Week 16-18

Question 1

Charles Spearman - Intelligence

Answer 1

general intelligence, if you’re good at one thing, you’re good at everything

Question 2

Francis Galton - Intelligence

Answer 2

pioneered intelligence testing, measure physical and psychological, inheritable

Question 3

Binet-Simon

Answer 3

first IQ test, divide score by actual age to score

Question 4

Standford Binet

Answer 4

first standardized test, could plot as bell curve

Question 5

Wechsler Adult Intelligence Scale (WAIS)

Answer 5

ability to remember, compute, understand language, reason well, and process information quickly; criticized old test for relying too much on verbal ability and having only one score to capture intelligence

Question 6

Caroll Intelligence

Answer 6

divided into three strata:
top - “g”
strata 2 - fluid, crystalized, visual perception, etc.
strata 3: inductive reasoning, reaction time, visual memory, etc.

Question 7

Gardner’s “multiple intelligences.”

Answer 7

process information through different “channels” and these are relatively independent of one another

8 common intelligences including 1) logic-math, 2) visual-spatial, 3) music-rhythm, 4) verbal-linguistic, 5) bodily-kinesthetic, 6) interpersonal, 7) intrapersonal, and 8) naturalistic

Question 8

Emotional intelligence

Answer 8

individual can accurately understand the emotions of others, can identify and label their own emotions, and can use emotions OR a mixture of abilities, such as stress management, and personality, such as a person’s predisposition for certain moods

• The way an individual thinks about his or her own intelligence is also important because it predicts performance.

Question 9

“Flynn Effect”

Answer 9

new waves of people are asked to take older tests they tend to outperform the original sample from years ago on which the test was normed

Question 10

Stereotype threat

Answer 10

the idea that mental access to a particular stereotype can have real-world impact on a member of the stereotyped group

Question 11

Satisfaction vs. Satisfactoriness

Answer 11

● Satisfaction: correspondence between an individual’s needs or preferences and the rewards offered by the environment
○ Correspondence between one’s interests and reward structures.

● Satisfactoriness: correspondence between an individual’s abilities and the ability requirements of the environment.
○ Correspondence between abilities and ability requirements.

Question 12

Overconfidence

Answer 12

bias to have greater confidence in your judgment than is warranted based on rational assessment.

Question 13

Anchoring bias

Answer 13

bias to be affected by our initial anchor, even if it’s arbitrary, and to insufficiently adjust our judgments away from that anchor.
E.g., if you see a t-shirt that costs $100 dollars, then see one that costs $10, you’re prone to see the second one as cheap

Question 14

Framing bias

Answer 14

the bias to be systematically affected by the way in which information is presented, while holding the objective information constant.
E.g., when buying yogurt, one says “10% fat” and another says “90% fat free.”

Question 15

System 1 vs. 2

Answer 15

System 1 – intuitive system with fast, automatic, effortless, implicit, and emotional processing.
System 2 – slower decision making, conscious, effortful, explicit, logical.
Thus, ideally, for important decisions, we would use System 2 thinking/processing.

Question 16

Bounded Awareness

Answer 16

the systematic ways in which we fail to notice obvious and important information that is available to us.

Question 17

Bounded Ethicality

Answer 17

the systematic ways in which our ethics are limited in ways we are not even aware of ourselves.

Question 18

Bounded Rationality

Answer 18

model of human behaviour that suggests that humans try to make rational decisions but are bounded due to cognitive limitations.

Question 19

Bounded Self-Interest

Answer 19

the systematic and predictable ways in which we care about the outcomes of others.

Question 20

Bounded Willpower

Answer 20

the tendency to place greater weight on present concerns rather than future concerns.

Question 21

Ability Threshold

Answer 21

the idea that after a certain point more ability doesn’t matter.

Question 22

The Issue of an Ability Threshold

Answer 22

This is incorrect, more ability does matter.
○ More ability makes a difference in learning, working, and creating, even for the smartest people.
■ Other factors also contribute (interests, persistence, opportunity).

Question 23

Personal Attributes that are Important to Individual Accomplishment

Answer 23

Level of general ability has predictive validity for the magnitude of accomplishment (how extraordinary they are).
● Ability pattern has a predictive validity for the nature of accomplishment (the domains they occur in).
● Ability, interest, and opportunity all impact accomplishment.

