Cognitive Psychology Quiz 4

Front 1

Thinking

Back 1

A Process by which a new mental representation is formed through the transformation of information by complex interaction of the mental attributes of judging.

Front 2

Three Aspects of Thinking

Back 2

1. Cognitive: Internal (covert) activity (behavior): the process of thinking itself may not be observable, we may only see the input (problem) and outcome (answer).

2. Involves some manipulation of knowledge in the cognitive system. Retrieval of past experience, knowledge, manipulation of them, formation of new organization.

3. Directed: goal-oriented: not random activities.

Front 3

Concept formation

Back 3

The discernment of the properties common to a class of objects or ideas. Concept formation is related to categorization of objects.

Front 4

Concreteobjects

Back 4

perceptual propertiese.g., Concept of birds Properties: has wings, beaks, can fly, lays eggs, etc.

Front 5

Abstractideas

Back 5

semantic and abstract propertiese.g., Concept of cognition Properties: internal, mental activities, includes sensation, perception, attention, memory, thinking, etc.

Front 6

evidence: P, therefore, Q

Back 6

affirming the antecedent (Modus Ponens): valid inference

Front 7

evidence: not P, therefore, not Q

Back 7

denyingthe antecedent: invalid inference

Front 8

evidence: Q, therefore, P

Back 8

affirming the consequent: invalid inference

Front 9

evidence: not Q, therefore, not P

Back 9

denying the consequent (Modus Tollens): valid inference.

Front 10

Algorithm

Back 10

a fixed procedure to solve problems. An algorithm gives us the correct answer always.

Front 11

Heuristic

Back 11

A rule of thumb that we use to solve problems

Front 12

Errorsin decision making:

Availability

Back 12

people have tendency to make decision based on information that is available for them regardless of its or frequency

Front 13

Errors in decision making:

Representativeness heuristic

Back 13

people have tendency to make decisions based on some instances that “seem” representative

Front 14

Errors in decision making:

Decision frames

Back 14

a decision maker’s conception of the acts, outcomes, and contingencies associated with a particular choice.

Front 15

Framing effects

Back 15

The tendency for people to make different choices among the same alternatives, depending on the alternatives.

Front 16

Problemsolving

Back 16

thinking that is directed toward the solving of a specific problem that involves both the formation of responses and the selection among possible responses.

Front 17

GestaltpsychologyFunctionalfixedness

Back 17

there is a tendency to perceive things in terms of their familiar uses and that the tendency often makes it difficult to use them in an unfamiliar way.

Front 18

Executive functions

Back 18

Executive functions include the ability to plan actions toward a goal, to use information flexibly, to realize the ramifications of behavior, and to make reasonable inferences based on limited information

Some researchers proposed that executive functions are closely related to fluid intelligence

Front 19

Lateral surface: DLPFC (BA9, 46), VLPFC (BA44, 45)

Back 19

Working memory, maintenance, manipulation

Front 20

Medial surface: Cingulate cortex (BA24, 32)

Back 20

Monitoring

Front 21

Orbital surface: Orbital frontal (BA11)

Back 21

Decision making, value judgment, etc.

Front 22

Frontal pole (BA 10)

Back 22

Episodic memory retrieval, task sets, mind wandering, intention

Front 23

Executive functions and tasks

Back 23

(1) Planning & decision making

(2) Error correction & trouble shooting. Individuals with executive dysfunction are poor at starting an action or a behavior, and have difficulty stopping it once started.

(3) Overcoming habitual response (or inhibition of habitual/prepotent response)

(4) Novelty (or generation)

Front 24

Phonetics:

Speech perception

Back 24

Phonetics is the study of how speech sounds are made, transmitted, and received.

Front 25

Syntax:

Back 25

studyof grammars

Front 26

Semantics:

Psycholinguistics, Language comprehension

Back 26

study of meanings of words and sentences)representation of meanings

Front 27

Pragmatics:

Languagecomprehension, communication

Back 27

study of the use of languages) appropriate use of wordsPolitically correct words

Front 28

Psycholinguistics

Back 28

A filed in psychology that has emerged under the influence of the transformational grammar of Chomsky.

