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AP Psychology > Unit 7 & 8 Review > Flashcards

Unit 7 & 8 Review Flashcards

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1
Q

Mental activity associated with thinking, knowing, remembering, and communicating information:

A

Cognition

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2
Q

Mental grouping of similar objects, events, or people:

A

Concept

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3
Q

Levels of Concept:

A

Superordinate
Basic
Subordinate

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4
Q

Mental image of the best example of a specific category or concept:

A

Prototype

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5
Q

Ability to produce novel and valuable ideas within any discipline:

A

Creativity

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6
Q

Active control and awareness of your thinking:

A

Metacognition

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7
Q

Process by which we try out different solutions until we find one that works:

A

Trial and Error

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8
Q

Methodical, logical procedure that guarantees success because it explores every possibility:

A

Algorithm

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9
Q

“Rule of thumb” or simple thinking strategy that often allows us to make judgments and solve problems efficiently:

A

Heuristic

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10
Q

Tendency to judge the likelihood of things in terms of their usual functions or how it matches a prototype:

A

Representative Heuristic

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11
Q

Tendency to estimate the likelihood of events based on their availability of memory:

A

Availability Heuristic

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12
Q

Sudden and often novel realization of the solution of a problem:

A

Insight

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13
Q

What we know without knowing how we know it:

A

Intuition

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14
Q

Mental approach to problems and issues:

A

Mindset

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15
Q

Mental approach that believes we can improve:

A

Growth Mindset

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16
Q

Mental approach that believes there will never be a change:

A

Fixed Mindset

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17
Q

Obstacle to problem solving in which people tend to search for info that validates their preconceptions:

A

Confirmation Bias

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18
Q

Inability to approach a problem in a new way or fresh point of view:

A

Fixation

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19
Q

Tendency to apply a problem-solving strategy that has been successful in the past but may not be useful now:

A

Mental Set

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20
Q

Type of fixation in which a person can think of things only in terms of their usual functions:

A

Functional Fixedness

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21
Q

Tendency to overestimate the accuracy of one’s beliefs and judgments:

A

Overconfidence

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22
Q

Way an issue or question is posed:

A

Framing

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23
Q

The “either you are with us or against us” way of thinking with no middle ground:

A

False Dichotomy

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24
Q

Tendency for a person’s preexisting beliefs to distort their logical reasoning:

A

Belief Bias

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25
Q

Tendency for people to cling to a belief/initial conception even after the info that led to the formation of the belief is discredited:

A

Belief Perserverance

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26
Q

Cognitive bias favoring the first info offered:

A

Anchoring Effect

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27
Q

Form concepts or thoughts about a specific group based on the larger group:

A

Deductive Reasoning

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28
Q

Form concepts or thoughts about a large group based upon specific examples:

A

Inductive Reasoning

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29
Q

Computer circuits that stimulate the brain’s interconnected neural cells and perform tasks such as learning to recognize visual patterns and smells:

A

Computer Neural Networks

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30
Q

Spoken, written, or gestured words and how we combine them to communicate meaning:

A

Language

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31
Q

Smallest units of sound in a language that are distinctie for speakers of the language:

A

Phonemes

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32
Q

Smallest unit of language that convey meaning:

A

Morphemes

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33
Q

System of rules that enables us to communicate with and understand others:

A

Grammar

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34
Q

Aspect of grammar that specifies the rules used to derive meaning from morphemes, words, and sentences in each language:

A

Semantics

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35
Q

Aspect of grammar specifying the rules for combining words into grammatical sentences in each language:

A

Syntax

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36
Q

Knowing when to use certain kinds of language in social situations:

A

Pragmatics

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37
Q

Begins around 3/4 months, characterized by spontaneous utterance of speech sounds:

A

Babbling Stage

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38
Q

Typical of a one year old but may be between age 1 and 2:

A

One-Word Stage

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39
Q

Language of a one year old where one word expresses an entire idea:

A

Holophrase Speech

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40
Q

Typical of a two year old:

A

Two-Word Stage

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41
Q

Speech of children in two-word stage:

A

Telegraphic Speech

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42
Q

Application of grammar rules in instances where they don’t apply:

A

Overgeneralization

43
Q

Benjamin Whorf’s hypothesis that language determines the way we think and view the world:

A

Linguistic Determinism

44
Q

Hypothesis that assumes the language and thoughts have influences on each other:

A

Linguistic Relativity

45
Q

Specific time in which a landmark is developed that will not/cannot occur later:

A

Critical Period

46
Q

Believed to be around age 13/adolescence because neural pruning is active at this age:

A

Critical Period for Language

47
Q

Believed to be around age 7:

A

Critical Period for Learning a Second Language

48
Q

Proposed a nativist theory of language acquisition, posting that people are born with language acquisition devices, and all people have an inborn capacity to learn language:

A

Noam Chomsky

49
Q

Proposed that people learn language through conditioning and observational learning:

A

B.F. Skinner

50
Q

Documented the insight method of solving problems with the chimps:

A

Wolfgang Kohler

51
Q

Ability to learn from experience, solve problems, and use knowledge to adapt to new solutions:

A

Intelligence

52
Q

Measure people’s mental aptitudes and compare them to others’ through numerical scores:

