Psych Test 3

Front 1

thinking

Back 1

manipulating mental representation for a purpose

Front 2

3 kinds of cognition and their meanings if necessary

Back 2

propositional-thinking in words and statements: king kong is an ape
imaginal thought-thinking in images
motoric thought: playing piano, riding a bike

Front 3

mental images

Back 3

visual representations

Front 4

mental models

Back 4

representations tht describe, explain, or predict the way things will work: if the car doesn't work then tehre's something wrong under the hood

Front 5

category

Back 5

groupings based on common properties

Front 6

concept

Back 6

a mental representation of a category

Front 7

caegorization

Back 7

process of identifying an object as an instance of a category--recognizing its similarity to some objects and issimilarity to others

Front 8

defining features

Back 8

qualities that are esential or necessarily present in order to classify the object as a member of the category

Front 9

well defined concepts

Back 9

properties clearly setting them apart from other concepts. like bachelor.

Front 10

prototypes-

Back 10

an abstraction across many instances of a category. a robin is more prototypical than a penguin. the prototype of a bird doesn't look like any particular bird the person has ever seen. it smoothes out the idosyncratic features.-"best example"

Front 11

exemplar theory

Back 11

examples of categories. i've seen a bologna sandwich, and this looks the same

Front 12

basic level

Back 12

broadest most inclusive level at which objects share common attributes that are distinctive of the concept: cat dog monkey

Front 13

subordinate level

Back 13

level of categorizationb elow the basic level in which more specific attributes are shared by member of a category: tabby, siamese, burmese

Front 14

super-ordinate level

Back 14

abstract level in which memebers of a category share few common features: mammals, amphibians, reptiles

Front 15

reasoning

Back 15

process by which ppl generate and evaluate arguments and beliefs

Front 16

inductive reasoning

Back 16

reasoning from specific observations to more general propositions
not always true

Front 17

deductive reasoning

Back 17

logicalr easoning that draws a conclusion from a set of assumptions or premises
usually true

Front 18

syllogism

Back 18

2 premises that lead to a logical conclusion-deduction

Front 19

wason

Back 19

give proposition and subject must see if its true or not while turning over as few cards as possible 72EK

Front 20

turn over as few cards as possible to determine if a card that has a vowel on one side must have ane ven number on the other.
7 2 E K

Back 20

7 and E

Front 21

analogical reasoning

Back 21

process by which ppl understand a novel sit. in terms of a familiar one

Front 22

problem solving

Back 22

process of transforming one sit. into another to meet a goal

Front 23

well dfined problems

Back 23

initial state, goal, and operators are easiliy determined

Front 24

ill defined problems

Back 24

both the info needed to solve them and the criteria for determining when the goal has been met are vague

Front 25

subgoals

Back 25

minigoals on the way to achieving hte broader goal

Front 26

problem soving strategies

Back 26

techniques that serve as guides for solving a problem

Front 27

algorithms

Back 27

systematic procedures that produce a solution to a problem

Front 28

mental simulation

Back 28

imagining the steps invovled in solving a problem mentally before actually undertaking htem

Front 29

fucntional fixedness

Back 29

tendency for ppl to ignore other possible functions of an object when they already have a fixed funciton in mind

Front 30

confirmation bias

Back 30

tendency for ppl to search for confirmation of what they already know.

Front 31

decision making

Back 31

process by which an individual wieghs the pros and ocns of diff alternatives in order ot makea choiceq

Front 32

weighted utility value

Back 32

combiend measure of the importance of an attribute and the extent to which a given option satisfies it

Front 33

expected utility

Back 33

combined judgement of the weighted utility and the expected probability of obtaining that outcome

Front 34

explicit cognition

Back 34

cognition that involves conscious manipulation of representations

Front 35

heuristics

Back 35

cognitive shortcuts for selecting among alternatives w/o carefully considering each one

Front 36

representative heuristic

Back 36

ppl categorize by matching the similarity of an objeect or incident to a prototype but ignore probabilities

Front 37

availability heuristic

Back 37

ppl infer the frequency of somthing based on how readily it comes to mind

Front 38

boudned rationality

Back 38

ppl are rational within the bounds imposed by their environment, goals, and abilities

Front 39

implicit cognition

Back 39

cognition outside of awareness

Front 40

conenctionism/parallel distrubtion processing (PDP)

