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PSYC 339: Origins of the Mind > Midterm 4 > Flashcards

Midterm 4 Flashcards

1
Q

culture

A

social units, shared by two or more individuals, persists over time, new practitioners acquire through observation or socially-aided learning

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2
Q

meme

A

a unit of cultural replication

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3
Q

types of memes

A

stories and myths; hairstyle, clothing styles; cheering; language, accent; religions; theories; institutions

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4
Q

how culture progresses

A

a new pattern of behavior is invented/an existing one is modified; innovator transmits pattern to another; pattern is consistent (within and across performers); those who acquire the pattern retain the ability to perform it long after having acquired it; the pattern spreads across social units

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5
Q

universal darwinism and culture

A

evolution arises in any system of replicators; variation by recombining and imperfect copying

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6
Q

mutations

A

rare with genes, common with memes

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7
Q

transmission of a meme

A

memes are often not intact when passed from one person to another; recipient can choose to transform it when they receive a meme

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8
Q

different ways of learning

A

social facilitation; goal emulation; imitating; teaching

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9
Q

social facilitation

A

doing same thing as demonstrator at the same time, motor matching due to context

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10
Q

goal emulation

A

replication of demonstrator’s goal

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11
Q

imitation

A

precise replication of novel motor action, demonstrator is absent

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12
Q

teaching

A

knowledgeable individual provides active instruction, learner is ignorant of task and/or goal

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13
Q

culture requirements

A

behavior must propagate in a social group; behavior must remain stable across generations

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14
Q

chimpanzees imitate

A

slot machine for apes filled with grapes; train only one on how to complete a series of tasks to get the grapes; spectator apes learn the technique by imitation despite no contact

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15
Q

apes emulate

A

experimenter shows ape how to complete tasks to receive treat one way, but apes will recognize which steps they don’t need and will remove them to just emulate the goal

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16
Q

chimpanzees have culture

A

present two separate methods to two different chimpanzees and put them back in their bands; other members of the group will start using mechanism learned from their respective chimp; method of getting food spreads throughout the population

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17
Q

teaching not present in non-human primates

A

groups of children, chimpanzees, and macaques were given a complex puzzle to solve with three stages; children would teach each other how to complete the puzzle; chimps and macaques would not teach each other so they would pass fewer stages than the children

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18
Q

task of opaque vs. clear box

A

chimps cut to the chase and skip steps they know don’t contribute to obtaining the treat; children will complete all steps, even if it’s not doing anything to help them get the treat, because they were taught and are predisposed to follow the directions of the teacher exactly

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19
Q

accumulation of human culture

A

over successive generations of humans, mental representations can increase in complexity; over successive generations of chimpanzees, the complexity of mental representations remains relatively constant

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20
Q

conversations during day vs. night

A

people tend to talk about economics, complain, and tell jokes more during than day whereas they tend to tell stories and only stories at night

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21
Q

altruism

A

when someone does something for another person/animal/being without any expectations of something in return; factor of risk (but decided to do it anyway)

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22
Q

altruism is common in the animal kingdom

A

-nighthawk will fake an injury to get a predator to approach them rather than their nest
-female gazelles will perform stotting to warn others of a predating but it takes time away from their own escape
-older soldier termites will take the front lines when they are in war with other termites/insects to boost life expectancy of the younger termites
-soldier ants will release a toxin from their abdomen that kills them to stop a threat
-honey bees will string a threat even though it will kill them
-sterile worker bees will dedicate their life to the queen bee and raise their offspring despite not being chosen to be queen

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23
Q

why act altruistically?

A

genes-eye view –> inclusive fitness, kin selection

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24
Q

Hamilton’s rule

A

inclusive fitness = direct + indirect

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25
Q

altruism will evolve when

A

rB - C > 0

rB = indirect fitness
C = direct fitness
r = relatedness of social actor and recipient
B and C = changes brought about by social actions in offspring numbers

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26
Q

four types of social action

A

mutual benefit, altruism, selfishness, spite

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27
Q

relatedness

A

-alarm calls in squirrels: alarm call frequency increases with increased density of kin relative to the caller
-bee eaters and helping with nesting: increased percentage of individuals that help as the relationship to the nestling increases

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28
Q

study in a polygamous society

A

taken from the siblings perspective; even though they are all related, people more willing to help those more strongly related to them

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29
Q

observed altruism is a result of

A

appealing to relatedness of actor to recipients

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30
Q

altruistic behavior is selfish…

A

from a gene perspective

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31
Q

cooperation

A

working together so both parties receive benefits

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32
Q

limitation of cooperation

A

cannot always be 100% sure that the other party will cooperate

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33
Q

prisoner’s dilemma

A

two criminal suspects; interviewed separately; offers made to suspects; better outcomes for both if they cooperate, but no way for the participants to know this because they cannot interact with each other; most choose to defect

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34
Q

human cooperation

A

large scale cooperation among non-relatives (ex. military); reciprocity is common; patience; empathy; punishment

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35
Q

summary of cooperation

A

cooperation is risky; unique ability of humans; morality

36
Q

moral judgement

A

automatic, difficult to explicitly articulate; functions like a module

37
Q

in a situation where participants are presented with a scenario where there is a trolley and a lever that you can choose to flip so that it kills 1 person instead of 5…

A

decision is the same despite gender, religion, level of education, national affiliation

38
Q

trolley situation where participant has to choose between two tracks, killing 1 person and 5 people, but death is inevitable

A

killing seen as foreseen side effect

39
Q

trolley situation where participant has to choose whether or not to push a fat man onto the tracks to save 5 people

