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STLCC Psychology 100 Anis McLin-Morris > Unit 4 Cognitive Intelligences > Flashcards

Unit 4 Cognitive Intelligences Flashcards

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1
Q

Define brain development

A

Prenatal neural tissue growing until all parts of the brain are formed

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2
Q

Define cognitive development

A

The mental processing of information and developing an awareness of concepts across the lifespan

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3
Q

Who created the first theory of cognitive development?

A

Jean Piaget

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4
Q

What is the first stage of Piaget’s cognitive development?

A

Sensorimotor

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5
Q

Define the sensorimotor stage of cognitive development

A

The child learns through the processing of sensory information which they discover as their motor development allows movement/exploration of the environment

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6
Q

Give an example of a child struggling with object permanence

A

Any object that is hidden will seem to magically disappear, no longer exhist

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7
Q

What simple game helps children in the sensorimotor stage develop object permanence?

A

Peek a boo

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8
Q

What other indicators are there that an infant is learning or developing cognitively?

A

They respond to sounds, lights, smell, taste as well as learn their name, start to mimic sounds

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9
Q

What is the second stage of Piaget’s cognitive development

A

Preoperational

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10
Q

Define the preoperational stage of cognitive development

A

The child learns through social-learning/referencing as well as language. They can understand a lot of words and using language to communicate

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11
Q

Give an example of a child struggling with “conservation tasks”

A

During preoperational stage a child that sees two glasses of the same size filled the same, then pouring one into taller glass will struggle to understand the taller glass still has the same amount of liquid, they think there is more liquid

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12
Q

Give an example of a child who has grasped the cognitive concept of “conservation tasks”

A

The child will know that with two glasses filled the same and then one poured into a taller glass there is the same amount of liquid

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13
Q

What is the third stage of Piaget’s cognitive development

A

Concrete operational

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14
Q

Describe the concrete operational stage

A

The child is given academic tasks to “operate” on that require logic, reasoning, and usually some form of measurement/calculation to solve. They no longer just guess

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15
Q

Give an example of a concrete operational task

A

Identify which is taller, Sally or Sarah by taking measurement and comparing the inches

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16
Q

What is cognitive equalibrium?

A

A positive state of mind when new information can be processed

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17
Q

What is assimilation?

A

Putting new information into a new category in your mind

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18
Q

What is Piaget’s 4th stage of cognitive development

A

Formal operational

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19
Q

Define the formal operational cognitive development stage

A

Higher order mental processing such as creating a hypothesis and developing methodology to test that hypothesis and then applying statistics to interpret the significance of the date and then making a conclusion based on that data

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20
Q

What mental process yield different interpretations of the same information?

A

Perception, our interpretation of an event often different from someone else who experienced the same event

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21
Q

What layer of awareness are children learning from during infancy and early childhood?

A

Unconscious

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22
Q

Who said childhood experiences are possibly most influential regarding mental processes for the rest of your life?

A

Sigmund Freud
(Childhood and all uncomfortable conscious material from childhood is “formative”)

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23
Q

Who created the ecological theory of development?

A

Urie Bronfenbrenner

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24
Q

List the 4 ecosystems (in order)

A

Microsystem
Mesosystem
Exosystem
Macrosystem (chronosystem)

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25
Q

Who created psychosocial stages of development?

A

Erik Erikson

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26
Q

Define psychosocial stages of development

A

We learn through social interactions

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27
Q

Explain the “internal working model”

A

The beliefs we have about ourselves and other relationships based on past experiences

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28
Q

What does ACE stand for?

A

Adverse childhood experiences

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29
Q

List three examples of ACEs

A

Abuse
Neglect
Divorce
Living with and addict

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30
Q

What impact can an ACE have on you?

A

It can cause anxiety and stress, lead to chronic health conditions, academic struggles, coping skills deficits, risky behaviors and shortened lifespan

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31
Q

Which parenting strategy is NOT recommended

A

Authoritarian which features the parent giving frequent punishments

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32
Q

If a child is spanked on a regular basis by his/her mother, what is a possible outcome?

A

Increased risk of delinquincy

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33
Q

If a child is spanked regularly by his/her father, what is a possible outcome?

A

Decrease in verbal communication skills

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34
Q

Children who are spanked less than twice a month are __% more likely to become aggressive in adulthood?

A

17%

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35
Q

Children who are spanked more than twice a month are __% more likely to become aggressive in adulthood

A

49%

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36
Q

True or false, being spanked puts you at risk of developing mental illness?

