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| 1. : The careful, systematic self-observation of one’s own conscious experience. Used by structuralists for their research. |
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| : Based on the notion that the task of psychology is to analyze consciousness into its basic elements and investigate how these elements are related. Its main goal is to identify and examine the fundamental components of conscious experience, such as sensations, feelings, and images. Relies on introspection. Introduced by Titchener |
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| : Based on the belief that psychology should investigate the function or purpose of consciousness, rather than its structure. It is interested in how people adapt their behavior to the demands of the real world around them. Introduced by William James, it is in general more popular than structuralism. |
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| 1. Attempts to explain personality, motivation, and mental disorders by focusing on unconscious determinants of behavior. Basic Premise: Unconscious motives and experiences in early childhood govern personality and mental disorders. Subject Matter: Unconscious determinants of behavior. Principle contributors: Sigmund Freud, Carl Jung, and Alfred Adler. |
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| A theoretical orientation based on the premise that scientific psychology should study only observable behavior. Argues that psychologists should abandon the stuffy of consciousness altogether and focus exclusively on behaviors that they could observe directly. Basic Premise: Only observable events (stimulus-response relations) can be studies scientifically. Subject Matter: Effects of the environment on the overt behavior of humans and animals. Principal Contributors: John B. Watson, Ivan Pavlov, and B.F. Skinner. |
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| 1. The premise that knowledge should be acquired through observation (i.e. of behavior). |
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| 1. : The theoretical orientation that emphasizes the unique qualities of humans, especially their freedom and potential for personal growth. They believe that humans are free, rational beings with the potential for personal growth, and they are fundamentally different from animals (don’t study animals!). |
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| Basic Premise: Human behavior cannot be fully understood without examining how people acquire, store, and process information. Subject Matter: Thoughts; mental processes. Principle Contributors: Jean Piaget, Noam Chomsky, and Herbert Simon |
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| Examines the behaviors process in terms of their adaptive value for members of a species over the course of many generations. Basic Premise: Behavior patterns have evolved to solve adaptive problems; natural selection favors behaviors that enhance reproductive success. Subject Matter: Evolutionary bases of behavior in humans and animals. Principle Contributors: David Buss, Martin Daly, Margo Wilson, Leda Cosmides, and John Tooby. |
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| A German professor who mounted a campaign to make psychology an independent discipline rather than a stepchild of physiology or philosophy. Often referred to as the “Father of Psychology,” he established the first formal lab for psychological research at the University of Leipzig (1879). |
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| He attempted to treat mental disorders by the process of psychoanalysis. Working with these people, he was convinced that the unconscious existed (see unconscious key term). He also came up with the psychoanalytic theory (see key term). He was a very controversial figure because he argued that (1) behavior is governed by unconsciousness (no control over behavior) and (2) behavior is greatly influenced by how people cope with their sexual urges. |
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| 1. : Hall established America’s first research lab in psychology at John Hopkins University (1883). In 1892, he was the driving force behind the establishment of the American Psychological Association (APA). |
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| A highly influential figure that helped create functionalism (see key terms). He applied Darwin’s theory of natural selection to humans, arguing that the typical characteristics of a species must serve some purpose. Applying his theory to human consciousness, he argued that psychologists must investigate the functions rather than the structure of consciousness. He coined the term “stream of consciousness.” |
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| 1. He founded the behaviorism school of thought (see key terms). He argued that psychologists should abandon the stuffy of consciousness altogether and focus exclusively on behaviors that they could observe directly. The reason that he supported studying behavior was that it could be verified by anyone who is able and willing to do so (it is empirical: see key terms). |
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| 1. Elected president of the APA in 1997, he founded the positive psychology theory (see key terms). He had an “epiphany” after his daughter got mad at him one day for being grumpy too often. He believed that psychology focused too much attention on negativity, weakness, damage, etc… |
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| He was the leader of evolutionary psychologists (see key terms). |
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| Occur when participants; expectations lead them to experience some change even though they receive fake, empty, or ineffectual treatment (i.e. sugar pill). |
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| A research strategy in which neither subjects nor experimenters know which subjects are in the experimental or control groups. It keeps the experimenter and the participants in the dark, helping to eliminate the chance of experimenter bias. |
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| Occurs when a researcher’s expectations or preferences about the outcome of a study influence the results obtained. Researches often tend to see what they want to see (stuff that supports their hypothesis). Can be avoided with techniques such as the double blind procedure |
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| A tendency to give socially approved answers to questions about oneself (people try hard to make a favorable impression). People often lie about prejudice, church attendance, etc… |
