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141 Cards in this Set
- Front
- Back
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general properties of language |
-fundamentally social -uniquely human -nature AND nurture |
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bottom-up elements of language |
phonemes and morphemes |
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top-down elements |
semantics: meaning or 'whole word' level syntax and grammar: structure or rules |
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perception |
ex. McGurk effect (ba vs. va) |
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theories of acquisition |
1. skinner-- behaviorist based on operant conditioning 2. chomsky-- 'universal grammar' or 'language acquisition device' -- more based on innate capacity to construct sentences with words and rules they've learned |
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critical period theory |
certain time during which language acquisition is possible/easiest; ex. Genie who was deprived |
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language-specific development |
native language: you get better at distinguishing between sounds as you age non-native: get worse! |
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broca's aphasia |
damage to left frontal cortex 'expressive aphasia' can't produce speech |
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Wernicke's aphasia |
L temporal and parietal lobe damage 'receptive aphasia' speak quickly but meaningless 'word salad' |
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Global Theory of Intelligence |
Sternberg's g: mechanical, verbal, numerical, spatial |
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Catell's crystallized vs fluid |
crystallized- knowledge and experiences fluid- creativity, problem-solving, insight |
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Sternberg's Triarchic
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analytical, practical, creative |
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Gardner's theory of multiple |
a ton of intelligences! |
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Pros and Cons of IQ test |
bell curve makes it a normal distribution - easier to understand individual differences - applicable to broad differences but- - doesn't address cultural barriers |
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heritability |
on scale from 0-1, how much is genetic vs environmentally caused |
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influential factors on intelligence |
-SES -cultural -nutrition/chemical hazards |
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stereotype threat |
individual who has been negatively stereotyped, perceives this stereotype and gets anxiety, lowering his performance and fulfilling the stereotype |
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entity theory vs. incremenetal |
fixed intelligence or variable |
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How to teach mindsets of entity theory or incremental |
all about feedback |
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types of concepts |
superordinate (most general), basic, subordinate (detailed) |
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central tendency |
associate with most 'average' member |
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ideals |
which one most closely fulfills the characteristics (a bird flies) |
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spreading activation |
one object activates thoughts about related objects |
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types of heuristics |
availability heuristic, representativeness heuristic, and anchoring and adjusting |
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availability heuristic |
whichever info is more available, based on -frequency of processing -cues of associations -personal experiences -anecdotes >> stats |
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representativeness heuristic |
similarity to prototype |
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types of fallacies associated with representativeness heuristics |
basal rate fallacy-- even though you know it's more probable that the individual is catholic, not satanic conjunction fallacy-- more bank tellers than more specific-- want to give specific characteristics that are less likely than the general |
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anchoring and adjusting heuristic |
major gaps in knowledge-- we use environmental cues (like what the question is asking) to estimate values |
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humans are risk-averse for ... and risk-seeking for |
averse for gains, seeking for losses |
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prospect theory |
when making decisions, we care more about the value of the loss/gain rather than the final outcome |
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regulatory focus theory |
either promotion focused or prevention focused people |
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avoid heuristic problems by... |
-slow down -motivations? -evidence? -be more analytical |
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nurture's revenge in nature vs. nurture |
epigenetic modifications |
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cells that fire together |
wire together! |
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piaget's stage theory of dev't |
1) sensorimotor (0-2) 2) preoperational (2-6/7) 3) concrete operational (7-11) 4) formal operational (11+) |
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sensorimotor stage |
piaget's stage theory -no object permanence (0-6mo) -rudimentary object permanence cognitive development: language, symbolic thinking, etc. motor development: perception into action |
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preoperational stage |
-egocentrism (sees the same thing) - failure of theory of mind (thinks the same thing) -failed conservation |
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concrete operational stage |
yes to theory of mind can understand conservation - identity - reversability - compensation |
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formal operational stage |
can understand conservation without having the item present |
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history of social/moral development |
initially ,believed it was need for nourishment but monkey experiment proved that there was need beyond that also need for interaction (still face expt) |
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four forms of attachment |
1) secure 2) avoidant 3) ambivalent 4) disorganizaed |
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issues with attachment studies |
-can't manipulate styles -SES -culture differences |
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Piaget's model for moral development |
premoral - no morality, regulated by external consequences moral realism -rigid rules, absolute authority -moral severity about consequences, not intentions morality of cooperation - moral rules can change -rules facilitate cooperation |
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Kohlberg's Model for moral development |
preconventional -punishment, obedience, hedonism conventional -good intentions, social order post-conventional -social contracts, universal ethics, cosmic orientation |
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Criticism of Kohlberg |
1. feminist critique-- Kohlberg thinks that morality == justice but morality also entails avoidance of harm, care, etc. 2. social institution: moral reasoning underlies decisions, but sometimes is gut decision (ex. incest) 3. only relevant to WEIRD (western educated industrial reach democracies) and made by liberals |
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stages for development to motivation |
1. physiological 2. safety 3. love 4. esteem 5. self-actualization |
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need--> |
drive--> behavior--> need |
