Psych Exam 2 (Ch. 9, 13, 6)

Front 1

g

Back 1

(general intelligence) overall differences in intellect among people

Front 2

who came up with g and s?

Back 2

spearman

Front 3

fluid intelligence

Back 3

the capacity to learn new ways of solving problems

Front 4

crystalized intelligence

Back 4

accumulated knowledge of the world acquired over time

Front 5

T/F fluid abilities decline with age

Back 5

true, crystalized abilities can even increase with age

Front 6

how are fluid and crystal abilities related to g?

Back 6

fluid is more highly related to g than crystal (according to spearman: may better capture the ability of the "mental engine")

Front 7

Galton proposed that most knowledge first comes through what?

Back 7

our senses, esp vision and hearing (sensory capacity)

*FALSE IDEA* no correlation

Front 8

multiple intelligences

...who's theory?

Back 8

people vary in their ability levels across different domains of intellectual skill

Howard Gardner

Front 9

what are Gardner's 8 multiple intelligences?

Back 9

1. linguistic 2. logico-math 3. spatial 4.musical 5. interpersonal 6.intrapersonal 7. naturalistic 8. body-kinesthetic

Front 10

what does the triarchic model consist of and who created it?

Back 10

analytical intell, practical intell, and creative intell

Sternburg

Front 11

eugenics

Back 11

idea to improve the population by encouraging people with good genes to repopulate and bad genes to not

Front 12

mental retardation

Back 12

IQ below 70 and inability to engage in daily function

Front 13

what are the 5 major scores of the WAIS? (Wachlser adult intelligence scale)

Back 13

1. overall IQ 2. verbal comprehension (CRYSTAL INTELL) 3.perceptional reasoning 4. working memory 5. processing speed

Front 14

the Flynn effect

Back 14

finding that the average IQ scores have been rising at a rate of about 3 points per decade

Front 15

4 environmental issues that cause Flynn effect?

Back 15

1. increased test sophistication
2. increased complexity in the modern world
3. better nutrition
4. changes at home and school

Front 16

with-in group heritability

Back 16

extent to which the variability of a trait with in a group is genetically influenced

Front 17

test bias

Back 17

tendency of a test to predict outcomes better in one group than another

Front 18

stereotype threat

Back 18

fear that we may conform to a negative stereotype
--> increased anxiety = increased likelihood

Front 19

emotional intelligence

Back 19

ability to understand our own emotions and those of others, and apply it to our daily lives

Front 20

"EQ"

Back 20

emotional quotient, just as if not more important than a persons IQ with effective functioning in the world

Front 21

wisdom

Back 21

application of knowledge toward a common good

Front 22

3 things wise people balance

Back 22

1. concerns about oneself (self interest)
2. concerns about others
3. concern about the broader society

Front 23

ideological immune system

Back 23

our psychological defenses against contradicting views to our own

Front 24

culture-fair IQ test

Back 24

abstract reasoning measure that doesn't depend on language and is often believed to be less influenced by culture factors

Front 25

divergent thinking

Back 25

capacity to generate many different solutions to a problem (outside the box thinking*)

Front 26

convergent thinking

Back 26

capacity to find the single best solution to a problem

Front 27

what is Pavlov most famous for discovering?

Back 27

classical (pavlovian) conditioning

Front 28

classical conditioning

Back 28

form of learning where animals respond to a previously neutral stimulus that had been paired with another stimulus that elicits an automatic response

Front 29

unconditioned stimulus (UCS) def

and an example

Back 29

stimulus that elicits and automatic response

ex: meat powder

Front 30

unconditioned response (UCR)

and example

Back 30

automatic response of a stimulus that does not need to be learned

ex: drooling from meat powder

Front 31

conditioned response (CR)

and example

Back 31

response previously associated with nonneutral stimulus that happens to a neutral stimulus thru conditioning

ex: drooling to the bell sound

Front 32

conditioned stimulus (CS)

and example

Back 32

originally neutral stimulus that elicits a response do to association

ex: the bell that elicits drooling

Front 33

explain an example of a stimulus generalization...

