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MCQ3 Flashcards

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1
Q

WHAT IS A PROBLEM?

A

IS A SITUATION IN WHICH WE HAVE A GOAL BUT DO NOT KNOW HOW TO ACHIEVE IT.

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2
Q

DEFINE THE TERM THINKING

A

A PROCESS OF MENTAL EXPLORATION OF POSSIBLE ACTIONS AND STATES OF THE WORLD

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3
Q

WHAT ARE THE 2 TERMS USED TO DEFINE PROBLEMS?

A

WELL-DEFINED OR ILL-DEFINED

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4
Q

WHAT ARE WELL-DEFINED PROBLEMS?

A

PROBLEMS WHICH HAVE CLEAR MOVES, RULES, AND GOALS.

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5
Q

GIVE EXAMPLES OF WELL-DEFINED PROBLEMS?

A

CHESS. ANAGRAMS.

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6
Q

WHAT ARE ILL-DEFINED PROBLEMS?

A

PROBLEMS WHERE THE STARTING CONDITIONS, AVAILABLE ACTIONS, AND GOALS ARE UNSPECIFIED.

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7
Q

WHAT YYPE OF PROBLEM REQUIRES THE APPLICATION OF CREATIVE PROBLEM SOLVING PROCESSES?

A

ILL-DEFINED PROBLEMS.

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8
Q

HOW DID EINSTEIN DEVELOP HIS IDEAS?

A

THROUGH THOUGHT EXPERIMENTS AND COMBINATORY PLAY.

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9
Q

WHAT IS ANOTHER TERM FOR COMBINATORY PLAY?

A

MENTAL SYNTHESIS

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10
Q

WHAT ARE THE 4 STAGES OF CREATIVE PROBLEM SOLVING?

A

1) PREPARATION
2) INCUBATION
3) ILLUMINATION / INSIGHT
4) VERIFICATION

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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.

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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.

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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.

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14
Q

EXPLAIN STAGE 4 (VERIFICATION) OF CREATIVE PROBLEM SOLVING?

A

IDEAS GENERATED ARE ACTIVELY AND CONSCIOUSLY EXPLORED, WITH POTENTIAL SOLUTIONS BEING TESTED.

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15
Q

WHAT STAGE OF CREATIVE PROBLEM SOLVING IS THE BASE OF CREATIVE THOUGHT ACCORDING TO FINKE (1990)?

A

ILLUMINATION / INSIGHT (3RD STAGE)

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16
Q

WHAT IS CONVERGENT INSIGHT?

A

A SET OF DATA IS UNIFIED INTO A NEW PATTERN OR STRUCTURE.

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17
Q

WHAT IS DIVERGENT INSIGHT?

A

WHEN NEW USES ARE FOUND FOR AN EXISTING PATTERN OR STRUCTURE.

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18
Q

WHO PROPOSED THE GENEP[LORE MODEL OF CREATIVE DESIGN?

A

FINKE (1990)

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19
Q

EXPLAIN THE GENEPLORE MODEL OF CREATIVE DESIGN?

A

CONSITS OF 2 DISTINCT COMPONENTS: A GENERATIVE PHRASE FOLLOWED BY AN EXPLORATORY PHASE.

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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)

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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.

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22
Q

WHAT AFFECTS BOTH GENERATIVE AND EXPLORATORY PHASES IN THE GENEPLORE MODEL OF CREATIVE DESIGN?

A

PRODUCT CONSTRAINTS .

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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.

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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.

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25
Q

WHAT IS CREATIVE FLOW?

A

*BEING IN THE ZONE.
* BALAMNCE BETWEEN PERCEIVED SKILL AND CHALLENGE LEVEL.
* A HIGHLY POSITIVE, PEAK MENTAL STATE.

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26
Q

WHAT NEUROTYRANSMITTERS ARE THOUGHT TO BE INVOLVED IN FLOW?

A

NORADRENALINE AND DOPAMINE.

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27
Q

WHAT IS A CORE THEORY RELATED TO FLOW?

A

SYNCHRONIZATION THEORY OF FLOW.

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28
Q

WHAT 3 ATTENTIONAL NETWORKS INTERACT DURING FLOW ACCORDING TO VAN DER LINDEN?

A
  • DEFAULT MODE NETWORK
  • CENTRAL EXECUTIVE NNETWORK
  • SALIENCE NETWORK
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29
Q

CAN NEWBORNS SEE FINE DETAILS?

A

NO. ACUITY DEVELOPS AFTER 1-YEAR OLD.

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30
Q

WHICH AREA OF THE FACE IS THE MOST INFORMATIVE?

A

THE EYES

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31
Q

WHY IS GAZE IMPORTANT TO HUMANS?

A

IT IS AN IMPORTANT SOCIAL SIGNAL.

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32
Q

CAN PROCESSING GAZE DIRECTION BE EXPLAINED BY LOW-LEVEL PERCEPTUAL PROCESSES?

A

NO.

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33
Q

EXPLAIN PERCEPTUAL NARROWING AT 6-MONTHS?

A

INFANTS AT 6-MONTHS CAN DISCRIMINATE BETWEEN HUMAN AND MONKEY FACES.

