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117 Cards in this Set
- Front
- Back
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What is Language? |
A system of symbols and rules to generate infinite possible meanings |
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What is Psycholinguistics? |
The study of psychological aspects of language |
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What is Bottom up processing? |
Patterns -> Syllables -> meaning |
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What is Top down processing? |
Interpreting things based on expectations |
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Broca's area vs Wernicke's area |
-Broca's area: important for speech production -Wernicke's area: Important for speech comprehension |
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Learning a second language early in life vs later in life |
-If you learn a 2nd language early in life, both languages will use the same neural network. -If the 2nd language is learned later in life (e.g. 25), then it gets its own neural network, and uses a different part of the brain |
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What is pragmatics? |
Knowledge of the practical aspects of using language. -Using language requires knowing vocabulary, grammar, what people's words mean, what they want you to do. |
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The Ambiguities of Humour |
-Phonological ambiguity: confusion of sounds. (Knock knock jokes) -Lexical ambiguity: Double meanings (baker kneads the dough) -Syntactic ambiguity: Confusion in structure. (Man eating salmon vs man-eating salmon). -Semantic ambiguity: Meanings. (I'm hungry. Hi hungy. Aka dad jokes) |
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Critical periods in language |
A certain time frame where you need to be exposed to a language to learn it. -Some sparrows need exposure to songs between 7-60 days or it will never sing. -Humans must be exposed to language between 3 months and puberty or they will not learn. *Second languages can be learned later, but you learn it better earlier |
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Linguistic relativity hypothesis |
Language determines what we are capable of thinking. -Studies show that language doesn't determine what you think, it influences what you think - e.g. Chinese language uses ten-one, ten-two, so Asian countries learn math better |
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Types of thought |
-Propositional thought: •Inner speech •Concepts: objects, abstractions, activities •Propositions: true or false statements about concepts -Imaginal thought: Images we hear, see, or feel in our mind -Motoric thought: Mental representations of motor movements
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Deductive VS Inductive Reasoning |
-Deductive reasoning: Reasoning from the top down, based on logic and premises. (If X, then Y)
-Inductive reasoning: Reasoning from the bottom up. Evaluating facts from general principles. They are less certain and form liklihoods, not certainties. |
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Distractions to reasoning |
-Irrelevant Info -Belief bias: Abandoning logic for opinions -Emotions and framing |
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What is framing the problem? |
Looking at the problem at the right way to make the answer seem obvious |
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Problem solving Heuristics |
-Representative heuristic: infer how closely something fits into our prototype of a concept. (Which coin flip is more likely? HHHTTT, OR HTHTHT?. They are equal) -Avaliability heuristic: We think things that are easier to think of are more likely to happen. (We think murder is more likely than suicide. Its not) -Confirmation bias: Looking for evidence to confirm your beliefs. (Best to look for evidence to disprove your hypothesis) -Framing effect: The phrasing of the situation effects how you interpret it. -Means-ends analysis: Identify difference between present state and goal to make chance to get to goal. -Subgoal analysis: Formulate intermediate steps to the solution |
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What is a schema? |
A mental framework (concepts, categories). Experts rely on many schemas and knowing of when to apply them |
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What are scripts? |
A type of schema concerning a sequence of events (going shopping, going to the movies) |
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What is Wisdom? |
A system of knowledge about the meaning and conduct of life 1. Rich factual knowledge about life. 2. Rich procedural knowledge about life (Strategies, handling conflict) 3. Understanding of lifespan contexts: life involves many contexts (family, friends, work) 4. Awareness of the relativism of values and priorities 5. The ability to recognize and manage unceartainty |
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What is Metacognition? |
Knowing your own cognitive abilities -If you have good metacomprehension, you are good at knowing what you do and don't understand -Metamemory is your knowledge of what you do and don't remember -Metacognition is very important for students |
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Define Intelligence |
Intelligence: Ability to acquire knowledge, to reason effectively, and to deal adaptively with the environment. -Intelligence is a socially constructed concept. Not everyone solves logical problems the same way |
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Sir Francis Galton |
-Believed Intelligence was inherited. Smarter people were "more fit" than dumber people -Measured reaction speed, hand strength, and sensory acuity to test intelligence -Believed intelligence was based on mental quickness -Thought Skull size was related to intelligence -Totally wrong |