A

Intelligence Tests

53
Q

Skilled mathematicians who statistically analyze results and focus on measuring and assessing several traits including intelligence:

A

Psychometrics Psychologists

54
Q

Genetic bases:

A

Heritability

55
Q

Promoting the reproduction of the highly intelligent and potential sterilization for those who have less desirable traits:

A

Eugenics

56
Q

Chronological age that most typically corresponds to a given level or performance; concept introduced by Binet and Simon:

A

Mental Age

57
Q

Lewis Terman’s widely used revision of Binet’s original intelligence test:

A

Stanford-Binet

58
Q

Defined as the ratio of mental age to chronological age multiplied by 100:

A

IQ

59
Q

Statistical procedure that identifies factors, or clusters of related items, that seem to define a common abilities:

A

Factor Analysis

60
Q

Factors identified by LL Thurstone such as memory, numerical ability, word fluency, verbal comprehension, spatial ability, perceptual speed, and inductive reasoning:

A

Primary Mental Abilities

61
Q

Underlying each of the more specific mental abilities identified through factor analysis; identified by Spearman:

A

G Factor

62
Q

Person with a very low IQ yet possesses one exceptional ability:

A

Savant

63
Q

Person with an average IQ yet possesses one exceptional ability in one area:

A

Prodigy

64
Q

Ability to perceive, express, understand, and regulate emotions:

A

Emotional Intelligence

65
Q

Think about many ways to use someting as possible:

A

Divergent Thinker

66
Q

Think about the most efficient/best way to do something:

A

Convergent Thinker

67
Q

Designed to predict future performance and measures your capacity to learn new information:

A

Aptitude Tests

68
Q

Measures a person’s current knowledge and tests thier skills in different areas:

A

Achievement Tests

69
Q

Tendency for the extreme or unusual scores to fall back toward the average:

A

Regression to the Mean

70
Q

A procedure for statistically combining the results of many different research studies:

A

Meta-Analysis

71
Q

Aspects of intellectual ability and learned knowledge:

A

Crystallized Intelligence

72
Q

Cognitive abilities that require speed and rapid learning:

A

Fluid Intelligence

73
Q

Most widely used intelligence test; individually administered and contains 11 subjects:

A

WAIS

74
Q

Bell–shaped curve that represents the distribution of many physical and psychological attributes:

A

Normal Curve

75
Q

Average distance from the mean:

A

Standard Deviation

76
Q

Process of defining meaningful scores on a test by pretesting a large, representative sample of people by ensuring the procedures by which an exam is created, administered, and scored are the same:

A

Standardization

77
Q

Extent to which a produces consistent results:

A

Reliability

78
Q

Degree to which an assessment yields similar results each time it is taken:

A

Test-Retest Reliability

79
Q

Degree to which different versions of the assessment yield similar results:

A

Alternate Forms Reliability

80
Q

Degree to which two halves of an exam have equal difficulty:

A

Split-Half Reliability

81
Q

Degree to which the raters/graders of the exam agree on a score:

A

Interrater Reliability

82
Q

Degree to which a test measures or predicts what it is supposed to:

A

Validity

83
Q

Test samples the content, subject, or behavior that is of interest:

A

Content Validity

84
Q

Test is valid to the test taker:

A

Face Validity

85
Q

The behavior the test is deisgned to predict:

A

Criterion

86
Q

Extent to which a test forecasts performance on a future measure:

A

Predictive Validity

87
Q

Indicate the percentage of people who scored at or below an individuals score:

A

Percentile Rank

88
Q

IQ has increased over time so tests must be renormed, so more questions need to be answered correctly to earn the same score:

A

Flynn Effect

89
Q

Phenomenon in which a person’s concern that they will be evaluated based on a negative stereotype is followed by lower performance:

A

Stereotype Threat

90
Q

Result of an extra chromosome in the person’s genetic makeup:

A

Down Syndrome

91
Q

Inherited disorder in which the enzyme defect causes amino acid to build up in the body causing an IQ of <20:

A

PKU

92
Q

An IQ below 70 and difficulty adapting to the normal demands of independent living:

A

Intellectually Disabled

93
Q

Believed intelligence is inherited, can be quantitatively measured, and popularized the phrase nature and nurture:

A

Sir Francis Galton

94
Q

Created separate norms for students per their chronological age suggesting that intelligence is realtive to age:

A

Binet and Simon

95
Q

Father of modern intelligence testing:

A

Alfred Binet

96
Q

Founder of the Stanford-Binet test:

A

Lewis Terman

97
Q

Derived the IQ:

A

William Stern

98
Q

Used factor anaylsis and identified the G factor:

A

Charles Spearman

99
Q

Created a series of age-based intellignece tests:

A

David Wechsler

100
Q

Used twin studies to investigate the similarity between identical twins raised apart:

A

Thomas Bouchard

101
Q

Stressed the importance of emotional intelligence:

A

Daniel Goleman

102
Q

Believes that traditonal tests are not good at assessing overall intelligence and proposes the triarchic theory:

A

Robert Sternberg

103
Q

Expanded on the idea that intelligence is made up of more than single factor and criticized traditional tests for placing too much emphasis on skills we have associated with academic success; identified 8 different types of intelligence:

A

Howard Gardner

AP Psychology (42 decks)

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