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homeostasis |
most 'basic' drives often unconscious responses to environment ex. temperature, energy |
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regulatory drives |
more conscious than homeostasis more strategic behaviors still physiological and evolutionarily adaptive ex. third, hunger, danger reduction |
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non-regulatory drives |
not needed for survival but still good for evolution ex. reproduction, social approval, education |
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role of dopamine in motivation |
dopamine increases WANTING but doesn't affect pleasure or liking |
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wanting |
how intensely we pursue a goal - desire -anticipation -approach |
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pleasure
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feelings of euphoria |
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incentives |
external rewards or punishments (think operant conditioning) |
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downside of incentives |
"overjustification effects" -children drawing don't get as motivated if they know incentives will be rewarded to them |
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relationship between emotions and incentives |
positive reinforcement- happy negative reinforcement- peace positive punishment- fear, anxiety negative punishment- sad |
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presence of others--> increased drive--> |
social facilitation or social interference |
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Yerkes-Dodson Law |
optimal arousal for highest performance level, less for difficult tasks and more needed for easy tasks |
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Common sense theory |
stimulus-- perception-- emotion-- arousal |
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James-Lange theory |
stimulus--perception--arousal--emotion |
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Cannon-Bard theory |
stimulus-- perception-----arousal AND emotion simultaneously |
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schachter theroy |
stimulus--perception--arousal ---emotion--- |
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attribution of arousal experiment |
if you know you're getting the drug and will experience side effects, then compensate and downplay emotional effect if you don't know, then you attribute it to emotion and then experience it strongly |
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shaky bridge experiment |
proves schachter's theory that there is a cognitive and physiological component that interact |
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evidence for James-Lange |
(arousal before emotion) -anger and fear--- hot/flushed and cold/clammy reactions -argues for primacy of arousal |
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self-regulation |
motivations and emotions are components of 'self-regulation' drives are response to needs signaled by internal and external stimuli emotions function as 'feedback' for effective self-regulation |
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aggression |
internal and external causes 'hydraulic' model --> aggression build up unpleasant environments |
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cognitive bias hypothesis: hostile attribution bias |
tendency to see ambiguous actions as intentionally hostile |
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hostile perception bias |
ambiguous actions seen as generally hostile |
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hostile expectation bias |
expect aggression in response to your behavior |
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stress consequences |
sometimes health (yerkes-dodson law) but can have psychological and physiological consequences |
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selye's general adaption syndrome |
alarm reaction -- stage of resistance -- stage of exhaustion |
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psychological effects of stress |
1) learned helplessness (ex. dogs) 2) cortisol release (fats breakdown, increased blood flow, behavioral responsiveness increases) too much can lead to elevated BP, damaged tissues, immunosuppression |
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Type A vs Type B |
individual differences- responses to stress and aggression |
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how to combat stress and aggression |
problem-focused coping: adjust lifestyle, change environment emotion-focused: exercise, cognitive reappraisal, relaxation, social support, stress inoculation |
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three approaches to personality |
psychodynamic: sum of persons conscious and unconscious motivations trait: personality is the sum of a person's various traits social cognitive: personality is a mix of internal factors interacting with situational characteristics |
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unconscious and defense mechs |
who we 'really' are defense mechanisms: - repression - reaction formation - projection - sublimation -rationalization - denial |
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how to access the unconscious |
therapeutic methods-- hypnosis and dreams analysis testing-- inkblot tests, thematic appreception (TAT) test |
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trait approaches |
first, types (extremes, like Myers Briggs), then traits that occur more within a spectrum traits are normally distributed |
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Eysenck traits |
narrowed to 16 with 6 larger traits -extra and introversion, neuroticism, emotional stability, psychoticism, self-control |
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Big 5 to personality |
openness conscientiousness extraversion agreeableness neuroticism |
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issues with trait approach |
little cross-situational consistency |
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social cognitive approach |
person + situation if, then |
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two types of personality consistency |
type 1: big 5, consistency over time but not over situations type 2: consistency over situations, high personality coefficient |
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pro-social animals |
putting the goals of others or the group ahead of one's own but pro-social doesn't necessarily equate with being moral |
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foundations of pro-social behavior |
fairness (equity and equality) ex. monkeys should that there is some innate demand for fairness |
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norms |
the standard model or pattern of behaviors |
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types of influence |
normative influence-- desire to conform to avoid rejection or exclusion informational influence-- desire to conform because they'er assumed to have some informational value (they see something I don't) |
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autokinetic effect |
opinions of single people tended to converge over time to form one single opinion passed on to new members of group |
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standby effect and factors involved |
example of Kitty Genovese -situational ambiguity -diffusion of responsibility -competence -costs and benefits |
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attitudes |
our assessment of the world around us |
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attribution |
our assessments of the people around us |
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prejudice |
our assessments of people belonging to groups prior to getting to know them as individuals |
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where do attitudes come from? |
conditioning modeling others mere exposure cognitive dissonance choice justification |
