Chapters 7-9 Exam
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snakesayan on November 15, 2010
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72 terms
Terms | Definitions |
|---|---|
 Cognitive Psychology | branch of psychology that focuses on the study of higher mental processes; includes thinking, image, language, memory, problem solving, knowing, reasoning, judging, and decision making |
| Thinking | manipulation of mental representations of information |
| What does it mean to think by images? | mental representation of some sensory experience; ex: smelling thanksgiving, visualize statue of liberty |
| Concepts | catergorization of objects, events, or people that share common properties |
| Prototypes | highly representative examples of a concept; ex: vehicle |
| Representations in the mind of an object or event | not just visual representations many aspects |
| Algorithm | rule that if applied appropriatly guarantess a solution to a problem; example: a^2 + b^2 = c^2 |
| Heuristic | cognitive shortcut that may lead to a solution |
| Availability Heursitc | judging the probability of an event on the basis of how easily the event can be recalled from memory |
| Well defined Problem | both the nature of the problem itself and the information neded to solve it are available and clear |
| Ill defined problem | not only the specific nature of the problem is unclear but the information required to solve the problem is less obvious |
| Means End Analysis | involves repeated test for differeneces between the desired outcome and what currently exists; most frequently applied heuristic in problem solving |
| Final Stage in Problem Solving | if solution is less concrerte or if there is not a single correct solution, evaluating solutions becomes more difficult |
| Functional Fixedness | tendency to think of an object only in terms of its typical use |
| Mental Set | tendency for old patterns of problem solving |
| Intelligence | capacity to understand the world, think rationally, and use resources effectively when faced with challenges |
| Fluid Intelligence | reflects information processsing capabilites, reasoing, and memory; spatial and visual imagery; skills involving configuaritions, artists, architects |
| Crystalized Intelligence | accumulation of information, skills, and stratgies that people learn through experience; reasoing, verbal and numerical skils; stressed im school |
| `How many different forms of Intelligence are their according to Gardner | 8; logical mathematical, Linguistic Intelligence - Verbal, musical, bodily, interpersonal teachers, parents, intrapersonal "know thyself" |
| According to Daniel Goleman what is Emotional Intelligence? | how effective people percieve and understand their own emotions/feelings; emotions/feelings of others; manage ones emotions; using emotions to motivate oneself; recognizing emotions of other; managing relatiosnhips and emotional behavior |
| Motivation | factors that direct and energize the behavior of humans and other organisms |
| Instincts | Inborn patterns of behavior that are biologically determmined rather then learned |
| In 1890 James compiled a list of human insticts. What were they? | hunting, fear, curiosity, shyness, love, shame, and resentment |
| Drive Reduction | suggest that a lack of some basic biological requirement such as water produces a drive to obtain that requirnment |
| Drive | motivation tension, or arousal, that energized behavior to fullfill a need |
| Primary drive | unlearned; found in all animals; motivated behavior that is vital to survival; hunger, thirst, sex |
| Homeostasis | body's tendency to maintain a steady internal state; states that motivated behavior is aimed at reducing a state of bodily tension or arousal and at returning the organism to homeostasis |
| Incentive Approaches | suggest that motivation stems from the desire to obtain valued external goals, or incentives; psychologust believe that the internal drives proposed by drive reducction theory work in tandem with the external incentives of incentive theory to push and pull behavior |
| Intrinsic Motivation | rewards provided by an activity itself; desire to perform a behavior that stems from the behvior performed |
| Extrinsic Motivation | reward that are obtained not from the activity, but as a consequence of the activty; desire to perform a behavior to obtain an external reward or punishment |
| Maslows Hierarchy | suggests that before more or sophisticcated, higher order needs can be metm certain primary needs must be satisfoied |
| Self Actualization | state of self fulfillment in which people realize thier highest potential |
| Obesity | 1/4 people in US |
| BMI | body mass index; based on ratio of weight to height; 20 percent abouve average weight |
