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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
Metaphonology
understand all phonemes (how words are put together)
26
Motherese/Parentese/Caregiver Speech
special way parents talk to their kids
27
Thinking/Cognition
mental activity that goes on in the brain when a person is processing information (organizing, understanding, communicating)
28
Mental Images
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)
29
Concepts
ideas that represent a class or category of objects, events, or activities
30
Formal Concepts
concepts defined by very specific rules or features
31
Natural Concepts
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
32
Prototype
concept that closely matches the defining characteristics of the concept
33
Scripts
kind of schema that involves a familiar sequence of activities
34
Metacognition
thinking about thinking
35
Problem Solving
occurs when a goal must be reached by thinking and behaving in certain ways
36
Decision Making
identifying, evaluating, and choosing among several alternatives
37
Trial and Error/Mechanical Solution
trying one solution after another until finding one that works
38
Rote
learned set of roles
39
Algothithms
specific, step-by-step procedures for solving certain types of problems; always result in a correct solution
40
Heuristic
"rule of thumb"; simple rule that's intended to apply to many situation; "mental shortcut"
41
Representativeness Heuristic
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
Base Rates
actual probability of a given event
43
Availability Heuristic
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
Working Backward Heuristic
work backward from the goal
45
Subgoals
break down a goal into subgoals so that as each subgoal is achieved the final solution is that much closer
46
Insight
when solution to a problem seems to come suddenly to mind
47
Functional Fixedness
thinking about objects only in terms of their typical uses
48
Mental Set
tendency for people to persist in using problem solving patterns that have worked for them in the past
49
Confirmation Bias
tendency to search for evidence that fits one's beliefs while ignoring any evidence to the contrary
50
Framing
how a question or problem is worded affects our response/solution
51
Creativity
solving problems by combining ideas or behavior in new ways
52
Convergent Thinking
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
Divergent Thinking
person starts at one point and comes up with many different ideas/possibilities based on that point
54
Csikszentmihalyi's List of Creative People Attributes
- 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
Problem Solving Steps
- preparation - production - evaluation
56
Obstacles to Problem Solving
- mental set - functional fixedness - confirmation bias - misusing heuristics (availability, representativeness)
57
Intelligence
ability to learn from one's experiences, acquire knowledge, and use resources effectively in adapting to new situations or solving problems
58
Spearman
- believes in g factor/s factor | - believes superiority in one type of intelligence predicts superiority overall
59
g factor
general intelligence; ability to reason and solve problems
60
s factor
specific intelligence; task-specific abilities in areas like music, business...
61
Guilford
proposed that there were 120 types of intelligence
62
Gardner
proposed 9 intelligences: - verbal/linguistic - musical - logical/mathematical - visual/spatial - movement - interpersonal - intrapersonal - naturalist - existentialist
63
Sternberg
triarchic theory of intelligence: - analytical intelligence - creative intelligence - practical intelligence
64
Galton
pioneer of intelligence testing
65
Binet
created test that distinguished between fast/slow learners and kids of different age groups
66
Mental Age
average age person could successfully answer a particular level of questions
67
Chronological Age
number of years since birth
68
Stern's Formula
IQ = MA/CA x 100
69
Terman
- used Stern's formula with revised Binet test | - Terman's "Termites" (study with gifted and genius kids)
70
Wechsler
designed IQ tests for adults, older school-aged kids, preschool kids, early grades
71
Reliability
test producing consistent results each time it's given to same person or group of people
72
Validity
degree to which a test actually measures what it's supposed to measure
73
Ecological Validity
extent that an obtained score accurately reflects the intended skill/outcome in real-life situations
74
Standardization
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
Norms
scores from standardization group
76
Normal Curve
distribution with scores most frequent at the mean/average
77
Standard Deviation
average variation of scores from the mean
78
Deviation IQ Scores
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
Crystalized Intelligence
when we use knowledge we've accumulated over time; this knowledge holds steady as we age
80
Fluid Intelligence
ability to problem solve and reason abstractly, as well as to pick up new skills; tends to diminish as we age
81
Dove
created test to highlight problem of cultural bias in IQ tests
82
Intellectual Disability/Intellectual Developmental Disorder
- 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
Adaptive Behavior
skills that allow people to live independently
84
Causes of Intellectual Disabilities
- 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
Gifted
IQ above 130
86
Genius
IQ above 145
87
Emotional Intelligence
accurate awareness of and ability to manage one's own emotions to facilitate thinking and attain specific goals
88
Heritability
proportion of change in IQ within a population that's caused by genetic factors
89
Flynn Effect
IQ scores steadily increasing over time, generation after generation, in modernized countries
90
"The Bell Curve" by Herrnstein and Murray
used false data to prove that IQ is inherited
91
Thurstone
believed in 7 intelligences
92
Cattell
believed in crystalized vs. fluid intelligences
93
Chronological Order of Psychologists
``` Spearman Thurstone Guilford Cattell Gardner Sternberg ```
94
Aptitude Test
tests potential (future success)
95
Achievement Test
tests in school, standardized tests

AP Psychology (12 decks)

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