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Psychology MCAT > Psych 4 > Flashcards

Psych 4 Flashcards

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1
Q

The organization and identification of sensory inputs

A

Perception

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2
Q

Computer-like models of cognitive functioning

Focus on input-output functions and distinguish between serial and parallel processing of information

A

Information-processing models

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3
Q

Processing that considers each input one at a time

A

Serial Processing

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4
Q

Processing that devotes cognitive resources to multiple inputs at once

A

Parallel Processing

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5
Q

The most evolved part of the brain where information processing takes place

A

Cerebral Cortex

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6
Q

The part of the brain associated with motor control, decision making, and long-term memory storage

A

Frontal Lobe

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7
Q

The part of the brain that processes tactile information; contains the somatosensory cortex

A

Parietal Lobe

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8
Q

Part of the brain that processes visual information

A

Occipital Lobe

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9
Q

Part of the brain that processes auditory and olfactory information
Also associated with emotion and language

A

Temporal Lobe

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10
Q

One of the first developmental psychologists to reconcile nature and nurture into an integrated theory of child development

A

Jean Piaget

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11
Q

Jean Piaget’s most notable contribution to developmental psychology

A

Theory of four universal stages of cognitive development

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12
Q

Stage 1 of Piaget’s theory of cognitive development (Birth to 2 years)

Children learn to separate themselves from objects. They recognize their ability to act on and affect the outside world, and learn that things continue to exist even when they are out of sight- this understanding is called object permanence

A

Sensorimotor

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13
Q

Stage 2 of Piaget’s theory of cognitive development (2 to 7 years)

Children learn to use language while they continue to think very literally. They maintain an egocentric world view and have difficulty taking the perspective of others

A

Preoperational

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14
Q

Stage 3 of Piaget’s theory of cognitive development ( 7 to 11 years)

Children become more logical in concrete thinking. They develop inductive reasoning, meaning that they can reason from specific situations to general concepts (the reverse, deductive reasoning, is not yet developed). They come to understand the idea of conversation- the concept that a quantity remains the same despite changes in its shape or container

A

Concrete Operational

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15
Q

Stage 1 of Piaget’s theory of cognitive development (11 years and up)

Children develop the ability to think logically in the abstract. Develop deductive reasoning skills (apply general concepts to specific situations). They learn to think theoretically and philosophically

A

Formal Operational

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16
Q

Children in western cultures and generally object-focused, while those raised in Eastern cultures are more relationally focused

A

Role of culture in cognitive development

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17
Q

Argues that language is a form of behaviour and thus is learned through operant conditioning.
Assumes that language develops through continuing interaction with environmental reinforcement, rather than focusing on innate ability

A

Learning Theory of language development

Behaviourist Theory; B.F. Skinner

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18
Q

Emphasizes innate biological mechanisms and was developed in the context of criticism of the behaviourist explanation.
Proposes that language development is innately human, and that all people have a neural cognitive system, the language acquisition device, which allows for learning of syntax and grammar

A

Nativist Theory of language development

Noam Chomsky

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19
Q

Emphasizes the interplay between environmental cues and innate biology in the development of language. The focus is on the social role that language plays.
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

A

Interactionist Theory of language development

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20
Q

Located in the frontal lobe, and is primarily involved in speech production. Damage to this area causes difficulty enunciating and speaking fluently, but their ability to understand language of others is unaffected

A

Broca’s Area

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21
Q

Found in the temporal lobe, and contributes primarily to the understanding of language. Damage to this area causes inability to understand the meaning of words

A

Wernicke’s Area

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22
Q

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

A

Intelligence

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23
Q

Verbal scale and performance scale used to predict school performance and therefore correlates with school related skills, like math and verbal skills

A

IQ (intelligence quotient)

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24
Q

Everyone has a variety of intelligences that are used in combination to solve problems and perform tasks

A

Howard Gardner’s theory of multiple intelligences

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25
Q

Learning disabilities that can be traced to a genetic disorder
I.e. Phenylketonuria: inability to metabolize phenylalanine, causing damaging build up in the body and brain

A

Hereditary Influences

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26
Q

The prenatal (in utero) environment can have a lasting impact on cognitive and intellectual abilities. Acute and chronic conditions affecting a pregnant woman can lead to a general learning disability in the child. (Examples include rubella, herpes, syphilis, diabetes, high blood pressure)

A

Environmental Influences

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27
Q

Step by step procedure that leads to a definite solution

A

Algorithm

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28
Q

Allows a new problem to be reduced to a previously known problem, where prior knowledge of how to determine the solution can be applied

A

Analogies

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29
Q

Characterized by repeated, unsystematic attempts to solve a problem until the desired outcome is achieved

A

Trial and error

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30
Q

Mental shortcuts or rules of thumb that often lead to a solution. Can be helpful and timesaving

A

Heuristics

31
Q

Based on personal perception or feeling rather than logic

A

Intuition

32
Q

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

A

Belief Perseverance

33
Q

An example of belief perseverance

A

Overconfidence

34
Q

A multifaceted experience that is connected to thought, physiology, and behaviour

A

Emotion

35
Q

Emotion includes a personal assessment of the significance of a particular situation. This assessment leads to the subjective experience of the emotion- that is, the feeling that results from cognitive appraisal

A

Cognitive

36
Q

Emotions are often associated with activation of the autonomic nervous system. For exampe, a racing heart beat and sweaty palms may be a manifestation of fear or anxiety