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34
Q

EXPLAIN PERCEPTUAL NARROWING AT 10-MONTHS?

A

INFANTS CAN ONLU RELIABLY DISTINGUISH BETWEEN HUMAN FACES.

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35
Q

DEFINE PERCEPTUAL NARROWING?

A

DESCRIBES THE ‘TUNING’ OF THE INFANT BRAIN TO THEIR OWN ENVIRONMENT.

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36
Q

DEFINE CONFIGURAL INFORMATION?

A

REFERS TO THE SPATIAL RELATIONSHIPS BETWEEN FEATURES OR PARTS.

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37
Q

DEFINE HOLISTIC PROCESSING?

A

GROUPING THINGS TOGETHER TO FIT A FACE TEMPLATE.

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38
Q

WHAT DID THE THATCHER EFFECT HIGHLIGHT?

A

A FACE APPEARS GROTESQUE WHEN UPRIGHT BUT NOT WHEN INVERTED.

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39
Q

WHAT DOES INVERSION DISRUPT?

A

CONFIGURAL PROCESSING.

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40
Q

WHAT IS ESSENTIAL ABOUT COMPOSITE FACE ILLUSIONS?

A

THEY OCCUR WHEN UPRIGHT BUT NOT WHEN INVERTED.

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41
Q

WHAT IS THE ROLE OF THE INFERIOR OCCIPITAL GYRUS (OFA) IN FACE PERCEPTION?

A

EARLY PERCEPTION OF FACIAL FEATURES.

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42
Q

WHAT AREAS OF THE BRAIN ARE INVOLVED IN FACE PROCESSING?

A

1) SUPERIOR TEMPORAL SULCUS.
2) INFERIOR OCCIPITAL GYRUS
3) LATERAL FUSIFORM GYRUS

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43
Q

WHAT IS PROSOPAGNOSIA?

A

A TERM FOR THOSE WITH SEVERE DEFICITS IN FACE RECOGNITION, WITHOUT VISUAL IMPAIRMENTS OR AN INTELLECTUAL DISABILITY.

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44
Q

EXPLAIN ACQUIRED PROSOPAGNOSIA?

A

A CONSEQEUNCE OF DAMAGE TO THE OFA OR FFA WHICH CAUSES AN INABILITY TO RECOGNISE FACES.

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45
Q

EXPLAIN DEVELOPMENTAL PROSOPAGNOSIA?

A

HAS AN EARLY ONSET WITH NO APPARANT BRAIN DAMAGE. IT RUNS IN FAMILIES AND OFTEN PRESENTS ALONGISDE MODERATE OBJECT AGNOSIA.

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46
Q

WHAT ARE HEURISTICS?

A

MENTAL SHORTCUTS USED BY THE BRAIN FOR DECISION-MAKING.

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47
Q

WHY DOES THE BRAIN LIKE TO USE HEURISTICS?

A

TO AVOID AMBIGUITY, TO REDUCE INFORMATION OVERLOAD, AND FOR SPEED.

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48
Q

EXPLAIN HEURISTIC SYSTEM 1?

A

THINKING IS NEAR-INSTANTANEOUS HENCE IS AUTOMATIC, INTUITIVE AND EFFORTLESS. IT IS DRVEN BY INSTICT AND EXPERIENCES.

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49
Q

EXPLAIN HEURISTIC SYSTEM 2?

A

THINKING IS SLOWER AND REQUIRES MORE EFFORT. IT IS CONSCIOUS AND LOGICAL.

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50
Q

WHAT IS ILLUSORY CORELATION?

A

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.

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51
Q

GIVE AN EXAMPLE OF ILLUSORY CORRELATION?

A

HAVING A LUCKY FOOTBALL SHIRT WHICH WILL CERTAIN THE TEAM’S WIN.

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52
Q

EXPLAIN THE SYSTEMIC EFFECT OF ILLUSORY CORRELATION?

A

FALSE CORRELATIONS CAN MOTIVATE BIASED INSTITUTIONAL POLICY.

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53
Q

WHAT IS THE ANCHORING EFFECT?

A

WE TEND TO ANCHOR ONTO RANDOM INFORMATION (SUCH AS NUMBERS) BECAUSE IT IS MORE ACCESSIBLE THAN OTHER INFORMATION.

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54
Q

WHEN DOES THE ANCHORING EFFECT OCCUR?

A

WHEN PARTICIPANTS HAVE NO REAL INCENTIVE TO PROVIDE AN ACCURATE RESPONSE.

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55
Q

WHAT IS SELECTIVE ATTENTION?

A

THE PROCESS OF DIRECTING OUR AWARENESS TO RELEVANT TO RELEVANT STIMULI WHILE IGNORING IRRELEVANT STIMULI IN THE ENVIRONMENT.

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56
Q

DEFINE THE RECENCY EFFECT?

A

THE TENDENCY TO BETTER REMEMBER AND RECALL INFORMATION PRESENTED TO US MOST RECENTLY, COMPARED TO INFORMATION WE ENCOUNTERED EARLIER.

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57
Q

WHAT DOES THE RECENCY EFFECT FORM PART OF?

A

THE SERIAL POSITION EFFECT.

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58
Q

EXPLAIN THE SERIAL POSITION EFFECT?

