Psychology Unit 5
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| Cognition | the mental processes involved in gaining knowledge and comprehension
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| Memory | the persistance of learning over time through the storage and retrieval of information
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| Recall | bringing forth information that has previously been remembered
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| Recognition | determining whether information has been seen or learned before
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| Relearning | how much more quickly information is processed or learned when it is studied again after it has already been learned but forgotten
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| Encode | getting information in
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| storage | the retention of encoded information over time
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| retrieval | the process of getting information out of memory
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| sensory memory | iconic and echoic
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| iconic memory | fleeting photographic/visual (1/5 of a second)
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| echoic memory | fleeting auditory (3-4 seconds)
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| Automatic Processing | unconscious encoding of incidental information
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| parallel processing | doing many things at once (as opposed to serial processing like a computer)
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| Effortful Processing | encoding that requires attention and conscious effort
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| spacing effect | over time
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| serial position effect | recall best the first and last items in list, primacy and recency effects
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| Chunking | Organizing items into a familiar manageable list
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| Semantic Memory | remembering the meaning of a situation rather than the specific details
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| Episodic memories | personally experienced events
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| Procedural memory | retention independent of conscious recollection
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| skills | motor and cognitive
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| Hippocampus and frontal lobe | processes explicit memories for storage
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| cerebellum and basal ganglia | implicit memories
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| Amygdala | flashbulb memories
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| Long term potentiation (LTP) | increase in synaptic firing
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| See a poster about a missing child, then see an adult and a child walking don the street, more likely to think possible kidnapping | priming
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| Context dependent memory | remembering is dependent upon environment
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| people who hide money while drunk sometimes can't find it until they are drunk again | state dependent memory
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| "Forgetting" | encoding failure
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| Retrograde Amnesia | cannot retrieve past information
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| Anterograde Amnesia | cannot form new memories
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| Retrieveal failure | having something on the tip of your tongue
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| Proactive interference | prior learning disrupts recall of new information
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| Retroactive interference | new learning disrupts recall of old learning
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| Repression | banish uncomfortable memories
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| Reconsolidation | retrieved memories are altered
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| Concept | categories of ideas, objects, events with common properties
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| prototype | best example of a category
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| convergent thinking | narrow down to the best solution
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| divergent thinking | consider new ideas, options
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| algorithms | step by step procedure to find a solution
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| heuristics | thinking strategy for quick judgements and problem solving
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| Insight | frontal lobe activity
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| Fixation | cannot see new perspective
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| mental set | use same approach to problems
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| Availability heuristic | Estimating likelihood of an event based on mental availability
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| Representative heuristic | what fits the prototype
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| Framing | the way an issue is prosed or worded
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| Language | spoken, written, signed words
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| phonemes | the smallest unit of sounds
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| morphemes | smallest unit with meaning
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| Grammar | language rules
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| Receptive Language | ability to understand
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| linguistic determinism | language shapes basic ideas
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| hard language | language determines how you think
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| soft language | language influences how you think
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| Fluid Intelligence | global capacity to reason
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| Crystalized Intelligence | Prior learning and past experiences
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| Intelligence definition | ability to learn from experience, solve problems, use knowledge to adapt to new situations
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| General Intelligence | underlies all mental abilities
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| Factor Analysis | identifies clusters of related items (factors on a test)
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| L.L Thurstone | critic of spearman, used 56 tests to identify 7 primary mental abilities
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| Howard Gardner | multiple intelligences
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| Sternberg | three intelligences, practical, creative, analytical
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| Savant Syndrome | Limited mental ability-low intelligence score
specific skill genius
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| Emotional/social intelligence | understanding and navigating social situations
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| Emotional intelligence (perceive) | reconizing others' emotions
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| Emotional intelligence (Understanding) | predicting and why they are there
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| Emotional intelligence (Managing) | how to express emotions, respond to others
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| Emotional intelligence (Using) | Creative thinking
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| Intelligence test | assesses mental aptitudes and compares them with others
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| Aptitude test | predict future performanc, capacity to learn
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| Achievement Tests | show what you have learned
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| Francis Galton | attempted to measure "natural ability"
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| Alfred Binet | Measured general aptitude, measure intelligence based on development
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| Lewis Terman | Intelligence Quotient/ Stanford-Binet test
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| David Wechsler | Wechsler Adult Intelligence Score
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| Principles of Test Construction | standardization/ comparison with a pre-tested group
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| Flynn Effect | gradual rise in IQ over time
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| Reliability | how consistent results are
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| Content Validity | does the test measure what it is supposed to
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| Predictive Validity | does the test predict future behavior
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| Cross sectional study | different groups compared at the same time
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| longitudinal study | same group compared over time
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| Phase 1 | Cross sectional evidence- people of different ages are compared with one another
conclusion- decline of mental ability with age is part of general aging process
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| Phase 2 | Longitudinal- follows and retests the same people over time
cohort testing shows intelligence is stable until late in life
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| Phase 3 | intelligence is more than one trait
