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AP Psychology > Unit 6 - Thinking, Language, and Intelligence > Flashcards

Unit 6 - Thinking, Language, and Intelligence Flashcards

1
Q

Language vs. Communication

A

productivity (saying something you’ve never heard before)
semanticity (remaking a sound and meaning something else)
displacement (referring to something that isn’t present)

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2
Q

Language

A

a system for combining symbols (words) so that an infinite number of meaningful statements can be made for the purpose of communicating with others

*important part of how people think

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3
Q

All languages share these common characteristics

A 
grammar
phonemes
morphemes
syntax
semantics
pragmatics
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4
Q

Grammar

A

system of rules governing common characteristics

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5
Q

Phonemes

A

basic unit of sound in a language

*reason people have trouble learning different languages is because other languages have different phonemes can’t one can’t pronounce or hear

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6
Q

Morphemes

A

smallest unit of meaning within a language

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7
Q

Syntax

A

system of rules for combining words and phrases to form correct sentences

*important for meaning

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8
Q

Semantics

A

rules for determining meaning of words and sentences

*it’s possible to have the same semantic meaning and have different syntax

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9
Q

Pragmatics

A

practical aspects of communicating with others

*taking turns in conversation, using gestures, etc.

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10
Q

Intonation

A

knowing what rhythm and emphasis to use when communicating with others

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11
Q

Piaget vs. Vygotsky

A

Piaget

  • believed that concepts preceded and aided the development of language
  • believed collective monologue was egocentric

Vygotsky

  • believed that language helped develop concepts and language could help child learn to control behavior
  • believed private speech was a way for child to form thoughts and control actions (smarter children used it more in his opinion)
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12
Q

Collective Monologue/Private Speech

A

preschool children talk to themselves even when playing with others

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13
Q

Sapir-Whorf Hypothesis/Linguistic Relativity Hypothesis

A

the thought processes and concepts within any culture are determined by the words of the culture; the words people use to determine how they think about the world around them

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14
Q

Cognitive Universalism

A

concepts are universal and influence development of language

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15
Q

Chomsky vs. Skinner

A

Chomsky

  • language is nature
  • LAD –> prewired for language
  • similarities in languages worldwide

Skinner

  • everything’s learned (operant conditioning)
  • language is nurture
  • differences in languages worldwide
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16
Q

How do children learn language in utero?

A
  • automatic preference towards mother’s voice
  • mother’s heartbeat
  • get used to the way mother talks
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17
Q

Synaptic Pruning

A

periods in life when unused synapses are destroyed

*adolescence, under 6 months

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18
Q

Speech Discrimination

A

ability to discriminate speech sounds goes away with synaptic pruning

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19
Q

Facial Expression

A
  • helps learn language

- mouth is huge cue for understanding language

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20
Q

Prelinguistic Language Development

A

no formal meaning with language rules

  • crying (from birth)
  • cooing (2-3 months)
  • babbling (4-6 months)
  • patterned speech
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21
Q

Linguistic Language Development

A
  • one word (1 year) –> overextension
  • two words –> overgeneralization
  • telegraphic (approx. 2 years) –> overgeneralization
  • phoneme production (4.5-6 years) –> metaphonology
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22
Q

Overextension

A

use single word to refer to many items

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23
Q

Overgeneralization

A

using typical rules for grammar because don’t know atypical rules

agent + action –> daddy kiss
agent + object –> man hat
action + object –> give ball

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24
Q

Telegraphic

A

proper syntax without using all words

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25
Q

Metaphonology

A

understand all phonemes (how words are put together)

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26
Q

Motherese/Parentese/Caregiver Speech

A

special way parents talk to their kids

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27
Q

Thinking/Cognition

A

mental activity that goes on in the brain when a person is processing information (organizing, understanding, communicating)

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28
Q

Mental Images

A

representations that stand in for objects and events; have a picture-like quality

*people tend to engage mental images like we do physical objects (takes time to rotate mental image just like physical object)

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29
Q

Concepts

A

ideas that represent a class or category of objects, events, or activities

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30
Q

Formal Concepts

A

concepts defined by very specific rules or features

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31
Q

Natural Concepts

A

concepts people form not as a result of a strict set of rules, but rather as the result of experiences with these concepts in the real world

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32
Q

Prototype

A

concept that closely matches the defining characteristics of the concept

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33
Q

Scripts

A

kind of schema that involves a familiar sequence of activities

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34
Q

Metacognition

A

thinking about thinking

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35
Q

Problem Solving

A

occurs when a goal must be reached by thinking and behaving in certain ways

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36
Q

Decision Making

A

identifying, evaluating, and choosing among several alternatives

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37
Q

Trial and Error/Mechanical Solution

A

trying one solution after another until finding one that works

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38
Q

Rote

A

learned set of roles

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39
Q

Algothithms

A

specific, step-by-step procedures for solving certain types of problems; always result in a correct solution

40
Q

Heuristic

A

“rule of thumb”; simple rule that’s intended to apply to many situation; “mental shortcut”

41
Q

Representativeness Heuristic

A

used for categorizing objects and assumes that any object/person that shares characteristics with the members of a particular category is also a member of that category

42
Q

Base Rates

A

actual probability of a given event

43
Q

Availability Heuristic

A

based on our estimation of frequency/likelihood of an event based on how easy it is to recall relevant information from memory or how easy it is for us to think of related examples

44
Q

Working Backward Heuristic

A

work backward from the goal

45
Q

Subgoals

A

break down a goal into subgoals so that as each subgoal is achieved the final solution is that much closer