A

A PHENOMENON WHICH DESCRIBES HOW THE LOCATION OF AN ITEM IN A SEQUENCE CAN IMPACT ITS MEMORABILITY.

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59
Q

WHAT IS CONFIRMATION BIAS?

A

DESCRIBES OUR UNDERLYING TENDENCY TO NOTICE, FOCUS ON, AND GIVE GREATER CREDENCE TO EVIDENCE THAT FITS WITH OUR EXISTING BELIEFS.

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60
Q

CONFIRMATION BIAS IMPACT HOW WE?

A
  • GATHER INFORMATION
  • INTERPRET INFORMATION
  • RECALL INFORMATION
  • CHOOSING FRIENDS / PARTNERS
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61
Q

GIVE SOME EXAMPLES OF CONFIRMATION BIAS?

A
  • NOT SEEKING INFORMATION OBJECTIVELY
  • ONLY REMEMBERING INFORMATION TO SUPPORT YOUR BELIEF
  • IGNORING THOSE THAT CHALLENGE YOUR BELIEF
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62
Q

WHAT IS SELF-SERVING BIAS?

A

THIS IS ATTRIBUTING POSITIVE EVENTS AND SUCCESSES TO OUR OWN CHARACTER OR ACTIONS BUT BLAME NEGATIVE RESULTS ON EXTERNAL FACTORS UNRELATED TO OUR CHARACTER.

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63
Q

WHAT DOES SELF-SERVING BIAS RESULT IN?

A

INABILITY TO LEARN FROM OUR OWN MISTAKES.

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64
Q

ARE HEURISTICS ALWAYS WRONG?

A

NO, THEY CAN YIELD ACCURATE PREDICTIONS OR RESULT IN GOOD DECISION-MAKING.

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65
Q

WHAT IS AN ASSOICATED RISK OF USING HEURISTICS?

A

WE RISK IGNORING IMPORTANT INFORMATION AND OVERVALUING WHAT IS LESS RELEVANT.

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66
Q

WHAT ARE EPISODIC MEMORIES?

A

LONG TERM MEMORY STORE OF PERSONAL EVENTS. IT IS LIKE A DIARY.

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67
Q

WHAT IS SEMANTIC MEMORY?

A

A LONG TERM MEMORY STORE OF OUR KNOWLEDGE OF THE WORLD (I.E. FACTS, WORD MEANING, CONCEPTS).

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68
Q

WHAT ARE PROCEDURAL MEMORIES?

A

A LONG TERM MEMORY STORE OF OUR KNOWLEDTE ON HOW TO DO THING, INCLUDING MEMORIES OF LEARNED SKILLS.

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69
Q

WHAT IS AN IMPLICIT MEMORY?

A

UNCOMCIOUS OR AUTOMATIC MEMORY SUCH AS PROCEDURAL MEMORIES.

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70
Q

WHAT ARE EXPLICIT MEMORIES?

A

MEMORY TYPES WHICH REQUIRES CONSCIOUS, INTENTION RECOLLECTION OF PREVIOUS EXPERIENCES AND CONCEPTS.

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71
Q

WHAT MEMORY TYPES ARE CLASSED AS EXPLICIT?

A

EPISODIC AND SEMANTIC.

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72
Q

WHAT ARE THE TWO TYPES OF AMNESIA?

A

RETROGRADE AND ANTEROGRADE.

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73
Q

WHAT IS RETROGRADE AMNESIA?

A

AN INABILITY TO REMEMBER THE PAST EVENTS AND KNOWLEDGE FOLLOWING INJURY TO THE BRAIN.

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74
Q

WHAT MEMORY TYPE IS IMPAIRED IN RETROGRADE AMNESIA?

A

EPISODIC MEMORIES.

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75
Q

WHAT IS ANTEROGRADE AMNESIA?

A

AN INABILITY TO ENCODE EPISODIC INFORMATION INTO LONG-TERM MEMORY FOLLOWING INJURY TO THE BRAIN.

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76
Q

WHAT BRAIN STRUCTURES PLAY A ROLE IN MEMORY?

A
  • AMYGDALA
  • RHINAL CORTEX
  • HIPPOCAMPUS
  • CEREBELLUM
  • MEDIODORSAL NUCLEUS
  • BASAL FOREBRAIN
  • PREFRONTAL CORTEX
  • INFEROTEMPORAL CORTEX
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77
Q

EXPLAIN THE CASE STUDY OF CLIVE WEARING?

A

CONTRACTED ENCHALITIRS WHICH DAMAGED HIS BRAIN CAUSING DENSE RETROGRADE AMNESIA.

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78
Q

EXPLAIN THE CASE STUDY OF HM?

A

DEVELOPED AMNESIA FOLLOWING SEVERE EPILEPSY NEUROSURGERY. HE HAD ANTEROGRADE AMNESIA THUS COULD NOT FORM NEW MEMORIES.

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79
Q

WHAT IS THE MIRROR DRAWING TEST?

A

EXPERIMENTAL TASK WHERE PARTICIPANTS DRAW AROUND A SHAPE USING ONLY THE REFLECTION OF THEIR HAND AND PENCIL.

