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General Psychology > Psych Exam 2 > Flashcards

Psych Exam 2 Flashcards

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1
Q

Thinking, including perception, learning, problem solving, judgement, and memory

A

Cognition

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2
Q

Category or grouping of linguistic information, objects, ideas, or life experiences

A

Concept

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3
Q

Best representation of a concept

A

Prototype

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4
Q

Built through experiences

A

Natural Concept

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5
Q

Defined by a very specific set of characteristics

A

Artificial Concept

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6
Q

A mental construct consisting of a cluster or collection of related concepts

A

Schema (Schemata)

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7
Q

Set of expectations that define the behaviors of a person occupying a particular role

A

Role Schema

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8
Q

Set of behaviors that are performed the same way each time; also referred to as a cognitive script

A

Event Schema

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9
Q

A plan of action used to find a solution

A

Problem-solving strategy

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10
Q

Continue trying different solutions unit problem is solved

A

Trial and error

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11
Q

Step-by-step problem-solving formula

A

Algorithm

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12
Q

General problem-solving framework

A

heuristic

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13
Q

What are the three types of problem-solving?

A

Trial and error, algorithm, heuristic

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14
Q

What are the two types of schema?

A

Role and Event

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15
Q

Continually using an old solution to a problem regardless of it helping

A

Mental set

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16
Q

Inability to see an object used for anything besides its intended purpose

A

Functional fixedness

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17
Q

Tendency to focus on a particular piece of information when making decisions

A

Anchoring bias

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18
Q

Focus on information that confirms existing belief

A

Confirmation bias

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19
Q

Belief that the event just experienced was predictable, even though it really wasn’t (hindsight 2020)

A

Hindsight bias

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20
Q

Unintentional stereotyping of someone or something

A

Representative bias

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21
Q

When a decision is based on either an available precedent or an example that may be faulty

A

Availability bias

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22
Q

Information that is shared by people in a conversation

A

Common ground

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23
Q

Constructing utterances to suit the audience’s knowledge

A

Audience design

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24
Q

A mental representation of an event, object, or situation

A

Situation model

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25
Q

A stimulus is presented to a person reminds them of other associated things

A

Priming

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26
Q

What do we talk about?

A

Mainly ourselves and others

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27
Q

The brain has evolved so humans can be in larger groups

A

Social brain Hypothesis

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28
Q

-characterizes positive things about ingroup using the abstract experiences
- and characterize negative things about outgroup using abstract expressions

A

Linguistic Ingroup Bias

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29
Q

Two components; lexicon and grammar

A

Language

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30
Q

Minimal units of speech

A

Phoneme

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31
Q

Unit of meaning

A

Morphemes

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32
Q

Study of meaning

A

Semantics

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33
Q

a group of rules that are used to describe how the phrases and the words should be used in a language so that they can be grammatically correct

A

Syntax

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34
Q

a philosophical stance holding that the truth value of a proposition or a theory is to be identified in its sign

A

pragmatics

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35
Q

language is learned through reinforcement

A

B.F. Skinner

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36
Q

ability to learn language is in our biology
- language acquisition appears to occur without formal teaching
- language development seems similar around the world
- critical period of language acquisition

A

Noam Chomsky

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37
Q

used to describe red, browns, orange, and some yellows

A

serandu

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38
Q

a variety of greens, reds, beige and yellows, and is also the term for a Caucasian person

A

Dambu

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39
Q

describe the most dark colors; black, dark red, dark purple, dark blue, etc.

A

Zuzu

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40
Q

some yellows and whites

A

Vapa

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41
Q

collection of greens and blues

A

Buru

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42
Q

the ability to acquire and apply knowledge and skills

A

intelligence

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43
Q

focus was on commonalities
- less concerned with unique abilities

A

Spearman’s model

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44
Q

innate abilities

A

Spearman’s g

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45
Q

Learned abilities

A

Spearman’s s

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46
Q

acquired knowledge and ability to retrieve it

A

crystallized intelligence

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47
Q

ability to see complex relationships and solve problems

A

fluid intelligence

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48
Q

academic problem-solving and computation

A

analytical intelligence

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49
Q

streets smarts and common sense

A

practical intelligence

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50
Q

imaginative and innovative problem-solving

A

creative intelligence

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51
Q
  • each person possesses at least 8 intelligences
  • each person has strengths and weaknesses
A

Gardener’s 8 Intelligences Theory

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52
Q

perceives different functions of language, different sounds and meanings of words, may easily learn multiple languages

A

linguistics

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53
Q

capable of seeing numerical patterns, strong ability to use logic and reason

A

mathermatical

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54
Q

understands and appreciates rhythm, pitch, and tone; may play multiple instruments, or performs as a vocalist

A

musical

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55
Q

high ability to control the movements of the body and use the body to perform various physical tasks

A

bodily kinesthetic

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56
Q

ability to perceive the relation between two objects and how they move in space

A

spatial(visuospatial)