Back 40

most cognitive processes occur simultaneously through the action of multiple activated networks

Front 41

constraint satisfaction

Back 41

tendency to settle on a cognitive solution that satsifies as many constraints as possible in order to achieve the best fit to the data

Front 42

dorsolateral prefrontal cortex

Back 42

plays central role in working memory and explicit manipulations of representations-london tower problem

Front 43

ventromedial prefrontal corte

Back 43

serves many fuctions, including helping ppl use their emotional reactions to guide decision making and behavior. connected to lymbic system/amygdala

Front 44

language

Back 44

system of symbols, sounds, meanings, and rules for their combination that constitutes the primary mode of communication among humans

Front 45

whorfian hypothesis of linguistic relaivity

Back 45

language shapes thought-generally not supported b/c thoughts also shape language that comes out of our mouth

Front 46

menumonics

Back 46

roy g. biv

Front 47

phonemes

Back 47

smallest units of sound that constitute speech: /th/

Front 48

morphemes

Back 48

smallest units of meaning in language: anti-, house, -ing

Front 49

phrases

Back 49

groups of words that act as a unit conveying meaning

Front 50

sentences

Back 50

organized sequences of words that express thought or intention

Front 51

syntax

Back 51

rules that govern the placement of words and phrases in a sentence. lets us identify parts of speech that makes up phrses

Front 52

grammar

Back 52

system for generating acceptable language untterances and identifying unacceptable ones

Front 53

semantics

Back 53

ruels governing the meanings of morphemes, words, phrases, and sentences: girl kissed her date. boy, not fruit

Front 54

pragmatics

Back 54

way language is used and understood in everyday life; meaning of sentence. "are you going to eat that?"--intonations can change meaning to that's disgusting, can ihave it, can i clear your plate

Front 55

discourse

Back 55

way ppl ordinarily speak, hear, read, and write in itnerocnnected sentences

Front 56

nonverbal communication

Back 56

includes signals like body language, touch, physical distance, facial expressions, and nonerbal vocalizations

Front 57

skinard's point of view and perspective on language

Back 57

behaviorist
children imitate the utterances of their parents.
classical conditioning generates comprehension: a kid learns dog. mom says doggy, sees dog, repeats. can always expect to see dog when its pointed out.

operant conditioning generates production. kid makes random utterances, says ma, mom gets excited

Front 58

chomsky's perspective on language

Back 58

language acquistion appears to be unitversal across cultures, os it couldn't be accounted for bylearning:
all alnguages despite culture have the same grammatical structure
"daddy comed home from work already"-adult wouldn't say that, so kid is coming up with it on his own
minimal exposure to language as a child would still allow child to flourish linguistically

Front 59

critical period

Back 59

time window iwthin which an organism must develop a function if it is ever to develp the function at all. liek vision

Front 60

critical period/language

Back 60

isolated children develop impaired language

children learn second languages with relaive ease in comparison to audlts. so its a sensitive period, not a critical period

Front 61

psychometric instruments

Back 61

tests that quntify psychological attributes like personality traits and intellectual abilities

Front 62

intelligence

Back 62

the application of cognitive skills and knowlede to learn, solve problems, and otain ends that are valued by an individual or culture

Front 63

intelligence tests

Back 63

measures designed to assess the levle of cognitive capabilitiesof an individual compared to other ppl in pop

Front 64

reason for first developing intelligence tests

Back 64

to identify those who would benefit from additional schooling/advance the gifted born poor

Front 65

achievement tests

Back 65

measure what you've already learned/accomplished

Front 66

aptitutde test

Back 66

measures how ou will perform on new problems
SAT, A=aptitude

Front 67

mental age

Back 67

average age at which children achieve a particular score

Front 68

intelligence quotient/IQ

Back 68

score meant to quantify intellectual fucnitoning to allow comparison among individuals

Front 69

normal range of IQ

Back 69

85-115

Front 70

formula for IQ and what abreviations mena

Back 70

IQ=(MA/CA)x100
ma=mental age
ca=consequitive age

Front 71

wecshler adult intelligence sacle and wechsler intelligence scale for children worked how?