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Alfred Binet |
-Believed intelligence was a "collection of higher order abilities -Assumed mental abilities develop with age, and this rate was constant -Developed a standardized test measuring memory, math, vocabulary. The scoring was called "mental age" |
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William Stern |
-Built off of Binet's "mental age" idea and created IQ. - IQ= Mental age ÷ actual age -Only really works on children -IQ's have a mean of 100. Deviation of 15. |
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IQ Correlations |
IQ TO: -Highschool= 0.6 -University grades= 0.3-0.5 -Socioeconomic status= 0.4-0.7 -Achievement= 0.3-0.7 -Better job performance (especially training) -Higher IQ shows better recovery from brain injuries |
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General Test concerns |
-Reliability: Consistancy of measurements. -Validity: Does the test measure what its supposed to -Culture Fairness: Is the test fair to all cultures or doea it require knowledge only avaliable to certain cultures |
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Psychometric Approach |
-Psychometrics: Statistical study of psychological tests. -What are the mental abilities of the human mind? -Uses Factor analysis to find clusters of abilities that are correlated together |
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Spearman |
-Modern Galton -Believed intelligence is based on one general skill - This general skill is called the g-factor -g-factor is what most people today call intelligence |
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Thurstone |
-Believed intelligence is more complex than a g-factor -Believed there are 7 independant primary mental abilities -Thurstone's 7: Spacial ability, Verbal comprehension, Word fluency, Number facility, Perceptual speed, Rote memory, Reasoning |
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Cattell and Horn |
-Believed there were two g-factor subtypes: •Crystalized Intelligence (Gc): Ability to apply previous knowledge to current problems. (Based on long-term memory) •Fluid intelligence (Gf): Ability to solve new problems. Creative, reasoning. (Based on working memory) |
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Carroll |
-The three stratum model -Stratum 3: General intelligence -Stratum 2: 8 Broad intellectual factors in order of correlation: (Fluid, Crystalized, Memory/Learning, Visual, Auditiory, Cognitive speed, Processing speed) -Stratum 1: 70 highly specific cognitive abilities. |
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What is the Cognitive approach? |
-Attempt to explain why people vary in mental skill |
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Sternberg |
Triarchic Theory of Intelligence -Metacomponents: Higher order of processes used to plan and regulate task performance -Performance components: Actual mental processes used to perform task-Knowledge -acquisition components: Learn from experience, store info in memory Classes of intelligence -Analytical Intelligence: Academic style problem solving -Practical Intelligence: Skills to cope with everyday demands, managing yourself -Creative Intelligence: Skills needed to deal with novel problems |
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Gardner |
Gardner's Multiple Intelligences Intelligence is made up of independent intelligences that relate to different adaptive demands -Linguistic intelligence: Ability to use language well -Logical/mathematical intelligence: Ability to reason mathematically/ Logically -Visuospacial intelligence: The ability to solve spacial problems -Musical Intelligence: Ability to perceive pitch and rhythm -Bodily-Kinesthetic intelligence: Ability to control body movements and skillfully manipulate objects -Interpersonal Intelligence: The ability to understand and relate to others -Intrapersonal Intelligence: The ability to understand oneself -Naturalistic intelligence: The ability to detect and understand phenomena in the world -Existential Intelligence: Ability to ponder questions about one's existence |
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What is Emotional Intelligence? |
-Perceiving emotions -Using emotions to perceive thought -Understanding emotions -Managing emotions -Measured by the Mayor-Salovey-Caruso Emotional intelligence test |
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Qualities of Emotionally intelligent people |
-Form stronger emotional bonds with others -Enjoy greater success in careers, marriage, and child rearing -Modulate their own emotions to avoid depression, anger, anxiety -Work more effectively towards long-term goals -More effective coping strategies |
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Aptitude vs Achievement Testing |
-Aptitude Testing: Tests to determine how well you will do in the future. (Pro) Its fairer. (Con) Difficult to create a test independent of prior learning. -Achievement Testing: Tests previously learned knowledge (Pro) A good predictor of future performance in a certain scenario. (Con) Assumes everyone has had the same opportunities to learn |
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Static vs Dynamic Testing |
-Statics: completely standardized test so everyone responds to the same stimulus -Dynamic: Standard testing with follow up feedback from the instructor, and measures their ability to improve |
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What is the Flynn effect? |
-Worlds population is progressively scoring higher on IQ tests. But it is calibrated to 100 as an average score. It is relative -IQ's increase an average of 3 points per decade in the west |
