Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
51 Cards in this Set
- Front
- Back
|
Thinking (Cognition)
|
the mental activity associated with processing, understanding, and communicating information
|
|
|
Cognitive Psychologist
|
studies cognition
|
|
|
Concepts
|
mental groupings of similar objects, events, and people
|
|
|
Prototypes
|
best example of a particular category
|
|
|
Rationality
|
the ability to form and use concepts
|
|
|
Algorithms
|
step-by-step procedure that guarantees a solution
|
|
|
Heuristics
|
simple rule-of-thumb strategies
|
|
|
representativeness heuristic
|
to judge the likelihood of things in terms of how well they represent particular prototypes
|
|
|
availability heuristic
|
estimating the likelihood of events based on their availability in memory
|
|
|
Overconfidence
|
the tendency to be more confident than correct
|
|
|
framing
|
the way an issue is posed, can affect decisions and judgements
|
|
|
insight
|
sudden flashes of inspiration-- "aha!"
*animals show |
|
|
belief bias
|
the tendency for one's preexisting beliefs to distort logical reasoning, sometimes by making invalid conclusions seem valid, or valid conclusions seem invalid
|
|
|
confirmation bias
|
obstacle when searching for information that confirms our own ideas or preconceptions about problem solving
|
|
|
fixation
|
the inability to see a problem from a fresh perspective
|
|
|
mental set
|
the tendency to repeat solutions that have worked out in the past
|
|
|
functional fixedness
|
the tendency to think of things only in terms of their usual functions; an impediment to problem solving
|
|
|
Sir Francis Galton
|
sought to measure individual's mental abilities
|
|
|
Alfred Binet
|
interested in applying Galton's ideas of measuring intellectual abilities
meant to separate slow from intelligent children |
|
|
William Stern
|
devised intelligence quotient (IQ) test
|
|
|
IQ test
|
mental age divided by chronological age multiplied by 100
|
|
|
Factor-Analysis Approach to intelligence
|
statistical procedure that identifies clusters in related items on a test used to identify different dimensions of performance that underlie on'es total score
|
|
|
Howard Gardner
|
Multiple Intelligences Test
|
|
|
Emotional Intelligence
|
the ability to perceive, express, understand, and regulate emotions
|
|
|
Stemberg's Practical Intelligence
|
-Academic problem-solving skills
-Practical intelligence -Creative intelligence |
|
|
Motivation
|
a need or desire that energizes and directs behavior
|
|
|
instincts
|
a complex behavior that is rigidly patterned throughout a species and is unlearned
|
|
|
drive reduction theory
|
idea that a physiological need creates an aroused tension state (a drive) that motivates an organism to satisfy the need
|
|
|
homeostasis
|
the physiological aim of drive reduction
|
|
|
incentives
|
positive or negative stimuli that lure or repel us
|
|
|
drive reduction visual
|
Need -> Drive -> Drive Reducing Behaviors
|
|
|
3 Major Motivators
|
Hunger
Sex Achievement |
|
|
anorexia nervosa
|
a severe eating disorder in which individuals refuse to eat, while denying that their behavior and appearance are out of the ordinary
|
|
|
bulimia
|
an eating disorder characterized by binges on large quantities of food, followed by purges of the food through vomiting or the use of laxatives
|
|
|
Alfred Kinsey
|
first to describe sexual behavior in the US
|
|
|
Sexual Response Cycle
|
Excitement Phase
Plateau Phase Orgasmic Phase Resolution Phase |
|
|
Maslow's Hierarchy of Needs
|
Self-Actualization
Esteem Love/Belonging Safety Needs Physiological Needs |
|
|
intrinsic motivation
|
desire to be effective and to perform a behavior for its own sake
|
|
|
extrinsic motivation
|
seeking external rewards and avoiding punishment
|
|
|
Emotion
|
responses that involve physiological arousal controlled by nervous system, expressive behaviors, and conscious experience including thoughts and feelings
|
|
|
James-Lange Theory
|
physiological activity precedes the emotional experience
physical-> emotion |
|
|
Cannon-Bard Theory
|
physiological arousal and the emotional experience occur simultaneousness
physical=emotional |
|
|
Stanely Schachter's Two-Factor Theory
|
physiology and our cognitions- perceptions, memories, and interpretations- together create emotion
thoughts + physical= emotions |
|
|
Big 3 Emotions
|
Fear
Anger Happiness |
|
|
Feel-Good, Do-Good Phenomonon
|
When we feel happy we are more willing to help others
|
|
|
Subjective Well-Being
|
self-perceived feeling of happiness or satisfaction with life.
|
|
|
Predictors of Happiness
|
High self-esteem
optimistic, outgoing, agreeable close relationships work and leisure that engages skills meaningful religious faith sleep well and exercise |
|
|
Non-Predictors of Happiness
|
age
gender education levels parenthood physical attractiveness |
|
|
Robert Zajonic
|
argues emotional reactions are sometimes quicker than our interpretations of a situation
-we feel some emotions before we think |
|
|
Richard Lazarus
|
believes cognitive appraisal of a situation always precedes emotion
cognition -> emotion |
|
|
problem solving
|
using reasoning powers for coping with new situations
|
