Test 3 Knowledge Flashcards

You may prefer our related Brainscape-certified flashcards:
1
Q

Thinking with emotions

A

Involves many processes and therefor we cannot lose the ability to think we just lose one aspect of thinking.
We often think emotion disrupts thinking and we react in the heat of the moment with our heart not our head.
However we overstate separation between heart and head.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Judgement

A

the process through we make conclusions from the evidence we encounter.
- we value experience- why we trust an old experienced coach. Or we value situation we won’t take marriage advice from someone married 5 times.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Attribute Substitution

A

Frequency estimate- how often various events occur
However we often don’t have access to this information
Availability Heuristic- strategy where you rely on easily accessed information as a proxy for information actually needed. If we have one easily recalled example we think it is a common event, a lack of example means it is rare. Example of attribute substitution
Representiveness Heuristic- rely on resemblances to known cases, you look like my ex ew can’t day. Type of attribute substitution.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Availability Heuristic and representativeness errors

A

Rely on easy access
Usually things in categories are homogenous enough that you can rely on resemblance for category membership
-however strategies can cause error.

Do more words start with R or have R in 3rd place? Easy to find examples of words that start with R since our brain is organized like a dictionary. Makes us think more words in R first place

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Wide range of frequency effects

A

People overestimate frequency of some rare effects. Play part in willingness to buy lottery tickets, overestimate the likely hood of rare diseases
Ignore events that happen a lot but notice rare (especially emotional) ones.

Participants asked to recall 6 incidents, other group asked to recall 12. Then asked to rate how assertive they are. Those who recalled 6 ranked more assertive than those who recalled 12.
-obvious easy example of being assertive/not

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Representative Heuristic and Gamblers Fallacy

A

Categories you encounter are usually homogenous
We expect each individual to resemble other category memories, so if it looks like a bird we can conclude it is a bird

Gamblers Fallacy- if coin is heads 6 times, it is due for a tail. The toss of a coin is independent to previous tosses. However according to category homogeneity a fair coin should be heads and tail 50/50 so we assume that this coin should represent this category

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Reasoning from 1 case to whole population

A

Assume homogenity creates “man who” argument
- I knew a man whose iphone broke means all iphones break

These arguments are persuasive but only through representative heuristic not logically

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Detecting covariation

A

People rely on heuristics for small and big choices. Heuristic error can trigger judgement of covariation.
-if x tends to be present when y is and x tends to be absent when y is.
Exercise and stamina- covary. Education and salary covary. Covary can be strong, weak, positive (exercise and stamina) or negative (exercise and risk for heart disease)
Need to be consider if cause and effect is suspected

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Illusion of covariation

A

Often detect covariation when there is none
-relationship of star signs and personality, social stereotypes, etc.
In these judgements people only consider subset of facts and this subset is skewed by expectation.
-Even a 100% fair judgement is still based on a biased input.
Likely guided by confirmation bias-tendency to be more alert to things that confirm beliefs. This creates a biased sample that causes wrong estimation of covariation.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Base rates

A

Base-rate information- how frequently something occurs. A neglect of base rate can cause errors in covariation.
-Test new drug for cold, 70% felt better after 48 hours. Can’t interpret unless we know the base rate of time to get over a cold

-Participants told a group of 70 lawyers and 30 engineers- when asked who was more likely to be pulled they said lawyer. However, when a stereotyped individual who met descriptions of engineer, more likely to be an engineer guessed. People ignore base rates when stereotype is offered

Attribute Substitution produces neglect of base rates and can turn question into how well does it represent category.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Dual Process Models

A

Errors occur even with motivation, clear instructions and rewards to be right.
Human judgement rises over heuristics sometimes, sometimes we seek accurate bases other times inaccurate.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Type 1 and Type 2

A

Type 1 is fast and easy (heuristics belong here). Occurs in time pressure. Doesn’t necessarily mean sloppy if the environment has good triggers. Can still be sensitive to base rates, but more likely to be neglected if probabilities instead of frequencies. Intuition, association-driven. Assumes evidence is the complete data set.
Type 2- Slow effortful, and more accurate. Occurs when triggered by cues and right circumstances (can focus). Accounts for base rates and frequency, and understands evidence is a smple.

People choose when to rely on what system, however even with incentive people rely on type 1 more.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Role for chance

A

Fast-but-accurate judgements tend to be more likely if chance is involved. We are likely to realize evidence could be a fluke and people pay more attention to the quantity of evidence. We understand larger observations are less vulnerable to chance.