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57
Q

ability to understand and be sensitive to the various emotional states of others

A

interpersonal

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58
Q

ability to access personal feelings and motivations, and use them to direct behavior and reach personal goals

A

intrapersonal

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59
Q

high capacity to appreciate the natural world and interact with the species in it

A

naturalist

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60
Q

interpersonal and intrapersonal
- promotes high social skills
- some believe this is a better predictor of success

A

emotional intelligence

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61
Q

average age or typical test score for a specific chronological age

A

mental age

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62
Q

adult intelligence test

A

WAIS-IV

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63
Q

child intelligence test

A

WISC-V

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63
Q

child intelligence test

A

WISC-V

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64
Q

each generation has a significantly higher IQ than the last

A

flynn effect

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65
Q

administering a test to a large group so data can be collected to reference the normal scores for a population and its groups

A

norming

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66
Q

method of testing in which administration, scoring, and interpretation of results are consistent

A

standardization

67
Q
  • researchers found twins raised apart has similar IQ
  • more similar than fraternal twins or siblings raised together
A

Minnesota Study of Twins Reared Apart

68
Q

each person responds to the environment in a unique way based on his other genetic makeup

A

range of reaction

69
Q

the inability to correctly process letters, may mix up letter within words or sentences

A

dyslexiA

70
Q

the inability to correctly process letters, may mix up letter within words or sentences

A

dyslexia

71
Q

have learning disability that results in struggle to write legibly. extreme difficulty writing with pen and paper

A

dysgraphia

72
Q

difficulty with making math calculation

A

dyscalculia

73
Q

input of information into the memory system

A

encoding

74
Q

creation of permanent record of information

A

storage

75
Q

act of getting information out of our memory and into our awareness

A

retrieval

76
Q

encoding of informational details like time, space, frequency, and meaning of words

A

automatic processing

77
Q

encoding of information that takes effort and attention

A

effortful processing

78
Q

-easier to quickly name color if printed in same color ink
-example of automatic processing
-experience has taught us to attach more significance to the meaning of words than the colors they are written in

A

stroop effect

79
Q

input of words and their meaning

A

emantic encoding

80
Q

input of images

A

visual encoding

81
Q

input of sounds, words, and music

A

acoustic encoding

82
Q

taking info from the form it is delivered to us and converting it in a way that helps us make sense of it
errors can occur

A

recoding

83
Q

creation of a permanent record of information

A

storage

84
Q

shifting of information from one memory store to another

A

control processing

85
Q

temporary storage system that processes incoming sensory info
holds about seven bits of information before forgotten or stored

A

short-term memory

86
Q

continues storage of information

A

long-term memory

87
Q

memories we consciously try to remember and recall

A

explicit memory (declarative)

88
Q

memories that are not part of our consciousness

A

implicit memory(non-declarative)

89
Q

act of getting information out of our memory and back into conscious awareness

A

retrieval

90
Q

Types of Retrieval

A

Recall
Recognition
Relearning

91
Q

accessing info without cues

A

recall

92
Q

identifying info previously learned by encouraging it again

A

recognition

93
Q

learning info that was previously learned

A

relearning

94
Q

retrieval will be better depending on how much overlap there is between cue and encoding

A

encoding specificity principle

95
Q

memory for learning material is easier to recall if you are in the same place you learned it

A

context-dependent learning

96
Q

memory for learned material is better if in same internal state

A

state-dependent learning

97
Q

memory is easier if your mood at retrieval matches mood at encoding

A

mood-dependent learning

98
Q

exceptionally clever recollection of an important event

A

flashbulb memory

99
Q

loos of long term memory that occurs as result of disease, physical trauma, or psychological trauma

A

amnesia

100
Q

inability to make new memories

A

anterograde amnesia

101
Q

loss of memory for events that occurred prior to brain trauma

A

retrograde amnesia

102
Q

Five Impediments of Remembering

A

Encoding failure - don’t learn it to begin with
Decay - memory fades
Inadequate retrieval cues - no reminders
Interference - other memories get in the way
Trying not to remember - deliberately try not to remember

103
Q

old information hinders recall of new information

A

proactive interference

104
Q

new information hinders recall of old information

A

retroactive information

105
Q

it’s easier to remember things that come toward the beginning of a list

A

primary effect

106
Q

it’s easier to remember things that have recently occurred

A

recency effect

107
Q

formulation of new memories

A

construction

108
Q

process of bringing up old memories

A

reconstruction

109
Q

What happens to memories that are reconstructed?

A

They are reconsolidated (changed) before they are put back.