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| A tendency to respond to questions in a particular way that is unrelated to the content of the questions (i.e. saying yes to everything on a survey). |
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| assigning participants to experimental and control conditions by chance, thus minimizing preexisting differences between those assigned to the different groups. |
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| something that can be changed, such as a characteristic or value. Variables are generally used in psychology experiments to determine if changes to one thing result in changes to another. |
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| When two variables are linked together in a way that makes it difficult to sort out the specific effects. When an extraneous variable is confounded with an independent variable, a researcher cannot tell which is having an affect on the dependent variable. |
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| assessing the degree of association between two or more unmanipulated variables or characteristics of interest that occur naturally |
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| one or more variables are systemically manipulated and the effect of that manipulation on other variables is studied (cause and effect) |
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| An in-depth investigation of an individual subject using direct interview, direct observation, and other data collection techniques. The research typically involves investigators analyzing a collection of case studies to look for patterns that permit general conclusions. Case studies are well suited for investigating certain phenomena, such as psychological disorders. They can also provide compelling, real-life illustrations that bolster a hypothesis or theory. |
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| this organizes data and is used to make predictions |
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| a prediction of how an experiment will turn out |
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| The arithmetic average of the scores in a distribution. |
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| The score that falls exactly in the center of a distribution of scores. |
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| The most frequent score in a distribution. |
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| An index of the amount of variability in a set of data. |
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| statistically significant |
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Definition
| the difference is not likely to be due to chance variation |
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| correlational coeffecient |
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Definition
| A numerical index of the degree of relationship between 2 variables. They indicate the direction of the relationship (positive=same direction, negative=opposite) and how strongly the 2 variables are related (numbers close to 1 or -1 are strong, close to 0 are very weak). |
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| negative=opposite direction |
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| participants must know they are involved in research and give their consent or permission |
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| a graphed cluster of dots, each of which represents the values or two variables; the slope suggests the direction of the relationship; the amount of variation indicates the strength of the correlation |
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Definition
| input fibers that carry electrical signals into a neuron from connected cells. |
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Definition
| control center of neuron; integrates inputs from all dendrites; determines whether neuron should fire or not |
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Definition
| output fiber carries electrical signal from a neuron to a neighboring cell. Neurons have one each. Larger than dendrites. Divide into branches at end called terminals. |
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Definition
| Myelin Sheath: a layer of fatty tissue that covers around the axon and enables greater transmission speed of neural impulses as impulses jump from node to node. Composed of glial (glove) cells, support, nourish and protect neurons. |
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| The result of degenerated myelin sheath. Deadly as brain ceases to send messages efficiently. Myelin sheaths enabled Lorenzo's Oil to be made. |
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| Axon Terminal, Terminal Button, Synaptic knob: the structure at the end of an excellent terminal branch. Houses the synaptic vesicles and neurotransmitters. |
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Definition
| brief charge that travels down the axon as it becomes depolarized. travels down to terminal where it causes neuro transmitters that bind to specific receptor sites on receiving neurons to fire. |
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Definition
| the stable, negative charge of a neuron when it is inactive (not firing) |
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| absolute refractory period |
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Definition
| The minimum length of time after an action potential during which another action potential cannot begin. |
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Definition
| chemical messengers that traverse the synaptic gaps between neurons. When released by the sending neuron, neurotransmitters travel across the synapse and bind to receptor sites on the receiving neuron, thereby influencing whether that neuron will generate a neural impulse. Application: Different neurotransmitters send different messages. Endorphins, for example, are natural painkillers. SIX NEUROTRANSMITTERS - ACh, Dopamine, Serotonin, Norepinephrine, GABA, Glutamate |
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Definition
| Neurotransmitter that contributes to voluntary movements and pleasurable emotions. Lack of it causes Parkinsons. Too much cause Schizophrenia. |
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| Progressive disease of the nervous system marked by tremor, muscular rigidity and slow, imprecise movement. Degeneration of the basal ganglia and dopamine deficiency. |
