1) What is a cognitive schema? (310)

 (1 An integrated mental network of knowledge, beliefs, and expectations concerning a particular topic

2) Define mindlessness. (312)

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Mental inflexibility inertia, and obliviousness to the present context

3) Define and recognize examples of the availability heuristics. (319)

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The tendency to judge the probability of a type of event by how easy it is to think of examples or instances

• Both heuristics can play into one another, especially if the event is catastrophe or chocking accident

3) EXAMPLES

4) What is the framing effect? (319)

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The tendency for people's choices to be affected by how a choice is presented, or framed

• Worded in terms of gain vs. loss
• People tyr to minimize risks and losses when making decesions
• Lotto:  1 in 1,000,000 chance of winning..., or 999,9999 in 1,000,000 of losing
• Condoms:  X-branded = 95-97% effecteve..., or Y-brand= 3-5% falure rate

5) Be able to define and recognize examples of hindsight bias. (321-322)

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                  The tendecy to overestimate ones ability to have predicted an event once the outcome is known

• "I knew it all along"

6) What is confirmation bias? Be able to recognize examples. (322-323)

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The tedency to pay attention only to informaiton that confirms one's won beliefs

• The politician has 45% approval rating
• THe politician has 55% disaproval rating
• ex: After having bought a piece of clothing, we will look for the same clothing in a more expensive store to confirm that we have bought a bargain.

7) What is the G factor and how does it contrast with other approaches to intelligence? (327 and lecture)

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A general intellectual ability assumed by many theorist to underlie specific mental abilities and talents. Believed that if the G-factor was high then that person would be good in all types of intellectual activities.

8) Who was Alfred Binet and what was his role in intelligence testing? (327-328)

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 French psychologist who developed the first intelligence scale in 1904

• Created the scale to help children receive proper classroom instruction
• Binet compared school children's mental age with their chronological age
• Chronological age- how old the child is

9) What is mental age? How was a person’s intelligence quotient (IQ) determined originally? What was the problem with this method of determining intelligence? (328) *

 Mental age- how mentally developed the child is     (9*

*problem that Only works with children  

•Intelligence testing

•A 10 year-old with a mental age of 12 would have an IQ of 120 =(12 / 10) x 100 = 120      •A 6 year-old with a mental age of 3 would have an IQ of 50 =(3 / 6) x 100 = 50        •A 15 year-old with a mental age of 15 would have an average IQ =(15 / 15) x 100 = 100 

10) What was the purpose of developing the WAIS? (328 and lecture)

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Weschler Adult Intelligence Scale was developed to seperate children and adults because because an adults mind dosent develop much after age 20.  Instead he calculated intelligence by comparing and individual to other people their age.

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12) What are experiential, contextual, and emotional intelligences? (332-334)

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• Experiential (creative) : Inventing solution to new problems...Transfer skills to new situations...Creative thinking and problem solving
• Contextual (practical): Applying the things you know to everday contexts..."Steet Smarts": ability to think quickly and respond to new environments
• Emotional Intelligence: ability to understand and respond approprieately to one's emotions and to other's emotions*ability to express your emotions clearly  * Ability to manage emotions in self and others                            * Being able to resist acting on every emotion ou have is a sign of emotion intellegence 

13) Describe the procedures and findings of Lewis Terman’s research on genius. (335-336)

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14) What is the Mozart Effect? Describe what the research has discovered regarding the Mozart Effect. (lecture)

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-The supposed enhancement in intelligence after listening to classical music

• college stuents listened to Mozart's Sonata for Two Pianos in D major for 10 minutes a day becore a spatioal reasoning test. Slight imporvement but study was never replicated.

15) Be able to describe how certain skills and behaviors may be inherited, including reflexes, flight vs. fight response, and aggression. (474-475 and lecture)

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16) Regarding the Harlow rhesus monkey study, what was the prevailing view of mother-child attachment prior to this study? Describe the two types of artificial mothers used in the study. Be able to describe the general results of the studies in regards to preference and physiological functioning. (476 and lecture)

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 Prior to the study, he believed that attachment was because they provided them with food. *The 2 types of "mothers" were WIRE: provided food, and CLOTH: provided warmth and fonfort. *All the monkeys spent time with cloth mom. They developed an attachment to the cloth mom that was almost identical to normal atachment.**However, they did not interact with other monkeys, became agressive, and didnt mate.They were impregnated but monkeys didnt care for thier babies.