110
Q

Accessibility of memory decreases over time

A

transcience

111
Q

forgetting caused by lapses in attention

A

absentmindedness

112
Q

accessibility of information is temporarily blocked

A

blocking

113
Q

source of memory is confused

A

misattribution

114
Q

false memories

A

suggestibility

115
Q

memories distorted by current belief system

A

bias

116
Q

inability to forget undesirable memories

A

persistence

117
Q

effects of misinformation from external sources leading to creation of false memories

A

suggestibility

118
Q

given incorrect information, witnesses may misremember the original event

A

misinformation effect

119
Q

practicing over and over again

A

rehearsal

120
Q

taking larger pieces of information and breaking them down into smaller groups

A

chunking

121
Q

making connections to other experiences, objects, etc

A

elaborative rehearsal

122
Q

using pseudonyms to assists memory

A

mnemonic devices

123
Q

innate behaviors

A

reflexes
instincts

124
Q

any event or situation that evokes a response

A

stimulus

125
Q

behavior that occurs in response to the stimuli

A

response

126
Q

relatively permanent change in behavior or knowledge that results from experience

A

learning

127
Q

form of learning that involves connecting certain stimuli or events that occur together in the environment

A

associative learning

128
Q

organisms learn to associate events that repeatedly happen together

A

classical conditioning

129
Q

organisms learn to associate events - a behavior and its consequences (reinforcement or punishment)

A

operant conditioning

130
Q

the process of watching others and then imitating what they do

A

observational learning

131
Q

elicits a reflexive response

A

unconditional stimulus (UCS)

132
Q

natural, unlearned reaction to UCS

A

unconditioned response (UCR)

133
Q

presented immediately before UCS

A

neutral stimulus

134
Q

neutral stimulus becomes CS after being associated with UCS

A

conditioned stimulus (CS)

135
Q

learned response to previously neutral stimulus

A

conditioned response (CR)

136
Q

the process by which a naturally occurring stimulus is paired with a stimulus in the environment, and as a result, the environmental stimulus eventually elicits the same response as the natural stimulus

A

classical conditioning

137
Q

a situation in which a stimulus that was previously neutral(e.g., a light) is paired with a conditioned stimulus (e.g., a tone that has been conditioning with food to produce salivating) to produce the same conditioned response as the conditioned stimulus

A

high-order conditioning

138
Q

picking up learned behavior

A

acquisition

139
Q

disappearance of learned behavior

A

extinction

140
Q

picking back up the learned behavior that was once lost

A

spontaneous recovery

141
Q

the ability to distinguish between different stimuli

A

stimulus discrimination

142
Q

a similar stimuli will set off the learned behavior because it is similar to the neutral stimuli

A

stimulus generalization

143
Q

growing accustomed to a stimulus

A

habituation

144
Q

form of learning that is not immediately expressed in an over response

A

latent learning

145
Q

need to be focused on what the model is doing

A

attention

146
Q

need to retain or remember what to do

A

retention

147
Q

need to perform behavior you observed and committed to memory

A

reproduction

148
Q

need to want to actually copy the behavior

A

motivation

149
Q

when model was punished for behavior, the children were less likely to do the behavior modeled

A

Bandura’s Bobo Doll

150
Q

organisms learn to associate behaviors with their consequences

A

operant conditioning

151
Q

reward successive approximations to target behavior

A

shaping

152
Q

innate reinforcing qualities

A

primary reinforcers

153
Q

no inherent value by itself but it is inked to something else

A

secondary reinforcers

154
Q
  • repeated reinforcement of a behavior every time it happens
  • better at learning a
A

continuous reinforcement

155
Q

-reinforcement response only part of the time
-behavior is kept for longer

A

partial reinforcement

156
Q

Rosa Parks is often discussed as the best example of civil disobedience. This makes her an example of what?

A

Prototype

157
Q

When you say, “I knew it all along,” about an unpredictable event, you are performing which bias?

A

Hindsight bias

158
Q

I performed an activity that required me to use a coffee mug as a measurement tool. By doing so, I was able to break this, which is when you are not able to see an object for something other than its intended use.

A

Functional fixedness

159
Q

A category or grouping of linguistic information, objects, ideas, or life experience

A

Concept

160
Q

I have developed a fear of flying because of many stories I see on the news about planes crashes; however, thousands of safe flights happen daily. What is this an example of?

A

Availability Bias

161
Q

If we were talking about going to a movie theater, you probably have developed a mental representation of going to the movies. What is this called?

A

Situational Model

162
Q

The shared knowledge between two people in a conversation is known as what?

A

Common ground

163
Q

Followers of this hypothesis believe we developed complex thoughts as a result of our need to be in larger groups for survival.

A

Social brain hypothesis

164
Q

Words are created by combining these, which are basic units of speech sounds, like “th” “r” and “ee” in the word “three”

A

Phonemes

165
Q

What are the two main parts of long term memory? What are the differences between the two?

A

Explicit - things that you are consciously aware of
Implicit - things you’re not consciously aware of (breathing, digestion, etc)

166
Q

An example of this type of processing is when you are trying to study for an exam and have to put in a lot of energy and attention to encode it.

A

Effortful processing

General Psychology (1 decks)

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