PSYCH 1 Gade Midterm 2

Herman Ebbinghaus (1850-1909)

used himself to study memory, used nonsense syllables, determine how we can acquire and forget information

Ebbinghaus memory capacity

7 +- 2 syllables

cued recall test

recalling states

recognition test

naming the dwarves from a list of names

3 steps displaying memory: Encoding

converting information into a form that will allow us to retrieve that information later

3 steps displaying memory: Storage

process of retaining critical information for later use

2 steps displaying memory: retrieval

accessing stored information that we have encoded

temporal memory stages

external events, sensory memory, short term memory, long term memory

sensory memory

considered hypothetical stage, involves all our senses, only last in our memory for a fraction of a second, after you only remember information deemed relevant

sperling’s sensory memory experiment

showed 12 number and letter combinations to participants could name about 4 or 5 when repeating back, second time played a pitch associated with a row of the combinations and particpants repeated back that line successfully

short term memory

7+-2 syllables, contains information deemed relevant, can be stored between 10 seconds to a few days

Long Term Memory

information from STM that we identified as important, information can be very complex but is susceptioble to distortions and complete fabrications

Primacy Effect

the ability to remember information at the beginning more easily

Recency Effect

the ability to remember information at the end more easily

proactive interference

new material is lost due to old material

retroactive interference

old material is lost due to new material

deep processing

broad connections, more assessment, attempt to explain

shallow processing

narrow or no connections, rote learning, no assessment or attempts to explain

situation dependency

take exam in the same room where information is taught

state dependency

when youre using caffeine during learning, use caffeine during testing of knowledge

learning techniques

increased number of learning sessions, take a break allowing to sustain deeper processing, mnemonic devices for encoding

the method of loci

grocery list example imagine going through a house and assigning grocery items to each area of the house

intelligence

the ability to solve problems and adapt and learn from the environment

Spearman’s psychometric approach to find the “g” factor

one specific overall level of intelligence, result of outside (health) factors

Sternberg’s triarchic theory of intelligence

three main levels of intelligence, factors tend to correlate with each other

Alfred Binet

first intelligence test, tasked to find a way to help children that learned differently

Binet-Simon intelligence test

basic mental skills: sentence generation, naming body parts, remembering number strings, scoring: Mental Age (age that the childs responses were indicative of) and Chronological age (their actual age)

Stanford Binet IQ Test

designed by Lewis Terman, wider range of ages, more complex questions,  (MA)/(CA) x 100=IQ

Wechsler Scales

WAIS (wechsler adult intelligence scale 16 and up),WISC (Wechsler Intelligence Scale for Children), questions of verbal skills, performance based skills, minimize cultural and language biasing in some dimension

heritability

proportion of a characteristic that can be attributed to biology/genetics

nature (vs. nurture)

amount of a characteristic that can be attributed to our biology

nurture (vs. nature)

amount of a characteristic that can be attributed to our environment

Flynn Effect

worldwide increases in intelligence test performance over several decades

Jean Piaget

researcher of development, studied his children, stages of cognitive development

schema

a concept or mental framework that organizes and interprets information in the world

equilibrium

a cognitive state of mind that comes from harmony between a childs environment and present schemas

disequilibrium

cognitive state of mind caused when new information contradicts current schemas

assimilation

when encountered disequilibrium, interpreting ones new experiences in terms of ones existing schema

accommodation

when encountered disequilibrium, adapting ones current schemas to incorporate new information

sensorimotor stage

0-2 years, learning different outcomes through the senses and learning the ways to increase the frequency of desirable outcomes, object permanence

preoperational stage

2-7 years, overcome egocentrism, pretend play, three mountains diorama, lacks conservation understanding

concrete operational stage

7-11 years, metacognition to think about your thinking, reversibility, analogies

formal operational stage

11-15 years, abstract reasoning, hypothetical deductive reasoning (if I do this, this will happen), adolescent egocentrism, self-consciousness, personal fable

criticisms of piaget

inaccurate age of stage related issues, social world/cultural impacts, not set in stone

Lev Vygotsky

argued against Piaget’s idea that cognitive development is set and cannot be accelerated, zone of proximal development, scaffolding

zone of proximal development

areas where a learner can accomplish a cognitive task with guidance

scaffolding

the process of teaching slightly above the current level of cognitive development in order to help the learner better understand

