Psych Exam 2

Front 1

Implicit Measurement

Back 1

Measuring things that are outside of our awareness

Front 2

Fluid Intelligence

Back 2

A person’s ability to process information (REASONING)

Front 3

Crystalized Intelligence

Back 3

Accuracy and amount of information available for processing.

Front 4

Cross-sectional Research

Back 4

Measuring across different people at different ages at one point in time.

Front 5

Longitudinal Design

Back 5

Tracking the development of a group of people across time.

Front 6

Case Study

Back 6

Study following a single person over time.

Front 7

Conservation of Mass

Back 7

Child realizes the volume of water in different glass is not different because of shape (Happens in 6-11 year olds - Concrete Operational Phase

Front 8

Lev Vygotsky

Back 8

Felt that Piaget's theory did not fit the social aspect of life enough. Introduced term “Scaffolding” (The kind of support that is present to guide learning).

Front 9

Rooting Reflex & Sucking Reflex

Back 9

Tendency for baby to move mouth towards something that touches their cheek. & Tendency to suck an object that enters their mouth.

Front 10

Zone of proximal Development

Back 10

Period when children are receptive to a new skill but have not learned it.

Front 11

Neurological Fear Response

Back 11

Information goes from the eyes to the Thalamus. Then, simultaneously goes to the Amygdala (emotional center) and the visual cortex.

Front 12

Amygdala

Back 12

Emotional Processing Center

Front 13

Two-Factor Theory

Back 13

The bear triggers a physiological response and fear simultaneously.
• Arousal -> Search of environment -> Sees Bear -> Fear

Front 14

Canon-Bard Theory

Back 14

The bear triggers a physiological response and fear simultaneously.
• Bear -> Sympathetic NS Arousal & Fear
• Emotion and arousal result simultaneously in response to a bear

Front 15

James-Lange Theory

Back 15

The bear triggers a physiological response, resulting in the emotion of fear.
• Bear -> Sympathetic NS Arousal -> Fear
• Emotions are the consequence not the cause of physiological arousal

Front 16

Theory of Mind

Back 16

The ability to attribute different mental states to one’s self and to others. (If I move a ball from a basket to a box, when Sally is gone, where will she look for the ball? - Children UNDER 4 do not understand this.

Front 17

Formal Operational Phase (11yrs +)

Back 17

The ability to think about abstract principals and hypothetical reasoning.

Front 18

Cohort Effects

Back 18

Effects observed in a sample of participants that result from individuals in the sample growing up at the same time. (Old people bad at using computers, while young people are better because they grew up with PC’s in the household)

Front 19

Secure Attachment

Back 19

Distressed by caregiver exit and calmed by their return - About 60% of children (Cross-culturally) follow this form of attachment. They seem to grow up “well-adjusted” and are usually identified and “empathic”

Front 20

Avoidant Attachment

Back 20

Not distressed by caregiver exit, don’t acknowledge return - About 20% of children

Front 21

Ambivalent Attachment

Back 21

Distressed by caregiver exit but rebuff when caregiver returns (when mom returns that arch their back and push away). - About 15% of children. Tend to be more likely to be bullied and often have difficulties making friends

Front 22

g = m + s

Back 22

General Intelligence = Mental reasoning abilities + skills (recognizing the engine in a car, or snapping fingers)

Front 23

Factor Analysis

Back 23

A statistical approach to see the ways in which things cluster together within larger domains (Ability to see that if someone is good at algebra, they might also be good at calculus)

Front 24

Anterograde Amnesia

Back 24

Loss of memory for events immediately following a trauma (Unable to transfer short term memory into long term memory)

Front 25

Retrograde Amnesia

Back 25

People have an inability to retrieve information that was acquired before a specific incident or date.

Front 26

Serial Position Effect

Back 26

When given a list of info to retrieve, people are better at remembering the words at the beginning and end of list.

Front 27

State-Dependent Learning

Back 27

Superior retrieval of memories when the organism is in the same physiological or psychological state as it was during encoding.

Front 28

Conjunction Fallacy

Back 28

The joint probability is always mathematically less than the probability of a single thing independently.[(If a woman loves dogs, is she more likely to have a cat or a cat and a dog (More likely to have a cat)]

Front 29

Framing effects

Back 29

People will experience data differently depending on the way that it’s framed. (70% percent survival rate / 30% failure late)

Front 30

Iconic Memory

Back 30

A fast decay of visual information. (Sticks around for about 1 second)

Front 31

Echoic Memory

Back 31

Fast decaying auditory information. (Sticks around for about 5 seconds)

Front 32

Short-term “working memory”

Back 32

Memory we retain for more than a few seconds, but less than a few minutes.