Back 33

when the dog drools at any sound resembling a bell, not just the original noise

Front 34

explain stimulus discrimination

Back 34

ability to realize that things are different, scary movies aren't real thats why we can enjoy them, or being able to pet a dog even when a different one bit you the prior week

Front 35

higher order conditioning

and an example

Back 35

process where organisms respond to a conditioned stimulus associated with another conditioned stimulus

ex: dog salivates to a circle associated with the bell

Front 36

classical conditioning occurs in these three phases

Back 36

acquisition, extinction and spontaneous recovery

Front 37

acquisition

Back 37

phase where we learn the CR
(acquiring* the CR)

(when the bell is being associated with the food)

Front 38

extinction

Back 38

gradual reduction and elimination of a conditioned response after the conditioned stimulus is presented without the original stimulus

Front 39

spontaneous recovery

Back 39

sudden reappearance of a CR after delay in exposure to the conditioned stimulus

Front 40

renewal effect

Back 40

the response comes back after a person is placed in the same setting or environment as before

Front 41

latent inhibition

Back 41

refers to when we have experienced a CS alone so many times that it is difficult to classically condition it to another stimulus

Front 42

fetishism

Back 42

sexual attraction to nonliving things

Front 43

operant conditioning

Back 43

learning controlled by the consequences of the organisms behavior

Front 44

another name for operant conditioning is...?

Back 44

instrumental conditioning (because an organisms response serves an instrumental function)

Front 45

who created the Law of effect?

Back 45

Thorndike

Front 46

Law of Effect

Back 46

if we are rewarded for a response to a stimulus we are more likely to repeat that response to a stimulus in the future

Front 47

insight

Back 47

grasping the underlying nature of a problem

Front 48

reinforcement

what are the 2 types of reinforcement?

Back 48

outcome or consequence of a behavior that strengthens the probability of the behavior

positive and negative

Front 49

positive reinforcement

and an example

Back 49

when we administer a stimulus

ex: gold star to a student who studies really hard

Front 50

negative reinforcement

and an example

Back 50

when we take away a stimulus

ex: a diabetic women eats really healthy and lowers her weight so the doctor tells her she doesn't have to take shots anymore

Front 51

punishment

Back 51

outcome of a behavior that decreases the likelihood of that behavior

Front 52

positive punishment

and an example

Back 52

presenting a stimulus

ex: yelling at a dog, and he stops peeing in the house

Front 53

negative punishment

and an example

Back 53

removing a stimulus

ex: taking away a child's favorite toy so he stops throwing temper tantrums

Front 54

schedule of reinforcement

Back 54

pattern of reinforcing a behavior

Front 55

what are the 2 types of reinforcement schedules?

Back 55

continuous reinforcement (reinforce a behavior every time it occurs)
partial reinforcement (only occasional reinforcement of a behavior)

Front 56

fixed ratio FR schedule

and example

Back 56

pattern where we provide reinforcement after a certain number of responses

ex: mouse hits the bar 5 times he gets a treat

Front 57

fixed interval FI schedule

and an example

Back 57

provide reinforcement for producing a response at least once over a time interval

ex: no matter how many times the mouse hits the bar he gets a treat every 5 minutes

Front 58

variable ratio VR schedule

and an example

Back 58

pattern when we provide reinforcement after a specific number ON AVERAGE, the actual number varies randomly

ex: mouse gets one treat between every interval where he presses the bar 10 times: sometimes after 8 presses, sometimes after 3 presses

Front 59

variable interval VI schedule

and an example

Back 59

provide reinforcement for a response over an AVERAGE time interval but with the time between each treat varying

ex: mouse gets at least one treat every 10 minutes, sometimes after 9 minutes, sometimes after 2 minutes in that interval

Front 60

shaping (by successive approximations)

Back 60

conditioning a target behavior by progressively reinforcing behaviors that come closer and closer to the target

Front 61

chaining

Back 61

shaping technique where you link a number of interrelated behaviors to form a longer series

Front 62

who is known to have the most famous example of shaping and chaining?

Back 62

Skinner, training pigeons

Front 63

secondary reinforcer

and an example

Back 63

neutral object that becomes associated with a primary reinforcer

ex: tickets at chuckEcheeses that you can redeem for candy or prizes (primary reinforcers)

Front 64

primary reinforcer

and an example

Back 64

item or outcome that naturally increases behavior

ex: getting ice cream if you get an A on a test

Front 65

"little albert" was used to falsify what Freudian view?

Back 65

phobias stem from deep-seated conflicts buried in the unconscious

Front 66

who performed the experiment with little albert and what did they do?

Back 66

Watson and Rayner: they scared him while he was playing with a fuzzy rat and he forever associated fear with rats

Front 67

latent learning

and an example

Back 67

learning that is not directly observable

...?

Front 68

cognitive maps

Back 68

mental representation of how a physical space is organized

ex: knowing my way around campus

Front 69

observational learning

and an example

Back 69

learning by watching others

ex: kid picks up a broom after seeing her mom sweep with it

Front 70

who did the experiment on observational learning? describe the experiment

Back 70

Bandura

kids watched parents hit a bobo doll, then he frustrated them and put them in a room with the bobo doll to see if they would act like what they had seen. most did.