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Brain size and intelligence |
-Women's brains are larger -Men have 6.5x as much grey matter (Related to general intelligence) -Women have 10x more white matter (Related to connectivity) -It appears men have better problem solving, women have better connectivity |
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Genes effect on Intelligence |
-0.5-0.7 heritability coefficient - 30-50% variation accounted for by environment -Genetic factors become more important as we age -Environmental factors explain Flynn effect -Average IQ test scores: Asians > White > African American |
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Outcome bias vs Predictive bias |
-Outcome bias: Extent that a test underestimates a person's true abilities -Predictive bias: If a test predicts criterion for some groups but not others |
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Mental Disablilities |
-3-5% of people have mental disabilities -4 forms: (IQ) Mild (IQ50-70), Moderate (IQ30-50), severe (IQ20-35), profound (IQbelow 20) -85% is mild. Can attend school but have difficulties with reading, writing, math. Can function normally in society. - 28% caused by genetic factors. 75-80% no clear biological cause can be identified
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Pervasive Development Disorder |
- Is a form of autism Spectrum Disorder - 1 in 50 births - Causes: Not vaccines. Not poor parenting. Has a genetic tag (10 000x more likely if 1 child has autism). Brain Damage is likely a cause. - Symptoms: Impaired social interactions. Impaired communication. Restricted bahaviors, interests (spinning around, looking at hand for hours, etc) -Intense social stimulation and care are best treatment options |
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Instinct Theory |
-Instinct is an inherited predisposition to behave in a specific predictable way to a particular stimulus - Is genetic, universal within the species, does not require learning - |
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Homeostasis |
- The state of internal physiological equiibrium the body strives to maintain - Requires sensory mechanisms to detect shifts in equilibrium |
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Drive Theory |
- Disruptions to homeostasis produces drives that motivate the organism to restore balance (e.g. hunger, thirst) -Proposes that reducing drives is the ultimate goal of motivated behavior |
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Extrinsic motivation vs Intrinsic motivation |
-Extrinsic motivation: Doing something for a reward or avoid punishment -Intrinsic motivation: Doing something for its own sake |
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Over justification hypothesis |
- Giving extrinsic motivation for something you already have intrinsic value makes you want to do it less. -When you are no longer rewarded for it, you don't want to do it |
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Psychodynamic theories |
-To Freud, unconscious impulses struggling for release motivate our behavior -His theories prompted research into self-esteem and relatedness |
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Humanistic Theories: Maslow's Need Hierarchy |
-Once bottom needs are satisfied, we move up the pyramid |
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Humanistic Theories: Self determination Theory |
Three fundamental needs: -Competance: Need to master new challenges and perfect skills -Autonomy: people experience their actions out of free choice -Relatedness: Desire to form meaningful bonds with others |
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What is Hunger? |
-Matabolism: body's rate of energy utilization -Hunger and fullness are signaled by both physical and chemical signals -Genetics account for 40-70% of bady mass variation -Weight lost through excersize is regained slower than dieting |
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Sexual motivation |
-Peer presure is more important than sexual gratification for determining who has sex first -Men have sex for the first time 1-2 years later than women -Non-married cohabiting partners have the most sex -Males release sex hormones constantly, female follow the estrus cycle (only receptive during high periods) |
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Sexual response cycle |
1. Excitement phase 2. Plateau phase 3. Orgasm phase 4. Resolution phase 5. Refractory period - Refractory period is short for women than men -Violent pornography increases aggression |
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Achievement motivation |
-motivation for success: Outperforming others -Fear of failure: Performance avoidance goals -(having both is not better than just Motivation for success. stress is bad) -High achievers choose tasks with medium difficulty because the outcome is uncertain -People who fear failure choose tasks where success is assured or failure is not expected |
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Motivational conflict |
~Approach-Approach conflict: picking between two desireable things ~Avoidance-avoidance conflict: Two undesireable choices ~Approach-avoidance conflict: Attracted and repelled by the same thing ~Delay discounting: Value of a reward decreases the longer you wait to have it |
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Non-verbal behavior |
-Paralanguage: Tone, pitch, pauses, speed, etc. -Eyecontact: 60-70% in a conversation. Longer than 7 seconds at a time is staring. -Interpersonal distance: The distance between you and the person your talking to. Less distance= closer friends/ more intimate/ -Body movements: Kinesics: movement, posture Gestures: Hand movements/ signals -Facial expressions: Typically emotions |
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Autonomic Nervous system |
