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MCAT Psych/Soc > Thought and Emotion > Flashcards

Thought and Emotion Flashcards

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1
Q

Cognition vs perception

A

Cognition refers to a wide range of internal mental activities, such as analyzing information, generating ideas, and problem solving. Perception refers to the organization and identification of sensory inputs, while cognition refers to higher-level processes like language and logical reasoning.

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2
Q

cerebral cortex

A

Processes information

Divided into 4 lobes:

  1. Frontal lobe - non-sensory processing (i.e. decision making)
  2. Parietal lobe - sensory processing
  3. Occipital lobe - sensory processing
  4. Temporal lobe - sensory processing
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3
Q

Frontal lobe

A

associated with motor control, decision making, and long-term memory storage

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4
Q

parietal lobe

A

tactile processing

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5
Q

occipital lobe

A

visual processing

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6
Q

temporal lobe

A

auditory and olfactory processing, as well as emotion and language and memory formation

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7
Q

Piaget’s Theory of Cognitive Development

A
  1. Sensorimotor (birth to two years)
  2. Preoperational (2 to 7 years)
  3. Concrete Operational (7 to 11 years)
  4. Formal operational (11 years and older)
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8
Q

accomodation

A

When a child’s schema changes in response to new information

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9
Q

Sensorimotor stage

A

Birth to two years

  • -Children learn to separate themselves from objects.
  • -Learn they have the ability to act on and affect the outside world
  • -Develop object permanence - the understanding that objects can continue to exist even when they are out of sight
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10
Q

Preoperational stage

A
  • -2 to 7 years
  • -Children learn to use language while they continue to think very literally
  • -Maintain an egocentric worldview and have difficulty perspective taking
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11
Q

Concrete operational stage

A
  • -7 to 11 years
  • -Logical in concrete thinkings
  • -Develop inductive reasoning, meaning they can reason from specific situations to general concepts
  • -Understand the idea of conservation - the idea that quantity remains the same despite changes in its shape or container
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12
Q

Formal Operational Stage

A
  • -11 years and older
  • -Develop logic in abstract thinking
  • -Develop deductive reasoning - they can apply general concepts to specific situations
  • -Capable of Kohlberg’s post-conventional moral reasoning
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13
Q

Broca’s area

A
  • -Brain area associated with LANGUAGE
  • -Located in the frontal lobe
  • -Involved in speech PRODUCTION. Damage to this area results in a person understanding language just fine but having difficulty producing it.
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14
Q

Broca’s area

A
  • -Brain area associated with LANGUAGE
  • -Located in the frontal lobe
  • -Involved in speech PRODUCTION. Damage to this area results in a person understanding language just fine but having difficulty producing it.
  • -“Broca’s raton is Full of Pals” - “Broca, Frontal lobe, Production”
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15
Q

Wernicke’s area

A
  • -Brain area associated with LANGUAGE
  • -Located in the temporal lobe
  • -Involved in the UNDERSTANDING of language
  • -“Wernicke Tempts Us” - “Wernicke Temporal Understanding”
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16
Q

Intelligence

A

the ability to understand and reason with complex ideas, adapt effectively to the environment, and learn from experience

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17
Q

The g factor

A

The general intelligence factor. Proposed by Charles Spearman and posits that every individual has a set level of intelligence that applies across pursuits.

18
Q

Theory of multiple intelligences

A

Proposed by Howard Gardner. Argues that everyone has a variety of intelligences that are used in combination. The intelligences are: linguistic, musical, logical-mathematical, spatial, bodily-kinesthetic, interpersonal

19
Q

Sternberg’s triarchic theory

A

Proposed 3 factors involved in intelligence:

  1. Analytical intelligence - solving problems
  2. Creative intelligence - ability to handle new situations using existing skills and experiences
  3. Practical intelligence - ability to respond to environmental changes
20
Q

Emotional intelligence

A
  1. Perceiving emotions
  2. Using and reasoning with emotions
  3. Understanding emotions
  4. Managing emotions
21
Q

Components of emotion

A
  1. Cognitive - appraisal of an event
  2. Physiological - activation of the nervous system for example
  3. Behavioral
22
Q

Main biological systems involved in emotion

A
  1. Limbic system

2. Autonomic nervous system

23
Q

Limbic system role in emotion

A
  1. Amygdala - fear and anger- can respond to a stimulus without conscious awareness of the stimulus.
  2. Prefrontal cortex - involved in conscious regulation of emotional states
24
Q

Autonomic nervous system role in emotion

A
  1. Hypothalamus - regulates heart rate, sweating, arousal
25
Q

Major theories of emotion

A
  1. James-Lange theory - all physiological
  2. Cannon-Bard
  3. Shachter-Singer
26
Q

James-Lange theory of emotion

A
  • -Emotion is physiologically based
  • -Emotional experience depends on the recognition and interpretation of physical reaction
  • -Physiological response –> interpretation of physical reaction –> emotion
  • -remember with “JLP” James Lange physiology
27
Q

Cannon-Bard theory of emotion

A

–“feelings” and physiological reactions to stimuli are experienced simultaneously

28
Q

Schachter-Singer theory of emotion

A
  • -the “two factor theory of emotion”
  • -physiological arousal is the first component of the emotional response, just like the James-Lange theory.
  • -Differs from James-Lange in that one must take into account SITUATIONAL CUES in order to interpret physiological reaction
  • -recognizes HIGHER LEVEL THINKING
29
Q

fundamental attribution error

A

when one attributes others’ actions to internal factors, rather than external circumstances

30
Q

self serving bias

A
  • -often occurs in tandem with fundamental attribution error

- -one attributes their own actions to external circumstances

31
Q

causation bias

A

the tendency to assume a cause and effect relationship between correlated variables

32
Q

Drives

A

–urges to perform behavior to resolve BIOLOGICAL NEEDS

33
Q

drives vs instincts

A

–Drives attempt to reduce arousal, while instincts are automatic behavioral inclinations that are not necessarily associated with arousal.

34
Q

Drive reduction theory

A

–People are motivated to take action to satisfy a physiological need like hunger, thirst, or sex

35
Q

incentive theory

A

–people are motivated by external rewards

36
Q

cognitive theories

A
  • -people behave based on their expectations of what will yield the most favorable outcome
  • -motivation can be categorized as extrinsic or intrinsic in this model
37
Q

need-based theories

A

–people are motivated by a desire to fulfill unmet needs
–Maslow’s hierarchy of needs:
Lowest to highest: physiological, safety, belongingness, esteem, self-actualization

38
Q

Attitudes

A
  • -favorable or unfavorable organizations of beliefs and feelings about people, objects, or situations
    1. Affective component - A person’s feelings or emotions about an object
    2. Behavioral component - the influence attitudes have on behavior
    3. Cognitive component - beliefs of knowledge about a specific object
39
Q

peripheral route processing

A

–occurs when an individual does not think deeply to evaluate the argument presented

40
Q

central route processing

A

–occurs when an individual does think deeply and even elaborates on the argument that is presented

41
Q

theories of attitude and behavior change

A
  1. elaboration likelihood - incorporates peripheral route processing and central route processing
  2. social cognitive theory - approaches behavior change from a social learning perspective

MCAT Psych/Soc (21 decks)

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