17) According to Harlow, what three factors predicted attachment? (lecture)

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3 factors: 

• contact confort- Pleasure gained from being touched and held
• Warmth
• Motion

18) What is contact comfort? (476)

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        Pleasure gained by being touched and held

19) What implications did Harlow’s study have for the care of human infants? (lecture)

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•  Do not have to be biologically related to show confort effectively
• "mothers touch" not directly related to adjsuted individuals

20) What type of development did Jean Piaget study? (482)

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Swiss psychologist who studied how the minds of children developed as they grow older. She studied Cognitive Development.

21) According to Piaget, what are the two ways that cognitive schema are modified? Be able to distinguish between those two methods. (482)

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• Assimilation- when a new experience matches an existing schema, so the schema stays the same
• Accommodation- when a new experience does NOT match existing schema, so the schema has to be modified.

22) If given examples of children’s thinking, be able to classify them according to Piaget’s stages. (482-484)

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4 MAJOR STAGES OF COGNITIVE DEVELOPMENT:

• Sensorimotor statge ( Birth to age 2)
• Preoperational stage ( Ages 2 to 7)
• Concrete Operations stage (Ages 7 to 12)
• Formal Operations stage (Ages 12 through adulthood)

23) According to Piaget, what is the first cognitive stage that humans go through? During this stage, how do infants think about their world? What is the major accomplishment of this stage? (482) *

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 1st: Sensorimotor Stage (birth to 2)

• Children learn about the world thoughout their body movements and senses
• Chlidren are born with reflexes, which are unlearned responses to certain stimuli.

24) Be able to define and give an example of object permanence. (482)

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Realizing that things still exist when not in sight

• As the child progresses through this stage, they will soon grasp that just because you can't see it or touch it, doesn't mean it isn't there.
•  Depth perception

25) What is Piaget’s second cognitive stage? What type of thought becomes possible during this stage? What are children unable to grasp during this stage? (483)

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2nd: Preoperational Stage (2-7)

• Children learn that some things can symbolize other things    * pushing a block of wood while making motor noises can symbolize a car * A doll = real baby thats fed
• BAD: *focused on limitations of children's thinking. *unable to perform operations. 
• 2 FLAWS:  *Egocentric- dnt understand people dnt see what they do and *Centration-foucus on 1 aspect

26) What is reversibility? What is conservation? (483 and lecture)

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*Reversibility:The understanding that many things can return to their original stage when changed ( clay=sculpture or pile)

*Conservation: The understanding that a given quantity of matter does not change if it is rearranged ( stack of coins knocked down it would still be coins)

27) What is Piaget’s third cognitive stage? With regards to the aspects of a stimulus, what differs between this stage and previous stages? (484)

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3rd: Concrete Operation (7-12)

• Children's thinking is still grounded in concrete experiences nad concepts, but they can now understand
• differences is conservation, reversibility, causation

28) What is Piaget’s final cognitive stage? What type of reasoning emerges at this age? Note that you’ll need to understand what this type of reasoning means. (484)

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 4th: Formal Operations Stage (12+)

• The adolescent is able to apply logical thinking to hypothetical problems
• Teenagers are capable of abstract reasoning
• can compare and classify ideas
• can reason about situations not experienced
• can think about the future
• can search systematically for solutions

29) How does Piaget’s view of development and the sociocultural view of development differ? (484)

Evaluating Piaget’s theory

•Stage changes are neither as clear cut nor as sweeping as Piaget thought.

•Children sometimes understand more than Piaget thought.

•Preschoolers are not as egocentric as Piaget thought.

•Cognitive development depends on the child’s education and culture.

•Piaget overestimated the cognitive skills of many adults.

30) What perspective did Erik Erikson popularize? (500-501)

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31) What is emerging adulthood? (503 and lecture)

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Development of new concepts because cultural norms have changed over time.