Front 33

Episodic Knowedge

Back 33

The things that we remember about our own lives.

Front 34

Procedural Knowledge

Back 34

Any statement that starts with “I Know How To…” (Typing, writing an essay, riding a bike)

Front 35

Sins of Commission

Back 35

Memory Misattribution & Suggestibility

Front 36

Sins of Omission (Loss of memory)

Back 36

Transience, Abesnt-Mindedness & Blocking

Front 37

Absent-Mindedness

Back 37

A breakdown at the interface of attention and memory. (Choosing what is important to memorize)

Front 38

Divided Attention

Back 38

When our attention is pulled in various different directions. We are often too distracted to effectively encode something into memory.

Front 39

Blocking

Back 39

Inability to retrieve information from storage. (Tip of the tongue phenomena) - Increases with age. Also more likely with arbitrary information (Names) - Happens less often with mono-lingual individual

Front 40

Source Confusion

Back 40

Remembering correctly an item or fact, but misattributing the fact to an incorrect source (Right car, wrong guy driving it)

Front 41

Cryptomnesia

Back 41

Having a spontaneous thought or idea and misattributing it to their own imagination when, in fact, they had learned of it somewhere else.

Front 42

False Memory

Back 42

When an individual falsely recalls events that didn’t happen.

Front 43

Suggestibility

Back 43

(Intentional attempt to implant false information into memory):
How fast were the cars going when they hit each other? - How fast were the cars going when they smashed into one other? - The wording makes impactful effect of the estimation of speed.

Front 44

Flashbulb memories

Back 44

Very vivid memories of certain kinds of things. (Usually when we learn shocking news – good or bad)

Front 45

Process of Memorization

Back 45

Memory Starts with incoming information
Enters your Sensory Memory
Enters Short Term Memory
Successfully encoded (Rehearsed)
Information stored in Longer Term Memory

Front 46

Components of Language

Back 46

Phoneme, Morphene, Syntax

Front 47

Morphene

Back 47

Smallest meaningful units of language (“ing”, “cat”, “uhh”)

Front 48

Learning Language: Imitation Account

Back 48

We develop language based on imitation. (How children learn to organize their phoneme’s & syntax)

Front 49

Learning Language: Nativist Account

Back 49

Developed by Noam Chomsky - We are born with an innate capability to acquire language. Said there was a specific area of the brain (Language Acquisition Device), but never pointed it out.

Front 50

Learning Language: Social Pragmatics

Back 50

Children observe the interactions of the social world and use those interactions to develop language (studying a conversation between two people and inferring what they mean)

Front 51

Learning Language: Cognitive Processing Account

Back 51

Language learning is a result of general skills that children apply across a variety of activities.

Front 52

Object Permanence

Back 52

Children under 2 CANNOT recognize that an object can exist, even when it’s not visible

Front 53

Parenting Style: Authoritative

Back 53

Combines features of permissive and authoritarian. Supportive of children but with firm limits.

Front 54

Stereotype Threat

Back 54

Public perceptions can have an affect on one’s abilities. Joshua Aronson & Claude Steele led this topic’s study.

Front 55

Estimator Variables

Back 55

The things that affect or influence the likelihood of remembering a face that are not within the justice system’s control.

Front 56

Own Race Bias

Back 56

We are better at remembering faces within our own race than beyond our own race.

Front 57

“Need to Belong” Theory

Back 57

We have an innate and biological drive to form social relationships

Front 58

Minimal Group Paradigm

Back 58

Method for investigating the minimal conditions required for discrimination to occur between groups

Front 59

Transience

Back 59

We forget things with the passage of time.

Front 60

Jean Piaget (1896-1980)

Back 60

Supposed that children are not just mini-adults. They learn differently than adults.

Front 61

Retroactive Interference

Back 61

New information interfering with the ability to encode new information

Front 62

Proactive Interference

Back 62

Old information interfering with the ability to encode new information

Front 63

Social Facilitation

Back 63

In some situations we perform better in the presence of others. With simple tasks, social facilitation is demonstrated (confidence is improved with simple tasks).

Front 64

Triarchic Model

Back 64

Book smarts, street smarts, and creativity

Front 65

Multiple Intelligences

Back 65

Idea that people very in their ability levels across different domains of intellectual skill.

Front 66

Mental Set

Back 66

Phenomenon of becoming stuck in a specific problem-solving strategy, inhibiting our ability to generate alternatives.