-Sympathetic Nervous system: Gears up for action. Fight or flight -Parasympathetic Nervous system: Conserves energy. Rest or digest. -(These are antagonistic, they have a rebound effect. If you activate one, you activate the other) |
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Berlyne's set point theory |
-Everyone has a set point of arousal -If we relax, lower arousal, we like it (relaxation, excitement) If we relax to much, we don't like it (Boredom, stress) |
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Theories of emotion |
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Amygdala Function |
-Evaluates the emotional significance of sensory information - Removal of Amygdala leads to objects losing physiological importance. No hunger or sex drive. Cannot identify facial expressions |
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Behavioral component of Emotion |
-Empathy: other's emotions evoke similar emotions in us - Expressive behaviors: Emotional displays from which others can infer about our emotions - Display rules: Norms indicating when and how emotions are expressed. (e.g. Thumbs up in Greece = middle finger here) |
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Performance and Arousal |
-There is an optimal level of arousal that helps you perform a task - More complex tasks require less arousal |
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Fundamental Emotional patterns |
-Evidence shows these exist - Expressions of rage / terror are similar across cultures - Expressions of athletes winning at Olympics are universal -Children blind from birth show these expressions |
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Nature vs Nurture |
-Nature tells you the maximum you can be. (e.g. how tall you can be) - Nurture decides what you end up with (ex. proper nourishment) |
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Critical Periods vs Sensitive periods |
-Critical Periods: Age ranges where certain experiences must occur for proper development (e.g. experiencing language) -Sensitive Periods: Optimal experiences for certain experiences. |
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Stage vs Continuous Development |
Stage development: Stages are discontinuous and separated by rapid growth. (caterpillar --> Butterfly) -Continuous development: Smooth gradual change. (Growing a tree) |
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Stability vs Change |
-Do our characteristics remain constant as we age? |
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Normative vs Individual Testing |
-Normative Testing: Look for typical sequence of change, look for consistency. Uses cross sectional methodology -Individual Testing: Consistency is not there. Focuses on one individual. Uses longitudinal methodology. Sequential Design is when you follow several age groups over a period of time. |
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Prenatal Development stages |
-Germinal stage: First two weeks, called a zygote (fertilized egg) -Embryonic stage: 2nd to 8th week, called an embryo -Fetal stage: 8 weeks on called a fetus -Age of viability: 28 weeks on, can survive outside of womb |
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Sex determination |
-Eggs always have an x chromosome. Sperm determines sex by having either an x (female) or y (male) chromosome -From 6-8 weeks, the y chromosome causes testes to develop, making it male. |
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What are teratogens? |
-Environmental agents that cause abnormal prenatal development -Fetal Alcohol syndrome: Facial abnormalities, small malformed brains. IQ, motor impairments - STD's: Syphalis-25% of newborns are stillborn. HIV- 25% of newborns have it from parents. -Smoking: Increases chances of miscarriage, premature birth, low birth weight. |
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Newborn Development |
-Taste/smell: Very much like adults -Hearing: Prefer complex sounds. Especially sensitive to human voices -Vision: Prefer complex patterns and human faces rather than colors. Very shortsighted -Learning: Distinguishes between mother and stranger within hours. Can learn through classical, operant, or observational learning. -Brain development: 100-200 billion neurons at birth. Brain weight and number of synapses increase rapidly. Different parts develop at different times. -Motor development is: Cephalocaudal- Progresses from head to feet. Proximodistal- Progresses from center to extremities |
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Innate Newborn reflexes |
-Grasping: Grabbing onto something that their hand touches -Rooting: Tilts head if cheek is touched -Step: Tries to step if held upright -Crawl: Crawls if put on stomach |
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Piaget's Cognitive development |
-Found kids act differently than adults -Observed 4 different stages of cognitive development -There are many criticisms to Piaget's theory, including its universality, its tests, and the ages at which certain events occur at. Sensorimotor stage (0-2yrs): >Understands world entirely through sensory and motor experience. >Develop Object permeance, unseen objects can still exist. >Can immitate actions it has seen Pre-operational stage (2-7yrs): >Symbolic thinking: Images and words to represent objects >Doesn't understand the concept of conservation (same liquid in different containers) >Egocentric: Can;t view world from others' perspectives Concrete Operational stage (7-11yrs): >Can think logically >Hard to think abstractly >Rigid thinking >Understands conservation, reversibility, etc Formal Operational Stage (11+yrs): >Think more logically, flexibly, abstractly >Can form and test a hypothesis >Thinking like adults. Thinking is reversible.