APGAR Scale

identifies physical and mental development and ability to handle stress

development theories: birth

horrible visual abilities, great hearing, okay taste, poor motor system exception of reflexes

development theories: puberty

physical and mental change from childhood to adulthood initiated by an increase of hormones in the hypothalamus and the pituitary gland that are sent to the gonads producing hormones

precocious puberty

very early onset and rapid progression of puberty

Thomas Bouchard Case Study

Jim Lewis and Jim Springer identical twins separated at birth had so many commonalities including name, name of ex wife, name of new wife, and sons name

human genome

complete set of genes contained within each of us

Self Fulfilling prophecies

someones expectations changes their behavior as to increase the probability of the predicted event

stereotype

over-generalized belief or expectation about a category of people based on both negative and positive concepts

prejudice

an unjustified attitude toward a member of a group (usually negative) solely because someone is a member of that group

attributions

process that we use in order to assign causes to behavior

internal attributions

explaining behaviors based on the internal characteristics of the person in question

external attributions

explaining behaviors based on the situation and surrounding environment

fundamental attribution error (correspondence bias)

tendency to put greater weight on internal attributions when explaining the behaviors of others

actor-observer-effect

tendency to make internal attributions for the actions of others, while making external attributions for our own actions

self-serving-bias

tendency to attribute personal failures to the situation, while attributing personal successes to ourselves

conformity

maintaining or changing one’s behavior due to the real or imagined influence of others

norms

social standards of behavior and thought that are set by a group

Solomon Asch’s line study

participants surrounded by people connecting the incorrect line to the test line and participant is tested on conformity. participants conformed in 1/3 of the trials overall

public compliance

conforming to other peoples behavior publicly without necessarily believing in what the other people are doing or saying

normative social influence

conforming to others in order to be accepted or belong to a group

private acceptance

conforming to other peoples behaviors out of a genuine belief that what they are doing or saying is right

informational social influence

changing opinions when we conform to people who we believe have accurate information

bystander effect

our decrease in likelihood of helping when with others

pluralistic ignorance

a situation where a group rejects norm privately, but incorrectly assumes the norm because of the inactivity of others (smoke experiment)

diffusion of responsibility

people feel responsibility for their actions - or inactions - when they are in a group (seizure experiment)

algorithms

“do the math”, mechanical, procedural, accurate, time-consuming

heuristic

“rule of thumb”, employs shortcuts, based on experience, prone to human error, quick

maximizing

in search of best possible choice, quest for best can be unfulfilling, heuristic approach

satisficing

in search of the first satisfactory choice, may regret choice if presented with more information heuristic

representative heuristic (cognitive error)

if it has big grey ears and a thin tail it MUST be, assumption that an item that resembles members of some category is probably also in that category

availability heuristic

assumption that if we can easily think of examples of a category then that category must be common

confirmation bias

tendency to accept a hypothesis and then look for evidence to support it instead of considering other possibilities or disconfirming information

Erikson’s stages of HD (infant)

basic trust versus mistrust (is my social world predictable and supportive)

Erikson’s stages of HD (toddler)

1-3, autonomy versus shame and doubt (can I do things by myself or must I always rely on others)

Erikson’s stages of HD (preschool child)

3-6, initiative versus guilt (am I good or bad)

Erikson’s stages of HD (preadolescent)

6-12, industry versus inferiority (am I successful or worthless), confidence

Erikon’s stages of HD (adolescent)

early teens, identity versus role confusion (who am I), develop risk taking behaviors and personal identity

Erikson’s stages of HD (young adult)

late teens and early 20’s, intimacy versus isolation (shall I share my life with another person or live alone?), plans regarding career, relationships, maximum energy pursuing goals

Erikson’s stages of HD (middle adult)

late 20’s retirement, generativity versus stagnation (will I succeed in my life, both as a parent and as a worker?), greater acceptance of self

Erikson’s stages of HD (older adult)

ego integrity versus despair (have I lived a full life or have I failed?)

James Marcia’s Identity Status Theory (Identity Diffusion)

first stage: decisions not yet made, has not explored issues

James Marcia’s Identity Status Theory (Identity moratorium)

has explored, decision not made yet

James Marcia’s Identity Status Theory (identity foreclosure)

has not explored issues, decisions already made

James Marcia’s Identity Status Theory (identity achievement)

has explored, decision is made

John Bowlby

infants attachment system, impactful and patterns of attachment effect long term social/emotional/personality development

Bowlby’s Attachment Theory

trust in the form of a secure attachment is required, proximity maintenance, secure base feel secure to explore, safe haven have a caregiver to return to comfort

Bowlby Proximity maintenance

stay nearby, protest separation, ensure baby is near caregiver

Bowlby secure base feel secure to explore

to the extent that a caring adult nearby gives them comfort to explore their environment, having a figure you can depend on nearby so you can explore

Bowlby safe haven

if you’re out in the environment and find something scary you know you can go back to caregiver to protect you

Mary Ainsworth

Bowlby’s student, created strange situation study, attachment types: secure, anxious/resistant, avoidant, and disorganized

Secure Attachment

uses caretaker as base of exploration some distress when mom leaves. happy to see them upon return

Anxious/Resistant Attachment

mixed responses to mother happy/angry. great distress when mom leaves and upon return infant is not soothed. does not use mom as base of exploration

avoidant attachment

while mother is present, infant does not stay near her and does not interact with her