THOUGHT, LANGUAGE, AND INTELLIGENCE Flashcards
1
Q
Cognitive Psychology
A
- study of mental activities and how they work
2
Q
Mental Representation
A
- building blocks of thought
- internal mental symbols that stand for some object, event, or state of affairs in the world
- allow people to think while there is a absence
3
Q
Concepts (mental categories)
A
-groups similar events, people, objects
-allow us to use prior experience to understand and react to new encounters
4
Q
Prototype
A
- the best of a concept
E.g Goldfish vs pufferfish
5
Q
Hierarchies of Concepts
A
- Superordinate -abstract
-furniture - Basic
-chair - Subordinate -specific
-rocking chair
6
Q
algorithm
A
- step by step procedure for a gaurenteed solution
7
Q
insight
A
- a sudden, conscious change in a person’s understanding of some situation or problem
- involves unconscious cognitive work
8
Q
mental set
A
- mental framework to access problems with previous experience
9
Q
functional fixedness
A
- focusing on typical functions and failing to see alternate solutions
10
Q
restructuring
A
- reorganizing ones solution to fix problem
11
Q
Bounded Rationality
A
- idea that rational decision-making it constrained by limitated resource
12
Q
Dual Processing Theory
A
The automatic system
-slower, more effortful
- rational outcomes
vs
The controlled system
-fast, effortless
-skipping over someones profile on hinge
13
Q
Huerestics
A
- mental tools people use to make decisions and judgments
- mental shortcut
- allow efficient decision making
-ppl are unaware we use them
14
Q
representativeness heuristic
A
-judging likelihood of something based on how well it represents a category
15
Q
availability heuristic
A
-deciding how common or probable something is based on how easily it comes to mind
E.g. flood
16
Q
affect heuristic
A
- tendency to use positive and negative affect we associate with objects/events to make decisions
- good for me bad for me\
- ventromedial frontal cortex
17
Q
confirmation bias
A
- the tendency to look/weigh the evidence that confirms one’s preexisting beliefs than one that does not align
18
Q
belief perserverance
A
- tendency to resist changing their beliefs even when faced with disconfirming evidence
19
Q
loss aversion
A
- making choices that will minimize loss
20
Q
“door in face” technique
A
- change one reference point
E.g presenting high price then lowering it
21
Q
overconfidence bias
A
-overestimate accuracy of one’s judgement/ knowlwdge
22
Q
hindsight bias
A
- overestimate the likleyhood one would have predicted that outcome in advance
- found in all ages
23
Q
linguistic determinism hypothesis (benjamin lee)
A
different languages impose different ways of understanding the world that can constrain and shape our thinking
E.g different languages impose different ways of understanding the world that can constrain and shape our thinking. A: will not experience sadness
24
Q
overregularization
A
- language error made by children
- adding “ed”
E.g cached two goose
25
language acquisition device (Chomsky)
-innate, biological mechanism that allows humans to acquire language naturally and rapidly during early childhood
- universal grammar
26
sensitive period
- a period where !language acquisition! can occur
- sensitive, learn from enviroment
-afterward, language acquisition will be limited
27
Intelligence
-to think abstractly, comprehend complex ideas, reason, plan, solve problems, learn from experience, and acquire new knowledge.
28
3 approaches to Intelligence
1. Psychometric Approach
2. Multiple intelligences approach
3. Information processing approach
29
factor analysis and general intelligence (g factor)
- analyzes a pattern of correlations to look for the common factors underlying the scores.
- tests in children adults
G factor
-general ability for mental tasks
(common sense?)
- TWO COMPONENTS
1. fluid intelligence
-tackle new and unusual situations
2. crystalized intelligence
-accumulated knowledge
E.g language
30
Mental Age & IQ
- calculation by dividing a child s mental age by the chronological age then multiplying by 100
- above 100 perform older, under 100 = perform younger
31
achievement test
- tests how much ones's learned over certain period of time
32
aptitude tests
- measure the potential to learn new skills
E.g. SAT
33
Wechsler Adult Intelligence Scale (WAIS)
- test whether people have cognitive problems
- access general knowledge, vocab, comprehension
34
standardization
- is a process of making test scores more meaningful by defining them in relation to the performance of a pretested group
-compare with your other scores
-reliability (consistent results)
35
In a large-scale study comparing siblings across many families, a scientist finds that intelligence (as measured with a standardized test) appears to have a heritability of .38 after controlling for family wealth. How should she interpret this result?
-When looking at the population as a whole, 38 percent of the variation in score differences is explained by differences in genes.
36
Self-Fufilling prophecy (Pygmalion effect)
-is a cycle by which others’ beliefs or our own can affect behaviour in ways that bring the belief “to life” and make it true
-fixed mindset and that intelligence can't be changed
36
In both human and animal studies, which statement best describes the relationship between intelligence test scores and the environment in which the subject develops?
Enrichment improves scores, whereas impoverishment diminishes them.
37
Pygmalion effect (positive and negative)
A.
- the student becomes more confident w the help of his teacher
- motivated
B.
- Student becomes discouraged
gives up
- is not challenged
38
Sternberg's definition of intelligence (3 major types)
1. Analytical intelligence
2. Creative intelligence
3. Practical intelligence
39
What three criteria must an intelligence test meet in order to be useful?
- Standardization, reliability, and validity
40
What happens to IQ scores of related individuals as they age? Why?
They become more similar through age because:
1. Genetics determines intellectual potential, which takes time to develop
2. Genetics shapes the environments that people select for themselves
41
Environment enrichment and intellectual development
Enriching environments lead to faster intellectual development, and impoverished is associated with slower