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cognitive dissonance |
re-evaluating attitudes in light of behavior |
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choice justification |
•Choosingto write an attitude-incongruent essay can change attitudes; being required towrite one does not |
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why do we have attitudes? |
-help us navigate the world -provide us with evaluative context |
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fundamental attribution erros |
perceive self as difficult situation, while others are unstable, easily upset |
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why the self vs. other bias? |
-self enhancement bias - knowledge across situations -visual orientation -observer goals and motivations |
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difference bewteen individualist cultures and collectivist cultures |
US that is self-focused in attitudes while Chine is interdependent, familial based |
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downside of dispositional attributions |
upside: frees up cognitive space, faster processing but can lead to prejudice |
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prejudice |
negative associations can be tied to categories of individuals -can work unconsciously or implicitly - assessed using Implicit Association Test (IAT) |
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Good Samaritan Story |
Seminarians interviewed about different topics, changes in personality and how much time they have to get somewhere results: only the amount of time impacts whether or not they stop to help stranger |
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barriers to helping |
1. noticing 2. interpreting as emergency 3. taking responsibility 4. deciding how to help 5. providing help |
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psychological disorders |
differentiating between 'weird' and abnormal - mostly comes down to cultural definitions -must impair functionality or well-being |
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discreepancy in how we treat mental illnesses due to... |
stigma |
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institutionalization in US trends |
prison rate going up while mental hospital rate going down drastically |
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DSM stages |
I-- 1952 II-- Freudian, psychodynamic, cause-based III- first time with symptoms IV 5- most recent w |
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hat's new in DSM 5? |
no more 5 axis approach; disorders are on spectrum asperger's not part of autism spectrum |
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gender identity is now |
gender dysphoria |
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Diathesis stress model for cause of mental illness |
spectrum where high amount of stress and high predisposition equate to mental illness |
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neurodevelopmental disorders |
related to specific deficits that inhibit ability to function can be intellectual, attentional, motor-based |
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biological process disorders |
1. eating disorders 2. elimination disorders 3. sleep-wake 4. sexual 5. somatic |
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substance-related disorders |
related to compulsive desire to obtain rewarding stimulus physical or experiential (gambling) |
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emotional disorder breakdown |
3 subtypes: depression bipolar and anxiety |
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depressio nsymptoms |
anhedonia, lack of motivation, general negativity |
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bipolar disorder |
depression and mania alternating |
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anxiety disorders |
intense or irrational feelings ox anxiety or fear that inhibit function overwhelming foreboding of a terrible future threat |
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OCD |
certain tasks appear 'magical' |
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rauma-related siroders
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like PTSD, adjustment, reactive attachment disability related to experience of trauma |
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dissociative disorders |
characterized by experience of losing one's identity or part of one's self |
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personality disorders |
experiences as personality characteristic rather than acute illnesses Cluster A: odd, eccentric cluster B: dramatic, emotional, erratic C: anxious, fearful |
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treatment |
concept of mental illness is new earliest forms began with Freud |
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Freu'ds form of treatment |
Psychoanalysis: mental illness= unconscious imbalance arising from arrested development often comes from failure of repression (repression is good when it works) therapy aimed at uncovering unconscious conflicts to resolve them and achieve balance |
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revisions to psychodynamic approach (originally Freud) |
-not about psychosexual anymore -instead focus on social and interpersonal experiences |
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early 20th century approaches |
arose with institutionalization of mental illness ex. behaviorist approaches electro-convulsive lobotomy |
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humanistic response |
-behaviorism fails to recognize the inherent agency in each individual c |
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client-centered therapy |
psychological disturbance the result of incongruence between 'ideal self' and 'real self' |
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self-discrepancy theory |
incongruence between ideal self, ought self, and actual self |
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ideal actual discrepancy causes |
dejection, sadness |
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ought actual discrepancy causes |
fear, anxiety, etc. |
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cognitive behavioral theories |
behaviorist approaches taking advantage of cognitive capacities focuses on interplay between behaviors, beliefs and emotions |
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cognitive behavioral approaches |
-exposure therapies for anxiety or compulsive disorders (systematic desensitization, flooding) -cognitive therapies for depression (rational emotive behavior therapy, cognitive behavioral therapy) -behavioral approaches for conduct or substance disorders (aversion therapy, token economies) -exposure therapies for trauma-related disorders |
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medication |
work through changing chemistry benefits but challenges of compliance and can have perverse effects |
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treating schizo |
types of symptoms- positive and negative whether behavior is added or subtracted |
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positive symptoms of schizo |
agitation, delusions, hallucinations |
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negative symptoms of schizo |
lack of interest in surroundings emotional withdrawal flat effect |
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antipsychotics |
trial & error based on dopamine hypothesis |
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dopamine hypothesis support- positive symptoms |
amphetamines (agonists) produce schizo symptoms responsive to traditional antipsychotics excess dopamine in subcortical projections |
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dopamine hypothesis no support-- negative symptoms |
traditional antipsychotics don't help too little dopamine glutamate hypothesis-- glutamate regulates dopamine |
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best approach to disorders is a |
mix |