A

True

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37
Q

True or false, being spanked impairs cognitive development and lower IQ scores

A

True

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38
Q

What do most developmental psychologists and researchers say regarding the use of spanking because of the data?

A

It should not be used on a regular basis as it will cause brain damage or impairments if overused

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39
Q

Explain the 3 legal views on spanking around the world

A

-no spanking band should be placed on the act (any adult should be allowed to spank a child)
- partial spanking bans should be placed on the act (only parents allowed)
-total bans should be placed on the act (no adults allowed)

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40
Q

What can help counterbalance ACEs

A

Increased positive interactions/experiences

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41
Q

How can a parent prevent ACEs

A

Regular love/affection attention, model how to manage emotions without violence

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42
Q

What can a parent do if their child does experience an ACE

A

Take the child to a professional for treatment, child psychologist

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43
Q

What did/do eugenicists believe about how you acquire “intelligence”?

A

It’s genetic, you can learn or develope it

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44
Q

Did eugenicists believe that getting a quality education could help someone obtain or improve intelligence?

A

No

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45
Q

Who coined the term “Eugenics”?

A

Francis Galton

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46
Q

What did Francis Galton want the US government to do?

A

He wanted the US government to control who gets to breed

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47
Q

Who was Françis Galton’s cousin?

A

Charles Darwin

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48
Q

Who was the supreme court chief justice who ruled in favor of forced sterilization of US citizens that were determined genetically inferior?

A

Oliver W Holmes

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49
Q

What was Oliver W Holmes quoted to say about forced sterilization?

A

“three generations enough”
If within three generations your genetic relatives were still inferior then your family shouldn’t breed

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50
Q

We’re the majority of states in the US in favor of or against forced sterilization of “genetically inferior” citizens?

A

Majority in favor/supported

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51
Q

What is an example of a eugenic mindset or belief today?

A

People who claim they are superior to others or display racist acts against those they believe are inferior to them

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52
Q

Who is a current famous person that promoted eugenical ideas?

A

Donald Trump

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53
Q

True or false, since Trump was elected there has been in increase in hate crimes and gatherings?

A

True

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54
Q

Who identified that intelligence was something you could develop across many different areas of cognitive functioning?

A

G. P. Guilford

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55
Q

How many listed cognitive abilities did G. P. Guilford create ?

A

180 different cognitive abilities (such as reading, math, science, music etc)

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56
Q

Give an example of something a human learns based on the environment they grow up in?

A

Language, no one is born speaking and which language you learn is based on where you are raised

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57
Q

What did G P Guilford promote for everyone?

A

Education

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58
Q

Explain the modern perspective on intelligience

A

Intelligence= using your mental processing abilities to be successful/functional in a variety of settings

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59
Q

True or false, the field no longer believes there is one type of overall intelligence that you are genetically born with that allows you to be successful in all settings?

A

True

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60
Q

True or false, most types of intelligences can be developed if given the opportunity to receive an education in that area of intelligence?

A

True

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61
Q

True or false, some people have a genetic disposition toward developing certain types of intelligence more easily?

A

True

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62
Q

True or false, humans have many different types of intelligences. Your strength in an area of intelligence correlates with your success in settings that require that type of intelligence

A

True

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63
Q

Who created the theory of “multiple intelligences”

A

Howard Gardner

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64
Q

List the types of intelligences in the “multiple intelligences” theory

A

Bodily-kinesthetic
Interpersonal
Intraperitoneal
Verbal-linguistic
Logical-mathematical
Naturalistic
Visual-spatial
Musical
Existential

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65
Q

Describe Bodily-kinesthetic intelligence

A

Muscular intelligence; your body’s muscles have a memory and learn how to contract and relax muscles to allow you to be highly functional in situations needing strength, dexterity, balance, coordination, agility

66
Q

Describe interpersonal intelligence

A

Social or people intelligence; you effectively interact with others, understand them/their perspective, and put them at ease.

