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PSY100 > Thinking & Intelligence > Flashcards

Thinking & Intelligence Flashcards

1
Q

Knowledge Representation

A

mental representation: hypothetical ‘internal’ cognitive symbol that represents external reality
– Analogical vs. symbolic

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2
Q

Analogical representations

A

Mental representations which have some physical characteristics of actual objects – Images

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3
Q

Symbolic representations

A

Abstract mental representations don’t correspond to physical characteristics of actual objects – Words
don’t really look like what they are corresponding to

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4
Q

Analogical Representations

A

We form mental images of many objects

–allow us to answer questions about objects not in our presence

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5
Q

Analogical Representations

A

–Also allows us to solve problems
•Allows us to think things through
–we can manipulate these mental images
•It takes longer for them to answer question when more mental rotating was required

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6
Q

Knowledge Categorization

A

•use symbolic representations (words) to represent much of our knowledge

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7
Q

Categorization

A

process of grouping things based on shared information + similarity

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8
Q

Concept

A

mental representation that groups object, events/relations around common themes
–So you don’t have to store everything individually
–Your knowledge of apples is grouped with your general knowledge about “fruit”

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9
Q

Basic level categories/concepts

A

–Located in the middle of the hierarchy
–terms most often used in conversation, easiest to pronounce, level at which prototypes exist + which most thinking occurs

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10
Q

Defining Attribute Model

A

Objects categorized according to certain set of rules/specific set of features
–Membership determined on an all-or-none basis
–“A triangle is a figure having three angles and three sides” if it meets the rule then that’s a triangle

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11
Q

Problems with the defining attribute model

A

–often make exceptions to our rules
–Some attributes more important for defining category
–Some concepts appear are more representative
not an all or none principles

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12
Q

Prototype Model

A

Objects categorized according to how closely resemble “prototype” of category
–Allows for flexibility in representation of concepts
–Explains why some category members are better examples than others
–Problem: How is the prototype chosen?

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13
Q

Exemplar Model

A

all members we encountered form concept
•we compare it to all previous examples of concept
•when we see something new, seems to best fit a certain concept
•sometimes use rule based/resemblance based

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14
Q

Exemplar Model

A

–representation of bird consists of all of the birds you have encountered
–If see something new + most closely resembles the birds you have encountered, you conclude that it is a bird

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15
Q

Organization of Concepts

A

can follow either a rule-based (defining attribute)/resemblance-based (prototype/exemplar) approach, it just depends on the situation

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16
Q

Organization of Concepts

A

–Seeing a bat dart by in the night
•Initial reaction may be “bird” based on resemblance
•But would see that it shares more features with mammals than birds - based on rules

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17
Q

Schemas

A
  • knowledge goes beyond lists of facts about items

* help us perceive, organize + process info: allow us to function effectively within complex daily environments

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18
Q

Schemas

A

•scripts: Schemas about sequences of events in certain situations
–script for going to a restaurant

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19
Q

Reasoning

A

Using info to determine if a conclusion is valid/reasonable

–If I decide to become a doctor, will I make a lot of money?

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20
Q

Decision making

A

Attempting to select best alternative among several options

–Which POSt should I select?

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21
Q

Problem solving

A

Finding a way around an obstacle to reach a goal

–How can I make sure I get into the POSt I want?

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22
Q

Deductive Reasoning

A

reason from general to the specific using belief/rule to determine if a conclusion is valid
–“Doctors make more money than the average person. So if I decide to be a doctor, chances are I’ll make good money.”

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23
Q

Deductive Reasoning

A

Syllogisms: Logical arguments containing premises (statements) and a conclusion. (If someone is a doctor, then they make a lot of money)
if x is true then y is true

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24
Q

Inductive reasoning

A

reason from specific to general using examples/instances to determine if conclusion is likely to be true
–“Aunt Barbara is a doctor and she’s the richest person in the family…” - Anecdotal evidence
•Both types of reasoning have their flaws + can lead to inappropriate conclusions

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25
Q

Heuristics

A

Shortcuts/rules of thumb used to reduce amount of thinking needed to make a decision
•If we devoted all our cognitive processes, we would take too long to decide
–“I did best in bio, so I should specialize in that”
•but can lead to biases

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26
Q

Benefits of heuristics

A

–Require minimal cognitive resources
–Allows us to decide quickly
–Often lead to reasonably good decisions

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27
Q

Availability Heuristic

A

Estimating frequency of event based on how easily examples come to mind
–Which is more frequent in the English language?
Words that begin with the letter K/as the third letter

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28
Q

Representativeness Heuristic

A

Making judgments likelihood based on how similar person/object is to prototype for that category
–E.g., Linda is 31 years old, single, outspoken, and very bright. She majored in philosophy. As a student, she was deeply concerned with issues of discrimination and social justice, and also participated in antinuclear demonstrations. Which is more likely?
Linda is a bank teller/Linda is a bank teller and is active in the feminist movement.