Question 24

Under-determined or misspecified causal models

Answer 24

psychological frameworks that miss or neglect to include one or more of the critical determinants of the
phenomenon under analysis

Question 25

Specific Abilities

Answer 25

cognitive abilities that contain an appreciable component of g, but also contain a large component of a more content-focused talent such as mathematical, spatial, or verbal ability, patterns of specific abilities channel development down different paths as a function of an individual’s relative strengths and weaknesses

Question 26

Why the Model of Talent Development Places Equal Emphasis on Assessing People and Environments

Answer 26

● The extent that satisfactoriness and satisfaction co-occur, the more one is motivated to maintain contact with their environment. ○ If one of the dimensions is dis-correspondent, the individual is motivated to leave the environment, or the environment is motivated to dismiss. ● Reviews of outcomes within many faculties emphasize the person/environment tandem: aligning competency/motivational proclivities to performance standards and rewards for learning and work. ○ This framework is useful for identifying “optimal promise” for personal and organizational development

Question 27

Key Properties of Drive States

Answer 27

1: generate behaviors that result in specific benefits for the body Ex. Hunger directs individuals to eat foods that increase blood sugar levels in the body, while thirst causes individuals to drink fluids that increase water levels in the body. 2: respond to both internal and external cues, but the combinations of internal and external cues, and the specific types of cues, differ between drives Ex. Hunger depends on internal, visceral signals as well as sensory signals, such as the sight or smell of tasty food.

Question 28

Homeostasis - Drive States

Answer 28

The tendency of an organism to maintain a stable state across all the different physiological systems in the body. - Maintained via two key factors 1. By a set point (An ideal level that the system being regulated must be monitored and compared to) 2. need to be mechanisms for moving the system back to this set point when it deviates from the set point Some are non-conscious and automatic (blood circulation and immune responses, others are deliberate motivate action to restore homeostasis using both “punishments” and “rewards.” Ex. parents yelling at you when you do bad = negative feeling For example, when body temperature declines below the set point, any activity that helps to restore homeostasis (such as putting one’s hand in warm water) feels pleasurable & vice versa

Question 29

Narrowing Attention - Drive States

Answer 29

As drive states intensify, they direct attention toward elements, activities, and forms of consumption that satisfy the biological needs associated with the drive. Ex. “I’m not doing anything until I eat first.” Produces impatience Intense drive states tend to narrow one’s focus inwardly and to undermine altruism—or the desire to do good for others. Make people selfish

Question 30

Hunger - Drive State

Answer 30

triggered by low glucose levels in the blood Internal cues: when fats are broken down in the body for energy, this initiates a chemical cue that the body should search for food External cues: time of day, estimated time until the next feeding, sight, and smell ‘Cravings’ may tell us what we need (ex. Craving oranges could be a lack of vitamin C) Hypothalamus & Lateral Hypothalamus are strongly involved in hunger

Question 31

Satiation

Answer 31

The state of being full to satisfaction and no longer desiring to take on more. ventromedial hypothalamus (VMH) job

Question 32

Sexual Arousal

Answer 32

results in thoughts and behaviors related to sexual activity internal and external mechanisms that are triggered either after the extended absence of sexual activity or by the immediate presence and possibility of sexual activity These differ from gender, indicating evolutionary differences in the biological functions; in men, preoptic area plays a role. In women, it is the ventromedial hypothalamus. septal nucleus in both.

Question 33

Reward Value

Answer 33

the measure of an outcome’s affective importance to an organism. ○ Affects organism’s motivation to consume food after it’s identified. ○ Greater hunger = greater reward value. ○ Neurons in areas where reward values are processed (orbitofrontal cortex) fire more rapidly at the sight/taste of food when the organism is hungry

Question 34

general pattern of associations between emotion experience and well-being

Answer 34

Research has shown that people who experience more frequent positive emotions and less frequent negative emotions have higher well-being; HOWEVER modern research suggests there may be more to it. “It depends!” We next consider each of the three aspects of feelings, and how they influence the link between feelings and well-being.

Question 35

The Intensity of the Emotion

Answer 35

experiencing very high levels of positive emotion makes individuals more likely to engage in risky behaviors, such as binge eating and drug use experience of positive emotions follows an inverted U-shaped curve in relation to well-being: more positive emotion is linked with increased well-being, but only up to a point, after which even more positive emotion is linked with decreased well-being People who aim not to feel negative emotions are at risk for worse well-being and adaptive functioning, including lower life satisfaction, lower social support… The conclusion “Of course we should experience as much positive emotions and as little negative emotions as possible” is sometimes wrong. As it turns out, there can be too much of a good thing and too little of a bad thing.

Question 36

Stability in Emotions

Answer 36

greater fluctuations are associated with worse well-being one explanation is that strong fluctuations are indicative of emotional instability Overall, relative stability (but not rigidity) in emotion experience appears to be optimal for well-being.

Question 37

Context and Emotion

Answer 37

The context in which we experience an emotion might profoundly affect whether the emotion is good or bad for us situation in which an emotion is experienced has strong implications for whether a given emotion is the “best” emotion to feel (Ex. fear is good in dangerous situations to help notice and avoid threats and bad to experience happiness (a positive emotion) when we need to fight with someone) participants who want to feel emotions that match the context at hand - even if that emotion was negative - are more likely to experience greater well-being

Question 38

three different contexts may critically affect the links between emotion and wellbeing

Answer 38

At least three different contexts may critically affect the links between emotion and wellbeing: ○ The external environment in which the emotion is being experienced. ○ The other emotional responses (physiology, facial behavior) that are currently activated. ○ The other emotions that are currently being experienced.