Front 29

Phonemes

Back 29

the smallest unit of speech, represented by one pronunciation symbol.

e.g., pig /pig/ - big /big/, seat /sēt/ - sit /sit/

Front 30

Morphemes

Back 30

the smallest unit of meaning, such as prefix, suffix, roots, etc. Words consists of combinations of morphemes.

e.g., word morphemes yes yes talking talk- ing horses horse– sunhappiness un - happi -ness

Front 31

Syntax: Productivity

Back 31

an infinite number of sentences can be produced based on the grammatical rules of a language

Front 32

Syntax: Regularity

Back 32

grammatical rules of a language

S + V + O is different from O + V + S

The boy hit the ball (correct)

Hit boy the ball the (incorrect)

Front 33

Reversibility

Back 33

The boy hit the ball (correct)

Hit boy the ball the (incorrect)

The ball hit the boy (reversible or irreversible) The wall hit the boy

The girl hit the boy (reversible)

Front 34

Competence

Back 34

an ability to learn and use language

Competence is universal (All humans have the same competence to learn any language regardless of the biological difference such as race)

Front 35

Performance

Back 35

-the language that is actually used

-Psychologists study this aspect of language

-Performance is specific (people speak languages that are spoken around them)

-the actual use of that language in real situations

Front 36

Deep structure

Back 36

an underlying level of grammatical organization that specifies how sentences should be interpreteda grammatical structure that is read for meaning, but not the semantic representation itself.

Front 37

Surface structure

Back 37

a syntactic representation of a sentence that comes closest to how the sentence is actually pronounced.A grammatical structure that is read for sounds.

Front 38

Back 38

Front 39

Transformationalrules

Back 39

Rules that govern the transformation from the deep structure to the surface structure.

e.g., Transformation from active sentence to passive sentence

Active: The dog chased the cat

Passive: The cat was chased by the dog

Front 40

Language acquisition device (LAD)

Back 40

the innate capacity that enables children to learn their mother tongue.In other words, competence is innate rather than learned, and what is learned is performance, such as particular pronunciations and grammars.

Front 41

Reference theories

Back 41

meaning is what a word refers toe.g., the word “student” refers to all the instances of students

Front 42

Image theories

Back 42

meaning is inherent in the image a word evokese.g., George Washington refers to the image that we have about him

Front 43

Encyclopedictheories

Back 43

meaning is everything we know about the worde.g., “Dog” everything we know about “dog”.

Front 44

Componential theories

(Definitional theories)

Back 44

A word can be disassembled into a set of meaning components (defining features).e.g., Bachelor: male, unmarried, adult

Front 45

Family resemblance hypothesis

Back 45

prototypical members of categories have most attributes (characteristic features) in common with other members of the category and least attributes in common with other categories.

Front 46

Level of descriptionBasic level (natural level)

Back 46

appropriate level of description in a given contextBasic levels depend on contexts, knowledge, etc.e.g., How would I describe myself?A psychologist?A cognitive psychologist?A cognitive psychologist studying attention?

Front 47

Linguistic-relativity hypothesis (Sapier & Whorf hypothesis)

Linguistic determinism

Back 47

Linguistic determinismStronger version: Perception and thought are determined (controlled) by language. We cannot think about anything that our language does not name. Weaker version: Perception and thought are affected (influenced) by our language. It is harder for us to think about something that our language does not name.

Front 48

Regions associated with aphasias

Back 48

Front 49

Broca’saphasia

Back 49

Problem in speech (output production), with intact comprehension Telegraphic speech e.g., “need help, send money” “ Son . . . university . . . smart . . . boy . . . good . . . good. . . “Syntax (reversible sentence) “The boy was hit by the girl. Who hit whom?” “Boy hit girl.“Repeating “Chrysanthemum” “Chrysa . . . mum . . . mum. . .”

Front 50

Wernicke’s aphasia

Back 50

Problem in comprehension (formation of sound image), with intact speech (though speech contents are not meaningful)Semantic errors (television for telephone)Production of utterances that do not exist in their language (romer)e.g., “I called my mother on the television and did not understand the door. It was not for breakfast but she came from far. My romer is tomorrow morning, I think.”

Front 51

Alexia

Back 51

inability to read due to brain damage (angular gyrus)

Front 52

Dyslexia

Back 52

an individual with normal vision is unable to properly interpret written language. Dyslexia is more common in males and is often first recognized as a reading difficulty in the first grade. Individuals can see and recognize letters but are unable to spell and write words. They have no impairment of object or picture identification. Dyslexia is not related to intelligence and in fact several famous scholars were thought to be dyslexic (for example Albert Einstein, Thomas Edison). (Dyslexia: basic information, brain)

Front 53

Agraphia

Back 53

inability to write due to brain damage (angular gyrus)

However alexia and agraphia are dissociable, as some patients have alexia without agraphia (e.g., Greenblatt, 1973): patients can write a sentence with little difficulty, but they cannot read the sentences they just wrote. Others have agraphia without alexia (e.g., Hecaen & Kremin, 1976): they can read but cannot write

Front 54

Brain activation related to dyslexia

Back 54

There is a big difference in the frontal regions, including the Broca’s area and DLPFC, but also in the temporal lobe (Wernicke’s area).