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29
Q

Conjunction fallacy

A

mistaken belief that finding a specific member in two overlapping categories (bank tellers & feminists) is more likely than finding any member of one of the larger, general categories (bank tellers)

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30
Q

conjunction fallacy

A

•By choosing option “B”, we ignore base rates (the frequency of an event occurring)
we are distracted by info and ignore base rates

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31
Q

Anchoring Effects

A

individual attempts to solve a problem involving numbers + uses previous knowledge to keep (anchor) response within a limited range
anchors can also be introduced by other people (not just internally generated)
•Internal guesses

32
Q

Framing Effects

A

changes in way info is perceived by way in which info presented
•framing decision to emphasize potential losses/gains of decision
•Whichever part they emphasizes changes/highlight changes the way you think about it

33
Q

Loss aversion

A

Losing much worse than gaining is good = ppl try to avoid situations that involve loss
•Ordering + size matters: best to order things from largest to smallest, makes smaller donations smaller
•Know you’re audiences

34
Q

problem solving strategies

A

–Subgoals: taking steps
–Restructuring: looking at it from a new perspective
–Working backward: start at end

35
Q

functional fixedness

A

-using objects for diff functions

36
Q

Intelligence

A

human ability to use knowledge, solve problems, understand complex ideas, learn quickly + adapt to environmental challenges
•Diff approaches
•Breakdown intelligence to diff components

37
Q

Intelligence

A

–numerous approaches to studying intelligence + numerous components of intelligence

38
Q

Intelligence Assessment: Psychometric approach

A

Achievement: tests in class, not trying to predict, how much do you know
-aptitude tests: IQ
•SAT: trying to predict how well you’re gonna do in college

39
Q

Intelligence Assessment: Cognitive approach

A

–Examining mental abilities that underlie intelligence (reaction time, working memory capacity)

40
Q

Intelligence Assessment: Biological approach

A

–How brain processes info

brain functioning through brain imaging

41
Q

Sample WAIS-IV Question

A

-

42
Q

Infamous SAT Question

A
  • Runner:Marathon = envoy:embassy/martyr:massacre/oarsman:regatta/referee:tournament/horse:stable
  • Culturally biased
43
Q

Intelligence Quotient (IQ)

A

score on a normed test of intelligence (how score compares to other people who have take the test before you)
–avg IQ set at 100, with a standard deviation of 15
•Helpful, but lots of other factors

44
Q

General Intelligence (g)

A

idea that one general factor underlies all mental abilities

•Spearman

45
Q

Fluid intelligence - Cattell

A

Info processing in novel/complex circumstances (think quickly + flexibly=working memory)
WM, tends to decline with age, info processing

46
Q

Crystallized intelligence - Cattell

A

Knowledge acquired through experience + ability to use this knowledge to solve problems (LTM, how much info do you know - tends to expand and expand)
•Related intelligence

47
Q

Howard Gardner - multiple intelligences

A

skills in a variety of different domains
•Not related intelligences
•Ability in one is diff in another
–Recognizes ppl can be average/deficient in some domains + outstanding in others

48
Q

Howard Gardner - multiple intelligences

A

Musical intelligence
•Bodily-kinaesthetic intelligence
•Linguistic intelligence
•Mathematical/logical intelligence

49
Q

Howard Gardner - multiple intelligences

A

-Visual/spatial intelligence
•Intrapersonal intelligence
•Interpersonal intelligence

50
Q

Sternberg (1999) proposed 3 types of intelligence

A

–Analytical: book smart, school
–Creative: outside box
–Practical: everyday life, street smart

51
Q

Emotional intelligence (EQ)

A

social intelligence emphasizes ability to manage one’s emotions, recognize emotions in others, understand emotional language + use emotions to guide thoughts and actions
recognizing + managing emotions of yours + others
•Predictive of grades in uni: dealing with anxiety

52
Q

Emotions

A

immediate responses to environmental events
–Not the same as moods: not specifically linked to anything, more general
•Involve thoughts + physiological responses

53
Q

Emotions

A

–Adaptive
–Communicative
–Subjective

54
Q

Emotions are Adaptive

A

•alter cognition
–Negative emotions narrow attention
–Positive emotions broaden attention