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80
Q

WHAT IS FOUND IN THE MIRROR DRAWING TEST?

A

THE MORE IT IS PRACTICED, THE FASTER PARTICIPANTS BECOME AND FEWER ERRORS ARE MADE.

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81
Q

WHAT IS REPETITION PRIMING?

A

REFERS TO AN IMPROVEMENT IN PROCESSING PERFORMANCE THE MORE TIMES THAT A STIMULUS IS PRESENTED.

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82
Q

WHAT DOES CONSOLIDATION THEORY REFER TO?

A

THE PROCESSES WHICH FIX INFORMATION IN LTM ACROSS HOURS OR DAYS.

83
Q

WHAT DOES CONSOLIDATION THEORY PREDICT?

A

THAT NEW MEMORIES ARE FRAGILE AND MORE EASILY DISRUPTED THAN OLDER MEMORIES. THIS IS SUPPORTED BY THE SHAPE OF TYPICAL FORGETTING CURVES.

84
Q

WHAT BRAIN STRUCTURE IS MOST LIKELY TO BE DAMAGED IN RETROGRADE AMNESIA?

A

HIPPOCAMPUS.

85
Q

EXPLAIN THE TEMPORAL GRADIENT IN RETROGRADE AMNESIA …

A

THIS IS WHEN MORE RECENTLY FORMED MEMORIES SUFFER THE GREATEST IMPAIRMENT.

86
Q

WHAT DRUG PRODUCES TEMPORARY ANTEROGRADE AMNESIA WHEN ADMINISTERED IN MEDICAL SETTINGS?

A

MIDAZOLAM

87
Q

INTOXICATED INDIVIDUALS RECALL WHAT PERCENTAGE LESS?

A

33%

88
Q

WHAT ARE OTHER TERMS FOR DISSOCIATIVE AMNESIA?

A

PSYCHOGENIC AMNESIA OR FUNCTIONAL AMNESIA

89
Q

WHAT IS DISSOCIATIVE AMNESIA?

A

AN ABILITY TO RECALL IMPORTANT AUTOBIOGRAPHICAL INFORMATION, USUALLY OF A TRAUMATIC OR STRESSFUL NATURE.

90
Q

IS DISSOCIATIVE AMNESIA ASSOICATED WITH NEUROLOGICAL DAMAGE?

A

NO

91
Q

WHAT IS SEVERELY COMPROMISED DURING EPISODES OF DISSOCIATIVE AMNESIA?

A

AUTOBIOGRAPHICAL MEMORY AND SENSE OF IDENTITY

92
Q

WHAT IS TRANSIENT GLOBAL AMNESIA?

A

AN EPISODE OF ANTEROGRADE AND RETROGRADE AMNESIA WHICH LASTS SEVERAL HOURS/DAYS.

93
Q

HOW MANY PEOPLE (OUT OF 100,000) PER YEAR ARE AFFECTED BY TRANSIENT GLOBAL AMNESIA?

A

3-8 PEOPLE

94
Q

WHAT IS AUTOBIOGRAPHICAL MEMORY?

A

REFERS TO MEMORY FOR PERSONAL LIFE EVENTS.

95
Q

WHAT DOES AUTOBIOGRAPHICAL MEMORY PROVIDE FOR EPISODIC MEMORY?

A

LONG TERM CONTEXT AND/OR SETTING.

96
Q

WHAT DID RUBIN ET AL (1986) FIND WHEN RESEARCHING MEMORY RECALL ACROSS THE LIFE SPAN?

A
  • INFANTILE AMNESIA
  • REMINISCENCE BUMP
  • OLDER MEMORIES WERE LESS LIKELY TO BE RECALLED THAN MORE RECENT ONES.
97
Q

WHAT IS THE REMINICIENCE BUMP IN MEMOERY?

A

THE PEAK OF MEMORIES BETWEEN 10 AND 30 YEARS OLD.

98
Q

WHEN IS THE REMINICENCE BUMP FOUND?

A

IN OLDER ADULTS. ITS RARELY SEEN IN THOSE YOUNGER THAN 30.

99
Q

AT WHAT AGE DOES THE COGNITIVE SELF EMERGE?

A

24 MONTHS.

100
Q

WHAT IS THE COGNITIVE SELF LINKED TO IN MEMORY?

A

THE EMERGENCE OF AUTOBIOGRAPHICAL MEMORY.

101
Q

WHAT DID FREUD RELATE INFANTILE AMNESIA TO?

A

REPRESSION

102
Q

WHAT DO SOCIAL INTERACTIONIST ARGUE THE PRIMARY PURPOSE OF AUTOBIOGRAPHICAL MEMORIES ARE?

A

TO COMMUNICATE PERSONAL MEMORIES WITH OTHERS.

103
Q

WHAT, ACCORDING TO SOCIAL INTERACTIONISTS, SHAPES AUTOBIOGRAPHICAL MEMORIES?

A

MATERNAL REMINISCING STYLE.

104
Q

WHICH MATERNAL REMINISCING STYLE IS LINKED TO BETTER AUTOBIOGRAPHICAL MEMORY?

A

HIGH ELABORATIVE STYLE.

105
Q

WHAT IS THERE A LACK OF IN THE REMINISCENCE BUMP?