67
Q

Describe intrapersonal intelligence

A

Self intelligence; you understand what motivates you, your strength and weaknesses, your personality traits etc

68
Q

Describe verbal-linguistic intelligence

A

Word intelligence; you understand and use written and spoken words to convey information or function

69
Q

Describe logical-mathematical intelligence

A

Processing intelligence; you can figure out the formula for solving things and use reasoning/logic/calculations to function

70
Q

Describe naturalistic intelligence

A

Nature intelligence; you understand the complex association between ecosystems and species habitat needs, climate patterns, projected population vs resource requirements etc

71
Q

Describe visual-spatial intelligence

A

Dimensional intelligence; you understand three-dimensional spaces and can process how things will fit together as well as use space effectively

72
Q

Describe musical intelligence

A

Music intelligence; your mind processes non-verbal auditory information and your body can learn how to use fine motor control over instruments

73
Q

Describe existential intelligence

A

Abstract intelligence; your mind processes ideas/concepts not fully understood. Examples: philosopher, pastor/priest/rabbi/chaplain, counselor

74
Q

Since Gardners multiple intelligences theory, many others have identified more types of intelligences list three other types of intelligences

A

1) practical
2) creative
3) emotional

75
Q

Describe practical intelligence

A

Common sense intelligence; you have life experiences that help you function/survive

76
Q

Describe creative intelligence

A

Novel intelligence; you have new/original/ outside the norm ways of thinking

77
Q

Describe emotional intelligence

A

Emotion intelligence; you recognize/empathize and process emotions well

78
Q

Explain how genetics can play a role in your intelligences

A

Genetics can help you learn things quickly so it takes less effort for you to do well than someone without genetics predisposition

79
Q

Define psychometrics

A

The science of measuring mental processing

80
Q

Who developed the first test to measure cognitive functioning?

A

Alfred Binet

81
Q

What was the purpose of Alfred Binet s cognitive functioning test?

A

To identify struggling students in order to offer support and ensure they graduate

82
Q

Did Alfred Binet view his cognitive functioning test as a way to measure overall intelligence?

A

No, he did not claim that it was an “intelligence” test or that it had the ability measure overall intelligence, it only measured the specific types of intelligence you need to be successful in school

83
Q

Who translated the first test to measure cognitive functioning into English and claimed it was an “intelligence test”?

A

Henry Goddard

84
Q

Who created the IQ score and what was the name of his test?

A

Lewis Terman; Stanford-Binet Test

85
Q

Explain the difference between “intelligence” and IQ/”intelligence Quotient”

A

Intelligence= using a variety of mental processing and knowledge in a variety of settings

Intelligence quotient (IQ)= a measure of academic mental process and knowledge that helps you succeed academically only

86
Q

True or false, IQ measures your overall intelligences in all areas of intelligences?

A

False

87
Q

Who added a performance category to “intelligence” tests?

A

David Wechsler

88
Q

List 4 reasons educators still use “intelligence” tests and IQ scores?

A

1) they help educators establish grade-level norms
2) the reliably identify students who need academic support
3) they identify gifted students who need accelerated academic programs
4) they prove that education increases academic types of intelligences

89
Q

What is the “ethnic gap”

A

The discovery that different IQ averages exist between ethnic groups

90
Q

List 2 reasons that explain the phenomenon of “ethnic gap”

A

1)Many IQ tests are designed with questions that are biased toward white students (their life experiences, educational curriculum etc)
2) many schools with predominantly white students develop curriculum that specifically teaches the content of those exams, whereas schools with predominantly black students do not provide any form of test-prep at all

91
Q

Who created the B.I.T.C.H. test?

A

Robert williams

92
Q

What do the letters in the “B.I.T.C.H.” test stand for?

A

Black Intelligence Test of Cultural Homogeneity

93
Q

Why was the BITCH test created?

A

To show how an IQ test can be racist or culturally biased toward black or white students and to prove that getting a certain score on a single test cannot reflect anyone’s total intelligence

94
Q

List 3 reasons why a highly intelligent person may not get a high IQ score?

A

1) they didn’t have any test-prep or didn’t study/prepare for the test
2) they might be struggling with low socioeconomic/poverty issues such as being hungry, sleep deprived or sick
3) they might have been highly emotional or stressed due to personal issues

95
Q

Identify the one area that having a high IQ is useful in predicting success

A

IQ predicts success in an academic or school settings

96
Q

Humans have extreme Neurodiversity so measuring intelligence has proven impossible. Give an example of something an Autistic Savant with a low IQ could do at a genius level

A

A man with autistic savant syndrome can:
- learn a language in a week
-draw a photographically accurate map of a city from memory

97
Q

Give 4 reasons scientists are claiming plants have intelligence

A

1) plants have and process sensory infirmation
2) plants respond to threats by moving and using defense mechanisms
3) plants can identify and communicate with other plants (send warnings if dangerous is near)
4) plants can learn and remember, behavior changes based on what they’ve learned

98
Q

Who identified there is a “stereotype threat”?

A

Claude Steele & Joshua Aronson

99
Q

Explain “stereotype threat”, give an example

A

People often unconsciously confirm to stereotypes
Ex: if you tell a kid he is likely to struggle with a task, he doubts himself and struggles with that task

100
Q

At what age do humans start identifying themselves as being a particular race, gender and therefore become susceptible to stereotype threats?