Participants asked to judge a restuarant based on a review, people accepted that review more than a review that chose their meal by random. By saying the meal was random it reminded them it was only 1 meal and shouldn’t be held responsible for whole meal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Education

A

Quality of thinking is effected by background info (amount of education)
Participants from week 1 of a stats class were asked to judge a baseball players career based on one season, by the end of the class the number of people who considered and asked about sample size doubled

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Cognitive Reflection Task

A

People make judgment errors a lot, and this task offers an explanation
-consists of 3 questions and each has an obvious answer that is wrong, to pass the test you must bypass obvious and reflect. People who rely on type 2 thinking and avoid most errors.
-higher CRT score correlates with better scores in science, more skeptical, and analytical morally

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Confirmation and Disconfirmation

A

Induction- make predictions for new based on old
Deduction- start with a “given” claim and find it’s consequences
Allows for us to ask what implication do these tasks have, and asks you to keep in touch with reality- if prediction based on beliefs is wrong than there is an error in your beliefs.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Confirmation bias

A

Umbrella term for tendency to protect your beliefs.
Participants asked to find rule for 2,4,6 by asking if a trio of numbers fit the pattern. Rule was it had to be in ascending order. Only asked for info that confirmed their rule not opposed it.

Asked sports gamblers if they had a good strategy, majority said yes and that their losses were a fluke.

Built in, unavoidable, tendency to prove yourself right.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Belief perseverance

A

Ignore evidence that disconfirms their belief.

Asked to tell which suicide letter was real, they were given feedback saying they were really good. Then told the feedback was meaningless and all letters were fake. Those who got good feedback still rated themselves highly accurate at finding authenticity.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Perils of balance

A

Climate change presentation offered balanced presentation, 2 speakers with 2 different view points. But speaker who doesn’t believe represents only 10% of the people. However, people thought the opinions were 50/50 and therefor not ones argument was enough to sway them.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Syllogisms

A

Thought was theorized to follow the laws of logic. Therefore reasoning error was a result of carelessness or misinterpretation
However, logic errors occur all the time.
Categorical Syllogisms- logical argument with 2 premises that contain a statement.
The syllogism is solved with conclusion made from the premises, valid means it follows them invalid means it doesn’t.
All M are B. All D are M. Therefor all D are B.

Participants asked to reason about syllogisms do bad, in the original study 9% got right, now 10-30%.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Belief Bias

A

Errors in logical reasoning are systematic.

Belief bias- if syllogism conclusion happens to be something believed to be true they will likely accept premises. Same if false they will reject premises.
-fail to distinguish good arguments from bad ones. Endorse illogical arguments if leads to conclusions they have doubts about.

We look at conclusion only and decide if its logical.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

4 Card task

A

Conclusions derive from research about conditional statements show similar results.
If x, then y.

-selection task/4 card task. Told each card has a number on one side and a letter on the other. Asked to evaluate if card has a vowel it must have an even number. The cards are A, B, 6, 7.
33% flip over A and 6, only a few flip over A and 7. this causes more than 70% to give wrong answers.
-performance better in variation, if person is drinking a beer the person must be 21. 73% flip over drink beer and 16, not drink coke or 22

Both issues ahve the same logical structure but different performance. They both use inductive judgement and deductive reasoning
Both can document high quality of thinkin gif in right circumstances.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Decision making costs and benefits

A

We all have our own values- things we prize or hope to avoid, and goals- things we hope to accomplish and see. Each decision has costs (carry farther from goals and values) or benefits move closer to goals and values). When we decide we weigh costs against the benefits.

Utilitary Maximization- utility- value you palce on an outcome. Want as much utility as you can.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Framing outcomes

A

Easy to find we base decisions little on utility maximation.
Asked “option a 200/600 save or B: 33% chance all are saved or 66% all die” 72% select option A
Asked “option A: 400 will die, or 33% none die/ 66% everyone dies.
78% choose option B
some people even contradicted previous answer

If frame casts choice in gains we show risk aversion and hold tight to what we already have

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Framing of questions and evidence

A

If we ask which parent do we award custody to we get a different outcome than which do we deny.
We rate a player with a 75% success higher than a 25% failure. More likely to endorse a drug of 50% success than 50% failure. `

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Opt-in vs. Opt out

A

If ask to opt into donor program (12% registered)
If asked to opt out of program (99% registered)