A

PROACTIVE INTERFERENCE

106
Q

WHAT IS PROACTIVE INTERFERENCE?

A

WHEN OLD LEARNING INTERFERES WITH NEW MEMORY

107
Q

WHAT IS RETROACTIVE INTERFERENCE?

A

WHEN NEW LEARNING INTERFERES WITH OLD MEMORY

108
Q

WHAT IS IMPORTANT DURING THE REMINSCENCE BUMP? WHY ARE THEY IMPORTANT?

A

GOALS - AS THESE CHANGES ARE LINKED TO THE DEVELOPMENT OF SOCIAL IDENTITY.

109
Q

WHAT IS ONE WAY TO ASSESS THE ACCURACY OF AUTOBIOGRAPHICAL MEMORIES?

A

DIARIES

110
Q

WHAT DID LINTON IN 1975 FIND IN HER FAMOUS DIARY STUDY?

A

FORGETTING OF AN EVENT STRONGLY RELATED TO WHETHER IT HAD BEEN RANDOMLY TESTED BEFORE.

111
Q

WHAT IS INTENTIONAL LEARNING?

A

OCCURS WHEN PARTICIPANTS KNOW THEIR MEMORY FOR STIMULI WILL BE TESTED.

112
Q

WHAT IS INCIDENTAL LEARNING?

A

OCCURS WHEN PARTICIPANTS PROCESS STIMULI WITHOUT REALISING THEIR MEMORY FOR IT WILL BE TESTED LATER.

113
Q

WHAT IS CHANGE BLINDNESS?

A

FAILURE TO DETECT CHANGES IN VISUAL SCENES

114
Q

EXPLAIN THE WEAPONS FOCUS EFFECT?

A

WHEN THE PRESENCE OF WEAPONS CAPTURES ATTENTION AND REDUCES RECALL OF OTHER DETAILS WITHIN THE ENVIRONMENT

115
Q

WHAT IS THE ASSUMPTIONS OF SOURCE MONITORING FRAMEWORK?

A

RETREIVAL OCCURS BY A MEMORY PROBE OF CUE ACTIVATING MEMORY TRACES WITH INFORMATIONAL OVERLAP.

116
Q

HOW DOES SOURCE MONITORING THEORY LEAD TO MISATTRIBUTION?

A

BECAUSE INFORMATION FROM MULTIPLE SOURCES ARE ACTIVATED, MEANING THE INDIVIDUAL MUST DECIDE THE MOST APPROPRIATE SOURCE FOR THE MEMORY.

117
Q

WHEN DOES MEMORY DISTORTION OCCUR?

A

WHEN THE SORUCE OF MISINFORMATION IS MISATTRIBUTED TO THE ORIGINAL EVENT.

118
Q

WHAT IS FORCED FABRICATION?

A

THIS REFERS TO COMPELLING A WITNESS TO DESCRIBE EVENTS THEY DO NOT REMEMBER AND/OR DID NOT EXPERIENCE.

119
Q

WHAT IS HIGHER PERCEPTUAL LOAD ASSOICATED WITH?

A

POORER EVENT MEMORY

120
Q

WHAT IS ONE DEFINITION OF INTELLIGENCE?

A

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
Q

WHO WAS THE FIRST TO SYSTEMTICALLY ATTEMPT TO UNDERSTAND AND MEASURE INTELLIGENCE?

A

FRANCIS GALTON

122
Q

WHAT DID GALTON PROPOSE?

A

THE NORMAL DISTRUBTION CURVE

123
Q

WHICH THEORY INFLUENCED GALTON’S WORK?

A

DARWIN’S THEORY OF NATURAL SELECTION.

124
Q

WHAT WERE GALTON’S INFERENCES?

A

*INTELLIGENCE IS LARGELY HEREDITARY
*HE WAS THE FIRST TO IDENTIFY THE IMPORTANCE OF TWIN METHODS.
*HE COINED THE TERM “EUGENIC”

125
Q

WHAT DOES EUGENIC MEAN?

A

THE SCIENCE OF IMPROVING A HUMAN POPULATION BY CONTROLLED BREEDING TO INCREASE THE OCCURENCE OF DESIRABLE HERITABLE CHARACTERISTICS.

126
Q

WHAT ARE SOME CRITIQUES OF GALTON?

A

*MALE CHAUVINISM
*ARGUEMENTS FOR NATURE V NURTURE ARE NOT BACKED UP BY HEARD EVIDENCE
*PREJUDICE AND INSENSITIVITY IN HIS METHODS

127
Q

WHAT WAS ALFRED BINEST CONCERNED WITH IN TERMS OF RESEARCH?

A

THE EMPIRICAL BASIS OF INTELLIGENCE

128
Q

WHAT IS THE FORMULA FOR IQ?

A

IQ = RATIO OF MENTAL TO CHRONOLOGICAL AGE (X 100).

129
Q

WHO DEVELOPED THE CONCEPTS OF MENTAL AGE AND IQ IN 1904?

A

ALFRED BINET

130
Q

WHAT IS g AS PROPOSED BY SPEARMAN?

A

A STATISTICAL OBSERVATION OF POSITIVE MANIFOLD.