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What is theory of mind? |
-Ability to understand other people's mental states -Piaget suggests children younger than 7 have trouble with this. But: >Children 3-7 can lie convincingly >3 months old have joint attention, if you look at them, than an object, they also look at the object >4yr olds only attach words to objects if adults are certain about its name |
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Erikson's Psychological theory |
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What is attachment? |
-The strong emotional bond between caregivers and children. -In humans, it involves a sensitive period |
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What is Imprinting? |
-Biologically primed form of attachment - In birds, they imprint on the first person they see when they hatch -Involves a critical period |
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Freuds Cupboard theory |
-Attachment to mom is a side effect of her ability to give food. -In reality, contact is more important for attachment than nourishment |
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Attachment Phases |
1.Indiscriminate phase: Newborns cry, smile to everyone, and this evokes care-giving from adults 2. Discriminate attachment: At 3 months, infants direct attach to familiar caregivers 3. Specific attachment behavior: 7-8 months, develop first meaningful attachment. Caregivers become a secure base |
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Attachment Styles |
Attachment is a predictive characteristic, it describes you later in life too -Securely attached infants: react positively to strangers, distressed when mom leaves, greets her when she returns. (50-75% of infants) -Anxious resistant infants: Fearful of strangers with mom, highly distressed when mom leaves, not soothed when she returns. -Anxious avoidant infants: Few signs of attachment, self cry when mom leaves, don't seek contact when she returns. |
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Parenting styles |
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Personal vs Situational attributes |
-Personal (internal) attributes: People's behavior is caused by their own characteristics -Situational (external) attributes: People's behavior is determined by a specific situation |
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Consistency, Distinctiveness, and Consensus |
Kim says Calc 1000 is bad -Consistency: Is it always bad, or is it good at other times? -Distinctiveness: Does she think only Calc 1000 is bad out of all her courses? -Consensus: Does everyone think Calc 1000 is bad? -If ALL 3, we make a situational attribution: Calc 1000 is REALLY shitty |
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What is Fundamental attribution error? |
-Humans tend to overestimate personal attribution and underestimate situational attribution -We expect actors to have the same personality as their characters *We don't make this error about our selves |
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Primacy vs Recency Effect |
-Primacy Effect: Attaching more importance to initial information we learn. (first impressions). Remembering the first thing on a list. -Recency Effect: Takes over when we are told to avoid making snap judgements. Remembering the last thing in a list. |
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Theory of Planned behavior |
Intention to do something is strongest when: -We have a positive attitude towards that behavior -When subjective norms support our attitudes -When we believe the behavior is under our control *Attitudes have a greater influence on behavior when we are aware of them and they are strongly held. |
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Causes of Attraction |
-Physical proximity: >You like your neighbors more than people from different buildings >You like people more if you can talk to them easier >We prefer familiarity >Mere Exposure effect: Repeated exposure increases your liking under any circumstance. -Average: People find averaged faces of many people the most beautiful -Beauty: People date people of similar attractiveness >Halo effect: Beautiful people are seen as having other attractive traits *Straight men prefer baby-faced, thin, seductive, confident women. *Straight women prefer mature, dominant faces, muscular men. *Gays are inconsistant |
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Social Exchange Theory |
A relationship is determined by rewards + the costs they encounter. -Comparison level: Outcome one expects from relationship, determines satisfaction -Comparison level for alternatives: Potential alternatives, determines commitment -Sexual Strategy theory: Men seek young fertile mates. Women seek older, committed, and protection providing mates. -Social Structure Theory: Differences in sexual preferences occur due to society. More gender = more societies having similar preferences |
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Qualities people seek in long-term mates |
1. Mutual Attraction / Love 2. Dependable Character 3. Emotional Stability 4. Pleasing Disposition *vary with culture |
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Passionate love vs Companionate Love |
-Passionate Love: Intense emotion, arousal, and yearning for the partner (less stable). -Companionate Love: Affection, deep caring about their well-being. Commitment for being there for them *Relationships work by making repair attempts, listening, and soothing each other |
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Prejudice vs Discrimination |
-Prejudice is attitude -Discrimination is behavior -Both are negative and unjustified Even if groups are assigned randomly, we have: -In-group Favoritism -Out-group Derogation -Out-group homogeneity: Other groups are more similar to each other than to you. |
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Motivational Roots of Prejudice |
-Displaced aggression: Shown to be not true -Realistic conflict Theory: Competition for limited resources fosters prejudice -Social Identity theory: Prejudice stems from a need to enhance our self esteem. Derogating other groups makes us feel good *Prejudice proves itself. It causes black applicants to be treated worse, and therefore perform worse in an interview |