55
Q

Emotions are Adaptive

A 
•trigger action tendencies:
–Positive emotions lead to creativity + exploring
–Negative emotions promote withdrawal
•Guides our behaviour
•Promotes certain behaviour
56
Q

Emotions are Adaptive

A

•Good feelings often signal progressing toward a goal, while negative feelings may indicate opposite
–Somatic markers: Bodily reactions from emotional evaluation of consequences = Gut feelings
•Iowa Gambling Task: Before they know it, they’ll switch to good decks because they start getting a bad feelings (somatic markers)

57
Q

Emotions are Adaptive

A

•Happy: think safe so you can be more creative + explore
•Negative: withdrawal, somethings wrong
Expressions of emotion are also adaptive
–Help us predict other people’s behaviour + learn what others think of our own behaviour

58
Q

Primary (or basic) emotions

A

Evolutionarily adaptive emotions humans share across cultures; associated with biological + physical states
–Happiness, anger, disgust, fear, sadness, also perhaps surprise + contempt

59
Q

Secondary emotions

A

Blends of primary emotions, including states such as remorse, guilt, submission, and anticipation

60
Q

Emotions are Communicative

A

Darwin proposed those able to express certain emotions reproduced + pass along their genes
–Universality of facial expressions

61
Q

Emotions are Communicative

A

Many ppl believe emotional facial expressions initially served physiological functions + later took on more social/ communicative functions + became more exagerrated

62
Q

Display rules

A

Rules learned through socialization that dictate which emotions suitable to given situations
–Identification of facial expressions better within cultures than betw cultures
which emotions are appropriate to display, depends on culture

63
Q

Emotional Expression Across Cultures

A

Individualism correlated with expression norms for happiness + surprise
all cultures endorsed expressions toward in-groups more than out-groups
•Particularly for sadness, less so for contempt + disgust
•Individualist: western, high appropriate to express emotions
•More likely to endorse expression of positive emotions

64
Q

Need to belong

A

need for interpersonal attachments fundamental motive evolved for adaptive purposes
–Belonging to groups important for survival + well-being
–lack of social contact can lead to loneliness + despair
•Need to be connected, more ppl lonely more likely to treat other things as ppl

65
Q

Emotions & Interpersonal Relations

A

Interpersonal emotions (embarrassment, guilt) may be just as adaptive as emotions like fear

66
Q

Emotions & Interpersonal Relations

A

guilt strengthen relationships
-Prevents people from engaging in behaviours that would harm relationships, while encouraging behaviours that strengthen relationships
–Displays of guilt show you care, strengthens social bonds
–effective at getting people to do what we want

67
Q

Emotions are Subjective

A

–Some experiencing more intense +/ wider variety of emotions than others
–Alexithymia: No subjective experience of emotion

68
Q

Theories of Emotion

A

Importance of + relationship betw, bodily responses, cognitive responses + emotional experiences

69
Q

James-Lange Theory

A

Physical changes lead to specific emotions
– “We feel… afraid because we tremble”
emotion experience is response to physiological expression + emotional expression

70
Q

James-Lange Theory: facial feedback hypothesis

A

If emotional expressions influence subjective emotional experiences, then act of forming a facial expression should elicit specific, corresponding emotion
•When smiling muscles are activated = more positive emotional response

71
Q

Cannon-Bard Theory

A

physiological response + subjective experience of emotion happen independently and simultaneously

72
Q

Schachter’s Two-Factor Theory

A

Both physiological response + cognitive appraisal of situation determines emotional experience
•After shot of epinephrine told what they were gonna experience
•Half expecting a response, half not
•A confederate waiting with them, one happy/one angry

73
Q

Schachter’s Two-Factor Theory

A

– Independent variables:
•Type of injection (adrenaline vs. placebo)
•Type of reaction expected (aroused vs. nothing)
•Type of confederate (euphoric vs. angry)

74
Q

Schachter’s Two-Factor Theory

A

– Dependent variables:
•How did the participants’ behave?
•What mood did they report?

75
Q

Schachter’s Two-Factor Theory: results

A
  • With happy: informed participants less reactive to situation
  • Don’t know why they’re feeling aroused
  • Think they must feel this way because of situation
76
Q

Schachter’s Two-Factor Theory

A

Interesting implication: We can misattribute the source of our physiological response
–Misattribution of arousal

77
Q

Attraction or Fear?

A

Those interviewed on the scarier bridge more likely to call interviewer + ask her out an a date (39% vs. 9%)
fear arousal to attraction of her

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