131
Q

WHAT ARE THE 2 SUBDIVISIONS OF g?

A

1) FLUID (gf)
2) CRYSTALLISED (gc)

132
Q

WHAT IS FLUID INTELLIGENCE (gf)?

A

IS THE CAPACITY TO THINK SPEEDILY AND REASON FLEXIBLY WITHOUT RELYING ON PAST EXPERIENCES OR ACCUMULATED KNOWLEDGE.

133
Q

WHAT IS CRYSTALLISED INTELLIGENCE (gc)?

A

OPERATES IN TESTS ENCOMPASSING DISCRIMINATIONS AND JUDGEMENTS THAT HAVE BEEN EXPLICITLY TAUGHT OR EXPERIENCED AT A PRIOR TIME.

134
Q

WHAT ARE THE 3 MEANINGS OF INTELLIGENCE?

A

1) BIOLOGICAL INTELLIGENCE
2) PSYCHOMETRIC INTELLIGENCE
3) SOCIAL INTELLIGENCE

135
Q

WHAT IS BIOLOGICAL INTELLIGENCE?

A

CONCERNED WITH PHYSIOLOGICAL, NEUROLOGICAL, AND ANATOMICAL BASES.

136
Q

WHAT IS PSYCHOMETRIC INTELLIGENCE?

A

DEFINED IN TERMS OF IQ

137
Q

WHAT IS SOCIAL INTELLIGENCE?

A

CONCERNED WITH APPLICATION OF IQ TO SUCCESS IN LIFE.

138
Q

WHAT ARE THE 3 FUNDAMENTAL ASPECTS OF INTELLIGENCE ACCORDING TO STERNBERG’S TRIARCHIC MODEL?

A

1) ANALYTIC
2) CREATIVE
3) PRACTICAL

139
Q

WHAT DID GARDNER SUGGEST ABOUT INTELLIGENCE?

A

THAT IT IS NOT A SINGLE UNITARY THING, BUT RATHER THERE ARE A COLLECTION OF INTELLIGENCES.

140
Q

WHAT ARE GARDNER’S 8 TYPES OF INTELLIGENCE?

A

1) LINGUISTIC
2) LOGICAL - MATHEMATICAL
3) SPATIAL
4) MUSICAL
5) BODILY - KINAESTHETIC
6) NATURALISTIC
7) INTERPERSONAL
8) INTRAPERSONAL

141
Q

EMOTIONAL INTELLIGENCE IS POTENTIALLY EQUALAVLENT TO WHICH INTELLIGENCE PROPOSED BY GARDNER?

A

INTRAPERSONAL INTELLIGENCE

142
Q

WHAT MEASURE IS A POOR ESTIMATE OF BRAIN SIZE?

A

HEAD CIRCUMFERENCE

143
Q

EXPLAIN THE ASSOICATION BETWEEN BRAIN SIZE AND PSYCHOMETRIC INTELLIGENCE …

A

A MODEST ASSOICATION. THEREBY A BIGGER BRAIN MEANS A HIGHER SCORE.

144
Q

WHAT DATA SUPPORTS THE IDEA THAT INTELLIGENCE APPEARS DISTRIBUTED ACROSS DIFFERENT BRAIN AREAS?

A

fMRI

145
Q

WHICH NEURAL IMAGING TECHNIQUES PROVIDE EVIDENCE FOR THE NEURAL EFFICIENCY HYPOTHESIS OF INTELLIGENCE?

A

EEG AND PET

146
Q

WHAT ARE THE INDIRECT METHODS OF MEASURING MENTAL SPEED?

A

*INSPECTION TIME TASK (IT)
*THE HICK TEST (1952)

147
Q

EXPLAIN INSPECTION TIME TASK (IT) PARADIGMS …

A

PARTICIPANTS VIEW 2 LINES OF UNEQUAL LENGTH FOR SHORT EXPOSURE TIME AND THEN JUDGE WHICH ONE IS LONGER.

148
Q

WHAT ARE SOME PROBLEMS WITH THE INSPECTION TIME TASK (IT)?

A

*CAUSAL CIRCULARITY
*LITTLE EVIDENCE THAT g CONTRIBUTES MORE TO IT THAN TO OTHER MEASURES.

149
Q

EXPLAIN THE HICK TEST …

A

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
Q

WHAT ARE SOME PROBLEMS WITH THE HICK TEST ?

A

*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
Q

IN GENERAL, WHAT DOES g RELATE MORE TO?

A

INSTRUMENTAL BEHAVIOURS THAN EMOTIONAL REACTIONS

152
Q

WHAT DOES g STRONGLY PREDICT?

A

EDUCATIONAL PERFORMANCE

153
Q

WHAT DOES g WEAKLY PREDICT?

A

LAW-ABIDINGNESS

154
Q

WHAT ARE THE 2 MAJOR COMPETING SOCIAL IMPLICATIONS OF IQ?

A

*SOCIAL PRIVILEDGE THEORY
*FUNCTIONAL TOOL THEORY

155
Q

EXPLAIN SOCIAL PRIVILEDGE THEORY IN TERMS OF LABELLING AND INTELLIGENCE?