A

Physiological

37
Q

Emotion can lead to urges to act in a certain way and thereby lead to actions. If provoked in an argument, for example, one may feel the behavioural urge to retaliate physically

A

Behavioural

38
Q

Connects the hypothalamus with structures in the temporal lobe.
A significant player in the physiology of emotion

A

Limbic System

39
Q

Chiefly responsible for the emotional reactions of fear and anger

A

Amygdala

40
Q

Significant player in the physiology of emotion

A

Autonomic Nervous System

41
Q

Involved in conscious regulation of emotional states, and is critical in temperament and decision making

A

Prefrontal Cortex

42
Q

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

A

Hypothalamus

43
Q

Physiologically based; states that an external stimulus elicits a physiological response, and that emotional experience depends on the recognition and interpretation of this physical reaction

A

James-Lange theory of emotion

44
Q

Posits that emotional feelings and physiological reactions to stimuli are experiences simultaneously. It argues that emotions cannot be determined solely by one’s appraisal of physiological arousal because many physiological experiences have multiple emotional correlates. For example, a racing heart beat could indicate excitement, fear, or anger

A

Cannon-Bard Theory of Emotion

45
Q

A cognitive theory, also known as the two-factor theory of emotion. The theory states that physiological arousal is the first component of the emotional response. Suggests that for cognitive appraisal, that is to identify a reason for the initial arousal, one takes into account both the physiological response and situational cues

A

Schacter-Singer Theory of Emotion

46
Q

Emotion promotes the organism’s ability to thrive

A

Adaptive

47
Q

A psychological factor that provides a directional force or reason for behaviour

A

Motivation

48
Q

A biological, innate tendency to perform a certain behaviour that leads to the fulfillment of a need

A

Instinct

49
Q

Physiological and psychological tension

A

Arousal

50
Q

Urges to perform certain behaviours in order to resolve physiological arousal when that arousal is caused by the biological needs of the organism

A

Drives

51
Q

Focuses on internal factors in motivation; it posits that people are motivated to take action in order to lessen the state of arousal caused by a physiological need. Best applied to innate biological drives critical to survival

A

Drive reduction theory

52
Q

People are motived by external rewards

A

Incentive Theory

53
Q

Suggests that people behave based on their expectations

A

Cognitive Theories of emotion

54
Q

Propose that people are motivated by the desire to fulfill unmet needs

A

Need based Theories

55
Q

Component of attitudes:

A person’s feelings or emotions about an object, person, or event

A

Affective Component

56
Q

Component of attitudes:

The influence that attitudes have on behaviour

A

Behavioural Component

57
Q

Component of attitudes:

Beliefs or knowledge about a specific object of interest

A

Cognitive Component

58
Q

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

A

Foot-in-the-door Phenomenon

59
Q

A set of norms that dictate expected behaviour in a specific situation

A

Role

60
Q

The conflict or inconsistency between internal attitudes and external behaviours

A

Cognitive Dissonance

61
Q

People have an inherent desire to avoid the internal discomfort associated with a mismatch between attitudes and behaviours

A

Cognitive Dissonance Theory

62
Q

Takes an information processing approach to persuasion, describing the interaction between an argument and relevant psychological factors of the person who receives the argument

A

Elaboration Likelihood Model

63
Q

Occurs when an individual does not think deeply to evaluate the argument. This can happen when a person is unable or unwilling to evaluate the situation fully or uses a heuristic method of problem solving

A

Peripheral route processing

64
Q

Occurs when an individual does think deeply and even elaborates on the argument that is presented. Central route persuasion appeals to logic and reason, and is influenced by both the argument itself and the credibility of the source

A

Central route processing

65
Q

Approaches behaviour change from a social learning perspective, in contrast to the intentional persuasion described by the elaboration likelihood model, and proposes that behaviour and attitudes change through a system of reciprocal causation, in which personal, behavioural, and environmental factors all influence each other

A

Social-Cognitive Theory

66
Q

Factors Affecting Attitude Change:

This includes the foot-in-the-door strategy, role-playing, and some instances of relieving cognitive dissonance

A

Behaviour Change

67
Q

Factors Affecting Attitude Change:
A speaker who is viewed as credible is better able to affect the attitudes of the audience. A strong and persuasive argument is generally more likely to influence attitude than a weaker one

A

Characteristics of the message

68
Q

Factors Affecting Attitude Change:
When the intended recipient of a persuasive message has deep knowledge and is willing to engage with argument, he or she is more likely to be persuaded if the argument is strong.
Age matters aswell; young children are likely to respond emotionally rather than logically, which makes them particularly susceptible to attitude change and manipulation

A

Characteristics of the target

69
Q

Factors Affecting Attitude Change:
Many social and environmental forces impact attitude and behaviour change. The medium of communication has an effect. Face to face communication is the most successful in changing attitudes. Social factors such as in group/ out group identification and groupthink significantly sway people’s attitudes and behaviours.

A

Social Factors

70
Q

A wide range of internal mental activities, such as analyzing information, generating ideas, and problem solving

A

Cognition

71
Q

The strain that is experienced when an organism’s equilibrium is disrupted and it must adapt

A

Stress

72
Q

Source of stress

A

Stressor

73
Q

Personal interpretations of the situations that triggered stress

A

Cognitive appraisals

74
Q

Can facilitate stress relief by allowing people to achieve a sense of purpose, focus, and optimism

A

Spirituality

Psychology MCAT (5 decks)

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