intro to psych test two

check only related areas

sensory storage for holding mental representations of visual information for fractions of seconds

the ability to learn from experience, solve problems, and use knowledge

pierre paul broca, difficulty putting words together and single words, can understand what the person said but cannot repeat back

processing information from short term memory into long term memory

intense emotions: intense memories, stress hormones: amydala activity, increased memory

mental age/chromosomal agex100: iq

rules for words

walking around the grocery store looking for what you need

converting info into our brains in a way that allows it to be stored in our memory

the processing short term memory into long term memory

tendency to search for information which confirms our current theory, disregarding contradictory evidence

the processing of learning through consequences of our behaviors

skinner

tendency to be more efficient then correct in our decisions and judgments

prosocial and anti social behaviors

triggers a thread of memory associations that brings us to concept

structural (vision) phonetic (sound) deep (semantic)

frontal lobes, hippocampus

adapt to new situations, novel ideas

signals are sent across more effectively-increased firing potential, more connections

three intelligence: analytic, creative and practical

learning to link to stimuli

short cut-step saving: generates solution more quickly, faster and better then alogorithms

detailed tracking of rates of behavior change to different environment changes

accessing and recalling the stored information

sensory storage for holding mental representations of sound after it registers for a few seconds

learned ability to only respond to a specific stimulus

inability to form new memory

memory system for holding information for short period of time

8 different categories, strengths: more then just math and verbal weakness: could these all be intelligence

new standards for various ages, extended age range to include adults

conditioned stimulus now triggers a response

identifying items previously learned from unconscious

tendency to get stuck in one way of thinking, inability to see any other perspective

declarative memory, facts and experiences that we can consciously know and recall

reacting similarly to similar stimulus

smallest unit of sound but they are not letters

reduction of the response to the conditioned stimulus

nature, people, number, picture, self, body, music word

car makes a noise until you do your suppose to

heuristics, algorithms, trial and error

cognitive stages, mind works differently then adults

measure a childs mental age to predict school success

hippo campus was removed, could not make new memories

embroyonic: 2-8 weeks, placenta, cells develop into organs and bones

basic intellegence predicts other academic abilities

memory tricks

stimulus that now presents reaction

3 types of abilities: practical, analytic, and creative

sucking and rooting reflex

creates a path

measure consequences, what can creatures be taught, what happens with punishment and reward

step by step

organization into familiar manageable information

how we taught influences how we think

numbers, people had to find a rule, people were sure of their answers but were consistently wrong

formed without going through the stages, ones we are fully aware of

most likely to recall first and last items

difficulity in comprehending speech and producing corherrent speech

rehearsal, process it

refers to mental activities and practices

stimulus that produces now response

higher income: higher intelligence, g factor matters

being able to pull information from storage

conformation bias, fixation/mental set, heuristics

past information interferes with learning new information

pavlov

academic, traditional

less independent then we thought, could they have the g factor

persistence of learning over time, retrieval and storage of information and skill

priming, contextual, emotional

stimulus that presents no response

universal for all children

germinal stage: zygote, 10 to 14 days, rapid cell division,

chemical in alcoholics drinks that makes then sick then have an aversion to alcohol

9-40 weeks, hands, face, survival milestone

if im right then fact c will confirm my theory i must only look for c

asked how to put the candle on the wall without it dripping, easy solution take the things out of the box and nail them

our tendency to search for information that confirms our current theory

scored by subtracting mental age from actual age

phobias, advertising, positive emotions, drug craving, taste averisions

persistence of learning over time

identifying items previously learned from unconscious

behaviors with favorable acts we will do more behaviors with unfavorable we will do less

preconvenitional morality, convenitional, postconvenitional

basic trust, autonomy, initiative, competence, identity, intimacy, generativity, ingerity

sensory motor, preoperational, concrete operational, formal operation

little to no exposure to outside world, tired in a car, had little language skills and acted oddly, therapy did little to help her

language use and pretend play

ability to do mathmatical transformation, think logically

if parent is successful in meeting childs needs then they will have a secure attachment

work on building sense of independence and control

trying find a balance between eagerness and responsibility

school becomes important, if successful they will feel competent if not they will feel inferior

think hypothetically about choices, reasoning and problem solving

struggle to find ones true self, becoming more independent

obedience and instrumental purpose, childhood

good boy and authority, early adolescence

social contract and universal ethics

neural processing starts to decline, memory areas shrink, frontal lobes shrink, by 80 brain 5 percent lighter then adolscne

intimacy vs isolation, generality vs stagnation, integrity vs dispair