Endowment Effect- you put higher value on your current status since it is your own.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Maximize Utility vs. Seeing Reason

A

Influenced by framing even though no chances of utility, do we try to use utility but get distracted by frame or are we just not at all guided by them?

we decide based on what we feel good about an justified about
-reason-based choice-which parent do we award custody asks what justifies custody and we view positive traits
which parent do we deny- what justifies denial and we view negative traits

Some choices don’t max out utility but more justified. If it goes bad now how much criticism will I get

28
Q

Emotion

A

assess risk in emotional terms, should we use nuclear power? People make thing of the fear of nuclear accident

Memories cause strong reaction, some as anticipated events can cause fear/arousal..
-somatic markers- evaluate options with a gut feeling
-orbifrontal is crucial for somatic markers, it enables emotions interpretation and helps with decision making

29
Q

Predicting Emotiosn

A

Decisions may depend on the forecast of future emotions.
Affective forecasting-predictions for own emotions, they are often inaccurate. We usually can guess if reaction will be positive or negative and we usually overestimate how long feelings will last and underestimate our ability to adjust and find excuses and rationalization for our own mistakes. Usually believe current feelings will last longer than reality.

Overanticipate regret

30
Q

Research on happiness

A

Are people incompetent in decisions and don’t know what will give them happiness?
People are predictably irrational, we can efficiently move towrads joy we stumble upon ot.
Paradox of choice, too many choices decreases happiness. More choices more likely to choice none.

31
Q

Are human logical

A

Not that we don’t use logic we use logic when it makes sense, but a lot of other things influence us as well.

32
Q

Autistic Savant

A

Mental disability with remarkable talent.

33
Q

Problem Solving with a search

A

problem solving- a process of search
-navigating maze seeking a goal.

Hobbits and orcs problem
-5 orcs and 5 hobbits if orcs outnumber hobbits anywhere they will eat them how do you move them across river
-use a problem space that shows all available moves and branches. You could solve this problem by tracing problem space.
sometimes problem space changes based on a future outcomes and you can’t determine every possible scenario (chess)

34
Q

Hill-climbing strategy

A

Commonly used heuristic, when trying to get to mountain top but path forks you choose the path that is going up.

Limited since many problems require you move away from your goal to solve it.
People struggle when issue requires back since they must drop current plan and seek a new strategy

35
Q

Means-End Analysis

A

Compare current state and Goal state to figure out how to make them the same.

Break goal into subgoals and steps, how do I get out of room, then downstairs, etc.

36
Q

Pictures and Diagram

A

Helpful to translate problems into concrete terms wiht an image.
Visualizing math problems and seeing starting points and end points

37
Q

Drawing on experience

A

Little difference from individual to individual on strategy use. Strategies are only relevant for some issues

Analogies
-solve current issue by means of an already solved issue, very helpful but under used.
-tumor problem, participants would either not read the related issue, read it with no hint they were related, or read it with a hint they were related
-75% solved with a hint, 10% with no relation, 33% who read it but had no hint

uninstructed analogy use is rare, to locate you must look beyond superficial features and instead problems deep structure.

Expert problem solvers asked to categorize simple physics problems, the novice ordered by superficial, expert ordered by deep strucutre

PHD brainstrom session had an analogy every 5 min

38
Q

Setting subgoals

A

Experts often break problems into subproblems. Chess experts can remember around 20 pieces in 5 seconds because they split each piece into logical groups, attacking, defensive, etc.
-perception of higher-order units allow experts to focus on broad systems and relationships rather than details

Experts organize information more heavily than novices do, each info is highly crossed referenced and associated

39
Q

Ill-defined and Well-defined problems

A

Ill-defined- no clear way for how the goal could be characterized or what will aid reaching the goal. The best way to define a a bad problem is to create subgoals, solve definable parts and eventually you will solve the whole. add structure with extra-constraints/assumptions. Narrower set of operations to try.

40
Q

Functional Fixedness

A

Usually multiple was to solve issue (even well-defined),
-people view box as a stand not as a container, more likely to find this if the box is empty.
Functional foxedness- tendency to be rigid about how an object can be used

41
Q

Problem solving set

A

Collection of beliefs and assumptions made about the problem
-nine dot problem requires you to go outside the box but we assume it must stay inside, and each line must touch as many dots as possible. In this case we are the victim to our own problem solving set.

