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PsY ReView 3
emotions, intelligence, memory,
| Question | Answer |
|---|---|
| What are the 4 aspects of Emotion | Pysiological arousal, cognition, behavior, feelings (subjective-experimental component) |
| What is the most frequently studied emotion | Fear |
| James-Lange Theory | After a stimulus, we experience bodily reactions and sensations before we experience emotions |
| What theory can explain panic attacks | James- Lange theory |
| Cannon-Bard theory | A stimulus causes use to experinece physiological changes and emotions at the same time |
| Cognitive theory | We feel the way we think |
| Explict appraisals | We are aware of how we appraise something and why we appraise it that way |
| Implict appraisals | We are not aware of emotion or why we have it |
| Cognitive behavioral Therapy (CBT) | A form of therapy that looks at a patient's thinking and then change that patient's thinking to change how they are feeling |
| Contexual Therapy | Have a patient change their behavior to change how they think, and then change how they feel |
| What are primary emotions | Emotions that are universal across cultures and in expression |
| What are the 6 basic universal emotions | fear, anger, sadness, joy, surprise, disgust |
| What is the 7th basic universal emotion that is in dispute | contempt |
| Secondary emotions | Emotions that are culturally defined and expressed. Considered self conscious, social emotions |
| Amygdala | Where fear and threat emotions are processed |
| Left prefrontal cortex processes what emotions | Positive emotions |
| Right prefrontal cortex processes what emotions | negative emotions |
| Display rules | Social and cultural rules that specify when, where, and how emotion is to be expressed |
| Emotion work | Display rules that tell you when and how to show an emotion you don't feel |
| You are more likely to know what someone else is feeling if... | You and that person are of the same gender, if you know the other person well, the other person is really expressive, and if you are subordinate to the other person |
| Emotion Regulation | Managing emotions by promoting or inhibiting them |
| Antecedent-focused Emotion Regulation | Manage a situation before getting the emotion by selecting the situation, modifing the situation, change the focus of attention, and reappraisal |
| Response- focused emotion regulation | How to deal with emotions once you have them |
| What is the Stanford- Binet test | The oldest IQ test |
| Psychometric approach | Measureing mental abilities to try to measure intelligence |
| Spearman's g | there is some overiding intelligence factor |
| Cattell's refinement | Intelligence has many factors |
| Chrystallized intelligence | Facts |
| Fluid intelligence | Critcal thinking and common sense |
| Which intelligence is easier to measure | Chrystallized intelligence |
| What are Wechsler's 4 factors | Verbal comprehension, perceptual organization, processing speed, and working memory |
| Cognitive approach | Our thinking is like a computer |
| Information processing | Architactual system ( our hardware) and Executive system (knowledge base and metacognition) |
| Metacognition | Remembering and learning new information |
| Sternberg's Triarchic Theory | Contextual, experiential, and componential elements |
| Gardener's Multiple Intelligences | There are multiple areas of intelligance |
| What are the multiple intelligences | Linguistic, logical-mathematical, spatial,musical, bodily-kinesthetic, interpersonal, intrapersonal |
| What are some disputed intelligences | Naturalistic, Spiritual, Existential |
| Memory | The capacity to retain and retrieve new information |
| What make up our first memories | significant events |
| false memories | Memories that did not take place |
| What is the caveat about false memories | They cannot be abnormal events |
| Traumatic Amnesia | Memories are repressed because of their traumatic nature |
| Reconstructive Nature of Memory | Memory is like snapshots adn fills in the blanks |
| Souce Amnesia/ Source Misattribution | The event in the memory happened but you remember other people's stories of the event |
| Confabulation | You think you were at a event but you actually were not and imagined it |
| What are the factors behind confabulation | you have thought about the imagined event many times, the image is very detailed, the event is easy to imagine, person focuses on emotions of event |
| Which is easier recall or recognition | Recognition |
| 3 processes of memory | Encoding, storage, retrieval |
| Sensory information | Sensory data that lasts for a few seconds |
| Short term memory | data that can be held for up to 30 seconds |
| Chunking | Grouping pieces of information to remember them better |
| How many pieces of information can we hold in our short term memory | 5-9 pieces of info |
| Long term memory | data that is held for more than 30 seconds |
| What is the capacity of long term memory | it is limitless |
| What are the two types of long term memory | Explict and Implict |