A

2-3 years

101
Q

What is the difference between intellectual disability and a learning disorder?

A

Intellectual disability= when brain development/functioning is deficient and need others to care for them; limited ability to learn

Learning disorder= when brain development/functioning is Atypical and the person needs accomodations to learn, they have no limitations to learning if given the accommodation they need

102
Q

Define learning disorder

A

When brain development/functioning is Atypical and the person needs accomodations to learn, they have no limitations to learning if given the accommodation they need

103
Q

Define intellectual disability

A

When brain development/functioning is deficient and need others to care for them; limited ability to learn

104
Q

What academic tasks does a person with Dyslexia struggle with?

A

Difficulty reading

105
Q

What academic tasks does a person with Dyscalculia struggle with?

A

Difficulties doing mathematical tasks

106
Q

What academic tasks does a person with dysgraphia struggle with?

A

Difficulties writing (or small motor tasks)

107
Q

What academic tasks does a person with Dyspraxia struggle with

A

Difficulty with balance/coordination (large motor tasks)

108
Q

What academic tasks does a person with Apraxia struggle with

A

Difficulties with speech

109
Q

True or false,most students with learning disorders need an accommodation of extra time

A

True

110
Q

Define learning

A

The process that changes your mind (knowledge/memories)

111
Q

Define conditioning

A

A process that changes your behavior

112
Q

Who discovered social learning?

A

Albert Bandura

113
Q

Describe Albert Bandura’s social learning experiment

A

He showed children to play violently with a toy (something they didn’t normally do, the control group didn’t do)
They learned from watching and then did the same behavior (which was predicted) but also came up with new violent ways of playing (unpredicted)

114
Q

What was the result of Albert Bandura’s social learning experiment?

A

Proved social learning, learning from watching others, is effective on humans

115
Q

Define social learning

A

Learning from watching others

116
Q

Who conducted the “Conformity Study”?

A

Solomon Asche

117
Q

Briefly describe Solomon Asche’s conformity Study?

A

Had research agents go into an elevator and face the wrong way to see if non-research subjects would turn around, results showed they did

118
Q

True or false: social learning helps is learn quickly, non-verbally and helps the species survive

A

True

119
Q

Why did Freud think kids mimic their same sex parents?

A

He said it was part of the identification process of the Phallic stage of psychosexual development, this is how they learned what it meant to be a girl or a boy and how to behave in gender-specific ways

120
Q

What type of Neuron is responsible for our tendency to mimic what we see?

A

Mirror Neuron

121
Q

Normally, humans only mimic those around them but due to the internet, we’re now seeing “social contagions” where something can go viral and spread across a much wider geographic area. List 3 examples of social learning this way

A

1) ice bucket challenge
2) bottle flipping
3) duck-face

122
Q

List 3 things that increase imitation based on the “model” (person displaying the behavior)

A

If model is:
1) attractive
2) higher social status
3) someone viewer admires/identifies with

123
Q

List 3 things that increase imitation based on “viewer” (person mimicking the behavior)

A

If viewer is:
1) in an unfamiliar situation/has low self-confidence
2) repeated exposure to behavior
3) if young (immature brain development)

124
Q

List 3 examples of Suicide contagion

A

1) The Werther effect
2) Marylin Monroe’s copycat effect
3) Self-immolation effect

125
Q

Can video games condition behavior?

A

Yes. Many companies like NASA use video game simulations to train/condition their employees on how to behave in certain conditions/scenarios

126
Q

Which video game has caused many cases of social conditioning of a crime?

A

Grand theft auto

127
Q

List 5 things that make someone susceptible to mimic violent behaviors

A

1) excessive exposure to violence (seeing it on a daily basis desensitizes to it)
2) disrupted home life (not having stable parent to live/guide you, being in foster care)
3) academic struggles (not doing well and/or fitting in at school; skipping school)
4) substance use/abuse ( any form of drug including alcohol)
5) immaturity (underdeveloped brains)
6) access to weapons (if you can’t access a weapon you are not as likely to behave violently)

128
Q

Do most players of violent video games mimic that behavior in the real world?

A

No

129
Q

What is a copycat killer

A

Someone who kills in the same way as another

130
Q

What impact might media coverage of a college campus shooting have on some viewers?

A

It can increase the risk of someone else becoming a college campus shooter

131
Q

True or False: Commercials model someone doing a behavior or promoting a product, so commercials use social learning/conditioning but also use classical conditioning?

