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Chapter 7 Psych
Chapter 7: Language
| Question | Answer |
|---|---|
| Occurs when people accept only the evidence that conforms to their belief, rejecting/ignoring only evidence that does not. | Obstacle 1: The Belief-Bias Effect |
| The strong tendency to search for info or evidence that confirms a belief, while making little or no effort to search for information that might disprove the belief. | Obstacle 2: Confirmation Bias |
| Is the tendency to remember uncommon events that seem to confirm our beliefs and to forget events that disconfirm our beliefs. | Obstacle 3: The Fallacy of Positive Instances |
| The tendency to overestimate the rarity of events is referred to as The ________ ________. | Obstacle 4: The Overestimation Effect |
| Has been given to large amounts of people (Thousands and Thousands) then reviewed. | Good test: Standardized |
| Will yield same outcome at repeated exposures. The ability of a test to produce consistent results when administered on repeated occasions under similar conditions. | Good test: Reliable |
| When instrument is supposed to show what it is supposed to. The ability of a test to measure what it is intended to measure. | Good Test: Valid |
| He agrees with Gardener, but disagrees with Gardener on the notion of multiple intelligences. "Triarchic Theory of Intelligence" | Robert Sternberg |
| Expanded Thurstone's notion of intelligence. Looked at kinds of skills and products that are valued in different cultures. He studied brain damaged individuals. He believes there are "multiple intelligences". Has proposed 8 distinct,ind. intelligences | Howard Gardener |
| Disagreed with Spearman's notion. He believed that there were 7 different "primary mental abilities". Verbal comprehension, numerical ability, reasoning, and perceptual speed, etc... | Lewis L. Thurstone |
| =General Intelligence. The notion of a general intelligence factor that is responsible for a person's overall performance on tests of mental ability. | " g factor" |
| A British Psychologist. He agreed that an individual's scores could vary on tests of different mental abilities, scores on different tests are similar. | Charles Spearman |
| A bell-shaped Curve. The average score is defined as 100. 68%=normal curve (85-115), 95%=score between 70-130 and 1%=lower than 55 or higher than 145. | Normal curve in Intelligence tests |
| A test designed to assess a person's capacity to benefit from education or training. | Aptitude test |
| A test designed to measure a person's level of knowledge, skill or accomplishment in a particular area. | Achievement test |
| More popular. WPPSI ->-Pre-schoolers. WISC III ->Children as of now. WAIS III-> Adults most commonly given test. | Wechsler Intelligence Scales |
| Psychologist: Lewis Terman modified Binet-Simon Scale in 1916. IQ= NORMAL RANGE IS 85-115. Still used, not as much as in the past. Terman Study= took 115 kids that tested of 140 or higher and followed them until they were adults to see what they did... | Stanford-Binet Intelligence Scale |
| 1st Intelligence test in 1905. Identified kids who needed assistance. The mental age could differ chronologically.. | Binet and Simon |
| Measures general/mental abilities | Intelligence tests |
| The global capacity to think rationally, act purposefully and deal effectively with the environment. | Intelligence |
| The opposite of Algorithm. It follows the general rule-of-thumb to reduce possible solutions. Subgoals->one problem->breaking it up goal-by-goal. Working backwards... ex: budgeting $$$ | Heuristic |
| It is guaranteed to work. Follow step-by-step method that always produces the correct answer. | Algorithm |
| To try a variety of solutions and eliminate the ones that do not work. | Trial and Error |
| Individual Instances of a concept or category held in memory. EX: Does a coconut look like it would be in the fruit group? | Exemplar |
| A mental representation of objects or events that are not physically present. | Mental image |
| The percentage of variation within a given population that is due to heredity. | Heritability |
| 3 distinct forms of intelligence: Analytic=problem solving Creative=draws on existing skills and knowledge Practical= involves an ability to adapt to environment and often reflects on "street smarts" | Sternberg's Triarchic Theory of Intelligence |
| Occurs when a members of a group are aware of a negative stereotype about their group and fear they will be judged in terms of their stereotype. | Stereotype Threat |
| You perceive a pattern in the information you're considering, but not consciously. The perception of such patterns is based ob your expertise in a given area and your memories of related information. | The Two Stage Model 1st stage: Guiding Stage |
| A representation of the pattern becomes conscious, usually in the form of a hunch or hypothesis. Then -> analytic thought processes take over-> attempt to prove/disprove hypothesis. | The Two Stage Model 2nd Stage: Integrative Stage |
| The tendency to view objects as functioning only in their usual or customary way. | Functional Fixedness |
| You evaluate all the the alternatives one characteristic at a time, typically starting with the feature you consider most important. If a particular alternative fails to meet that criterion, you scratch it off your list of possible choices. | The Elimination by Aspects Model |
| For complex decisions. Systematically evaluate the important features of each alternative. First, generate a list if factors that are most important to you. Second, rate each alternative on each factor using as arbitrary scale (-5 to +5). Finally,add them | The additive Model |
| For a minor decision.In order to simplify the choice among many alternatives, you base your decision on a single feature. | The Single Feature Model. |
| Persist with solutions that have worked in the past. It is the well established habit of thought or perception. | Mental Set |
| Can't see an object as having a function other than its usual one. | Thinking problems |
| Coming to a conclusion without awareness of thought processes | Intuition |
| Sudden realization of how a problem can be solved. | Insight |
| Thinking and behavior towards attaining a goal -> reaching a goal. | Problem-solving |
| The most typical instance of a particular concept. | Prototype |
| The mental category based on shared properties | Concept |
| Formed by everyday experiences | Natural concept |
| Formed by learning rules | Formal concept |
| Manipulating of mental representations to draw inferences and conclusions | Thinking |
| Mental activities in acquiring, retaining, and using knowledge. | Cognition |
| Language is powerful.It influences how you think. Nuances of words influence social perceptions. Masculine generic pronouns causes people to think "male" | The Different ways that language can influence thinking |
| The system for combining arbitrary symbols to produce an infinite number of meaningful statements. A collection of symbols that were assigned meaning to. | Language |
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italianbabe330
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