Front 71

insight

Back 71

sudden understanding of the solution to a problem (the "aha moment")

Front 72

who experimented with chimps to show insight learning? describe the experiment

Back 72

Wolfgang Kohler

put bananas outside the chimps cage with 2 short poles, the chimp stared at them until he finally realized he could put them together to make one large pole and get the bananas

Front 73

conditioned taste aversion

and an example

Back 73

fact that classical conditioning can lead us to develop avoidance reactions to the taste of food

ex: puking after eating bad seafood= never eating seafood again because you think about that time

Front 74

what was the difference between Kohlers chimp experiments and Thorndikes cat experiments?

Back 74

Kohler was proving the aha moment or insight learning where Thorndikes experiments reflected trial and error

Front 75

who thought of conditioned taste aversion?

Back 75

Martin Seligman (while eating fillet mignon with sauce)

Front 76

preparedness

and an example explaining

Back 76

evolutionary predisposition to learn some pairings of feared stimuli over others owing to their survival value

ex: monkeys showed a video of other monkeys being scared of bears and flowers, but then were only scared of toy bears

Front 77

instinctive drift

Back 77

tendency for animals to return to innate behaviors following repeated reinforcement

Front 78

sleep assisted learning

Back 78

learning new material while asleep

(there has been some positive correlations but not sure if they just woke up or something)

Front 79

accelerated learning

Back 79

using different techniques (such as classical music, deep breathing, visualization etc) to help people learn faster. no real correlation, just the placebo effect because you raise someone's expectations of themselves

Front 80

discovery learning

Back 80

giving students experimental material and asking them to figure out the scientific principals on their own

Front 81

learning styles

Back 81

an individuals preferred or optimal method of acquiring new information

Front 82

social psychology

Back 82

study of how people influence others behaviors, beliefs and attitudes (good or bad)

Front 83

social comparison theory

Back 83

theory that we seek to evaluate our abilities and beliefs by comparing them with those of others

Front 84

mass hysteria

Back 84

irrational behavior that is spread by social cognition

Front 85

what is an example of social cognition?

Back 85

ex: if a plane experiences turbulence you look to the faces of other people to see how you should react

Front 86

attribution

Back 86

assigning cues to behavior

Front 87

2 types of attribution and explain them

Back 87

internal (inside the person): ex: john robbed a bank because he is an impulsive person

external (outside the person): ex: john robbed the back because he was broke

Front 88

fundamental attribution error

Back 88

tendency to overestimate the impact of disposition influences on other people's behavior

Front 89

who created the first study on fundamental attribution error and who was it about?

Back 89

Jones and Harris

Fidel Castro debates

Front 90

conformity

Back 90

tendency of people to alter their behavior as a result of group pressure

Front 91

who studied conformity the most?

Back 91

Solomon Asch

Front 92

describe the Asch studies

Back 92

participants were told to say which line was equal to the other ones, in different tests the people around them said the wrong answer and they usually conformed to the wrong answer

Front 93

what 3 independent variables influence conformity?

Back 93

unanimity, difference in the wrong answer, size of the majority

Front 94

deindividuation

Back 94

tendency of people to engage in uncharastic behavior when they are stripped of their usual identities

Front 95

who created the Stanford prison study and where was it held?

Back 95

Philip Zimbardo: Palo Alto

Front 96

describe the Stanford prison study and what it was an example of

Back 96

example of deindividuation at work; assigned roles of either prisoner or prison guard to people and they turned into them after 2 weeks, beating and abusing the prisoners etc.

Front 97

T/F deindividuation always makes people act in destructive ways because no one will know who they are

Back 97

false; loss of identity actually makes people more prosocial and more likely to help sometimes because they are less of an individual

Front 98

groupthink (Janis)

Back 98

emphasis on a group unanimity at the expense of critical thinking

Front 99

what was Janis's treatment for groupthink?

Back 99

appoint a devils advocate and have them always offer doubt to any idea in a group

Front 100

group polarization

Back 100

tendency of a group discussion to strengthen the dominant positions held by an individual group member

Front 101

cults

Back 101

groups that exhibit intense and unquestioning devotion to a single cause

Front 102

obedience

Back 102

adherence to instructions to people of higher authority ( it is a double edged sword)

Front 103

why did Milgram begin to study obedience?

Back 103

didn't understand how to Holocaust could have happened. also he was a student of Asch's and didn't think Asch's paradigm didnt include enough real life power and dangerous social influence

Front 104

describe the setup of Milgrams paradigm of obedience...

Back 104

paid people to shock someone if they got an answer to a question wrong, increasing the voltage as you went along and urging the person to continue

Front 105

what were the results of Milgrams paradigm?