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| AcetylCholine - enables muscle action, learning and memory. Too little results in Alzheimers. |
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| A chronic organic brain syndrome characterized by gradual loss of memory, decline in intellectual ability and deterioration of personality |
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Definition
| involved in mood, regulation of sleep, appetite, and body temperature. Too little leads to depression. Too much contributes to OCD and mania |
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| Affects memory, learning and contributes to changes in mood. Too little leads to depression. |
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| Natural pain killers created by the brain. Promotes pain relief, like morphine. |
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| Excite, by causing neurotransmitters to hit site multiple times |
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| Inhibits by blocking neurotransmitters |
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| Sensory and motor neurons that connect the CNS to the rest of the body |
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| the Brain and Spinal cord |
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| the division of the PNS that controls the body's skeletal muscles |
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| the part of the PNS that controls the glands and muscles of the internal organs like the heart |
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| a group of glands that secrete chemicals into the bloodstream that help control bodily functioning (pituitary - master gland secreting several hormones, thyroid - thyroxin affecting metabolism, adrenal - adrenalin, pancreas - insulin/glucagon for sugar metabolism, gonads - ovaries/testes) |
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| The chemical substance released by the endocrine glands |
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Definition
| Controls language reception - a brain area involved in language comprehension and expression - usually the LEFT temporal Lobe |
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Definition
| Controls language Expression - an area, usually in the LEFT frontal lobe, that directs the muscle movements involved in speech. |
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| Part of the limbic system involved in learning and memory |
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| controls the metabolic functions of body temp., sex arousal, hunger, thirst, motivation/emotions, and the endocrine system (the 4 fs) |
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| The brain's sensory switchboard |
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| Part of the limbic system involved with emotions, aggression and fear |
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| Portion of the cerebral cortex lying at the top of the head and toward the rear; receives sensory input for touch and body position |
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| Lower back part of brain involved with processing visual info into vision |
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| Portion of the cerebral cortex lying roughly above the ears; includes the auditory areas, each receiving information primarily from the opposite ear. |
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| Portion of the cerebral cortex lying just behind the forehead; involved in speaking and muscle movements and in making plans and judgements |
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Definition
| The minimum stimulus intensity that an organism can detect for a specific type of sensory input. |
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Term
| just noticeable difference (JND) |
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Definition
| The smallest difference in stimulus intensity that a specific sense can detect. The JND is a constant proportion of the size of the initial stimulus. |
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Definition
| The detection of stimuli involves decision processes as well as sensory processes, which are both influenced by a variety of factors besides stimulus intensity: a. HITS - Detecting signals when they are present b.MISS - Failing to detect signals when they are present c. FALSE ALARM - Detecting signals when they are not present d. CORRECT REJECTIONS - Not detecting signals when they are absent |
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Definition
| Specialized visual receptors that play a key role in night vision and peripheral vision. (There are many more rods than cones in the eye). |
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Definition
| Specialized visual receptors that play a key role in daylight vision and color vision. |
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| opponent processing theory |
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Definition
| Color perception depends on receptors that make antagonistic responses to 3 pairs of colors (red v. green, yellow v. blue, black v. white). Explains afterimages as well as provides a mechanism for naming colors with four colors |
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Definition
| The firing of the cones used after viewing something steadily (opposite colors) |
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| The human eye has 3 types of receptors with different sensitivities to different light wavelengths (red, green, blue). People see different colors because the eye does its own “color mixing.” |
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| A progression from individual elements to the whole. Example: Putting letters together to form a word. |
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| A progression from the whole to the elements. Example: People recognize word before the individual letters. |
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Definition
| Perception of contours where none actually exist |
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| Neurons that respond selectively to specific features of complex stimuli |
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Definition
| Failure to see visible objects or events because one's attention is focused elsewhere |
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Definition
| Failure to notice changes in environment |
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Definition
