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Psych Thought and Emotion Flashcards

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GRE® Psychology flashcards Psychology 101 flashcards
1
Q

Cognition

A

Internal mental activities that influence external behaviour ; eg. language, logical reasoning

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2
Q

Perception

A

Organisation and identification of sensory inputs

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3
Q

Information-Processing Model

A

A computer-like model of cognitive functioning; distinguishes between serial and parallel processing of info (serial: one at a time, parallel: processing multiple inputs at the same time)

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4
Q

Which part of the brain is important for information processing?

A

Cerebral cortex (which consists of 4 lobes); frontal controls motor and the other 3 lobes control sensory info

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5
Q

Frontal lobe

A

Motor control, decision making, long-term memory storage; contains Broca’s area (speed PRODUCTION); receives information from the other 3 lobes for further processing

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6
Q

Parietal lobe

A

Tactile information; also contains somatosensory cortex

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7
Q

Occipital lobe

A

Visual info

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8
Q

Temporal lobe

A

auditory and olfactory info; emotion, language, memory FORMATION; contain’s Wernicke’s area (speech COMPREHENSION)

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9
Q

Piaget: assimilation

A

The “results” of experimentation can be fitted by the child into preexisting “schemas” (mental representations of the world)

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10
Q

Piaget: accommodation

A

If new info does not fit into any previously held schemas, the child’s schemas are changed in response to the new info

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11
Q

Piaget’s Stage Theory of Cognitive Development (Name 4 Stages)

A
  1. Sensorimotor
  2. Preoperational
  3. Concrete Operational
  4. Formal Operational
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12
Q

Sensorimotor

A

Birth - 2 years

  • able to separate oneself from objects
  • object permanence
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13
Q

Preoperational

A

2 - 7 years

  • egocentric world
  • use language which they think very literally
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14
Q

Concrete Operational

A

7 - 11 years

  • more logical in CONCRETE thinking
  • INDUCTIVE reasoning (reason from specific situations to general concepts)
  • conservation (skinny glass vs fatter glass)
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15
Q

Formal Operational

A

11 years +

  • logical in ABSTRACT thinking
  • DEDUCTIVE reasoning (reason from general concepts to specific situations)
  • think theoretically and philosophically
  • this stage is known as Kohlberg’s post-conventional moral reasoning (helping others/act morally despite danger or consequences)
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16
Q

Vygotsky Sociocultural Theory of Cognitive Development (critique of Piaget’s stage theory)

A
  • cognitive development is influenced by environmental factors rather than self-driven (Piaget)
  • family and peers play a role
  • culture also plays a role (fish tank description differs in Western vs Eastern cultures)
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17
Q

Learning Theory (aka Behaviourist Theory) of Language Development

A
  • language is acquired via environmental reinforcement
  • learned through operant conditioning b/c language is a form of behaviour
  • reward and punishment system becomes more specific as the child gets older
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18
Q

Nativist Theory of Language Development

A
  • learning language is innate, don’t need others to reinforce it
  • children have a “LANGUAGE ACQUISITION DEVICE” (a neural cognitive system) that helps them acquire syntactic rules of language
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19
Q

Interactionist Theory of Language Development

A
  • innate and environmental factors play a role in language development
  • innate: brain needs to develop to acquire new language
  • evntal: need to socialize w/ others to use language
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20
Q

Broca’s Area

A
  • in frontal lobe

- involved in speech PRODUCTION (if this part is impaired then have Broca’s aphasia/expressive aphasia)

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21
Q

Wernicke’s Area

A
  • in temporal lobe

- involved in speech COMPREHENSION (if this part is impaired then have Wernicke’s aphasia/receptive aphasia)

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22
Q

Intelligence

A

Ability to understand and reason w/ complex ideas, adapt effectively to envt, and learn from experience

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23
Q

Intelligence Quotient (IQ)

A
  • intelligence is defined as a single, specific approach
  • contains both verbal and performance scale
  • high correlates w/ math and verbal skills
  • low correlates w/ art and design skills
  • BAD AT PREDICTING FUTURE CAREER SUCCESS AND ADVANCEMENT
  • culturally bias (minorities score lower than their White counterparts)
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24
Q

