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91 Cards in this Set
- Front
- Back
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Cognition |
Involves the mental activities associated with thinking, knowing, remembering, and communicating |
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Concepts |
Help simplify thinking through mental grouping |
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Category shift to memory |
Prototype |
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Categories |
Boundaries begin to blur as movement from prototypes occur |
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Heuristic |
Simpler strategy that is speedier than an algorithm but involves more errors |
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Insight |
Sudden flash of inspiration that solves a problem |
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Confirmation bias |
Predisposes us to verify rather than challenge our hypothesis |
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Ability heuristic |
Can distort judgment by estimating event likelihood based on memory ability |
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Belief perseverance |
Occurs when we cling to beliefs and ignore evidence that proves these are wrong |
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Framing |
Sways decisions by influencing the way the issue is posed |
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Creative thinking |
Supported by ability to learn, intelligence, and working memory |
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Divergent thinking |
Expands # of possible problem solutions |
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Convergent thinking |
Narrows available problem solutions |
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Divergent Traits |
Fluent, original, flexible, elaborated |
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Robert Sternberg and 5 ingredients of creativity |
Expertise, imagination, venturesome personality, intrinsic motivation, creative environment |
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Building blocks of spoken language |
Phonemes, morphemes, grammar |
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Phonemes |
Smallest distinctive sound units in language |
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Morphemes |
Smallest language unit that carry meaning |
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Receptive language |
Infant ability to understand what is said at 4 months |
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Production language |
Infant ability to produce words at 10 months |
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Chomsky |
Argued all languages share basic elements called universal grammar. Theorize humans are born with predisposition to learn grammar rules |
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Brain and language |
Brain divides mental functions into smaller tasks |
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Whorf's linguistic determination hypothesis: language determines basic ideas |
Words influence, but do not determine, thinking |
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Athabasopoulos |
Examined how German-English bilinguals categorize motion events |
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Francis Galton |
Attempted to assess intelligence. Found no correlation between measures. Provided statistical techniques. Belief of intelligence inheritance. |
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Alfred Binet |
Environmental explanation of intelligence. Assumed children follow same course of intellectual intelligence. Measured each child's mental age. |
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Lewis Terman |
Revised Binet's test. Extended upper end of test range, the Stanford-Binet. Intelligence test reveals intelligence person was born with. |
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David Wechsler |
Most widely used test today. Separate scores for comprehension, perceptual, organization, working memory, and processing speed. Clues to strengths and weaknesses. |
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Content Validity |
Measuring the behavior of interest |
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Predictive Validity |
Predict behavior of interest |
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Spearman's general intelligence (G) |
Humans have 1 (G). Mental abilities are like physical abilities. Involves distinct abilities, which correlate enough to define a small (G) factor |
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Thurstone in response to Spearman |
7 clustering primary mental abilities. Provided some evidence of (G). |
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Kanazawa in response to Spearman |
(G) scores do correlate with ability to solve novel problems but not with individual skills in evolutionary familiar situations |
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Gardner's 8 intelligences |
Linguistic, musical, bodily-kinesthetic, interpersonal, logical-mathematical, visual-spatial, interpersonal, naturalist |
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Sternberg's 3 intelligences |
Analytical, creative, practical |
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Analytical intelligence |
Academic problem solving |
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Creative intelligence |
Generate novel ideas |
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Practical intelligence |
Street smarts |
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Gardner and Sternberg agreements |
Multiple intelligences. Variety of giftedness |
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Emotional intelligence |
Perceiving emotions (recognition in faces/music), understanding (predicting their changes), managing (express emotions), using (adaptive or creative thinking) |
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Crystalized intelligence |
Accumulated knowledge, as reflected in vocab and word-power tests |
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Fluid intelligence |
Ability to reason speedily and abstractly |
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Stability over lifetime |
Before 3-begins to predict aptitudes. By 4-begins to predict adolescent and adult scores. Late adolescence-stability of aptitude scores |
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Johnson study |
Confirmed remarkable stability of intelligence |
