Psych Test chap 8 Flashcards

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1
Q

prefrontal cortex

A

part of frontal lobe responsible for thinking, planning, and language

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2
Q

Mental Image

A

picture like representations that stand in for objects or events

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3
Q

Concept

A

a mental grouping of similar objects, events, ideas, or people

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4
Q

Prototype

A

a mental image or best example of a category

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5
Q

Hierarchy

A

A group organized by rank

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6
Q

Algorithm

A

a methodical, logical rule or procedure that guarantees solving a particular problem. Contrasts with the usually speedier—but also more error-prone—use of heuristics

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7
Q

Heuristic

A

heuristic a simple thinking strategy that often allows us to make judgments and solve problems efficiently; usually speedier but also more error-prone than algorithms

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8
Q

mental set

A

a tendency to approach a problem in one particular way, often a way that has been successful in the past

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9
Q

functional fixedness

A

The tendency to think of things only in terms of their usual functions; an impediment to problem solving.

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10
Q

confirmation bias

A

a tendency to search for information that supports our preconceptions and to ignore or distort contradictory evidence

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11
Q

belief bias

A

the tendency for one’s preexisting beliefs to distort logical reasoning, sometimes by making invalid conclusions seem valid, or valid conclusions seem invalid

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12
Q

availability heuristic

A

estimating the likelihood of events based on their availability in memory; if instances come readily to mind (perhaps because of their vividness), we presume such events are common

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13
Q

representativeness heuristic

A

Judging the likelihood of things in terms of how well they seem to represent, or match, particular prototypes; may lead one to ignore other relevant information.

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14
Q

Framing

A

the way an issue is posed; how an issue is framed can significantly affect decisions and judgments.

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15
Q

Overconfidence

A

the tendency to be more confident than correct-to overestimate the accuracy of our beliefs and judgements

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16
Q

divergent vs. convergent thinking:

A

divergent: thought process or method used to generate creative ideas by exploring many possible solutions

convergent: opposite of divergent thinking. It generally means the ability to give the “correct” answer to standard questions that do not require significant creativity, for instance in most tasks in school and on standardized multiple-choice tests for intelligence

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17
Q

phoneme vs. morpheme

A

phoneme - any of the perceptually distinct units of sound in a specified language that distinguish one word from another, for example p, b, d, and t in the English words pad, pat, bad, and bat

morpheme - smallest grammatical unit in a language that carries meaning (such as a prefix)

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18
Q

receptive vs. productive

A

receptive - ability to understand or comprehend language heard or read

Productive - speaking and writing

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19
Q

noam chomsky

A

language development; disagreed with Skinner about language acquisition, stated there is an infinite # of sentences in a language, humans have an inborn native ability to develop language

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20
Q

language acquisition device

A

Chomsky’s concept of an innate, prewired mechanism in the brain that allows children to acquire language naturally

21
Q

universal grammar

A

Chomsky-no dialect or language is more complex or sophisticated than the other. We are all born with the capacity to learn any language w/o formal instruction

22
Q

B.F. Skinner

A

1904-1990; Field: behavioral; Contributions: created techniques to manipulate the consequences of an organism’s behavior in order to observe the effects of subsequent behavior; Studies: Skinner box

23
Q

Linguistic determinism

A

language determines the way we think (Benjamin Whorf’s hypothesis)

24
Q

Cooing

A

Beginning at 6-8 weeks, infants produce simple sounds that consist mainly of vowels and that are usually emitted when the infant is happy and contented

25
Q

Babbling

A

stage of language development at about 4 months when an infant spontaneously utters nonsense sounds

26
Q

telegraphic speech

A

early speech stage in which a child speaks like a telegram–‘go car’–using mostly nouns and verbs and omitting ‘auxiliary’ words

27
Q

Overgeneralization

A

children typically overgeneralize words like the “-ed” tense ex. leaved instead of left

28
Q

Overextension

A

when an infant generalizes a term to a whole category, due to his or her not knowing enough words to say what he or she wants to say (ex. cat when seeing a dog)

29
Q

charles spearman & general intelligence

A

refers to the existence of a general intelligence that influences performance on mental ability measures

30
Q

factor analysis

A

A statistical procedure that identifies clusters of related items (called factors) on a test; used to identify different dimensions of performance that underlie one’s total score.