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Why do we help others? |
Social and cultural influences -Norm of reciprocity: We should reciprocate when others treat us kindly -Norm of Social responsibility: We should help others and contribute to the welfare of society Others -Empathy-altruism hypothesis: Altruism is produced by empathy -Negative state relief model: high empathy causes us to feel distress when others suffer, so to lessen our distress, we lessen their suffereing. (*says altruism doesn't truely exist) Who and When -We help similar people -We help people who are not responsible for their problems -We help people when we are in a good mood, feeling guilty, or not in a hurry |
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Bystander Effect |
Presence of multiple bystanders inhibits each persons tendency to help, due to social comparison and the diffusion of responsibility |
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Frustration-Aggression hypothesis |
-All frustration causes aggression -All aggression is caused by frustration *Proven false. some people respond peacefully, or with despair. Pain, crowding, heat can cause aggression as well |
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Biology of Aggression |
-There is a genetic predisposition to aggression -Hypothalamus: Stimulated in cats causes them to attack -Amygdala: Defensive aggression decreases if it is destroyed -Frontal Lobe: Impulse control, killers have less activity here -Testosterone: Social aggression, weaker in humans. |
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Psychodynamic factors of aggression |
-Attribution of intentionality: When other's negative behavior is intentional, we get more aggressive -Empathy: If someone apologizes, our reaction depends on how well we can view their viewpoint -Regulation of emotions: Cultural and Cognitive factors |
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What is catharsis? |
Psychodynamic theory aggrssion instinctively builds up in humans -Catharsis: Aggression discharges aggressive energy and temporarily reduces impulses to aggress. *Problems: violent porn and vigorous excersize makes you more likely to be violent |
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Aggression and Social Learning theory |
-When aggression produces positive results, it will be repeated -Aggression can be learned from watching others, or media where violence is not punished and often praised. |
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Social Facilitation |
The presence of another person increases our arousal and increases our dominant response. If we are good at something or it is easy, we perform better. If we are bad at something or it is difficult, we perform worse |
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Social Loafing |
-People put in less effort when working in a group *Men loaf more in groups Social Loafing is decreased when: -Individual performance is monitored -The task has meaning to each person -The group members are closer friends |
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Group polarization |
-ex. Liberals in groups become more liberal. Conservatives become more conservative. etc. |
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Conformity: Normative vs informative social influence |
-Conformity: Adjustment of individual behaviors, attitudes and beliefs to a group standard -Normative social influence: Adopting more radical views to be accepted. Following people to avoid rejection. -Informative social influence: People hear arguments supporting their positions that they have never heard before. Following people because we think they are right. |
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Compliance Techniques |
-Foot in the door: Ask for a small favor first, then ask for a bigger one -Door in the face: Ask for a huge favor, then ask for the real one -Norm of Reciprocity: If others treat us well, we should treat them well -Low-ball technique: Give a low price, but gradually increase it with "extra fees" |
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Sternburg's Triangular Theory for love |
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Guliford |
There are more than 100 distinct measurable mental abilities that contribute to intelligence |
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Cross sectional design |
Used to comparw people from different ages at the same time |
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Logitudinal design |
Uses to repeatedly test the same group over a period of time |
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Sequential design |
Longitudinal + cross sectional design |
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Self serving bias |
Tendency to make relativly more personal attributions on positive situations, and more external attributions to negative situations |
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What is attitude? |
A positive or negative reaction towards a stimulus |
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Persuasion |
-Involves a communicator who delivers a message through a channel to an audience in a particular context. - communicator credibility: how believable a communicator is -Message: most effective to offer a two sided refutational approach to appear less biased |
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Groupthink |
Tendency for a group members to suspend critical thinking because their aiming for agreement |
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Various levels of Validity |
-Validity: does the test test what the test is supposed to test. -Content validity: Do test items tap relevant ability? -Predictive Validity: the ability of the test to predict future achievements -Face validity: do the items seem reasonable? |
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Various levels of Validity |
-Validity: does the test test what the test is supposed to test. -Content validity: Do test otems ta0 relevant ability? -Predictive Validity: the abilitt of the test to predict future achievements -Face validity: do the items seem reasonable? |
