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Final Exams > Psychology 111: Chapter 7 > Flashcards

Psychology 111: Chapter 7 Flashcards

1
Q

What are people able to do?

A

People are even able to mentally rotate, or turn, images

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2
Q

What are concepts?

A

Concepts are ideas that represent a class or category of objects, events, or activities.

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3
Q

What do concepts allow you to do? (2)

A

Concepts not only contain the important features of the objects or events people want to think about, but also they allow the identification of new objects and events that may fit the concept

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4
Q

Concepts defined by specific rules or features are called?

A

Formal concepts

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5
Q

What are natural concepts?

A

Concepts people form not as a result of a strict set of rules but rather as the result of experiences with these concepts in the real world.

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6
Q

What is a prototype?

A

A concept that closely matches the defining characteristics of the concept.

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7
Q

How do prototypes develop?

A

More than likely, prototypes develop according to the exposure a person has to objects in that category.

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8
Q

How do prototypes affect thinking?

A

People tend to look at potential examples of a concept and compare them to the prototype to see how well they match.

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9
Q

What is a schema?

A

Mental generalizations about objects, places, events, and people.

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10
Q

What is a script?

A

A kind of schema that involves a familiar sequence of activities (for example, “going to a movie” would include traveling there, getting the ticket, buying snacks, finding the right theater, etc.

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11
Q

What do concepts help people do?

A

Problem solve.

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12
Q

What is problem solving?

A

Occurs when a goal must be reached by thinking and behaving in certain ways.

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13
Q

What is decision making?

A

Identifying, evaluating, and choosing among several alternatives.

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14
Q

Another word for trial and error?

A

Mechanical solution.

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15
Q

Specific, step-by-step procedures for solving certain types of problems

A

Algorithm.

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16
Q

What do algorithms always result in?

A

The correct answer.

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17
Q

What is a heuristic? What is it based on?

A

A heuristic is an educated guess based on prior experiences that helps narrow down the possible solutions for a problem.

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18
Q

What is the representative heuristic used for?

A

Used for categorizing objects and simply assumes that any object (or person) that shares characteristics with the members of a particular category is also a member of that category.

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19
Q

What is the availability heuristic?

A

Which is based on our estimation of the frequency or likelihood of an event based on how easy it is to recall relevant information from memory or how easy it is for us to think of related examples.

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20
Q

What is a heuristic that does work most of the time?

A

A useful heuristic that does work much of the time is to work backward from the goal..

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21
Q

What is a subgoal?

A

Yeah, you know what this is.

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22
Q

What is insight?

A

When the solution to a problem seems to come suddenly to mind, it is called insight..

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23
Q

How does insight work inside your head?

A

What usually happens is that the mind imply reorganizes a problem, sometimes while the person is thinking about something else.

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24
Q

What is functional fixedness?

A

One problem-solving difficulty involves thinking about objects only in terms of their typical uses.

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25
Q

What is a mental set?

A

Which is defined as the tendency of people to persist in using problem-solving patterns that have worked for them in the past.

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26
Q

What is confirmation bias?

A

The tendency to search for evidence that fits one’s beliefs while ignoring any evidence to the contrary.

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27
Q

What is creativity?

A

This kind of thinking is called creativity: solving problems by combining ideas or behavior in new ways.

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28
Q

What is convergent thinking?

What is not good for?

A

In convergent thinking, a problem is seen as having only one answer and all lines of thinking will eventually lead to (converge on) that single answer by using previous knowledge and logic (Ciardiello, 1998).

Solving problems that require creativity.

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29
Q

What is divergent thinking?

A

“In what ways is Trish stupid?”

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30
Q

What are the most productive periods of divergent thinking?

Why?

A

That the most productive periods of divergent thinking for those people tend to occur when they are doing some task or activity that is more or less automatic, such as walkingor swimming.

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31
Q

What are divergent thinkers less prone to?