A

True

132
Q

Define Stimulus

A

Something that triggers a behavior

133
Q

Define response

A

The reaction to a stimulus, a behavioral reaction

134
Q

Define unconditioned

A

Natural/instinctual; doesn’t need to be taught

135
Q

Define Conditioning

A

Unnatural; must be taught/trained

136
Q

Define Unconditioned Stimulus (UCS)

A

A natural trigger, something that will cause an automatic/instinctual response
(If it doesn’t cause a response it is a “neutral stimulus” and can be used to condition)

137
Q

Define unconditioned response (UCR)

A

A natural reaction to a unconditioned stimulus (UCS)

138
Q

Define conditioned stimulus (CS)

A

A learned trigger, something you learn to respond to

139
Q

Define Conditioned Response (CR)

A

The learned reaction to the conditioned stimulus (CS)

140
Q

Who discovered Classical conditioning?

A

Ivan Pavlov

141
Q

Explain the original classical conditioning experiment (with Pavlov’s dog)

A

Pavlov rang a bell and nothing happened. Then he rang a bell and presented his dog with food, the food made the dog run over salivate. He repeatedly rang the bell and gave his dog food. He did this so long that the dog learned to associate the bell with food. When Pavlov rang the bell, the dog would run over a s salivate even if he had no food

142
Q

Explain 4 components of Pavlov’s classical conditioning experiment
(UCS, UCR, CS, CR)

A

UCS= food
UCR= salivation to food
CS= bell
CR= salivation to bell

143
Q

Explain the 2 aspects of the acquisition phase of classical conditioning

A

Pairing the CS and the UCS must occur quickly and repeatedy

144
Q

Can classical conditioning cause you to do an involuntary response?

A

Yes

145
Q

How can you extinguish a classically conditioned response?

A

Repeatedly present the subject with the CS (ex: a bell) and no UCS (ex: food) the dog will eventually learn that the bell no longer means food

146
Q

Decode this scenario: a child going to the doctor for a series of painful shots causes the child to develop a fear of going to the doctor.
What is the UCS, UCR, CS, CR? Explain the acquisition and how to extinguish this

A

UCS- painful shots
UCR- fear of painful shots
CS- doctor
CR- fear of doctor
Acquisition- repeatedly pairing the doctor with painful shots, child learns to fear the doctor
Extinction- repeatedly taking child to the doctor without getting painful shots

147
Q

Who used human subjects (orphaned infants) to conduct classical conditioning experiments?

A

John B Watson

148
Q

Explain the famous “little Albert” experiment

A

He presented the children with a bunny and then made a loud/scary noise… The noise naturally caused a startle response so the child learned to fear the bunny as he associated it with the noise

149
Q

Decode the “Little Albert” experiment.
What is the UCS, UCR, CS, CR? Explain the acquisition and how to extinguish this

A

UCS- loud noise
UCR- fear of loud noises
CS- bunny
CR- fear of bunny
Acquisition- repeatedly pairing the bunny with scary noise
Extinction- repeatedly presenting bunny without a scary noise

150
Q

Define stimulus generalization

A

The subject starts displaying a conditioned response to thing similar to the conditioned stimulus

151
Q

Give an example of stimulus generalization

A

Little Albert was afraid of any baby animal like puppies, kittens etc (not just bunnies)

152
Q

Define stimulus discrimination

A

The subject only displays the conditioned response to the conditioned stimulus

153
Q

Give an example of stimulus discrimination

A

Pavlov’s dogs only salivate to conditioned stimulus bell sound not doorbells etc

154
Q

Define spontaneous recovery

A

The sudden reappearance of a conditioned response after it has been extinguished

155
Q

Give an example of spontaneous recovery

A

Pavlov extinguished his dog so he no longer salivated to the CS bell sound, but one day weeks/months later the dog heard the bell and began salivating

156
Q

Give an example of classical conditioning occuring in only 1 learning trial

A

-Someone gets attacked by a dog and nearly died; develops fear of dogs
-you eat something spoiled and get food poisoning; avoid that food (taste aversion)

157
Q

Define biological preparedness?

A

Humans can learn quickly if it relates to to survival
humans learning in just one experience

158
Q

Who created the term Biological prepared?

A

John Garcia

159
Q

What brain structure helps you to learn and make new memories or associations between stimuli?

A

Hippocampus

160
Q

What brain structure responds to music causing you to feel an emotion?

A

Amygdala

STLCC Psychology 100 Anis McLin-Morris (7 decks)

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