31
Q

L.L. Thurstone & primary mental abilities

A

Primary Mental Abilities refer to 7 factors identified by Louis Leon Thurstone. These 7 factors, or primary mental abilities, are word fluency, verbal comprehension, spatial visualization, number facility, associative memory, reasoning, and perceptual speed

32
Q

fluid vs. crystallized intelligence

A

Fluid intelligence refers to general reasoning and problem-solving functions, and is often described as executive function, or working memory capacity.

Crystallized intelligence refers to cognitive functions associated with knowledge.

33
Q

Howard’s Gardner’s Theory of Multiple Intelligences

A

Howard Gardner has identified eight different types of intelligences that each individual has the capacity to possess. The idea of multiple intelligences is important because it allows for educators to identify differing strengths and weaknesses in students and also contradicts the idea that intelligence can be measured through IQ

34
Q

Summaries of eight intelligences

A

1 Visual/Spatial - Involves visual perception of the environment, the ability to create and manipulate mental images, and the orientation of the body in space.
2 Verbal/Linguistic - Involves reading, writing, speaking, and conversing in one’s own or foreign languages.
3 Logical/Mathematical - Involves number and computing skills, recognizing patterns and relationships, timeliness and order, and the ability to solve different kinds of problems through logic.
4 Bodily/Kinesthetic - Involves physical coordination and dexterity, using fine and gross motor skills, and expressing oneself or learning through physical activities.
5 Musical - Involves understanding and expressing oneself through music and rhythmic movements or dance, or composing, playing, or conducting music.
6 Interpersonal - Involves understanding how to communicate with and understand other people and how to work collaboratively.
7 Intrapersonal - Involves understanding one’s inner world of emotions and thoughts, and growing in the ability to control them and work with them consciously.
8 Naturalist - Involves understanding the natural world of plants and animals, noticing their characteristics, and categorizing them; it generally involves keen observation and the ability to classify other things as well.

35
Q

Robert Sternberg’s Triarchic Theory

A

The triarchic theory of intelligence consists of three subtheories: (i) the componential subtheory which outlines the structures and mechanisms that underlie intelligent behavior categorized as metacognitive, performance, or knowlege acquistion components , (ii) the experiential subtheory that proposes intelligent behavior be interpreted along a continuum of experience from novel to highly familar tasks/situations, (iii) the contextual subtheory which specifies that intelligent behavior is defined by the sociocultural context in which it takes place and involves adaptation to the environment, selection of better environments, and shaping of the present environment

36
Q

emotional intelligence

A

The ability to perceive, understand, manage, and use emotions.

37
Q

achievement vs. aptitude test

A

achievement test is designed to assess what a person has learned

an aptitude test is designed to predict a person’s future performance

38
Q

stanford-binet intelligence scale

A

IQ= (mental age/ chronological age ) x 100

39
Q

mental age

A

a measure of intelligence test performance devised by Binet; the chronological age that most typically corresponds to a given level of performance

40
Q

wechsler tests

A

three age-based individual IQ tests: WPPSI (Wechsler Preschool and Primary Scale of Intelligence), WISC (Wechsler Intelligence Scale for Children) and WAIS (Wechsler Adult Intelligence Scale); two scores - verbal and performance

41
Q

scientific standards

A

five key standards are comprehensiveness, heuristic value, testability, parsimony and compatibility and integration across domains and levels.

42
Q

standardization

A

defining meaningful scores by comparison with the performance of a pretested group

43
Q

reliability

A

Ability of a test to yield very similar scores for the same individual over repeated testings

44
Q

validity

A

The extent to which a test measures or predicts what it is supposed to.

45
Q

intellectual disability

A

a condition of limited mental ability, indicated by an intelligence score of 70 or below and difficulty in adapting to the demands of life; varies from mild to profound.

46
Q

savant syndrome

A

condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing.

47
Q

mental giftedness

A

IQ of 135 or higher

48
Q

flynn effect

A

The rise in average IQ scores that has occurred over the decades in many nations

49
Q

stereotype threat

A

a self-confirming concern that one will be evaluated based on a negative stereotype