| involves images of objects at different distances moving across the retina at different rates, monocular depth cue |
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Term
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Definition
| Whole can be greater than the sum of its parts: |
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Definition
| Figure and Ground, Proximity, Closure, Similarity, Simplicity and Continuity |
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Definition
| Clues about distance in 2D picture: Linear Perspective, Texture Gradient, Interposition, Relative Size, Height in Plane, Light and Shadow |
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Definition
| Monitors the positions of the various parts of the body |
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| responds to gravity, keeps you informed of your body's location in space, provides sense of balance, shares space in inner ear with auditory system |
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Definition
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Term
| electroencephalograph (EEG) |
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Definition
| A device that monitors the electrical activity of the brain over time by means of recording electrodes attached to the surrounding face of the scalp. It summarizes the rhythm of cortical activity in the brain in terms of line tracings called brain waves. [cps = cycles per second = frequency] |
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Definition
| Records eye movements (used in sleep studies). |
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Definition
| Records muscular activity and tension (used in sleep studies). |
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Definition
| 13-24 cps. Normal waking thought, alert problem solving. |
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Definition
| 8-12 cps. Deep relaxation, blank mind, meditation. |
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Definition
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Definition
| Less than 4 cps. Deep sleep. |
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Definition
| A relatively deep stage of sleep marked by rapid eye movements, high-frequency, low-amplitude brain waves, and vivid dreaming. When sleepers reach what should be the 1st stage again, they often for into the 5th stage of sleep (REM). Researchers use an EOG to monitor the lateral movements that occur beneath the sleeping person’s closed eyelids. The stage tends to be a “deep” stage of sleep in the sense that people are relatively hard to awaken from it. It is dominated by high-frequency beta waves that resemble those when people are alert and awake |
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Definition
| The 24-hour biological cycles found in humans and many other species. It is especially influential in the regulations of sleep, as well as producing rhythmic variations in blood pressure, urine production, hormone secretions, and other physical functions, as well as alertness, short-term memory, and other aspects of cognitive performance. |
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Definition
| The hormone melatonin plays a key role in adjusting biological clocks. |
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Definition
| When exposed to light, some receptors in the retina send direct inputs to a small structure in the hypothalamus: the suprachiasmatic nucleus (SCN). The SCN sends signals to the nearby pineal gland, whose secretion of the hormone melatonin plays a key role in adjusting biological clocks. |
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Definition
| Narcotic (opiates like heroine and morphine); Amphetamines (mood altering addictive drugs that are stimulants and used to treat ADD and narcolepsy); Hallucinogen (LSD, Mescaline); MDMA (compound drug like Ecstacy); Sedative (Sleep inducing drug which decreases the CNS activation and behavioral activity); Stimulant (increases CNS activation and behavior activity like coke) |
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Definition
| Wish Fulfillment (Freud: fulfill ungratified needs from waking hours in dreams); Problem Solving View (Cartwright: Dreams provide an opportunity to work through everyday problems); Activation-Synthesis Model (Hobson/McCarley: Dreams are side effects of nerual activation) |
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Term
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Definition
| 2. Classical (Pavlovian) Conditioning: A type of learning in which a stimulus acquires the capacity to evoke a response that was originally evoked by another stimulus (Example: The bell replaces the meat powder as a stimulus for salivating.) [Responses elicited = involuntary] |
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Definition
| Operant Conditioning: A form of learning in which responses come to be controlled by their consequences. Learning occurs because responses come to be influenced by the outcomes that follow them. [Responses emitted = voluntary] |
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Definition
| CLASSICAL CONDITIONING - UCS: A stimulus that evokes an unconditioned response without previous conditioning. (Example: Meat Powder) |
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Definition
| CLASSICAL CONDITIONING - UCR: An unlearned reaction to an unconditioned stimulus that occurs without previous conditioning. (Example: Dog salivates because of Meat Powder) |
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Definition
| CLASSICAL CONDITIONING - A previously neutral stimulus that has, through conditioning, acquired the capacity to evoke a conditioned response (Example: Ring of the Bell) |
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Definition
| CLASSICAL CONDITIONING - CR: A learned reaction to a conditioned stimulus that occurs because of previous conditioning (Example: Dog salivates because of the Ring of the Bell) |
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Definition
| CLASSICAL CONDITIONING - Extinction: The gradual weakening and disappearance of a conditioned response tendency. The CS is presented alone until it no longer elicits a CR |
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Term
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Definition
| CC - Spontaneous Recovery: The reappearance of an extinguished response after a period of nonexposure to the conditioned stimulus. |
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Definition
| CC - of learning that involves the reinforcement of increasingly closer approximations of the desired response |