Fluid Intelligence

A
  • a type of GENERAL INTELLIGENCE FACTOR (g)
  • ability to think logically w/o using previously learned knowledge
  • eg. detecting visual patterns
  • peaks in young adulthood and then declines
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25
Q

Crystallized Intelligence

A
  • a type of GENERAL INTELLIGENCE FACTOR (g)
  • ability to think logically using previously learned knowledge (facts, vocab, etc)
  • remains stable throughout adulthood
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26
Q

Gardner’s Theory of Multiple Intelligences

A
  • opposite of IQ and GENERAL INTELLIGENCE (g)
  • there are multiple components to intelligence
  • linguistic, musical, local-mathematical, spatial, bodily-kinesthetic, interpersonal
27
Q

Sternberg’s Triarchic Theory

A
  • thought process, experience and cultural envt shape a person’s intelligence
  • 3 factors that contribute to intelligence: analytical intelligence (problem-solving abilities), creative intelligence (handling new situations using previous skills and experiences), practical intelligence ( ability to respond to new envtal changes)
28
Q

IQ Correlations of Identical and Fraternal Twins raised in Same or Different Homes (Results)

A
  • identical twins raised in same home have the highest correlation of IQ scores
  • identical twins raised in diff homes haver lower correlation of IQ scores
  • fraternal twins raised in the same home have even LOWER correlation of IQ scores
29
Q

Is IQ scores mainly acquired via genetics or the envt?

A
  • highly heritable
30
Q

5 Approaches to Problem-Solving

A
  1. Algorithm
  2. Analogies
  3. Trial and error
  4. Heuristics
  5. Intuition
31
Q

Algorithm

A
  • step-by-step procedure that leads to a definite solution
  • exhaustive process and not really efficient but will always get you to the right answer
  • eg. use an exhaustive set of test to rule out alternative diagnoses and to arrive at a definitive diagnosis
32
Q

Analogies

A
  • prior knowledge on how to determine the solution is applied
  • solve new problem by using familiar methods
33
Q

Trial and error

A
  • repeated, unsystematic attempts to solve a problem until desired outcome is achieved
  • will get end result but is VERY inefficient
34
Q

Heuristics

A
  • mental shortcuts/”rule of thumbs” that usually lead to a solution BUT NOT ALWAYS
  • can be helpful and timesaving
  • eg. prescribing immediate antibiotic therapy if symptoms resemble a serious infection in order to halt an infection’s progression and then work thru the full differential diagnosis more closely
  • CONS: possible overgeneralisation
35
Q

Intuition

A
  • use personal perception/feeling rather than logic
  • gut feeling
  • it is like heuristics where you might get to the wrong solution
  • argued to be neurologically algorithmic but not at a conscious level
36
Q

Representativeness Heuristic

A
  • making an educated guess about the PROBABILITY of an event or characteristic based on prior knowledge
  • eg. even though description of person appears to be a food critic, the probability of her being a food critic is very low compared to being a teacher
37
Q

Availability Heuristic

A
  • a doctor assigns high likelihood to an event or characteristic simply b/c it is highly “available” to his conscious thought
  • this is actually really bad
38
Q

Belief Perseverance

A
  • people hold onto their initial beliefs even when rational argument would suggest that they are incorrect
39
Q

Overconfidence

A
  • example of belief perseverance
40
Q

Fundamental Attribution Error

A
  • tendency to attribute others’ actions to internal factors (eg. personality) rather than external circumstances
41
Q

Self-serving bias

A
  • attributing our own actions to external circumstances
42
Q

3 Components of Emotion

A
  1. Cognitive - personal assessment of significance of a particular situation; leads to the SUBJECTIVE EXPERIENCE of emotion
  2. Physiological - activation of autonomic nervous system
  3. Behavioural - emotion -> actions
43
Q

What are the 2 systems that are involved in the physiological component of emotion?

A
  1. Limbic System - connects hypothalamus w/ structures in temporal lobe (mainly amygdala)
    - amygdala involved in fear and anger W/O CONSCIOUS AWARENESS
    - amygdala also connects w/ hippocampus for emotional recollection
  2. Autonomic Nervous System - regulated by hypothalamus
44
Q

What part of the brain is involved in temperament and decision making?