Most sets are very helpful, they narrow down options and ease the search, identify foolish ideas

42
Q

Creativity

A

Study genuises to understand little average creativity. Highly creative people (Bach and Van Gough) have things in common
-prerequisities for creativity- great skill and knowledge in domain,
willing to take risks, ignore criticism, tolerate ambiguity, and inclination to not follow crowed
internal motivation not extrinsic
-right place right time (suggests sociocultural appraoch, we must consier context to process their mind)

Wide disagreement on what occurs mentally

43
Q

Moment of illumination

A

Wallasis theory-creativity occurs in four stages
-Anecdotal not a lot of evidence, really hard to test “sleep on it”
1. Preparation- get info and make little progress on issue
2.Incubation- Ignore and stop working on issue so it can be left to process unconsciously
3. Illumination- the aha moment of insight or a new idea
4.verification-confirm idea works and leads to solution.

Found ideas don’t occur, so maybe occur in a back and worth motion.
Moment of illusion is a myth- not a large discovery but succession of mini-insights.

Gave participants insight problems and asked them to rate progress in warmth
-they did capture a moment of insight however those who experienced the insight were no more likely to be right. Wrong solution rated closer to solving it at every step.

44
Q

Incubation

A

Participants were given issue and left to solve it or interrupted. Wallas says interruption will help performance.
Studies vary and we don’t know why.
-incubation disrupted if under pressure? only occurs if the brain wanders so spreading activation can occur? Problem could be frusterating so breaks can allow fatigue to leave, try a new tactic?

45
Q

Nature of creativity

A

Creative giants use analogies, hints, heurists, trial and error.
Highly discriminatory they discern what has value
-convergent thinking find how ideas connect, measured with remote association test (given 3 words and find one word that ties them together)
-divergent thinkging- move ones thoughts in unanticipated direction

creative people have all

46
Q

Working backwards

A

Helps a lot because it allows us to focus on end goal and then find steps to get there.

47
Q

Tolman

A

Found kids who did well in one of sternbergs areas did well in school, kids who did well in 2 areas excelled

Sternberg- practical-common sense, analytical-school, creative

48
Q

Alfred Binet

A

Said intelligence is capacity that matters for many aspects of cognitive functioning. Created a test of a range of ideas- copy drawing, digit span, story comprehension or arithmetic. The composite score was taken

Originially ratio of mental age/chronological age times 100- intelligence quotiant

49
Q

Modern tests

A

No longer calculate IQs but still called IQ tests. Common tests is WISC or WAIS, Wechsler Intelligence Scale for Children, Weschler Adult Intelligence Scale.
Relies on many subtests, general knowledge, vocab, compregension, and perceptual reasoning, working memory and intellectual speed.

Ravens Progressive Matrices- analyze figures and detect patterns to minimize need for verbal and background knowledge.

50
Q

Reliability

A

How consistent a measure is.

Test-retest reliability, if you give a test out twice will you get the same outcome.
All IQ tests have high reliability, same IQ at 6 as 18, and it will accurately predict it’s the same at 80. (It can change especially if environmental change but usually stagnant)

51
Q

Validity

A

Does a test measure what it is intended to
Predictive validity- if a test can predict how well you were do . IQ correlated with academic success, job performance in highly intelligent scenarios.

High IQs correlate with presitigious careers, less likely to have probelms like drugs and jail. High correlation to longevity, less likely to die in car crash, follow doctors orders

IQ is not a perfect predictor, and school performance comes down to motivation, health and social influecnces but it does still have predictive validity for academic, job and longevity .

52
Q

General Intelligence

A

IQ test measures ability that applies to all content, advantages all mental tasks.

53
Q

Specialized Intelligence

A

Collection of talents, average of what you excel in and lack

54
Q

Whats correct general or specailized.

A

Many IQ tests have many subtests that compare eacother, however people who do well or poor tend to do that across the board

Charles Spearman created factor analysis- looks for common factors and elements that are apart of many subtests and link them. Confirms idea that 1 common theme links all subtets. Created general intelligence (g)
-high g do well on all tests

55
Q

Hierarchical Model of Intelligence

A

g isn’t the whole story, people have specialized skills. Reading comprehension=g plus strength of verbal skills.
G contributes to all
Next Level: specific capabilities for specialized tasks

hierarchy made a true prediction, tasks from 2 seperate categories will have a correlation since they both draw on g, 2 tasks in same category will have an even higher correlation because both draw on g and specialized capacity.