46
Q

Insight

A

when solution to a problem seems to come suddenly to mind

47
Q

Functional Fixedness

A

thinking about objects only in terms of their typical uses

48
Q

Mental Set

A

tendency for people to persist in using problem solving patterns that have worked for them in the past

49
Q

Confirmation Bias

A

tendency to search for evidence that fits one’s beliefs while ignoring any evidence to the contrary

50
Q

Framing

A

how a question or problem is worded affects our response/solution

51
Q

Creativity

A

solving problems by combining ideas or behavior in new ways

52
Q

Convergent Thinking

A

problem is seen as only having one answer and all lines of thinking will eventually lead to that single answer by using previous knowledge and logic

53
Q

Divergent Thinking

A

person starts at one point and comes up with many different ideas/possibilities based on that point

54
Q

Csikszentmihalyi’s List of Creative People Attributes

A
  • have broad range of knowledge and good mental imagery
  • aren’t afraid to be different; more open to new experiences and have more vivid daydreams/dreams
  • value their independence
  • often unconventional in their work, but not otherwise
55
Q

Problem Solving Steps

A
  • preparation
  • production
  • evaluation
56
Q

Obstacles to Problem Solving

A
  • mental set
  • functional fixedness
  • confirmation bias
  • misusing heuristics (availability, representativeness)
57
Q

Intelligence

A

ability to learn from one’s experiences, acquire knowledge, and use resources effectively in adapting to new situations or solving problems

58
Q

Spearman

A
  • believes in g factor/s factor

- believes superiority in one type of intelligence predicts superiority overall

59
Q

g factor

A

general intelligence; ability to reason and solve problems

60
Q

s factor

A

specific intelligence; task-specific abilities in areas like music, business…

61
Q

Guilford

A

proposed that there were 120 types of intelligence

62
Q

Gardner

A

proposed 9 intelligences:

  • verbal/linguistic
  • musical
  • logical/mathematical
  • visual/spatial
  • movement
  • interpersonal
  • intrapersonal
  • naturalist
  • existentialist
63
Q

Sternberg

A

triarchic theory of intelligence:

  • analytical intelligence
  • creative intelligence
  • practical intelligence
64
Q

Galton

A

pioneer of intelligence testing

65
Q

Binet

A

created test that distinguished between fast/slow learners and kids of different age groups

66
Q

Mental Age

A

average age person could successfully answer a particular level of questions

67
Q

Chronological Age

A

number of years since birth

68
Q

Stern’s Formula

A

IQ = MA/CA x 100

69
Q

Terman

A
  • used Stern’s formula with revised Binet test

- Terman’s “Termites” (study with gifted and genius kids)

70
Q

Wechsler

A

designed IQ tests for adults, older school-aged kids, preschool kids, early grades

71
Q

Reliability

A

test producing consistent results each time it’s given to same person or group of people

72
Q

Validity

A

degree to which a test actually measures what it’s supposed to measure

73
Q

Ecological Validity

A

extent that an obtained score accurately reflects the intended skill/outcome in real-life situations

74
Q

Standardization

A

process of giving the test to a large group of people that represents the kind of people for whom the test is designed

  • establishment of consistent/standard methods of test administration
  • groups chosen randomly from population
75
Q

Norms

A

scores from standardization group

76
Q

Normal Curve

A

distribution with scores most frequent at the mean/average

77
Q

Standard Deviation

A

average variation of scores from the mean

78
Q

Deviation IQ Scores

A

based on normal curve distribution; IQ’s assumed to be normally distributed with a mean IQ of 100 and a standard deviation of 15

79
Q

Crystalized Intelligence

A

when we use knowledge we’ve accumulated over time; this knowledge holds steady as we age

80
Q

Fluid Intelligence

A

ability to problem solve and reason abstractly, as well as to pick up new skills; tends to diminish as we age

81
Q

Dove

A

created test to highlight problem of cultural bias in IQ tests

82
Q

Intellectual Disability/Intellectual Developmental Disorder

A
  • neurodevelopmental disorder
  • person exhibits deficits in mental abilities (IQ less than 70)
  • person’s adaptive behavior is way lower than it should be for their age
  • limitations must occur in developmental period
83
Q

Adaptive Behavior

A

skills that allow people to live independently

84
Q

Causes of Intellectual Disabilities

A
  • unhealthy living conditions that affect brain development
  • health risks associated with poverty
  • lack of oxygen at birth
  • damage to fetus from diseases, infections, drug use by mother
  • accidents/diseases during childhood
  • biological causes include:
    • down syndrome
    • fetal alcohol syndrome
    • fragile X syndrome
85
Q

Gifted

A

IQ above 130

86
Q

Genius

A

IQ above 145

87
Q

Emotional Intelligence

A

accurate awareness of and ability to manage one’s own emotions to facilitate thinking and attain specific goals

88
Q

Heritability

A

proportion of change in IQ within a population that’s caused by genetic factors

89
Q

Flynn Effect

A

IQ scores steadily increasing over time, generation after generation, in modernized countries

90
Q

“The Bell Curve” by Herrnstein and Murray

A

used false data to prove that IQ is inherited

91
Q

Thurstone

A

believed in 7 intelligences

92
Q

Cattell

A

believed in crystalized vs. fluid intelligences

93
Q

Chronological Order of Psychologists

A 
Spearman
Thurstone
Guilford
Cattell
Gardner
Sternberg
94
Q

Aptitude Test

A

tests potential (future success)

95
Q

Achievement Test

A

tests in school, standardized tests

AP Psychology (12 decks)

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