A

Divergent thinkers will obviously be less prone to some of the barriers to problem solving, such as functional fixedness.

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32
Q

What is a neglected topic in education?

A

Creative, divergent thinking is often a neglected topic in the education of young people.

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33
Q

Is creativity prized in all parts of the world?

A

No.

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34
Q

What is the good news about creativity?

A

You can improve it.

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35
Q

What are four ways to boost creativity?

A

Journaling, brainstorming, concept maps, and freewriting.

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36
Q

What are the four characteristics of creative people?

A

Have a broad range of knowledge about a lot of subjects.
They are not afraid to be different.
They are independent.
Often unconventional.

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37
Q

What is the workable defenition of intelligence? (3)

A

They define intelligence as the ability to learn from one’s experiences, acquire knowledge, and use resources effectively in adapting to new situations or solving problems (Sternberg & Kaufman, 1998; Wechsler, 1975).

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38
Q

What did Charles Spearman think of intelligence?

A

Defined intelligence as two primary abilities: the wider ability of general intelligence, labeled as g factor, and task-specific abilities in certain areas such as music, business, or art, labeled as s factor for a specific intelligence.

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39
Q

What did Gardner think?

A

There are nine multiple intelligence.

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40
Q

How did intelligent tests originate?

Where?

A

France: They thought that if a way could be found to identify these students more in need, they could be given a different kind of education than the more capable students.

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41
Q

What did Binet decide was the key element to be tested?

A

Binet decided that the key element to be tested was a child’s mental age, or the average age at which children could successfully answer a particular level of questions

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42
Q

What did Lewis Terman do?

A

Come up with how we calculate IQ.

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43
Q

What advantage of testing IQ has to offer?

A

The quotient has the advantage of allowing testers to compare the intelligence levels of people of different age groups.

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44
Q

How and when does IQ testing become meaningless?

A

While this method works well for children, it produces IQ scores that start to become meaningless as the person’s chronological age passes 16 years.

(Once a person becomes an adult, the idea of questions that are geared for a particular age group loses its power. For example, what kind of differences would there be between questions designed for a 30-year-old versus a 40-year-old?)

45
Q

What do most intelligent tests use today?

A

Use age group comparison norms insted.

46
Q

What is the SB5 used for?

A

The SB5 is often used by educators to make decisions about the placement of students into special educational programs, both for those with disabilities and for those with exceptionalities.

47
Q

David Weschler was the first to do what?

What did he first develop?

A

David Wechsler was the first to devise a series of tests designed for specific age groups.

An IQ test for adults.

48
Q

What test do we use most in the U.S?

A

Wechsler Intelligence Scale for Children (WISC-V; Wechsler, 2014), and the Wechsler Preschool and Primary Scale of Intelligence (WPPSI-IV; Wechsler, 2012) are the three versions of this test, and in the United States these tests are now used more frequently than the Stanford-Binet.

49
Q

What does the Weschler test measure?

A

Verbal
Nonverbal
Overall IQ

50
Q

What is test reliability?

A

Reliability of a test refers to the test producing consistent results each time it is given to the same individual or group of people.

51
Q

What is test validity?

A

Validity is the degree to which a test actually measures what it’s supposed to measure.

52
Q

What is ecological validity?

A

Another aspect of validity is the extent that an obtained score accurately reflects the intended skill or outcome in real-life situations, or ecological validity, not just validity for the testing or assessment situation.

53
Q

What is standardization?

A

Standardization refers to the process of giving the test to a large group of people that represents the kind of people for whom the test is designed.

54
Q

What two conditions must you meet to have standardization?

A

Same testing conditions.

Another aspect addresses the comparison group whose scores will be used to compare individual test results.

55
Q

What is a standardization group?

What are the norms?

A

Standardization groups are chosen randomly from the population for whom the test is intended and, like all samples, must be representative of that population.

The scores of the standardization group.

56
Q

What is the standard deviation?

A

The standard deviation is the average variation of scores from the mean.