Question 39

Mixed Emotions

Answer 39

● Positive and negative emotions aren’t the opposite – they tend to be independent of one another, so a person can feel positive/negative emotions at the same time. ● Other emotions that someone feels (sadness) during the experience of an emotion (happiness) influence whether that emotion experience has a positive or negative effect on well-being. ● Mixed emotions can be beneficial for one’s well-being. ○ When asked about recently deceased spouse (which undoubtedly elicited strong negative emotion), those who expressed positive emotions in addition to the negative ones were the ones who recovered more quickly from their loss

Question 40

Emotional coherence

Answer 40

degree to which emotional responses (subjective experience, behaviour, physiology) converge with one another. ○ Some people may choose not to express an emotion they are feeling internally, which would result in lower coherence.

Question 41

Affective Neuroscience

Answer 41

- examines how the brain creates emotional responses -aims to understand how matter (brain structures and chemicals) creates one of the most fascinating aspects of mind, the emotions

Question 42

neuroscience techniques used to study emotions in humans and animals

Answer 42

Human (noninvasive techniques) - electroencephalography (EEG) and functional magnetic resonance imaging (fMRI), and on studies of individuals with brain lesions caused by accident or disease animals (invasive) - electrode implantation, lesioning, and hormone administration nonhuman animals’ brains are more basic; in humans, emotions and their associated neural systems have additional layers of complexity and flexibility (ex. can have multiple emotions at once)

Question 43

Desire: The neural systems of reward seeking

Answer 43

“wanting”, “seeking”, or “behavioural activation sensitivity” - motivate the animal to move through its environment in search of rewards such as appetizing foods, attractive sex partners, and other pleasurable stimuli Brain: Lateral Hypothalamus and other connecting areas suggest they find stimulation when rewarded regions in the desire system also include the amygdala, nucleus accumbens, and frontal cortex left frontal cortex is more active with desire and pleasure

Question 44

Desire vs. Liking

Answer 44

- Liking has been distinguished from wanting in research on topics such as drug abuse. For example, drug addicts often desire drugs even when they know that the ones available will not provide pleasure - The research on the distinction between desire and enjoyment contributes to the understanding of human addiction, particularly why individuals often continue to frantically pursue rewards such as cocaine, opiates, gambling, or sex, even when they no longer experience pleasure from obtaining these rewards due to habituation.

Question 45

“Liking”: The neural circuits of pleasure and enjoyment

Answer 45

nucleus accumbens and on the posterior half of the ventral pallidum - sensitive to opioids and endocannabinoids orbitofrontal cortex - this region is activated by pleasant stimuli including money, pleasant smells, and attractive faces nucleus accumbens

Question 46

Fear: The neural system of freezing and fleeing

Answer 46

an unpleasant emotion that motivates avoidance of potentially harmful situations - central amygdala to the periaqueductal gray in the midbrain two pathways send signals to the amygdala from the sensory organs (eye, thalamus, visual cortex, to amygdala - sometimes skips visual cortex for a faster response)

Question 47

Rage: The circuits of anger and attack

Answer 47

an arousing, unpleasant emotion that motivates organisms to approach and attack medial amygdala

Question 48

Love: The neural systems of care and attachment

Answer 48

Social animals, including humans, form emotional bonds that produce love and affection. Nurturing behavior and attachment involve distinct yet overlapping brain circuits. Maternal care is controlled by the dorsal preoptic area and the bed nucleus of the stria terminalis. Love and sexual desire share common neurotransmitters like oxytocin, vasopressin, and opioids (endorphins/enkephalins).

Question 49

Grief: The neural networks of loneliness and panic

Answer 49

Attachment circuits trigger distress vocalizations, suggesting a link to pain circuits. The attachment system originates in the periaqueductal gray, connecting to areas sensitive to opiates, oxytocin, and prolactin, which reduce separation distress. Opiate drugs (morphine, heroin) mimic social bonding effects. Panic attacks may stem from extreme separation distress, and opiates can relieve them. Testosterone may reduce attachment needs, potentially explaining higher panic attack rates in women.

Question 50

Plasticity: Experiences can alter the brain

Answer 50

Neural regions can change based on experiences. In the nucleus accumbens, the front shell controls appetitive behaviors, while the back shell regulates fear responses. Stress expands fear regions towards the front (up to 90% of the shell). In a comfortable environment, fear regions shrink, and appetitive regions expand towards the back.