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Deary |
Intelligence provides better access to resources. Encourages healthy lifestyles. Events in early childhood have effects on intelligence and health. |
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Terman study |
High-scoring children were healthy, well-adjusted, academically successful |
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Maslow and Rogers |
Humanistic Perspective |
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Humanism |
Focused on conditions that support healthy personal growth |
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Self-actualization |
Fulfilling ones potential |
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Maslow and self-actualizing person |
Self-actualizing, esteem needs, belonging needs, safety needs, psychological needs |
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Rogers person-centered perspective |
Genuineness, acceptance, empathy |
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Genuineness |
Honest, direct |
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Acceptance |
Acknowledge feelings without judgement |
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Humanism influences |
Counseling, education, parenting, management, positive psychology, concept of self |
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Criticism of humanism |
Vague and subjective concepts, self-centered, what about evil |
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Trait theorists |
See personality as stable pattern of behavior, factor analysis, suggests genetic predispositions |
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Factor analysis |
Used to identify clusters of items for basic components of intelligence |
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The big 5 |
Conscientiousness, agreeableness, neuroticism (emotional), openness (imaginative), extraversion |
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Person-situation controversy |
Trait theory assumes traits function from personality, not from situation |
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Intelligence is |
Polygenetic |
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McVicker Hunt |
Iranian orphanage study found negative effects from extreme deprivation |
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Growth mind set (Dweck) |
Intelligence is changeable, made teens more resilient when frustrated by others |
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Gender differences of intelligence |
Girls-outspace boys in spelling, verbal fluency, better emotion detectors. Boys-better in spatial areas and complex math problems. |
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3 hypotheses about racial differences in intelligence |
Genetics, social, tests are biased |
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Two meaning bias |
Bias meaning is based on test predictive validity |
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Personality |
Individuals characteristic pattern of thinking, feeling, and acting |
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Psychodynamic personality theories |
Behavior is interaction between conscious and unconscious |
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Humanistic approach to personality |
Focus on inner capacities for growth and self-fulfillment |
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Trait theories of personality |
Examine characteristic patterns of behavior |
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Social-cognitive theories and personality |
Interaction between traits and social context |
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Psychodynamic theories |
Inner forces make us the way we are. Behavior, emotions, and personality develops between conscious and unconscious processes |
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Psychoanalysis (Freud) |
Many mental processes operate in the unconscious |
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Revealing unconscious mind |
Free association, dreams, slip of tongue, hesitations |
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Id-pleasure principle |
Unconsciously strives to satisfy basic drives to survive, reproduce, and aggress |
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Ego-reality principle |
Gratify id's impulses for long term pleasure. Contains perceptions, thoughts, judgments, memories |
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Superego-ideal behavior |
Moral conscious, perfection |
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Psychosexual stages |
Oral (0-18 months, mouth), anal (18-36 months, bladder, control), phallic (3-6 years, genitals), latency (6-puberty, dormant sexual feelings), genital (puberty on, maturation of sexual interests) |
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Repression |
Defense mechanism, managed from conscious anxiety-arousing thoughts, feelings, memories |
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Reaction formation |
Switching unacceptable into opposites |
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Rationalization |
Self-justifying explanations |
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Displacement |
Shifting sexual or aggressive impulses toward less threatening person |
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Neo-Freudians |
Placed more emphasis on conscious mind |
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Contemporary psychodynamic theorists |
Rejected Freud's emphasis on sexual motivation, unconscious, influence if childhood |
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Carl Jung |
Collective unconscious |
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Alfred Adler |
Inferiority complex-fight against inferiority as core principle of personality |
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Karen Horney |
Criticized Freudian portrayal of women, security in relationships |
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Projective test |
Rorschach, TAT |
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If you do not master a language by 7, you will not fully master the language |
Critical period |
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An injury to Broacs area would result in inability to |
Speak |
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Linguistic determination |
Language influences how we think |
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Flynn effect |
Gradual increase in average of intelligence over decades |