Back 71

derived from a number of subtests, which largely attempt to identify verbal and nonverbal intellectual abilities

Front 72

mental retardation

Back 72

significntly below average general intelectula functioning, with deficits in adaptive funcitoning that are first evident in childhood and appear in more than one realm

Front 73

gifted

Back 73

exceptionally talented

Front 74

creativity

Back 74

ability to produce valued outcomes in a novel ay

Front 75

divergent thinking

Back 75

ability to generate multiple possibilities in a given situation

Front 76

psychometric approach to intellegence testing

Back 76

identifygroups of items in a test that correlate highly with one antoehr in order to discover underlying skills/abilities

Front 77

facotr analysis

Back 77

statistical procedure for identifying common element,s or facotrs, that underlie performance across a set of tasks. so there'll be test items that are highly correlated with one another that likely represent a common factor

Front 78

two factor theory of intelligence

Back 78

distinguishes general and specific factors

Front 79

g-factor

Back 79

general intelligence

Front 80

s factor

Back 80

specific abilities unique toe certain tests or shared by only a subset of tests

Front 81

Gf-Gc theory distingusiehd 2 general intelligence factors and their definitions:

Back 81

fluid intellignece: intellectual capacities that have no specific content bu are used in processing info and approaching novel problems. draw on analogies, recognize patterns. declines with age.

crystallized intelligence=peoples store of knowledge. increases with age

Front 82

info processing approach to intelligence

Back 82

exmaines mental processes as opposed to contents

Front 83

theory of multiple intelligences. list and name psychologist who came up with them

Back 83

howard gardner
seven intelligences:
musical, kinesthetic, logical/mathmatical, verbal, intrapersonal (know yourself), interpersonal (social), spatial

Front 84

savants

Back 84

ppl who are severely deficient in major intellectual rspects but hav pockets of giftedness

Front 85

motivation

Back 85

driving force behind behavior which leads us to pursue some things and avoid others

Front 86

cognitive view on motivation

Back 86

goals motivate us

Front 87

freudian view on motivation

Back 87

agression and sex
thematic apperpection tests

Front 88

behaviorist view on motivation

Back 88

reinforcement-driven by stimulus. drive reduction theory.

Front 89

humanist view on motivation

Back 89

maslow's pyramid of needs

Front 90

emotion/affect

Back 90

positive or negative feling or response that typicall includes some combination of:
physiological arousal,
subjective experience,
and behavior expression

Front 91

drives

Back 91

internal tension states that build up until they are satisfied

Front 92

thematic apperception test

Back 92

series of ambiguous picrtures about which subjects make up a story to show their inner desires.
unreliable, unpredictive, and quite subjective

Front 93

drive reduction theoriests
and branch of psychology that uses it

Back 93

motivation stems form a combination of drive and reinforcement
behaviorist

Front 94

primary drive

Back 94

innate drive such as hunger, thrist, and sex

Front 95

secondary drive

Back 95

drive learned through conditioning and other learningmechanisms such as modeling

Front 96

incentive

Back 96

external stimulus/reward

Front 97

goals

Back 97

desired outocmes established thorugh social learning

Front 98

goal setting theory
and branch of psychology that uses it

Back 98

conscious goals regualte much of human behavior-cognitive perspective

Front 99

intrinsic motivation

Back 99

enjoyment of and interest in an activity for its own sake

Front 100

self determination theory

Back 100

ppl have 3 innate needs: ccompetence, autonomy, and relatedness to others

Front 101

implicit motives

Back 101

motives that can be activated and expresed outside of awareness

Front 102

maslow's hierarhcy of needs
and list them
and branch of psychology that uses it
and why it is/isn't accepted

Back 102

lower level needs beginning with basic survival must be fufilled before higher level needs guid a person's behavior
basic needs, safety needs, belongingness, esteem, and self actualization
psychological needs, se
humanist perspective
not applciable to many socieiteis, b/c if you're starving n africa, you still have the capcity to love

Front 103

self actualizaiton needs

Back 103

motives to express oneself and grow

Front 104

ERG theory. list them.

