SINGLE UNITARY THING, BUT RATHER THERE ARE A COLLECTION OF INTELLIGENCES.
140
WHAT ARE GARDNER'S 8 TYPES OF INTELLIGENCE?
1) LINGUISTIC
2) LOGICAL - MATHEMATICAL
3) SPATIAL
4) MUSICAL
5) BODILY - KINAESTHETIC
6) NATURALISTIC
7) INTERPERSONAL
8) INTRAPERSONAL
141
EMOTIONAL INTELLIGENCE IS POTENTIALLY EQUALAVLENT TO WHICH INTELLIGENCE PROPOSED BY GARDNER?
INTRAPERSONAL INTELLIGENCE
142
WHAT MEASURE IS A POOR ESTIMATE OF BRAIN SIZE?
HEAD CIRCUMFERENCE
143
EXPLAIN THE ASSOICATION BETWEEN BRAIN SIZE AND PSYCHOMETRIC INTELLIGENCE ...
A MODEST ASSOICATION. THEREBY A BIGGER BRAIN MEANS A HIGHER SCORE.
144
WHAT DATA SUPPORTS THE IDEA THAT INTELLIGENCE APPEARS DISTRIBUTED ACROSS DIFFERENT BRAIN AREAS?
fMRI
145
WHICH NEURAL IMAGING TECHNIQUES PROVIDE EVIDENCE FOR THE NEURAL EFFICIENCY HYPOTHESIS OF INTELLIGENCE?
EEG AND PET
146
WHAT ARE THE INDIRECT METHODS OF MEASURING MENTAL SPEED?
*INSPECTION TIME TASK (IT)
*THE HICK TEST (1952)
147
EXPLAIN INSPECTION TIME TASK (IT) PARADIGMS ...
PARTICIPANTS VIEW 2 LINES OF UNEQUAL LENGTH FOR SHORT EXPOSURE TIME AND THEN JUDGE WHICH ONE IS LONGER.
148
WHAT ARE SOME PROBLEMS WITH THE INSPECTION TIME TASK (IT)?
*CAUSAL CIRCULARITY
*LITTLE EVIDENCE THAT g CONTRIBUTES MORE TO IT THAN TO OTHER MEASURES.
149
EXPLAIN THE HICK TEST ...
SUBJECTS BEGIN WITH THEIR FINGER ON THE HOME BUTTON. AFTER 1-4 SECONDS, 1 OF THE 8 LIGHTS TURN ON. THIS MUST BE TURNED OFF AS QUICK AS POSSIBLE.
150
WHAT ARE SOME PROBLEMS WITH THE HICK TEST ?
*ASSUMPTION THAT REACTION TIME REPRESENTS SOME LIMIT ON BIOLOGICAL OR NEURAL TRANMISSION TIME.
*REACTION TIME DOES CORRELATE WITH g BUT SO DOES EVERYTHING ELSE
151
IN GENERAL, WHAT DOES g RELATE MORE TO?
INSTRUMENTAL BEHAVIOURS THAN EMOTIONAL REACTIONS
152
WHAT DOES g STRONGLY PREDICT?
EDUCATIONAL PERFORMANCE
153
WHAT DOES g WEAKLY PREDICT?
LAW-ABIDINGNESS
154
WHAT ARE THE 2 MAJOR COMPETING SOCIAL IMPLICATIONS OF IQ?
*SOCIAL PRIVILEDGE THEORY
*FUNCTIONAL TOOL THEORY
155
EXPLAIN SOCIAL PRIVILEDGE THEORY IN TERMS OF LABELLING AND INTELLIGENCE?
INTELLIGENCE IS ONLY AN ARBITUARY, SOCIALLY CONSTRUCTED, CATEGORY WITHOU ANY EXISTENCE APART FROM THAT WHICH PEOPLE GIVE IT.
156
EXPLAIN SOCIAL PRIVILEGE THEORY IN TERMS OF FAMILY ADVANTAGE AND INTELLIGENCE?
DIFFERENCES IN INTELLIGENCE ARE CREATED BY DIFFERENCE IN SOCIAL CLASS PRIVILEDGE. IQ DIFFERENCE REFLECT REAL DIFFERENCES IN CAPABILITY.
157
EXPLAIN FUNCTIONAL TOOL THEORY IN TERMS OF INTELLIGENCE?
THIS STATES IQ IS USEFUL BECAUSE IT REFLECTS A HIGHLY STABLE, HIGHLY GENERAL CAPACITY FOR ACQUIRING PROCESSING, AND APPLYING KNOWLEDGE OF VIRTUALLY ANY TYPE.
158
WHAT IS SOME REAL WORLD EVIDENCE AGAINST SOCIAL PRIVILEGE THEORY?
