AP Psych Unit 5 Test
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| Cognitive Psychology | The study of internal mental processes (all the things that go on inside your brain)
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| Metacognition | When we think about our thinking, active control and awareness of our own thinking
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| Concepts “Organization” | Mental groupings of similar objects, events, ideas, or people
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| Prototype “First Think Of” | Mental image or the best example of a specific concept or category
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| Convergent Thinking “Logic” | Type of thinking that focuses on coming up with the single, well-established answer to a problem (limits creativity)
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| Divergent Thinking “Imagination” | Thought process or method used to generate creative ideas by exploring many possible solutions (creativity)
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| Problem Solving | The mental process that people go through to discover, analyze, and solve problems
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| Trial and Error (Mechanical Solution) | A trial-and-error approach to problem-solving involves trying a number of different solutions and ruling out those that do not work
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| Algorithms | Set of step-by-step procedures that provides the correct answer to a particular problem
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| Heuristics “Rules of Thumb” | An educated guess based on prior experiences that helps narrow down the possible solutions for a problem
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| Representativeness Heuristic | Comparing the present situation to the most representative mental prototype
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| Availability Heuristic | Basing decisions on examples and information that immediately spring to mind
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| Insights “The Aha! Moment” | A sudden and often new realization of the solution a problem, such as suddenly seeing a cause and effect relationship
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| Wolfgang Kohler | Studied chips trying to get bananas that were out of reach
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| Mental Set | Tendency people have to only use solutions that have worked in the past rather than looking for alternative ideas
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| Functional Fixedness | Tendency to view problems only in their customary manner
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| Confirmation Bias | A tendency to search for information that supports our preconceptions and to ignore or distort contradictory evidence
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| Belief Perseverance “Denial” | Tendency to hold on to beliefs even when evidence proves those beliefs to be wrong
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| Overconfidence | Tendency to overestimate our own knowledge, skill, or judgment
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| Hindsight Bias "I-knew-it-all-along" phenomenon | The tendency people have to view events as more predictable than they really are
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| Framing (Cognitive Bias) | The process of presenting or posing an issue or question, how an issue is framed can significantly affect decisions and judgments people make
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| Anchoring Effect (Cognitive Bias) | Favoring the first information offered
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| Language | Language our spoken, written, or signed words and the ways we combine them to communicate meaning
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| Phonemes | Smallest meaningful unit of sound in a language
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| Morphemes | The smallest pairing of meaning to any given set of sounds
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| Grammar | The system of rules governing the structure and use of a language
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| Babbling Stage | Beginning at four months of age, Infant spontaneously vocalizes various sounds at first unrelated to the language spoken in the home
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| One-Word Stage | Ages one and two, child speaks mostly in single words
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| Two-Word Stage | Age two, a child speaks mostly two-or three word statements “Get Ball”
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| Telegraphic Speech | child will use mostly nouns and verbs
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| Full Sentences | By ages six to ten, children speak in full sentences and master syllable stress patterns to distinguish among words
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| Skinner’s Theory of Language Acquisition | Skinner believed children learn language through operant conditioning—that children receive “rewards” for using language in a functional manner
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| Noam Chomsky, Inborn Universal Grammar | All human languages contain nouns, verbs and adjectives, and humans are born with innate ability to acquire language, and even a genetic predisposition to learn grammatical rules
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| Wernicke’s Area | Region of the brain that is important for language development
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| Broca’s Area | Production of Speech. functions to help you put words together fluently to speak more than one word at a time, forming complete sentences
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| Broca’s aphasia | characterized by a lack of fluency of speech, usually with preserved language comprehension
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| Critical Periods for Language | Childhood seems to represent a critical period for mastering certain aspects of language
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| Linguistic Determinism “Language & Thought” | Whorf’s hypothesis that language determines the way we think
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| Intelligence | The ability to learn from one’s experiences, acquire knowledge, and use resources effectively in adapting to new situation or solving problems
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| Binet-Simon Intelligence Scale (1905) | Binet and colleague Theodore Simon developed a series of tests designed to assess mental abilities (basis for modern intelligence tests)
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| Stanford-Binet Intelligence Test | Lewis Terman modified test for the United States, audience of varied ages and broader range of subjects
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| General Intelligence (g factor), Charles Spearman | Intelligence is a general cognitive ability that can be measured and numerically expressed
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| Factor analysis | People who performed well on one cognitive test tended to perform well on other tests
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| John Horn & Raymond Cattell | Determined that Spearman’s g should be divided into two factors of intelligence
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| Fluid Intelligence | the ability to reason and think flexibly, tend to diminish with adult aging
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| Crystallized Intelligence | the accumulation of knowledge, facts, and skills that are acquired throughout life, tend to increase with age
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| Howard Gardner’s Theory of Multiple Intelligences | Theory describes eight distinct types of intelligence based on skills and abilities
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| Savant Syndrome | Condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing
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| Robert Sternberg’s Triarchic Theory of Intelligence | Suggested that some of Gardner's types of intelligence are better viewed as individual talents, Three different factors:
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| Emotional Intelligence | The ability to perceive, control, and evaluate emotions
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| Wechsler Intelligence Scales (WAIS) | Intelligence test that was first published in 1955 and designed to measure intelligence in adults and older adolescents
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| Heritability | Portion of variation among individuals in a population that results from genetic causes
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| Flynn Effect (James Flynn) | IQ scores have been rising worldwide
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| Psychometricians “Measurement Psychologists” | Focus on methods for acquiring and analyzing psychological data
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| Standardization: | Two-part test development procedure:
Establishes test norms from the test results of the larger representative sample
Ensures that the test is both administered and scored uniformly for all test takers
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| Norms | Each test taker completes the test under the same conditions as all other participants in the sample group
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| Achievement Tests | Designed to measure a person's level of skill, accomplishment, or knowledge in a specific area
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| Aptitude Tests | Designed to assess what a person is capable of doing or to predict what a person is able to learn or do, often used to assess academic potential or career suitability
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| Group Tests | Standardized tests can be administered in groups, widely used & efficient
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| Individual Tests | Tests administered to one person by a trained professional
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| Reliability “Consistency” | The tendency of a test to produce the same scores again and again each time it is given to the same people
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| Test-Retest Reliability | *Best for Intelligence, administering a test twice at two different points in time
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| Split-Half Reliability | measures the extent to which all parts of the test contribute equally to what is being measured
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| Validity | The degree in which a test actually measures what it’s supposed to measure
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| Content Validity | test measures all aspects of what it is designed to measure
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| Predictive | test accurately forecasts performance on a future measure
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| Ethics & Standards in Testing | Numerous professional organizations, including APA have produced documents detailing appropriate technical and professional standards for psychological tests to promote the welfare of test takers
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| What IQ Tests Measure | Interested in looking at your ability to use logic to solve problems, to recognize patterns, and to make rapid connections between different points of information
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| The majority of scores (about 68 percent) on the WAIS-III tend to lie between: | plus 15 or minus 15 points from the average score of 100
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| Normal Distribution | Bell-shaped curve in which the majority of scores lie near or around the average score
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| Intellectual Disability | Score two or more standard deviations below the norm on a traditional IQ test (70 IQ or below)
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| Common Causes of Intellectual Disability: | Genetic conditions like Down syndrome
Problems during pregnancy such as drug and alcohol use
Labor and delivery problems
Injuries such as head trauma and illnesses such as meningitis and seizure disorders
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| Intellectually Gifted | Very few individuals (approximately 0.2%) receive a score of more than 145 (indicating a very high IQ)
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