intelligence declines after 85
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| Fluid intelligence | reason speedily and abstractly
decreases slowly from 20s - 75 then drops off
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| Crystallized intelligence | accumulated knowledge, social wisdom
increases through age
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| Heritability | proportion of variation among individuals in a group that can be attributed to genes
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| Twins | intelligence scores for identical twins raised together nearly as similiar as one person taking the same test twice
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| Growth mindset | Ability+ opportunity+motivation=success
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| Group differences (gender) girls tend to outperform in... | spelling, verbal fluency, locating objects
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| Group Differences (gender) boys tend to outperform in... | spatial ability, complex math problems
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| Group differences girls are better | emotional detectors/ more sensitive to touch, taste, and color
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| Gender differences takeaway | gender differences in intelligence are partly cultural/social
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| Genetics=... | validity
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| _______________ is similar for women, men, diverse ethnic/income backgrounds | predictive validity
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| Stereotype threat | self-confirming concern that one will be evaluated based on a negative stereotype
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| Predictable world biases | tend to perceive order where no order exists
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| Just word hypothesis/bias | assumption that people get what they deserve
based on the belief that the world is fair
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| ________ are categories or groupings of linguistic information, images, ideas, or memories, such as life experiences. | concepts
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| ________ encompasses the processes associated with perception, knowledge, problem solving, judgment, language, and memory. | cognition
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| Samara meets a nurse. She immediately assumes he is able to help care for sick people, works long hours, and dispenses advice about illness because her ________ schema suggests that nurses behave this way. | role
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| Which term refers to the vocabulary of a language, or the words contained within that language? | lexicon
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| A(an) ________ is a basic sound unit of a given language. | phoneme
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| A ________ is the smallest unit of language that conveys some type of meaning. | morpheme
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| Which term refers to the process by which we derive meaning from morphemes and words? | semantics
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| What is the confirmation bias? | focusing on information that confirms your existing beliefs
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| Gonzalo is trying to open his door using the auto lock button. He continues to push the button even though it is likely that the auto lock feature has stopped working, will need to open the door with his key. This is a | mental set
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| Carmela believes her assistant, Lian, is incompetent. She notices only what Lian does wrong while ignoring the above average quality of most of her work. This exemplifies ________ bias. | confirmation
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| The analytical intelligence component of the triarchic theory of intelligence is demonstrated by the ability to ________. | analyze, evaluate, judge, compare, and contrast
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| Who developed the triarchic theory of intelligence? | Robert Sternberg
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| Kai cuts her foot while hiking. She forgot to pack bandages, but she has a tube of superglue and uses that to seal the wound. Kai’s ability to invent a solution uses the ________ intelligence component of the triarchic theory of intelligence. | creative
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| Anwar is hiking in the woods and he gets lost. He spends several days lost, but he has the knowledge to live. He is also able to identify food growing that he can eat safely. Anwar is demonstrating ________ intelligence from the triarchic theory. | pracitcal
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| Nima excels at working with numbers in subjects such as calculus and algebra. This exemplifies ________ intelligence from the multiple intelligences theory. | logical–mathematical
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| Aram is proficient in playing a number of instruments and can easily learn new songs and rhythms. This exemplifies ________ intelligence from the multiple intelligences theory. | musical
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| Jake is considerate of his friends’ moods. He identifies with their feelings and readily understands their point of view, he has great relationships with his classmates and professors. Which area of the multiple intelligences model does this exemplify? | interpersonal
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| The type of intelligence that involves seeing complex relationships and solving problems is ________ intelligence. | fluid
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| In Howard Gardner’s Multiple Intelligences Theory, ________ intelligence and ________ intelligence are often combined into a single type: emotional intelligence. | interpersonal; intrapersonal
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| What kind of professional would be most qualified to administer an intelligence test? | A professional trained in psychology.
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| Which individual was asked by the French government to create an assessment tool – an intelligence test, of sorts – that would be used to identify schoolchildren who would be more likely to have difficulty in school? | Alfred Binet
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| The practice of administering, scoring, and interpreting an assessment tool in the same manner is called ________. | standardization
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| Which statistic is a measure of how data are dispersed in a population and can be used to give context to larger data sets? | standard deviation
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| What is the Flynn effect? | The observation that each generation has a significantly higher IQ than the previous generation.
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| An intelligence score that falls below ________ indicates significant cognitive delays, and may be indicative of an intellectual disability. | 70
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| Which pair of individuals is most likely to have the highest similarity in their IQ scores? | identical twins
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| What did the Minnesota Study of Twins Reared Apart suggest about intelligence? The findings from this study ________. | revealed a genetic component to intelligence
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| What would be true of a thermometer that always reads three degrees lower than the actual temperature? | It is reliable but not valid.
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| What is the benefit of standardizing and intelligence test? | To provide the basis for comparing scores against a pretested group.
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| Howard Gardner found evidence of multiple intelligences in individuals who scored low on intelligence but had an area of exceptional ability-for example, to make complex calculations. These people had | savant syndrome
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| Which of the following is one of Robert Sternberg's types of intelligence? | practical intelligence
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| Researchers studying the effects of genes on intelligence have found that | intelligence is affected by many genes working together
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| If Lanie is able to tell when her husband is upset by noticing subtle changes in his facial expressions, she might be said to have a high degree of | emotional intelligence
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| Heritability of intelligence refers to | the amount of group variation in intelligence that can be attributed to genetics
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| The most widely used modern intelligence test was developed by | David Wechsler
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| Students who do well on college entrance exams generally do well in their first year of college. This helps establish that these exams have | predictive validity
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| The purpose of Alfred Binet's early intelligence test was to | predict how children would do in school
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| The original formula for a child's intelligence quotient compared a child's | mental age to his or her chronological age
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| If the scores on an intelligence test form a normal curve with a standard deviation of 15, | the mean, median, and mode are 100
68 percent of scores are between 85 and 115
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| If approached on the street by a stranger and asked to make a guess about their IQ score, your best guess would be | 100
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