Back 104

condenses maslow's hierarchy to three levels of need: existence, relatedness, and growth

Front 105

instincts

Back 105

relatively fixed patterns of behavior produces w/o learnign

Front 106

metabolism

Back 106

processes by which the body transforms food into energy

Front 107

absorbative phase of metabolism

Back 107

person is ingesting food
glucose level rises causing the hypothalamus to activate the pancreas
pancreas secretes insulin
insulin allows cells to metaoblize glucose and for the lvier to convert glucose into glycogen for storage

Front 108

fasting phase of metabolism

Back 108

occurs when perosn isn't eating
glucose level falls
hypothalmus activates the pancreas
pancreas secretes glucagon
glucagon facilitates breakdown of glycogen stored in liver
liver converts glycogen to glucose
glucose metabolized by cells for fuel

Front 109

homeostasis and part of brain involved

Back 109

body's tendency to maintain a constant state in which cells can live and fucntion
hypothalamus is involved in phyiological need and behavior affected

Front 110

set point

Back 110

biologically optimal level the system strives to maintain in homeostasis

Front 111

homesotasis and temp

Back 111

if your core body temp drops, its maintained by shivering (anterior hypothalamus)

Front 112

feedback mechanisms

Back 112

mechanisms that provide info regarding the state of the system with reespect ot hte variables being regualted

Front 113

corrective mechanisms

Back 113

mechanisms that restore the system to its set point when eneeded (like finding and injecting food)

Front 114

satiety mechanisms

Back 114

mechanisms that turn off ingestive behaviro

Front 115

homeostasis and thirst.
ways of coping with inter and intracellular issues

Back 115

constantly lose water through respiration.

intercellular fluid loss/response to losing a lot of blood. volume receptors in teh kdineys assess the volume of water in the blood. blood vessels constrict and stem blood loss. seek a drink.

osmo receptors in teh hypothalamus assess concentration of water inc ells. in response to intracellular fluid loss (due to too much sodium outside of cells), osmo receptors shrivel and we recover water from kidneys by recycling urine and seek water

Front 116

homeostasis and hunger. simple version.

Back 116

receptr in hypothalamus and liver monitor glucose, fats, and amino acids in the body. if these nutrient levels drop, liver releases glucose and we eat.

Front 117

satiety with hunger

Back 117

it takes 4 hours to metabolize food. satiety sensors are in mouth, thorat, stomach, adn liver.

Front 118

lateral hypothalamus

Back 118

on switch for eating

Front 119

ventromedial hypothalamus

Back 119

off switch for eating

Front 120

obesity

Back 120

15% or more bove the ideal weight for one's height and age

Front 121

non physiological eating factors

Back 121

palatability, variety, presence of others: meal size increases as the group size increases

Front 122

psychosocial needs

Back 122

personal and interpersonal moives for achievement, self esteem, affiliation, intimacy and the like

Front 123

relatedness

Back 123

moives for connectedness with others

Front 124

agency

Back 124

motives for aachievement, autonomy, amstery, power, and other self oriented goals

Front 125

attachment motivation

Back 125

desire for physical and psychosocial proximity to another person

Front 126

intemacy

Back 126

special kind of closeness characterized by self disclosure, warmth, and mutural caring

Front 127

affiliation

Back 127

interaction with firends and acquaintances

Front 128

need for achievement

Back 128

to do well, succeed, and avoid failure: choose moderately difficult tasks, enjoy being challenged, fear failure, enjoy success, work more persistently

Front 129

performance goals

Back 129

motives to achieve at a particular level, usually socially defined standard

Front 130

performance approach goals

Back 130

motivated to attain goal

Front 131

performance avoidance goals

Back 131

motivated by the fear of not attaining it

Front 132

mastery goals

Back 132

motives to increase one's competence, mastery, or skill

Front 133

emotion and 3 influences

Back 133

evaluative response that includes combinations of
physiological reaction
subjective experience
behavioral expression

Front 134

james lange theory and supporting arguments

Back 134

emotions originate in peripheral nervious systme responses that the central nervous system interpets.
diff. emotions are assoc. with diff. patterns of visceral activity
patients with spinal damage preventing input form organs lower than the location of injury report diminshed emotional reactivity b/c the visceral signals are prevented from reaching the brain

Front 135

i am afraid b/c i run
is an example of the ______ theory

Back 135

james lange

Front 136

cannon bard theory and supporting arguments

Back 136

emotion inducing stimuli simultaneously eleicit both an emotioanl eperience, such as fear, and bodilty responses such as sweaty palms
visceral respnses are slower than emotions
the same visceral responses are assocl with many emotions
if we inject someone with adrenaline, they won't hve meotions

Front 137

i run b/c i'm afraid
is an example of the _______theory

Back 137

cnanon bard

Front 138

emotional expression

Back 138

overt behavioral signs of emotion

Front 139

display rules

Back 139

patterns of emotional expression considered appropriate within their culture or subculture

Front 140

facial expressions can influence what?