Back 105

the psychologists that predicted outcomes for the study had committed fundamental attribution error: they underestimated the impact of the situation on a persons behavior. people seemed sadistic and 62% went to 450 volts

Front 106

authoritarianism

Back 106

people who see the world as a big hierarchy and figures of authority should be respected not questioned

Front 107

what are the main findings from milgrams paradigm?

Back 107

power of authority is incredible, obedience doesn't typically result from sadism, good people can do bad things, and just further examples of fundamental attribution error

Front 108

criticisms of milgrams paradigm?

Back 108

it may not be an exact example of the reasons behind the Holocaust and My Lai, those had to have been some actually evil and wicked people

Front 109

prosocial behavior

Back 109

behavior intended to help others

Front 110

what does DeWaal refer to the human species as?

Back 110

a bipolar ape

Front 111

what are the 2 main causes of the bystander effect?

Back 111

pluralistic ignorance and diffusion of responsibility

Front 112

pluralistic ignorance

Back 112

error of assuming that no one in a group perceives things as we do

Front 113

diffusion of responsibility

Back 113

reduction in feelings of personal responsibility in the presence of others

Front 114

social loafing

Back 114

individuals become less productive in groups

Front 115

altruism

Back 115

helping people in an unselfish manner

Front 116

when are people more likely to help others?

Back 116

when they cannot easily escape, when the person has a cane/are elderly, when we are in a good mood, our exposure to role models

Front 117

enlightenment effect

Back 117

learning about psych research can change real-world behavior for the better

Front 118

aggression

Back 118

behavior intended to harm others

Front 119

what are the 7 factors that most instill aggression?

Back 119

interpersonal provocation, frustration, media influence, aggressive cues, arousal, alcohol and other drugs, temperature

Front 120

what is an example of relational aggression?

Back 120

girls gossiping for social manipulation

Front 121

what is the difference between a belief and an attitude?

Back 121

a belief is a conclusion regarding factual evidence, and an attitude is a belief including an emotional component

Front 122

cognitive dissonance

Back 122

unpleasant mental experience of tension resulting from two or more conflicting thoughts or beliefs

Front 123

describe Festinger and Carlsmith's experiment on cognitive dissonance theory

Back 123

they had people perform mind numbing tasks and then paid them to tell people they had fun, people with $20 just lied because they got money but people with $1 actually tried to convince themselves it was fun

Front 124

according to the dual process models of persuasion what are the 2 alternative pathways to persuading others?

Back 124

central route: evaluate merits carefully and thoughtfully

peripheral route: respond to persuasive arguments based on snap judgements

Front 125

impression management theory

Back 125

we don't really change our attitudes but report that we have so our behaviors and attitudes are consistent

Front 126

what are the 3 persuasive techniques?


and explain them

Back 126

1. foot-in-the-door (small --> big request)
2. door-in-the-face (big --> small request)
3. low ball (quote a low price and then hit them with "add-ons")

Front 127

implicit egotism effect

Back 127

we are more positively disposed to people, places and things that resemble us

Front 128

prejudice

Back 128

prejudge someone negatively

Front 129

stereotype

Back 129

a belief (+or-) about characteristics of members of a group that is applied generally to most members of that group

Front 130

ultimate attribution error

Back 130

associating a negative behavior to an entire group

Front 131

adaptive conservatism

Back 131

evolutionary principle that creates a predisposition toward distrusting anything or anyone unfamiliar or different

Front 132

in-group bias

Back 132

tendency to favor individuals within our group over those from outside our group

Front 133

out-group homogeneity

Back 133

tendency to view all individuals outside our group as highly similar (ex: all asians are smart)

Front 134

what is the difference between prejudice and discrimination?

Back 134

prejudice is the negative attitudes toward others whereas discrimination refers to the negative behaviors toward others

Front 135

scapegoat hypothesis

Back 135

claim that prejudice arrises from a need to blame other groups for our misfortune

Front 136

just-world hypothesis

Back 136

our attributions and behaviors are shaped by a deep-seated assumption that the world is fair and all things happen for a reason

Front 137

explicit prejudice

Back 137

negative belief that we are AWARE regarding the characteristics of an out-group

Front 138

implicit prejudice

Back 138

negative belief that we are UNAWARE regarding the characteristics of an out-group

Front 139

what was Sherif's idea of overcoming prejudice?

Back 139

asking groups to do a task together to reach a common goal, then they are no longer members of a single group but part of a larger group

Front 140

jigsaw classrooms

Back 140

(Elliott Aronson) educational approach designed to minimize prejudice by requiring all the children to smaller parts of a big group project