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PSYC1001 - Chapter 8
Lecture Material
| Term | Definition |
|---|---|
| Cognition | All types of mental processes such as learning, attention, problem solving, memory, language, etc. Cognitive psychologists seek to explain behaviour by investigating cognition. |
| Cognitive style | A person’s preferred method of performing cognitive tasks. They are relatively stable and remain fixed in one’s lifetime. |
| Field independence | People are good at zeroing in on specific details, independent of the environment in which the information is presented. They require interpersonal space, prefer solitude, are individualistic, value cognitive pursuits over humanistic pursuits. |
| Field dependence | People are not as inclined to zero in on specific details; they rely on environmental cues to analyze stimuli. They like being with others, are alert to social cues, want to help others, and are generally popular. |
| Thinking | The manipulation of information: forming concepts, solving problems, and making decisions. |
| Concepts | Mental categories that help to simplify and organize information, facilitate quick responding, apply to semantic memory to make recall more efficient, and guide behaviour by influencing the way we perceive, interpret, and interact with the world. |
| Dual-Process Theory | The theory that thinking involves a a system for controlled thinking and a system for automatic thinking. |
| System 1 (dual-process theory) | The thinking system that is fast, automatic, cognitively efficient, vulnerable to bias, domain-specific, as well as unconscious, unintentional, and involuntary. It involves schemas, priming, and heuristics. |
| System 2 (dual-process theory | The thinking system that is slow, controlled, cognitively demanding, limited, domain-general, as well as conscious, intentional, and voluntary. |
| Schemas | Knowledge structures (organized packets of information stored in memory) that represent information about a concept, its attributes, and its relationships to other concepts. |
| Self-schema | Our memory, inferences, and information about ourselves. |
| Person schema | Beliefs about other people, their traits, their goals. |
| Role schema | Behaviours that are expected of people in particular social situations, occupations, and roles. |
| Event schema | Scripts for well-known situations (the typical sequence of actions in an event). |
| Priming | The activation of certain associations when a mental frame is cued; increased accessibility to a given concept/schema due to a prior experience. |
| Heuristics | Mental shortcuts used to form a judgement or make a decision. |
| Availability heuristic | The tendency to judge the frequency or likelihood of an event by the ease with which relevant information comes to mind (a form of bias). We use this heuristic when trying to judge the frequency or likelihood of an event. |
| Representativeness heuristic | The tendency to judge the frequency or likelihood of an event by the extent to which it resembles a typical case. We use this heuristic when trying to categorize something. |
| Decision making | The evaluation of alternatives and making choices between them. Biases and flawed heuristics can interfere with good decision making. |
| Confirmation bias | The tendency to search for and use information that supports the decision we want to make (ex: only reading positive reviews and ignoring negative reviews on a product you want to buy). |
| Belief perseverance | The tendency to hold onto a belief when presented with contradictory evidence (ex: continuing to believe your friend is a good person after witnessing them being rude to a waiter at dinner). |
| Overconfidence bias | The tendency to have more confidence in decisions and judgements than is appropriate based on probability or past experience (ex: relying on winning the lottery as a retirement plan). |
| Hindsight bias | The tendency to believe that an event was accurately predicted after it has occurred (“I knew it!”), which prevents people from learning from the event. |
| Language | A way of sharing information from one mind to another, including all types of communication: verbal, written, signed, and gestured. Using language is a highly creative process, characterized by organizational rules, and involves infinite generativity. |
| Infinite generativity | The ability to produce an endless number of meaningful sentences using a finite set of words and rules. |
| Behaviourist approach of language acquisition | Language is learned through imitation and reinforcement - does not account for children’s ability to create new words and sentences and overgeneralization of language rules (causing improper grammar), which is not a result of imitation. |
| Nativist approach of language acquisition | Children have an innate ability to learn language via a built-in language acquisition device that includes a sensitivity to the sounds and rules of a language - although, children do require something to imitate and reinforcement to learn language. |
| Interactionist approach of language acquisition | A combination of both the behaviourist and nativist approaches. |
| Cognitive interactionist approach | Language development is a natural aspect of cognitive development. |
| Social communication interactionist approach | Language development occurs because humans require communication for social interaction. |
| Emergentist interactionist approach | Language development occurs as a result of repeated activation and consolidation of neural connections in the brain. |
Created by:
archmall
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