A

INTELLIGENCE IS ONLY AN ARBITUARY, SOCIALLY CONSTRUCTED, CATEGORY WITHOU ANY EXISTENCE APART FROM THAT WHICH PEOPLE GIVE IT.

156
Q

EXPLAIN SOCIAL PRIVILEGE THEORY IN TERMS OF FAMILY ADVANTAGE AND INTELLIGENCE?

A

DIFFERENCES IN INTELLIGENCE ARE CREATED BY DIFFERENCE IN SOCIAL CLASS PRIVILEDGE. IQ DIFFERENCE REFLECT REAL DIFFERENCES IN CAPABILITY.

157
Q

EXPLAIN FUNCTIONAL TOOL THEORY IN TERMS OF INTELLIGENCE?

A

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
Q

WHAT IS SOME REAL WORLD EVIDENCE AGAINST SOCIAL PRIVILEGE THEORY?

A

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
Q

WHAT IS WORKING MEMORY?

A

A TYPE OF STM THAT STORES INFORMATION TEMPORARILY DURING THE COMPLETION OF COGNITIVE TASKS.

160
Q

WHAT ARE THE HALLMARKS OF THE EFFECTS OF FRONTAL LOVE LESIONS?

A

*PRESERVATION
*DISTRACTABILITY
*POOR PLANNING AND INITATIVE
*EMOTIONAL AND SOCIAL DISINHIBITIONS

161
Q

WHAT IS COMMON AFTER FRONTAL LOBE DAMAGE?

A

VERBAL-ACTION DISSOCIATIONS

162
Q

WHAT ARE FRONTAL DAMAGE PATIENTS UNABLE TO EASILY DO?

A

GOAL DIRECTED BEHAVIOUR

163
Q

WHAT ARE SOME GOAL DIRECTED BEHAVIOURS?

A

*PLANNING
*RECIEVE INFORMATION ABOUT GOALS AND MEANS
*SELECTION OF TASK RELEVANT INFORMATION
*SWITCHING TASKS
*MONITORING PROGRESS

164
Q

WHO PROPOSED THE WORKING MEMORY MODEL?

A

BADDELEY IN 1986

165
Q

WHO PROPOSED THE MODEL OF ATTENTIONAL CONTROL?

A

NORMAN AND SHALLICE

166
Q

WHAT IS THE SUPERVISORY ATTENTIONAL SYSTEM?

A

A PART OF NORMAN AND SHALLICE’S MODEL OF ATTENTIONAL CONTROL

167
Q

WHAT ARE THE ASSUMPTIONS OF THE SUPERVISORY ATTENTIONAL SYSTEM?

A

*LIMITED CAPACITY
*SELECTIVITY

168
Q

WHO PROPOSED THE ADAPTIVE CODING MODEL IN 2001?

A

DUNCAN

169
Q

WHAT 3 CORE IDEAS DOES THE ADAPTIVE CODING MODEL REFLECT?

A

1) WORKING MEMORY
2) SELECTIVE ATTENTION
3) COGNITIVE CONTROL

170
Q

WHAT IS PROSPECTIVE MEMORY?

A

REFERS TO THE ABILITY TO REMEMBER TO CARRY OUT ACTIONS IN THE FUTURE.

171
Q

WHAT IS ANOTHER TERM FOR PROSPECTIVE MEMORY?

A

INTENTIONAL MEMORY

172
Q

WHAT ARE 3 KEY FEATURES OF PROSPECTIVE MEMORY TASKS?

A

*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
Q

WHAT 2 CATEGORIES CAN PROSPECTIVE MEMORY BE DIVIDED INTO?

A

1) TIME-BASED
2) EVENT-BASED

174
Q

WHAT IS TIME-BASED PROSPECTIVE MEMORY?

A

INVOLVES PERFORMING A SPECIFIC ACTION AT A SPECIFIC TIME.

175
Q

WHAT IS AN EVENT-BASED PROSPECTIVE MEMORY?

A

INVOLVES PERFORMING A SPECIFIC ACTION AT AN APPROPRIATE TIME.

176
Q

WHAT IS THE “VIRTUAL WEEK” TEST?

A

A GAME THAT STIMULATES BOTH EVENT-BASED AND TIME-BASED PROSPECTIVE MEMORY. IT USED COMMONLY WITHIN STUDIES.

177
Q

HOW IS PROSPECTIVE MEMORY IMPACTED BY DIVIDED ATTENTION?

A

PERFORMANCE OF PERSPECTIVE MEMORY TASKS ARE MUCH LOWER WITH DIVIDED ATTENTION.

178
Q

WHAT ARE EVERDAY PROSPECTIVE MEMORIES ERRORS OFTEN LINKED WITH?

A

ENGAGEMENT IN OTHER ACTIVITIES THAT OCCUPY ATTENTION.

179
Q

DO WORKING MEMORY SLAVE SYSTEMS IMPAIR PROSPECTIVE MEMORY?

A

NO

180
Q

ATTENTIONAL CONTROL IS PROSPECTIVE MEMORY IS LINKED TO WHAT BRAIN AREA?

A

THE FRONTAL LOBE

181
Q

WHAT IS THE RIGHT DORSOLATERAL PREFROTNAL CORTEX INVOLVED IN, IN TERMS OF PROSPECTIVE MEMORY?