| Explict long term memory | Semantic (knowledge and facts) and Episodic (personal experiences) |
| Implict long term memory | Motor skills, habits, CC responces |
| Psychological Amnesia | lost episodic memory |
| Dissociative fuse | lose personal information (episodic memory). like bourne identity |
| Serial postition effect | We remember the first and last bit of data in a set |
| Primacy effect | We remember the first piece of information |
| Recency effect | We remember the last piece of information |
| Context-dependent memory | Remember things better when you are in the context that you learned them |
| State dependent memory | You remember memories based on how you feel, like when you are happy, you remember happy memories while when you are sad you remember sad memories |
| State dependent memory is a problem for those with | Bipolar disorders |
| Retroactive interference | Something recently learned replaces old memories |
| Proactive interference | Old information blocks your ability to remember and learn new information |
| What are the types of rehearsal | Maintanence rehearsal and elaborative rehearsal |
| Maintanence rehearsal | Flashcards. Doesn't move from short- term memory and you only become familiar to material |
| Elaborative rehersal | Relating information and making connections |
| Deep Processing | Processing the meaning of something |
| Distibuted processing | break-up studing into smaller bits (like studing for a hour everyday) |
| What is the best way to study | Deep processing and distributed processing |
| Mnemonics | learning devices |
| Interactive images | An idea of an image that helps you remember a fact |
| Method of loci | to be able to place information in a picture |
| Rhyming | Using Acronymes and such to remember information |
| What is the best environment for premature babies? | Dark, warm, quiet environments that mimic the womb |
| Fundamental Assumption | children from birth on are active mentally and physically in building an understanding of the world. Child are little scientists |
| adaption | made up of assimilation and accomodation |
| Assimilation | absorbing new info into an already existing understanding and cognitive structure |
| Accomodation | Changes cognitive structure and understanding so new information fits |
| Piaget's developmental stages | Sensorimotor, Preoperational, Concrete Operations, Formal Operations |
| Scema | cognitive structure |
| Sensorimotor stage | Occurs from birth to two and half years old. Kids start coordinating their reflexes and they only know the world through sensory and motor experiences. Object permanence |
| Object permanence | The knowledge that objects have an existence in time and space independent of one's perception or action on those objects |
| First speech/ language events | Cooing (2 months), Babbling (4-7 months), Jargoning (9-12 months), First words (10-16 months) |
| Holophrastic speech | putting words together, usually in one noun and one verb combinations. occurs around 12-18 months. |
| Telegraphic speech | Simple phases, more directive to what is happening. occurs from 18-24 months. |
| Symbol mindedness | The ability to understand that one thing can represent, or serve as symbol for, another. |
| Preoperational stage | 2 and half to seven years old. Children have short attention spans, are more egocentric, and have more working memory |
| Centration/ Perceptual centration | Kids focus and make judgement based on the most salient aspect of stimulus or situation |
| Class inclusion problem | The idea that a class must be smaller than any inclusive class in which it is contained |
| Visual-spatial egocentrism | Kid assume the everyone can see what they see |
| Communicative egocentrism | Children assume everyone knows what they know have collective monologues |
| Collective monologues | Two kids can have a conversation and follow rules of taking turns, but they difficulty listening to one another and have two different conversations |
| appearance / reality | Young children don't understand qualitative constancy, that something remains the sam even if the appearance changes |
| What are the three stages of Gender | Identity, stability, and constancy |
| Concrete Operations | about 7 to 12 years old. They have faster memory retrieval, better working memories, and better sustained attention. Still egocentric |
| Formal Operations | 12 years and older. Can think about abstract issues, reason hypothetically, and think logically |
| Attachment | Freud believed in was based in need for nutrition. Erickson believed it came from trust |
| Harlow's work | He proved that infants need nuturence in form of comfort |
| Contact Comfort | The pleasure/reassurance of being touched and held |
| Separation Anxiety | A reaction of distress when babies are separated from their primary caretaker |
| Stereotype threat | when people believe they do not do well, they conform to stereotypes. |
| Secure base | people whose presence provides the child with the security that allows her or him to make exploratory excursions. |
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