POST WW2 COMMUNIST GOVERNMENT OF WARSAW ASSIGNED FAMILIES OF ALL SOCIAL CLASSES TO THE SAME HOUSING ETC. BUT THIS SOCIAL LEVELLING FAILED TO NARROW IQ DIFFERENCES.
159
WHAT IS WORKING MEMORY?
A TYPE OF STM THAT STORES INFORMATION TEMPORARILY DURING THE COMPLETION OF COGNITIVE TASKS.
160
WHAT ARE THE HALLMARKS OF THE EFFECTS OF FRONTAL LOVE LESIONS?
*PRESERVATION
*DISTRACTABILITY
*POOR PLANNING AND INITATIVE
*EMOTIONAL AND SOCIAL DISINHIBITIONS
161
WHAT IS COMMON AFTER FRONTAL LOBE DAMAGE?
VERBAL-ACTION DISSOCIATIONS
162
WHAT ARE FRONTAL DAMAGE PATIENTS UNABLE TO EASILY DO?
GOAL DIRECTED BEHAVIOUR
163
WHAT ARE SOME GOAL DIRECTED BEHAVIOURS?
*PLANNING
*RECIEVE INFORMATION ABOUT GOALS AND MEANS
*SELECTION OF TASK RELEVANT INFORMATION
*SWITCHING TASKS
*MONITORING PROGRESS
164
WHO PROPOSED THE WORKING MEMORY MODEL?
BADDELEY IN 1986
165
WHO PROPOSED THE MODEL OF ATTENTIONAL CONTROL?
NORMAN AND SHALLICE
166
WHAT IS THE SUPERVISORY ATTENTIONAL SYSTEM?
A PART OF NORMAN AND SHALLICE'S MODEL OF ATTENTIONAL CONTROL
167
WHAT ARE THE ASSUMPTIONS OF THE SUPERVISORY ATTENTIONAL SYSTEM?
*LIMITED CAPACITY
*SELECTIVITY
168
WHO PROPOSED THE ADAPTIVE CODING MODEL IN 2001?
DUNCAN
169
WHAT 3 CORE IDEAS DOES THE ADAPTIVE CODING MODEL REFLECT?
1) WORKING MEMORY
2) SELECTIVE ATTENTION
3) COGNITIVE CONTROL
170
WHAT IS PROSPECTIVE MEMORY?
REFERS TO THE ABILITY TO REMEMBER TO CARRY OUT ACTIONS IN THE FUTURE.
171
WHAT IS ANOTHER TERM FOR PROSPECTIVE MEMORY?
INTENTIONAL MEMORY
172
WHAT ARE 3 KEY FEATURES OF PROSPECTIVE MEMORY TASKS?
*A DELAY BETWEEN FORMING THE INTENTION AND IT BEING CARRIED OUT
*OFTEN NO EXPLICIT REMINDER
*OFTEN A NEED TO INTERUPT A DIFFERENT ONGOING TASK TO CARY OUT THE INTENTION
173
WHAT 2 CATEGORIES CAN PROSPECTIVE MEMORY BE DIVIDED INTO?
1) TIME-BASED
2) EVENT-BASED
174
WHAT IS TIME-BASED PROSPECTIVE MEMORY?
INVOLVES PERFORMING A SPECIFIC ACTION AT A SPECIFIC TIME.
175
WHAT IS AN EVENT-BASED PROSPECTIVE MEMORY?
INVOLVES PERFORMING A SPECIFIC ACTION AT AN APPROPRIATE TIME.
176
WHAT IS THE "VIRTUAL WEEK" TEST?
A GAME THAT STIMULATES BOTH EVENT-BASED AND TIME-BASED PROSPECTIVE MEMORY. IT USED COMMONLY WITHIN STUDIES.
177
HOW IS PROSPECTIVE MEMORY IMPACTED BY DIVIDED ATTENTION?
PERFORMANCE OF PERSPECTIVE MEMORY TASKS ARE MUCH LOWER WITH DIVIDED ATTENTION.
178
WHAT ARE EVERDAY PROSPECTIVE MEMORIES ERRORS OFTEN LINKED WITH?
ENGAGEMENT IN OTHER ACTIVITIES THAT OCCUPY ATTENTION.
179
DO WORKING MEMORY SLAVE SYSTEMS IMPAIR PROSPECTIVE MEMORY?
NO
180
ATTENTIONAL CONTROL IS PROSPECTIVE MEMORY IS LINKED TO WHAT BRAIN AREA?
THE FRONTAL LOBE
181
WHAT IS THE RIGHT DORSOLATERAL PREFROTNAL CORTEX INVOLVED IN, IN TERMS OF PROSPECTIVE MEMORY?
PLANNING AND THE CREATING OF INTENTIONS.
182
WHICH OF BRODMANN'S AREAS IS LINKED TO THE MAINTENANCE OF INTENTIONS OVERTIME ?
BRODMANN'S 10.
183
WHAT IS BRODMANN'S AREA 10?