| Biological Factors in regualting hunger | hypothamalmus; monitors glucose level; lateral hypothalamus |
| Weight Set Point | level of weight that the body strives to maintain |
| Metabolism | rate at which food is converted to energy and expanded by the body |
| Emotions | feelings that generally have both physiological and cognitive elements and that influence behavior; experience of feelings like fear, joy, surprise, and anger |
| What are the functions of emotions? | preparing us for actions, shaping our future behavior, helping us interact more effectively with others |
| Developmental Psychology | study of patterns of growth and change that occur throughout life; study of how people change from birth to old age |
| Nature vs Nurture Issue | development explained by biological forces; enviornment shape human growth |
| Cross Sectional Research | compares people of different ages at the same point in time; differences among groups of people |
| Longitudinal Research | traces the behvior of one or more participants as the participants age; long time and money - 70 years |
| Fetal Period | fetus; week 8 until birth |
| age of viability | point at which it can survive if born prematurly; about prenatal 22 weeks |
| Neonate | newborn; sequence of development follwoing conception; zygote, embryo, fetus, neonate |
| Attachment | the positive emotional bond that develops between a child and a particular individual |
| Imprinting | young animals of many species follow their mothers around because of this; tendecy in certain species to follow the forst moving thing |
| Trust vs Mistrust Stage | ericksons theory; birth - 1 1/2 years of age; basic trust: of world and people, world to be good, venture out and explore, mom can be counted on |
| Autonomy vs Shame and doubt Stage | 1 1/2 - 3 years of age; new skills; letting them choose between things; idependance of child; shame and doubt - criticize new skills, over or under control |
| Initiative vs Guilt Stage | 3 - 6 years of age; comfortable leavinf parent, explore byself, make belive; Guilt - be followers. lack self initiative, strict parents, threatened, punished excesivelly |
| Industry vs Inferiority Stage | 6 - 12 years of age; industry - relaistic accomplishments, formal schoolong, shows independance, sense of competence at useful skills; inferiority - litle confidence in their abilities |
| Identity Vs Identity Confusion | identity - relates mostly to earlier foundation, whop are you , major direction in life; identity crisis - directionaless, earlier conflicts have not been resolved |
| Intimacy | young adulthood; experince open tender relationship with another without fear of osing own identity, disclosure of feelings, share ideas and plans |
| Isolation | no sense of self, isolate themselves, lack of initiative industry |
| Gnerativity | commitment to improvement of life conditions, productivity; positive outcome of previous syages emerges meaning joy in all activites of life |
| Stagnation | life is a drab routine; unable to cope with things, hates job everything |
| Integrity | sense of fullfillment, and satisfication with ones life, face death in a good way |
| Despair | los of former roles; guil over life, unproductive; fear of death; no self worth and past accomplishments |
| Sensorimotor Stage | Piagets theory; birth - 2 years; awarness the obects and people continue to exist even out of sight |
| Preoperational Stage | 2 to 7 years; thought of his or her own perspective; principle of conservation - quantity is unrelated to arragment and physical appearance |
| Concrete Operational Stage | 7 to 12 years of age; reversibility |
| Formal Operational Stage | 12 years to adulthood; abstraact formal and logical thinking |
| Information Processing Approaches | the way in which people take in, use and store information |
| Metacognition | awarness and undersstanding of ones own cognitive processes |
| Vygotskys view of cognitive Development | occurs as a consequence of social interactions in which children work with others to jointly solve problems |
| Zone of Proximal Development | level at which a child can almost comprehend or perform a task on his or her own, scaffolding- providing support |
| Genetic Preprogramming Theories o Ageing | suggest that human cells have a built in time limit to their reproduction |
| Wear an Tear Theories of Ageing | mechanical fucntions of body simply work less efficeint as people age |
| Disengagement | aging produces a gradual withdrawal from world on physical, psychologicalm and social levels; life review |
| Activity theory of aging | `late adulthood should reflect a continuation as much on physical and psychological and social events |
| Elisabeth Kubler Ross 5 Stages of Adjusting to death | denial, anger, barganining, depression, acceptance |
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