A

PLANNING AND THE CREATING OF INTENTIONS.

182
Q

WHICH OF BRODMANN’S AREAS IS LINKED TO THE MAINTENANCE OF INTENTIONS OVERTIME ?

A

BRODMANN’S 10.

183
Q

WHAT IS BRODMANN’S AREA 10?

A

ANTERIOR PREFRONTAL CORTEX

184
Q

EXPLAIN THE PROSPECTIVE MEMORY RETRIEVAL TOP-DOWN PATHWAY …

A

ATTENTIONAL CONTROL PATHWAY ACTIVDELY MAINTAINS INTENTIONS AND MONITORS THE ENVIRONMENT FOR CUES.

185
Q

EXPLAIN THE PROSPECTIVE MEMORY RETRIVAL BOTTOM-UP PATHWAY?

A

INVOLVES SPONTATEOUS RETRIEVAL TRIGGERED BY EXPOSURE TO EXTERNAL CUES.

186
Q

NAME THE STORAGE SYSTEMS WITHIN THE MULTI-COMPONENT MODEL OF WORKING MEMORY …

A

*PHONOLOGICAL LOOP
*VISUO-SPATIAL SKETCHPAD

187
Q

NAME THE PROCESSING SYSTEM IN THE MULTI-COMPONENT MODEL OF WORKING MEMORY …

A

THE CENTRAL EXECUTIVE

188
Q

DISCUSS HOW WORKING MEMORY CAPACITY INLFUENCES RELATIONSHIP PROBLEM RESOLUTION …

A

*WORKING MEMORY CAPACITY FACILIATES LTM ENCODING OF PROBLEM DISCUSSION
*ENHANCED ABILITY TO ENCODE AND RECALL DISCUSSIONS IMPROVES RELATIONSHIP PROBLEM RESOLUTION

189
Q

WHAT DOES THE MULTI-COMPONENT MODEL OF WORKING MODEL STATE ABOUT 2 TASKS BEING PERFORMED TOGETHER?

A

THAT IF THE TASKS USE THE SAME COMPONENT, THEY WILL INTEREFERE WITH EACH OTHER.

190
Q

WHAT ARE SOME EXTERNAL MEMORY AIDS?

A

*ALARMS/TIMERS
*CALANDARS
*MED DISPENSERS
*COMPUTERS
*APPS

191
Q

WHAT ARE SOME INTERNAL MEMORY AIDS?

A

*REPETITON
*CHUNKING
*MNEMONICS
*MAKING ASSOCIATIONS
*CREATING RHYMES

192
Q

WHAT ARE THE 3 PRINCIPLES OF LEARNING?

A

1) COMPUTATIONAL
2) SOCIAL INFLUENCE
3) PERCEPTION AND ACTION LINK

193
Q

EXPLAIN THE PERCEPTION AND ACTION LINK PRINCIPLE OF LEARNING …

A

NEURAL CIRCUITRY LINKS PERCEPTUAL SYSTEMS WITH MOTOR SYSTEMS. OVERLAPPING SYSTEMS ALLOW FOR IMITATION (MIRROR NEURONS).

194
Q

WHAT IS CLASSICIAL CONDITIONING?

A

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
Q

WHAT IS OPERANT CONDITIONING?

A

LEARNING THROUGH REINFORCEMENT AND CONSEQUENCES.

196
Q

EXPLAIN POSITIVE REINFORCEMENT …

A

THIS INCREASES THE FREQUENCY OF A BEHAVIOUR WHEN APPLIED.

197
Q

EXPLAIN NEGATIVE REINFORCEMENT …

A

THIS INCREASES THE FREQUENCY OF BEHAVIOUR WHEN REMOVED.

198
Q

WHAT DID SAFFRAN, ASLIN AND NEWPORT IN 1996 FIND IN THEIR STUDY?

A

8-MONTH OLD INFANTS LISTED LONGER TO UNFAMILILAR SEQUENCES.

199
Q

WHAT IS A PROBLEM FOR STATISTICAL LEARNING THEORY?

A

PHANTOM WORDS

200
Q

EXPLAIN THE HIPPOCAMPUS’ AS A STORE FOR EPISODIC MEMORIES?

A

*RAPID STORAGE FOR INDIVIDUAL EXPERIENCES
*FAST ENCODING
*ENCODES MEMORY FOR SEPARATE EVENTS

201
Q

EXPLAIN THE NEOCORTEX AS A STORAGE FOR EPISODIC MEMORIES?

A

*SLOW LEARNING
*STORES GENERALISATIONS ACROSS MULTIPLE EVENTS

202
Q

WHAT ARE THE 3 LEVELS OF CONSCIOUSNESS IN LEARNING?

A

1) AUTOMATIC, UNCONSCIOUS BEHAVIOUR, MODEL-FREE
2) DELIBERATE, INTENTIONAL ACTION, MODEL BASED
3) META CONSCIOUSNESS

203
Q

WHAT IS A CHARACTERISTIC OF EPISODIC MEMORY?

A

SPATIO-TEMPORAL KNOWLEDGE

204
Q

WHICH SENSE HAS THE BEST SPATIAL RESOLUTION?

A

VISION

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