G provideds an overall consistency but not perfect since tasks require own specialized abilties.

56
Q

Fluid intelligence and crystallized

A

Fluid is ability to deal with novel problems and is needed when no previous knowledge or routine is in place. Fluid reaches peak in adulthood and declines. Alcohol, fatigue, and depression effects it more

Crystal involves past knowledge and skills. It increases with age

Both highly correlated (have one likely to have other)

57
Q

Building block of intelligence

A

those who are intelligent are quicker at mental processes?
-allow for more steps to be completed, faster processing in neural pathways?

inspection time- time needed to describe which line is longer or tone is higher -/3 correlation with IQ.

Working memory capactiy- intellects have better executive control and control of thoughts to prioritize and override thoughts

58
Q

Practical Intelligence

A

Street Smarts- lack anayltical skill needed in class but has sophisticated reasoning in day to day settings.
Sternberg studied if teaching is better when matching to students abilities and he found yes.

59
Q

Measures of rationality

A

Stanovich suggets smart people can ignore facts, be overconfident, make illogical conclusions
-argues we need seperate measure of intelligence and rationality

rationality- critically accessing info as gathered in nature

60
Q

Other types of intelligence

A

emotional intelligence- ability to understand emotions and others and control own emotions. A high score is linked to creating a positive atmosphere and natural leader. Rated by friends as more caring and supportive and has less conflict.
Best challenge to IQ tests
-Howard Gardners tehory of multiple intelligences
argues for 8 types of intelligence, 3 assessed in standard IQ tests-linguistic, math and spatial
other 5- music, body kinesthetic, interpersonal, intrapersonal, and naturalistc.

Provides evidence for savant syndrome- possible to have extreme talents separate from IQ but how about the rest of Gardners theory.
-broad range of talents that should be nurtured and trained. Doesn’t challenge IQ tests because it was never meant to measure human talents.
-talents important, IQ imporrtant and both can exist.

Should Gardners talents and emotional by considered intelligence?

61
Q

Roots of intelligence

A

What causes differences in IQ?
Nature and Nurture, both depend on each other. Family members typically share/resemble IQ scores even if they grew up seperated. Monozygotic twins have .7 correlation when raised apart

poverty impedes, longer in this enviroment the worse damage. Improving environment can improve IQ.

62
Q

Flynn Effect

A

Intelligence test scores increasing 3 points per decade. Illustrated in developed and impoverished nations.

Effect stronger in fluid intellignece (Ravens matrices)
Change how quickly we can think not how much info we have.

Likely a lot of causes but cannot be genetic since human genome doesn’t change that fast.
Proof intelligence increases in a suitable environment

63
Q

Interaction of genes and environment

A

IQ resemblance for identical twins in impoverished families is markedly reduced. In this setting genetic factors play a smaller role.

Genes allow people to make full use of environmental inputs that support intellect growth
-if rich environment genes allow us to flourish
-if poor genes ahve nothing to work with

64
Q

Complexity of cereal boxes

A

Assume creation of calculators worsen our math skill and GPS lowers our ability to navigate
-fear we became to reliant on electronics and lose our own skills

ITs ok if we lose some skills like how to ride a horse.

But IQ is rising, in developing it is a result of improvement to health, in developed it is information complexity.

Ancestors ahd less tools but less info and skills, no need for interpretting complex, data, facts and following plots.

Info on back of cereal box-ingrediants, diet, recipes, games
-info richness that requires skill to handle and interpret could maybe be reason for Flynn

65
Q

Comparison between groups

A

Average IQ is higher for American and European whites, economic reasons- African americans have lower average income, poorer neighborhoods, poorer nutrition and healthcare.

Treated differently- different role models and expected life paths.
Stereotype threat-anxious if believe your group usually does bad and believes if you perform bad you are confirming this prejudice
-erode attention on test due to nerves or won’t try since fate is sealed

When african americans tested one told it was random abilities, others told is was their IQ. First group did better.

We urgently need healthcare, nutrition, and opportuniies, and we directly train crystallized intellignece. WE shift expectations which is hard since they are held by teachers, parents, kids and institutions

66
Q

Goals of education

A

Increase crystallized intelligence, fluid (commerical offered training only helps fluid in their apps context)
increase attitudes and belief-when asked kid what they were good at besdies school they did better in school because realized school wasn’t their whole identity.
foster rationality
nurture other talents
create morals