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Definition
| CC - An organism’s responding to stimuli other than the original stimulus used in conditioning. A CR is elicited by a new stimulus that resembles the original CS. |
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Definition
| CC -An organism’s lack of response to stimuli that are similar to the original stimulus used in conditioning. A CR is not elicited by a new stimulus that resembles the original CS. |
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Definition
| A prominent Russian psychologist that first described the process of classical conditioning. He made his discovery while he was studying the role of saliva in the digestive processes of dogs. He was the “Meat powder » Ring of Bell » Salivate” researcher |
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Definition
| Skinner: Demonstrated that organisms tend to repeat those responses that are followed by favorable responses. He was influenced by the work of both Pavlov and Thorndike. |
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Definition
| Studied learning in cats by seeing if they were able to think and gradually reduce the time it took for them to escape from a cage |
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Definition
| If a response in the presence of a stimulus leads to satisfying effects, the association between the stimulus and the response in strengthened. Successful responses are gradually “stamped in” by their favorable effects. |
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Definition
| learning of behaviors that allow an organism to escape from an aversive stimulus |
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Term
| avoidant (avoidance) learning |
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Definition
| learning of behaviors that allow an organism to avoid an aversive stimulus |
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Term
| intermittent reinforcement |
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Definition
| Occurs when a designated response is reinforced only some of the time. More realistic than continuous, and it leads to longer-lasting effects. |
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Term
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Definition
| Occurs when every instance of a designated response is reinforced. Usually used in labs to shape and establish a new response. |
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Definition
| strengthening of a response through the introduction of a stimulus following the response |
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Definition
| strengthening of a response through the removal of a stimulus after the response occurs |
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Term
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Definition
| Occurs when an event following a response weakens the tendency to make that response. Example: The rat is shocked when it presses down the lever, thus deterring it from making that response in the future. |
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Definition
| removal of an appetitive stimulus after a response, leading to a decrease in behavior |
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Term
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Definition
| the application of an aversive stimulus after a response |
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Term
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Definition
| reinforceres, such as food or sexual stimulation, that are naturally rewarding because they satisfy basic biological needs or drives |
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Term
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Definition
| learned reinforcers, such as money, that develop their reinforcing properties because of their association with primary reinforcers |
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Definition
| learning by observing and imitating the behavior of others (AKA: vicarious learning or modeling) |
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Term
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Definition
| the social-learning process by which behavior is observed and imitate when performing a particular action and when an individual watches somebody else perform the same action, involved in empathy, observational learning, and reading emotions of othersd |
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Term
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Definition
| fire when performing a particular action and when an individual watches somebody else perform the same action, involved in empathy, observational learning, and reading emotions of others |
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Term
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Definition
| STORAGE: A group of familiar stimuli stored as a single unit. Example: FB-INB-C becomes FBI-NBC |
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Definition
| STORAGE: The tendency to remember similar or related items in groups. |
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Term
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Definition
| ability to form memories depends upon the depth of the processing |
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Term
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Definition
| memory of facts and experiences that one can consciously know and "declare" |
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Definition
| retention independent of conscious recollection |
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Definition
| Remembering to perform actions in the future |
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Term
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Definition
| Remembering Events from the Past or Previously Learned Information. |
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Term
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Definition
| refers to our unconscious encoding of incidental information such as space,time, and frequency, and of well-learned information. |
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Term
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Definition
| the processing of several aspects of a problem simultaneously; the brain's natural mode of information processing for many functions, including vision. Contrasts with the step-by-step (serial) processing of most computers and of conscious problem solving. |
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Term