Back 140

the subjective experience of an emotion.
smile and you'll be happy

Front 141

basic emotions.
how many and list them.

Back 141

7 +- 2 emotions
anger fear happiness sadness and disgust
common to the human species with characterisitc physiological, subjective, and expressive components

Front 142

positive affect

Back 142

pleasant emotions

Front 143

negative affect

Back 143

unpleasant emotions

Front 144

emotion regulation/affect regualtion

Back 144

efforts to control emotional states

Front 145

moods

Back 145

relatively extended emotional state

Front 146

amygdala's role in emotion

Back 146

involved ine valuating the emotional significance of a stimulus and detectingo thers emotions from facial expression and vocal tone

Front 147

2 neural pathways for emotional reaction to a stimulus

Back 147

quick response: circuit running from thalamus to amygdala to hypothalamus
slower response: thalamus to cortex to amygdala to hypothalamus

Front 148

hypothalamus' role in emotion

Back 148

regulates autonomic responses

Front 149

coretex' role in emotion

Back 149

multiple roles. interpets meaning of events and translates emotional reactions into socially deisrable behaviors

Front 150

attributions

Back 150

inferences about causes of emotions

Front 151

schachter-singer theory/cognitive influences on emtoion

Back 151

emotion involves2 factors: physiological arousal and cognitive interpetation

Front 152

schachter and singer's experiment of adrenaline injection

Back 152

all injected w/ adrenaline
1/2 informed of effects 1/2 uninformed
1/2 of each group are placed with happy confederate 1/2 with angry one. informed had no mood change based upon confederates, uninformed idd.
when unexplained, they look to environment for emotional input.

Front 153

emotional influences on cognition

Back 153

later cognitive ability; anxiety can reduce working memory capacity; alter judgements; becomes part of memory with encoding, so it affects retrieval

Front 154

development

Back 154

how humans develop over time
inevitable

Front 155

social development

Back 155

changes in interpersonal thought, feeling, and behavior throughout the life span

Front 156

soicalization
when/how does it start

Back 156

with aprent and peers. starts with babies. organically produced. baby learns to draw mom near iwth it.

Front 157

3 kidns of creis

Back 157

basic-hunger, not rhythmic, increases in voume
angry-distinguishable from basic only by mother
painful-think bris. loud and logn

Front 158

attachment
and three aspects of attachment

Back 158

enduring emotional tie btw child and caretaker. invovles:
desire of child and caretaker ot be close to ne another
sense of security around one antoehr
feeling of distress when other is absent (bidirectional)

Front 159

psychoanalytical theory of baby mom attachment

Back 159

emphasizes sensual aspects of nipple in mouth

Front 160

behaviorist theory of baby mom attachment

Back 160

emphasizes feeding of child by the mother

Front 161

harlow's contact comfort studies

Back 161

monkeys prefer comfy mother vs. uncomfy feeding mother, disproving relationship on basis of feeding

Front 162

attachment

Back 162

enduring affectional ties that children form with their fprimary caregiers

Front 163

imprinting

Back 163

tendency of young animals of certain species to follow an animal to which they were exposed to durng a sensitive period early in their lives

Front 164

separation anxiety

Back 164

distress at separation from attachment figures

Front 165

4 kinds of mother baby attachemnt, their meanings, and percentages in US pop.

Back 165

secure attachment-65%-infants who welcome the mother's return and seek closeness
avoidant attachment-25%-infants who ignore mother's return
ambivalent-10%-angry and rejecting while indicating desire to be cose to mother
disorganized-behave in contradictory ways, helpless efforts to elicit soothing responses

Front 166

argument against 4 kinds of attachment

Back 166

it reflects temperment not rleationship

Front 167

internal working models

Back 167

mental representations of attachment relationships that form the basis for expectations in clsoe relationships

Front 168

continuous change

Back 168

behavior can change gradually, quantitatively. measurable amt. you can track over time

Front 169

discontinuous change

Back 169

behavior that changes abruptly in qualitative stages. ordered in fixed sequence. stair steps.

Front 170

cross sectional research method of development

Back 170

developmental methodology where you compare groups of diff. ages at the same time

Front 171

longitudinal method

Back 171

compares same group at multiple time points