57
Q

You can fail at what but still have what?

But you can’t have what without what?

A

Reliability without validity.

If there is no reliability, you can not have validity.

58
Q

What is cultural bias?

A

A term referring to the tendency of IQ tests to reflect, in language, dialect, and content, the culture of the person or persons who designed the test.

59
Q

What is a test that is culturally fair?

A

These tests use questions that do not create a disadvantage for people whose culture differs from that of the majority.

60
Q

IQ predicts what two things?

A

Academic performance, and career success.

61
Q

Where is the predictive value less clear for IQ?

A

Those who score in the average range.

62
Q

What impacts IQ measures? (2)

A

Self-regulation.

Motivation.

63
Q

Intelligence test plays an important role in what science?

A

Neuropsychology.

64
Q

What do neuropsychologists use intelligence testing for?

A

To diagnose, and to track the progress of individuals with certain disorders.

65
Q

What are the characteristics of intellectual disability?

A

An IQ of two standard deviations below the norm, and this affects adaptive behaviors is below the level of their age.

Limitations must begin in the developmental period.

66
Q

How does the DSM 5 diagnose intellectual disability?

A

Thus, a DSM-5 diagnosis of intellectual disability is based on deficits in intellectual functioning, determined by standardized tests of intelligence and clinical assessment, which impact adaptive functioning across three domains.

Must begin early in life.

67
Q

What are the three domains of intellectual disability?

A

Conceptual.
Social.
Practical.

68
Q

What category makes up the vast majority of those with intellectual disorders? What are the four categories?

A

Mild.

Mild, moderate, severe, profound.

69
Q

What type of adult thinkers are those with mild intellectual disability likely to be?

A

Concrete.

70
Q

What outside factors impact intelligence? (3)

A

Lead poisoning.
Mercury.
PCB’s.

71
Q

What also impacts intelligence? Think of Romanian orphanages.

A

Inadequate brain development.

72
Q

What biological factors impact intelligence.

A 
Down Syndrome.
Fetal alcohol syndrome.
Fragile X syndrome.
Lack of oxygen at birth.
Damage to the fetus from diseases or drugs.
Diseases and accidents during childhood.
73
Q

What is the classification for someone that is gifted?

A

Above an IQ of 130.

74
Q

What marks a genius?

A

IQ of 140 to 145.

75
Q

Who developed the Standard-Binet test?

A

Lewis M. Terman

76
Q

What did Lewis Terman find in his study about gifted children?
Social life? Physicality? Cognition?

A

The early findings of this major study (Terman & Oden, 1947) demonstrated that the gifted were socially well adjusted and often skilled leaders.

They were also above average in height, weight, and physical attractiveness, putting an end to the myth of the weakling genius.

77
Q

What was Terman’s finding about those wth really high IQ?

A

Only those with the highest IQs (180 and above) were found to have some social and behavioral adjustment problems as children (Janos, 1987).

78
Q

What did Zuo and Cremond find?

A

Researchers Zuo and Cramond (2001) examined some of Terman’s gifted people to see if their identity formation as adolescents was related to later occupational success. (See Learning Objective 8.13.) They found that most of the more successful “Termites” had in fact successfully achieved a consistent sense of self, whereas those who were less successful had not done so.

79
Q

What did the book, “Gifted Children Growing Up” find?

A

One of the more interesting findings from this study is that gifted children who are “pushed” to achieve at younger and younger ages, sitting for exams long before their peers would do so, often grow up to be disappointed, somewhat unhappy adults

80
Q

What does Freeman point out?

A

Freeman points to differing life conditions or the gifted as a major factor in their success, adjustment, and well-being: Some lived in poverty and some in wealth, for example

81
Q

What did Torrance find?

A

Need other factors to be successful besides IQ such as liking one’s work, perseverance, having high energy, and having a purpose in one’s life.

82
Q

What are the factors of emotional intelligence?

A

Just think real hard.