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Definition
| encoding that requires attention and conscious effort |
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Term
| cocktail party phenomenon |
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Definition
| ability to attend to only one voice among many |
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Term
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Definition
| An older memory interferes with your remembering a new memory (you keep on dialing your old cell phone number which prevents you from usind your new cell phone number) |
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Definition
| A new memory interferes with your remembering an old memory (learning your new locker combination prevents you from remembering your locker combination) |
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Definition
| The tendency to show greater memory for information that comes last in a sequence. |
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Term
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Definition
| The primacy effect results in information presented earlier being better remembered than information presented later on. |
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Term
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Definition
| Tendency for items at the beginning and end of a list to be learned better than items in the middle |
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Term
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Definition
| the tendency for distributed study or practice to yield better long-term retention than is achieved through massed study or practice |
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Definition
| a measure of memory in which the person must retrieve information learned earlier, as on a fill-in-the-blank test |
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Term
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Definition
| a measure of memory in which the person need only identify items previously learned, as on a multiple-choice test |
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Term
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Definition
| 1944-present; Field: memory; Contributions: expert in eyewitness testimony (false memories or misinformation effect); Studies: Reconstruction of Auto. Destruction, Jane Doe Case (repressed memories of Nicole Taus' sex abuse) |
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Term
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Definition
| 1850-1909; Field: memory; Contributions: 1st to conduct studies on forgetting: first, a rapid loss followed by a gradual declining rate of loss; Studies: memory-series of meaningless syllables/words |
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Term
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Definition
| A limited-capacity store that can maintain unrehearsed information for up to about 20 seconds. |
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Term
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Definition
| (LTM): An unlimited capacity store that can hold information over lengthy periods of time. Can store information indefinitely. |
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Term
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Definition
| the immediate, very brief recording of sensory information in the memory system |
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Term
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Definition
| The creation of visual images to represent the words being remembered. Example: Juggler. Does not work well for abstract concepts. |
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Term
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Definition
| devices for, memory tricks or strategies to make information easier to remember |
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Term
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Definition
| visual associations between a familiar place and new items to be memorized. |
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Term
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Definition
| Argued against skinner that behaviorism could not explain language acquisition, one of the first evolutionary psychologists |
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Term
| Language Acquisition Device LAD |
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Definition
| (LAD) innate mechanism or process that facilitates the learning of language |
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Term
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Definition
| Linguistic Relativity: The hypothesis that one’s language determines the nature of one’s thought. Benjamin Whorf is the most prominent advocate of it. |
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Term
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Definition
| Theory of Bounded Rationality: Asserts that people tend to use simple strategies in decision making that focus on only a few facets of available options and often result in “irrational” decisions that are less that optimal |
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| Occurs when grammatical rules are incorrectly generalized to irregular cases where they do not apply. Example: “I hitted the ball.” |
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| When a child incorrectly uses a word to describe a wider set of objects or actions than it is meant to. Example: “Ball” refers to anything round (oranges, moon, etc…) |
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| When a child incorrectly uses a word to describe a narrower set of objects or actions than it is meant to. Example: “Doll” refers only to a single doll. |
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| The process by which children map a word onto an underlying concept after only one exposure. Example: Adding the word “board” to vocabulary after seeing a board. |
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| Consists mainly of content words; articles, prepositions, and other less critical words are omitted. Example: “Give doll” instead of “Please give me the doll.” |
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| 4 barriers to effective problem solving |
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Irrelevant information, function fixedness, mental set, unnecessary contraints.
a. Functional Fixedness: The tendency to perceive an item only in terms of its most common use.