ANTERIOR PREFRONTAL CORTEX
184
EXPLAIN THE PROSPECTIVE MEMORY RETRIEVAL TOP-DOWN PATHWAY ...
ATTENTIONAL CONTROL PATHWAY ACTIVDELY MAINTAINS INTENTIONS AND MONITORS THE ENVIRONMENT FOR CUES.
185
EXPLAIN THE PROSPECTIVE MEMORY RETRIVAL BOTTOM-UP PATHWAY?
INVOLVES SPONTATEOUS RETRIEVAL TRIGGERED BY EXPOSURE TO EXTERNAL CUES.
186
NAME THE STORAGE SYSTEMS WITHIN THE MULTI-COMPONENT MODEL OF WORKING MEMORY ...
*PHONOLOGICAL LOOP
*VISUO-SPATIAL SKETCHPAD
187
NAME THE PROCESSING SYSTEM IN THE MULTI-COMPONENT MODEL OF WORKING MEMORY ...
THE CENTRAL EXECUTIVE
188
DISCUSS HOW WORKING MEMORY CAPACITY INLFUENCES RELATIONSHIP PROBLEM RESOLUTION ...
*WORKING MEMORY CAPACITY FACILIATES LTM ENCODING OF PROBLEM DISCUSSION
*ENHANCED ABILITY TO ENCODE AND RECALL DISCUSSIONS IMPROVES RELATIONSHIP PROBLEM RESOLUTION
189
WHAT DOES THE MULTI-COMPONENT MODEL OF WORKING MODEL STATE ABOUT 2 TASKS BEING PERFORMED TOGETHER?
THAT IF THE TASKS USE THE SAME COMPONENT, THEY WILL INTEREFERE WITH EACH OTHER.
190
WHAT ARE SOME EXTERNAL MEMORY AIDS?
*ALARMS/TIMERS
*CALANDARS
*MED DISPENSERS
*COMPUTERS
*APPS
191
WHAT ARE SOME INTERNAL MEMORY AIDS?
*REPETITON
*CHUNKING
*MNEMONICS
*MAKING ASSOCIATIONS
*CREATING RHYMES
192
WHAT ARE THE 3 PRINCIPLES OF LEARNING?
1) COMPUTATIONAL
2) SOCIAL INFLUENCE
3) PERCEPTION AND ACTION LINK
193
EXPLAIN THE PERCEPTION AND ACTION LINK PRINCIPLE OF LEARNING ...
NEURAL CIRCUITRY LINKS PERCEPTUAL SYSTEMS WITH MOTOR SYSTEMS. OVERLAPPING SYSTEMS ALLOW FOR IMITATION (MIRROR NEURONS).
194
WHAT IS CLASSICIAL CONDITIONING?
LEARNING THROUGH ASSOCIATION WHEREIN A NEUTRAL STIMULUS IS PAIRED WITH AN UCS THAT TRIGGERS A UCR. OVERTIME THIS NEUTRAL STIMULUS BECOMES A CS WHICH TRIGGERS A CR.
195
WHAT IS OPERANT CONDITIONING?
LEARNING THROUGH REINFORCEMENT AND CONSEQUENCES.
196
EXPLAIN POSITIVE REINFORCEMENT ...
THIS INCREASES THE FREQUENCY OF A BEHAVIOUR WHEN APPLIED.
197
EXPLAIN NEGATIVE REINFORCEMENT ...
THIS INCREASES THE FREQUENCY OF BEHAVIOUR WHEN REMOVED.
198
WHAT DID SAFFRAN, ASLIN AND NEWPORT IN 1996 FIND IN THEIR STUDY?
8-MONTH OLD INFANTS LISTED LONGER TO UNFAMILILAR SEQUENCES.
199
WHAT IS A PROBLEM FOR STATISTICAL LEARNING THEORY?
PHANTOM WORDS
200
EXPLAIN THE HIPPOCAMPUS' AS A STORE FOR EPISODIC MEMORIES?
*RAPID STORAGE FOR INDIVIDUAL EXPERIENCES
*FAST ENCODING
*ENCODES MEMORY FOR SEPARATE EVENTS
201
EXPLAIN THE NEOCORTEX AS A STORAGE FOR EPISODIC MEMORIES?
*SLOW LEARNING
*STORES GENERALISATIONS ACROSS MULTIPLE EVENTS
202
WHAT ARE THE 3 LEVELS OF CONSCIOUSNESS IN LEARNING?
1) AUTOMATIC, UNCONSCIOUS BEHAVIOUR, MODEL-FREE
2) DELIBERATE, INTENTIONAL ACTION, MODEL BASED
3) META CONSCIOUSNESS
203
WHAT IS A CHARACTERISTIC OF EPISODIC MEMORY?
SPATIO-TEMPORAL KNOWLEDGE
204
WHICH SENSE HAS THE BEST SPATIAL RESOLUTION?
VISION