83
Q

What is an issue of how they used Dan Goleman’s work?

A

His work and the work of others used the term in a variety of different ways than originally proposed, and claims by some were not backed by scientific evidence.

84
Q

Who first coined emotional intelligence?

A

John Mayer and Peter Salovey

Think of John Mayer salivating on Taylor Swift.

85
Q

What is related to emotional intelligence?

A

General intelligence.

86
Q

What are the good findings associated with EQ?

A

A more recent review found individuals with higher emotional intelligence tended to have better social relationships for both children and adults, better family and intimate relationships, were perceived more positively by others, had better academic achievement, were more successful at work, and experienced greater psychological well-being (Mayer, Roberts, et al., 2008).

87
Q

What is the estimated heritability of IQ?

A

50%

88
Q

What increases with age?

A

Furthermore, the impact of genetic factors increases with increasing age, but the set of genes or genetic factors remain the same.

89
Q

Environmental factors cease to be a big influence at what age?

A

In turn, environmental influences tend not to be a factor by adolescence.

90
Q

What crazy thing about the heritability of intelligence? What age? What percentage?

A

The heritability of intelligence might be as high as.91 or 91 percent by the age of 65 (Posthuma et al., 2009).

91
Q

What do people need to understand about heritability?

A

One of the things that people need to understand about heritability is that estimates of heritability apply only to changes in IQ within a group of people, not to the individual people themselves.

92
Q

What do environments have the potential to do?

A

Can alter very inheritbale traits.

93
Q

What is stereotype threat?

A

Think of it.

94
Q

What was the book, “The Bell Curve” about?

A

IQ is largely inherited.

Poorer people are actually less intelligenct.

95
Q

What is language?

A

Is a system for combining symbols (such as words) so that an infinitemore info number of meaningful statements can be made for the purpose of communicating with others

96
Q

What did Chomsky think?

A

According to famed linguist Noam Chomsky (Chomsky, 2006; Chomsky et al., 2002), humans have an innate ability to understand and produce language through a device he calls the language acquisition device, or LAD.

97
Q

What is a phoneme?

A

The basic unit of sound in a langauge.

98
Q

What is a morpheme?

A

Morphemes are the smallest units of meaning within a language.

99
Q

What is syntax?

A

Syntax is a system of rules for combining words and phrases to form grammatically correct sentences.

100
Q

What are semantics?

A

Semantics are rules for determining the meaning of words and sentences.

101
Q

What are pragmatics?

A

The pragmatics of language has to do with the practical aspects of communicating with others, or the social “niceties” of language.

102
Q

What is collective monologue?

A

Each child would be talking about something totally unrelated to the speech of the other, in a process Piaget called collective monologue.

103
Q

What did Vygotsky believe about language?

A

Vygotsky, however, believed almost the opposite. He theorized that language actually helped develop concepts and that language could also help the child learn to control behavior—including social behavior (Vygotsky, 1962, 1978, 1987).

104
Q

What does private speech help with?

A

Children, especially bright children, do tend to use more private speech when learning how to socialize with other children or when working on a difficult task (Berk, 1992; Berk & Spuhl, 1995; Bivens & Berk, 1990).

105
Q

What is the linguistic relativity hypothesis?

A

Meaning that thought processes and concepts are controlled by (relative to) language. That is, the words people use determine much of the way in which they think about the world around them.

106
Q

What is cogntive universalism?

A

Cognitive universalism (concepts are universal and influence the development of language) rather than linguistic relativity.

107
Q

What is Kanzi?

A

The most successful of these experiments (which is not without its critics as well) has been with Kanzi, a bonobo chimpanzee trained to press abstract symbols on a computer keyboard (Savage-Rumbaugh & Lewin, 1994).

108
Q

What is the limit with animals learning language?

A

The qualification is that none of the animals that have achieved success so far can compare to the level of language development of a 3-year-old human child (Pinker, 1995).

109
Q

What can animals no do though?

A

Learn syntax.

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