A

Prefrontal cortex, done CONSCIOUSLY (unlike the limbic system which is done unconsciously)

45
Q

James-Lange theory of emotion

A
  • physiologically-based (physiology and then emotion)
  • external stimulus elicits a physiological response
  • emotional experience depends on recognition and interpretation of this physical reaction
46
Q

Cannon-Bard theory of emotion

A
  • emotional feelings and physiological rxns to stimuli are experienced SIMULTANEOUSLY
  • opposite of James-Lange
  • a physiological response can be linked to many emotions (eg. racing heartbeat can mean fear, anxiety or excitement)
47
Q

Schacter-Singer theory of emotion (aka two-factor theory of emotion)

A
  • cognitive theory
  • similar to James-Lange: physiological arousal is the FIRST component of emotional response
  • for cognitive appraisal (identify a reason for the initial arousal), one takes into account both physiological response and situational cues
48
Q

Universal Emotions

A

Fear, anger, happiness, surprise, joy, disgust, sadness

49
Q

Difference between motivation and instinct

A

Motivation: we are motivated by needs, instincts, arousal and drives
Instinct: biological, innate tendency to perform a certain behaviour

50
Q

Drive Reduction Theory of Motivation

A

Motivation comes from the need to lessen state of arousal

eg. motivation to find food stems from need to lessen hunger

51
Q

Incentive Theory of Motivation

A

Motivation stems from external reward

52
Q

Cognitive Theories of Motivation

A

People behave in a way that they believe to yield the most favourable outcome
eg. pursue medicine for a combination of passion and stable career

53
Q

Maslow’s Need-Based Theories

A 
Self-actualization ("full potential")
Esteem ("approval")
Belongingness
Safety
Physiological Needs
54
Q

3 Major Components of Attitude

A

ABC Model

  1. Affective Component: a person’s feelings or emotions about an object, person, or event
  2. Behavioural Component: The influence that attitudes have on behaviour
  3. Cognitive Component: Beliefs or knowledge about a specific object of interest
55
Q

Foot-in-the-door phenomenon

A

A persuasive technique

- people are much more likely to agree to a large request if they first agree to a smaller one

56
Q

Framing of phrases positively vs negatively

A

Phrase framed positively: ppl much more likely to develop positive attitudes about it

Phrase framed negatively: people develop negative views about it

57
Q

Cognitive Dissonance Theory and how it is resolved

A

Conflict or inconsistency btw internal attitudes and external behaviours

How it is resolved:

a) change attitude towards situation
b) change perception of behaviour
c) modify behaviour

58
Q

Elaboration likelihood model

A

An info-processing approach to persuasion

  1. Peripheral route processing: individual does NOT think deeply about argument (eg. person unable or unwilling to evaluate situation fully or uses a HEURISTIC method of problem solving)
  2. Central route processing: individual DOES think deeply and even elaborate on the argument; influenced by the argument itself and the credibility of the source
59
Q

Social-cognitive theory

A
  • RECIPROCAL CAUSATION: Personal factors, behaviour, and vent all influence each other
  • people learn behaviours by observing others’ actions and consequences
  • people have strong ability to SELF-REGULATE: control behaviour int he absence of rewards and punishments
60
Q

4 Factors that affect Attitude Change

A
  1. Behaviour change (eg. foot in the door phenomenon)
  2. Characteristics of the message (credible speakers and strong arguments help change attitude successfully)
  3. Characteristics of the target (knowledgeable, interest subjects more likely to seriously consider changing attitude)
  4. Social factors (medium used to communicate message, subject’s surroundings)
61
Q

Stress due to personal events vs cataclysmic events

A

Personal events: death of a loved one, divorce

Cataclysmic events: affect a larger population, like tsunami, earthquake

62
Q

Cognitive Appraisals

A

personal interpretations of the situations that triggered stress

63
Q

Primary appraisal vs Secondary appraisal

A

Primary Appraisal: are we facing a potential threat?

Secondary Appraisal: how well can we handle that potential threat?

64
Q

Physiological fight-or-flight response

A

Involves nervous and endocrine responses: norepinephrine/noadrenaline and cortical are released, blood glucose is elevated, and muscles work faster

Psych (5 decks)

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