A

killing seen as intended means

40
Q

Means Principle (Doctrine of Double Effect)

A

harm intended as the means to a goal is morally worse than equivalent harm foreseen as the side effect of a goal

41
Q

Action Principle

A

harm caused by action is morally worse than equivalent harm caused by omission

42
Q

Contact Principle

A

harm caused by contact is morally worse than equivalent harm caused by non-action

43
Q

Omission Bias

A

people tend to react more strongly to harmful actions vs. inactions (harmful actions = less moral)

44
Q

moral knowledge intact in psychopaths

A

similar results between convinced psychopaths, non-psychopath delinquents, and age/sex matched controls; shows psychopaths have morality and omission bias, but choose not to care

45
Q

definition of intelligence

A

no one definition agreed upon

46
Q

general factor (G)

A

your intelligence; innate and cannot be improved

47
Q

G is broken down into different functions

A

fluid reasoning, comprehensive knowledge, visual processing, auditory processing, processing speed, short-term memory, long-term retrieval, quantitative ability

48
Q

positive manifold in G

A

if someone tend to do well in one function of G, they tend to do well in the rest too

49
Q

G can decrease with…

A

age, substance abuse, external factors

50
Q

IQ equation

A

IQ = (mental age/chronological age) x 100

51
Q

IQ bell curve

A

reliable and accurate; 68% of the population will fall at an IQ between 85 and 115 with the average around 100

52
Q

Wechsler Adult Intelligence Scale (WAIS)

A

most widely used intelligence test, subtests of verbal and performance (nonverbal)

53
Q

Wexler Intelligence Scale for Children (WISC)

A

similar to WAIS, but for school children

54
Q

heritability of intelligence

A

more similar level of intelligence the closer in relatedness

55
Q

components of heritability in chimpanzees

A

1) spatial abilities
2) problem solving
3) communication
4) causality reasoning
- heritability shown in g, component 1, and component 3

56
Q

gifted IQ

A

> 140

57
Q

intellectual disability IQ

A

< 70

58
Q

approaches the theories of intelligence were based on

A

1) biological approaches
2) cognitive approaches
3) contextual approaches
4) systems approaches

59
Q

biological approaches

A

intelligence the result of a biochemical/biophysical process; neurotransmitters, neuronal connections, brain structures

60
Q

cognitive approaches

A

specific mental representations and cognitive abilities; problem solving, reasoning

61
Q

contextual approaches

A

people’s differences in the real world

62
Q

systems approaches

A

biological foundations and influences; context in which people are using these skills

63
Q

Are intelligence tests culture free?

A

no tests are culture free

64
Q

diagnostic tests bring about stereotype threats

A

ex. when men and women are told they are taking a diagnostic calculus test, women tend to do worse because they are trained to believe math is hard for females even though they tend to perform better in high school calculus grade-wise

65
Q

Raven’s “Culture-Fair” Test

A

series of visual “complete the series” problems of increasing difficulty; designed to be free of cultural bias; less influenced by sociocultural factors than other IQ tests; no such thing as completely “culture-free,” but can be minimized

66
Q

biological approaches

A
  • goal: finding internal locus of abilities
  • consider the brain and central nervous system (hemispheric specialization, nerve conduction speed, brain size)
67
Q

does brain size matter

A

between species, increased brain size increases intelligence; between humans, no difference in intelligence no matter size of brain

68
Q

IQ by type of milk feeding

A

breastfed tends to score a few points higher than formula fed across all ages

69
Q

birth weight and intelligence

A

with children of normal birth weight, mean IQ increases with birth weight

70
Q

socioeconomic status and intelligence

A

growing up in wealthy families increases IQ by 12-18 points

71
Q

enriched environments and intelligence

A

enhance learning and memory

72
Q

Why did humans end up with higher intelligence than all other animals?

A

visual animals, group living, hands different than other animals, hunting (hunted large animals with large amounts of protein centuries ago)

73
Q

John Locke

A

empiricism; things are learned

74
Q

Immanuel Kant

A

nativism; do have knowledge that is gained from experience, but also have core knowledge systems

75
Q

three main questions of the course

A

1) What are we?
2) Where did we come from?
3) What makes humans special?

76
Q

What are we?

A

when human adults exhibit complex, uniquely human, culture-specific skills, they draw on a set of psychological and neural core knowledge systems with two distinctive properties

77
Q

core knowledge systems

A

building blocks for uniquely human skills; help understand intelligence

78
Q

types of core knowledge systems

A
  • eye gaze
  • depth perception
  • path integration
  • view-dependent snapshots
  • object tracking
  • object recognition
  • number representation
  • face processing
79
Q

Where did we come from?

A

evolved from some single celled organism and began to differ from other primates at some point

80
Q

What makes humans special?

A

we have very special hands and thus makes very special tools to fit those hands; language; teaching

81
Q

two distinctive properties of core knowledge systems

A

1) they evolved before humanity; thus, are shared with other animals
2) they emerge early in human development; thus, are common to infants, children, and adults

82
Q

at least two things unique to humans

A

language and teaching

83
Q

language increases number of possible thoughts

A

language consists of words and rules; words can be coined for entities in any conceptual domain; rules conjoin words irrespective of conceptual domain

84
Q

what the teaching mechanism gives us

A

enhanced learning about functions of tools and artifacts; provides way to preserve information across generations; new way of seeing people (as sources of information)

85
Q

language and thought - navigation

A

language combines object and direction

86
Q

language and thought - number

A

language facilitates the construction of natural number concepts

87
Q

language - social groups

A

language makes belief/desire reasoning more salient and accessible

PSYC 339: Origins of the Mind (4 decks)

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