b. Mental Set: Exists when people persist in using problem solving strategies that have worked in the past but won’t necessarily work for this certain problem.
c. Insight: Occurs when people suddenly discover the correct solution to a problem after struggling with it for a while. |
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| Listing the attributes that influence a decision. Rating the desirability of each attribute and using it to make a decision. |
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| Listing the attributes that influence a decision. Rating the desirability of each attribute and using it to make a decision. |
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| When people tend to put too much faith in their estimates, beliefs, and decisions, even when they know better. The more confident people are about their predictions, the more likely it is that they are overconfident. |
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| The tendency to only seek information that is likely to support one’s decisions and beliefs. Very common in medical diagnosis and other forms of decision-making. |
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| clinging to one's initial conceptions after the basis on which they were formed has been discredited. |
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| The belief that the odds of a chance event increases if the event hasn’t occurred recently. Example: People believe that a roulette wheel will land on black if it hasn’t landed on black in a while when in reality the chances are still the same. |
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| Occurs when people estimate that the odds of two uncertain events happening together are greater than the odds of either event happening alone. Example: People say it is more likely for a person to be a college professor and a politician than just a college professor. |
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| the tendency to believe, after learning an outcome, that one would have foreseen it. (Also known as the I-knew-it-all along phenomenon.) |
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| overestimating the improbable |
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describes how people tend to greatly overestimate the likelihood of dramatic, vivid, but infrequent, events that receive heavy media coverage.
-After 9/11 especially, terrorist attack:
----More likely to get killed in an auto accident. |
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| Represents what an outcome is personally worth to an individual. Often time people still gamble because the outcome is worth a lot to the person. |
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| probability of certain outcomes |
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| representativeness heuristic |
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| Involves basing the estimated probability of an event on how similar it is to the typical prototype of that event. Example: Flipping a coin. |
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| nvolves basing the estimated probability of an event on the ease with which relevant instances come to mind. Example: Estimating the divorce rate by recalling the number of divorces among your friends’ parents. |
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| wanted to understand how heredity influences a person's abilities, character, and behavior; concluded that genius or eminence is a hereditary trait |
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| Argued that success runs in families because great intelligence is passed from generation to generation through genetic inheritance. He focused his studies on sensory acuity (didn’t work too well). |
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| Created the intelligence quotient and Stanford-Binet scale. |
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| Working with Binet, he published a test of general mental ability that was loaded with items that required abstract reasoning skills rather than sensory skills. |
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| : Created the first system to measure intelligence in adults (WAIS). It differed from Stanford-Binet in that it focused less on subjects’ verbal ability and he based his scoring system off of the normal distribution. |
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| 1. All 3 facets can be measured reliably, are relatively independent, and assessment of all 3 can improve prediction of real-world intelligence. |
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| Argued that IQ tests generally emphasized verbal and mathematical skills, to the exclusion of other important skills. |
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| criterion-related validity |
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| Estimated by correlating subjects’ scores on a test with their scores on an independent criterion (another measure) of the trait assessed by the test. Example: Scores on pilot aptitude test versus scores on performance in pilot training. |
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| The degree to which the content of a test is representative of the domain it’s supposed to cover. Example: Physics test with chemistry questions has low content validity. |
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| the basic power of reasoning and problem solving |
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| crystallized intelligence |
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| the specific knowledge gained as a result of applying fluid intelligence |
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| an ability that helps people to perceive, express, understand, and regulate emotions. Other researchers maintain that this ability is a collection of personality traits such as empathy and extroversion, rather than a kind of intelligence. |
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| the extent to which IQ scores, traits, or abilities can increase or decrease due to interacting with environmental factors |
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| the time between the presentation of a stimulus and an overt response to it; should give us an idea of how long it takes for the processes of the information-processing model to occur |
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| amount of time a person must look at a stimulus to make a correct judgment about it ( how quickly a person's nervous system can take in enough info to make an accurate decision |
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| the overall improvement of intelligence test scores since 1930's; sometimes attributed to improved nutrition and increasing years of schooling over the last 50 years |
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