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PSY100 Chapter 10
Terms from week 8
| Term | Definition |
|---|---|
| Chomsky's view on language | Language is an innate trait all humans have and build upon |
| Skinner's/Behaviorist view on language | Language is a learned trait not present at birth |
| Emergentist view on lanugage | Language is an emergent behavior; complex mix of underlying cognitive processes; cannot be deduced from the nature/logic of these processes |
| Multilingualism old view | Being multilingual would impair intelligence |
| Multilingualism new view | Being multilingual benefits the speaker in older age (pushes back the onset of dementia); possibly gives an overall cognitive advantage (still being studied) |
| Broca's Area | Area of the brain involved in language production |
| Wernicke's Area | Area of the brain involved in making sense of what is being said |
| Non-fluent aphasia (broca's aphasia) | Difficulty producing speech, but coherent |
| Fluent aphasia (Wernicke's aphasia) | No difficulty producing speech, but is incoherent |
| Sapir-Whorf hypothesis | Questioning if language affects our perception of the world |
| Linguistic determinism | Strong belief that language does affect our perception of the world |
| Linguistic relativism | Belief that language somewhat affects our perception of the world |
| Cognition | Internal mental processes (thinking, reasoning, information processing, problem solving, etc.) |
| Analogical representation | A representation that maintains at least some of the characteristics of the original/referenced object (pictures, maps, emojis, etc.) |
| Symbolic representation | A representation that does not maintain characteristics of the original/referenced object (words, names, etc.) |
| Mental image | Visual representations in the mind that can be manipulated; used in problem solving |
| Categorization | The process of grouping things based on shared information |
| Concept | A mental representation that groups things around a common theme; derived from experience |
| Levels of categories | Lowest level is the most specific (name of object, i.e. desk chair), highest level is the least specific (class of object, i.e. furniture) |
| Basic level categories | Midway category; easiest to pronounce and understand; where most prototypes for grouping/organization are found |
| Classical categorization (defining attribute model) | Objects are categorized by a certain set of features or rules |
| Prototype model of organization | Objects are categorized by how closely they match a 'prototype' of the category (ex. all birds compared to a dove to assess 'bird-ness') |
| Exemplar model of organization | Choosing a specific example from all known members of a category, rather than one generic prototype |
| Rules-based approaches to organization | Classifying objects by a written set of rules/attributes an object should match (classical categorization) |
| Resemblance-based approaches to organization | Classifying objects based on how closely they match already existing examples of a given category (prototype model and exemplar model) |
| Taxonomic thinking | Western style of thought; rule-based; sort things based on meeting characteristics |
| Thematic thinking | Eastern style of thought; resemblance-based; sort things based on if they fit the same overall theme |
| Analytic thinking | Western style of thought; rules-based, looks at specific traits that objects share in common |
| Holistic thinking | Eastern style of thought; "family resemblance", looks at existing features, overall picture not one specific feature |
| Reasoning | Using information to determine if a conclusion is valid or reasonable |
| Deductive reasoning | Reasoning from a general rule to look at something more specific |
| Inductive reasoning | Reasoning from a specific example to look at a more general rule |
| Decision Making | Attempting to select the best among a group of options |
| Heuristics | Mental shortcuts used to reduce the amount of thinking needed to make a decision (can lead to biases) |
| Maximizing | "best possible outcome" outlook on decision making |
| Satisficing | "Good enough" outlook on decision making |
| Problem solving | Finding a way around an obstacle to meet a goal |
| Restructuring | Change the way the problem is presented in order to better understand it |
| Functional fixedness | Using items only for their intended purpose; can cause road blocks when trying to problem solve |
| Availability heuristic | Estimating the frequency of an event based on how easily examples of it come to mind (ex: thinking shark attacks are frequent because you can think of lots of news stories about them) |
| Representativeness heuristic | Making judgments of likelihood based on how close someone/something matches the prototype of a category |
| Framing effects | Changes in how information is perceived based on how it is presented (80% lean vs. 20% fat) |
| Somatic marker | Feelings we associate with emotion; physical cues our body uses to make decisions |
| Algorithm | A precise set of step-by-step rules that will usually produce a successful solution to a problem |
| Recognition heuristic | Value is placed on the more easily recognized alternative |
| Affect heuristic | Choosing between options based on an instinctual/gut feeling |
| Problem | A situation in which a current state is separated from an ideal state by obstacles. |
| Mental set | Getting stuck in a specific mindset/approach when problem solving |
| Intelligence | The human ability to use knowledge, solve problems, understand complex ideas, learn quickly, and adapt to environmental changes |
| Eugenics | Fathered by Francis Galton; belief that selective human breeding can improve the genetic makeup of the human species (no unwanted characteristics) |
| Psychometrics | A branch of psychology concerned with the objective measurement of mental abilities and other attributes |
| Intelligence Quotient (IQ) | Lewis Terman; score given to track 'intelligence' used by dividing the mental age by the chronological age and multiplying by 100; predicts success in academics and complex careers |
| Mental age | Generalized standard for each age; basic set of things someone should be able to do cognitively at a certain age |
| Aspects of assessing mental age | Direction (knowing what to do and how to do it); Adaptation (create strategies for implementing knowledge and monitoring progress); Criticism (assessing ones own work and recognizing errors) |
| General intelligence (g) | Idea that one general factor underlies all mental abilities |
| S factor | Specialized intelligence factor that applies to skills/specific domains |
| Fluid intelligence | Not relying on previous knowledge to logically solve problems |
| Crystalized intelligence | Applying knowledge you have gained to logically solve problems |
| Weschler Adult Intelligence Scale (WAIS) | Scale that breaks down overall intelligence into specialized regions |
| Factor analysis | Looking at parts of cognition that seem to go together helps us infer underlying nature; statistical method that find the simplest explanation for observable behaviors |
| Dysrationalia | The inability to think and behave rationally despite having an average/adequate intelligence |
| Robert Sternberg | Triarchic theory of intelligence (creative, analytic, practical); wisdom is a separate concept of applying the knowledge provided by intelligence |
| Howard Gardener's multiple intelligences | Someone can be strong in certain types of intelligence and weak in others (went on to become learning styles theory) |
| Emotional intelligence (EQ) | Social intelligence that emphasizes the ability to manage one’s emotions, recognize emotions in others, understand emotional language, and use emotions to guide thoughts and actions |
| Incremental/growth mindset | Belief system that you can always grow and learn/achieve more than you have right now; the world and outcomes of situations are in your control |
| Entity/fixed mindset | Belief system that what you posses right now is all you will ever have; the world and outcomes of situations are out of your control |
| Flynn effect | Finding that IQ scores have increased on average since the practice was invented |
| Normal curve | Most IQ scores fall within a certain rage of 100, and the farther from the average the less of the population falls in that range (creates a curve figure) |
Created by:
doctorpenguin
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