Question 51

Brain structures have multiple functions

Answer 51

Large brain structures (e.g., amygdala, nucleus accumbens) contain distinct nuclei with separate functions. Neuroimaging can’t study individual nuclei like invasive methods can. The amygdala has at least 13 nuclei, each with unique roles: The central nucleus controls emotional expressions and physiological responses. The basal nucleus links to actions like escaping danger. Emotions don’t map one-to-one to brain regions; the amygdala is active not only in fear but also in uncertainty and positive emotions.

Question 52

Chronic Disease

Answer 52

A health condition that persists over time, typically for periods longer than three months (e.g., HIV, asthma, diabetes).

Question 53

CHD

Answer 53

coronary heart disease excessive stress, smoking, unhealthy eating habits, and some personality traits can also lead to increased risk of disease and worse health outcomes

Question 54

Biopsychosocial Model of Health

Answer 54

An approach to studying health and human function that posits the importance of biological, psychological, and social (or environmental) processes.

Question 55

Mind-Body Connection

Answer 55

The idea that our emotions and thoughts can affect how our body functions.

Question 56

Cold Virus Experiment

Answer 56

Put drops of cold virus in your nose (ew) - people who are less stressed and those who are more positive at the beginning of the study are at a decreased risk of developing a cold

Question 57

General Adaptation Syndrome

Answer 57

A three-phase model of stress, which includes a mobilization of physiological resources phase, a coping phase, and an exhaustion phase (i.e., when an organism fails to cope with the stress adequately and depletes its resources).

Question 58

Biomedical Model of Health

Answer 58

a reductionist model that posits that ill health is a result of a deviation from normal function, which is explained by the presence of pathogens, injury, or genetic abnormality

Question 59

Coping

Answer 59

how people cope with stressors can impact their health, which is often classified into two categories: ○ a. Problem-focused coping: a set of coping strategies aimed at improving or changing stressful situations. (e.g., spending additional time over the weekend to study for an exam) ○ b. Emotion-focused coping: coping strategy aimed at reducing the negative emotions associated with a stressful event. (e.g., watching a movie to reduce exam stress)

Question 60

Control and Self-Efficacy

Answer 60

believing that you have control over stressful situations.

Question 61

Social Relationships

Answer 61

social supports can help with emotional help (e.g., a hug), tangible help (e.g., lending you money), or advice, which all reduce stress levels

Question 62

Dispositions and Emotions

Answer 62

negative dispositions and traits have been tied to many health risks (e.g., anger can damage the arteries of the heart)

Question 63

Stress Management

Answer 63

since sources of stress are often difficult to change, it’s important to have interventions designed to reduce the aversive responses to the events

Question 64

Adherence

Answer 64

the ability of a patient to maintain a health behavior prescribed by a physician. This might include taking medication as prescribed, exercising more, or eating less high-fat food.

Question 65

psychoneuroimmunology

Answer 65

the ability of a patient to maintain a health behavior prescribed by a physician. This might include taking medication as prescribed, exercising more, or eating less high-fat food.

Question 66

chosomatic medicine

Answer 66

An interdisciplinary field of study that focuses on how biological, psychological, and social processes contribute to physiological changes in the body and health over time

Question 67

Three major types of happiness

Answer 67

high life satisfaction, frequent positive feelings, and infrequent negative feelings

Question 68

Life Satisfaction

Answer 68

A person reflects on their life and judges to what degree it is going well, by whatever standards that person thinks are most important for a good life A good income Achieving one’s goals High Self-esteem

Question 69

Positive Feelings

Answer 69

Desirable and pleasant feelings. Moods and emotions such as enjoyment and love are examples. Supportive friends Interesting work Extroverted personality

Question 70

Infrequent Negative Feelings

Answer 70

Undesirable and unpleasant feelings that people tend to avoid if they can. Moods and emotions such as depression, anger, and worry are examples. Low neuroticism One’s goals are in harmony A positive outlook

Question 71

Subjective Well-Being

Answer 71

The name that scientists give to happiness—thinking and feeling that our lives are going very well.

Question 72

Adaptation

Answer 72

The fact that after people first react to good or bad events, sometimes in a strong way, their feelings and reactions tend to dampen down over time and they return toward their original level of subjective well-being.

Question 73

“Bottom-up” or external causes of happiness

Answer 73

Situational factors outside the person that influence his or her subjective well-being, such as good and bad events and circumstances such as health and wealth.

Question 74

“Top-down” or internal causes of happiness

Answer 74

The person’s outlook and habitual response tendencies that influence their happiness—for example, their temperament or optimistic outlook on life.

Question 75

General Adaptation Syndrome model of stress

Answer 75

mobilizing the body's physiological stress-response mechanisms, coping with the stress that is being experienced, exhausting the body's ability to fight the stress, and developing an illness.