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| mental categories in which we place objects, activities, abstractions, and events that have essential features in common. (chairs example) |
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| most typical or familiar example of a category (ex. won't think of weird type of chair) |
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| a knowledge structure consisting of any organized body of stored information. (Ex. types of evidence, rules for line-ups) |
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| putting concepts together, statements that express ideas (ex. Cyclones rule.) |
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| coherent configurations of any organized body of stored information (ISU - what you know about ISU, etc.) (two types) |
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| a mental representation of a familiar sequence of activity (ex. you pay for meal at the end when at a restaurant) |
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| a systematic, step-by-step, problem solving strategy that is guaranteed to produce a solution (ex. Math problems,bike locks/SLOW but accurate) |
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| the solution seems to pop to mind all of a sudden "Aha!" (riddles) |
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| often occurs after taking a break from a thorny problem (study breaks work) |
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| a rule of thumb, shortcut, or a general problem solving strategy that we apply to a certain class of situations (ex. bike lock, unscramble letters to make word) |
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| judging the likelihood of events based on their availability in memory (ex. if instances come to mind easier, they must be more common) |
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| a tendency to search for information that supports our preconceptions and to ignore or distort contradictory evidence (ex. Michael Morton case) |
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| clinging to one's initial conceptions after the basis on which they were formed has been discredited (ex. no one believed Michael Morton was innocent) |
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| a person maintains a starvation diet despite being significantly underweight. |
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| a person alternates binge eating with purging or fasting |
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| desire to master a task and learn new knowledge and skills |
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| a competitive orientation that focuses on being judged favorably relative to other people. |
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| one works to avoid negative judgments by oneself or others |
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| Maslow's Hierarchy of Needs (in order) |
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Definition
| 1. Physiological needs 2. Safety needs 3. Belongingness and Love needs 4. Esteem needs. 5. Self-actualization needs 6. Self-transcendence needs |
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| Regulatory Strength Model |
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Definition
| self-control consumes resources, making us less able to exert self-control |
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| self-control is like a muscle, weakens with use |
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| Implementation Intentions |
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| "action plans that specify when, where, and how" the specific steps will proceed |
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| imagine the fulfillment of a goal, then reflect on obstacles to fulfillment (devise specific plans to address obstacles) |
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| 2-Factor Theory of Emotion |
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| our subjective emotional states are determined, at least in part, by the cognitive labels we attach to feelings or arousal |
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| norms that regulate the appropriate expression of emotions (may be influenced by gender, roles, or positions) |
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| our happiness is relative to our prior experience (ex. lottery winners go back to old happiness) |
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| Relative Deprivation Principle |
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| (social comparison) happiness is relative to other's attainments or experience |
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Definition
| the tendency to underestimate our capacity to be resilient in responding to difficult life events ("Psychological Immune System") |
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| Focus too much on central aspect of an event (breakup) and neglect other aspects of the event or the impact of other events (family, friends love you) |
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| another name for Adaptation-Level principle |
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| any circumstance that threaten or are perceived to threaten one's well-being and that thereby tax one's coping abilities |
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| ("Microstressors") repeated irritations of everyday life |
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| situations that continue over a long period of time (ex. living in high crime area) |
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| short duration and clear endpoint stress (ex. exams) |
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| Brain-Derived Neutropic Factor |
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Definition
| a protein in the nervous system that promotes survival, growth, and formation of new synapses |
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| Openness to Experience. Conscientiousness. Extraversion. Agreeableness. Neuroticism. |
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| influential theory of personality traits (OCEAN) |
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| "it", most primitive portion, basic biological urges/ Pleasure principle (max. pleasure, min. pain) |
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| derived from and serves Id/ Reality principle (devil) |
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| conscience (Angel), controls ego with rewards and punishments |
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| pressure builds up and must be released (from unacceptable urges/ desires being repressed) |
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| how people perceive themselves and their world, in their own words |
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| the tendency to attribute failure and other bad events to external circumstances, but to attribute success and other good events to self |
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| an attempt to understand and explain how the thoughts, feelings, and behavior of individuals are influenced by the actual, imagined, or implied presence of others |
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| efforts by one or more individuals to change the attitudes or behavior of one or more others |
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| a form of social influence in which one or more persons accepts direct request from one or more others |
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| Foot-in-the-door Technique |
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| a smaller request is followed by a bigger one |
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| a two step compliance strategy in which the influencer secures agreement with a request by understating its true cost |
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| a form of social influence in which one individual issues orders to another to behave in a specific way |
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| individuals experience pressure to adhere to existing social norms |
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| a general rule of conduct reflecting standards of approval and disapproval |
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| Informational Social Influence |
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Definition
| conformity motivated by the belief that others are correct |
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| Normative Social Influence |
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Definition
| conformity motivated by a fear of social rejection |
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| Fundamental Attribution Error |
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Definition
| the tendency to underestimate the role of the situation and overestimate the role of personal factors in explaining other people's behavior |
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| Diffusion of Responsibility |
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Definition
| the presence of others makes us feel less personally responsible to help (step 3) |
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| Audience Inhibition Effect |
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Definition
| the presence of others in a helping situation retards the likelihood of helping (feel embarrassed if intervene) |
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| Negative State Relief Model of Helping |
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Definition
| may fail to help because self-focused on own needs, but may help to make themselves feel better |
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| Social Learning Theory of Aggression |
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Definition
| observing others behave aggressively can enhance a person's tendency to behave violently |
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| if near a weapon, will give more shocks than if next to an umbrella (cognitive associative networks) |
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| loss of self-awareness and self-restraint occurring in situations that foster arousal and anonymity |
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| the presence of others may influence our decision about whether or not a situation is an emergency |
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| negative attitudes held towards members of a group |
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| behaving differently, usually unfairly, toward the members of a group |
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| categorize people into social groups |
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| widely held beliefs that people have certain characteristics because of their membership in a particular group |
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| stingy (categorization aids memory, inference/ helps us conserve cognitive resources) |
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| we pay attention to people's behavior that confirms our stereotypes and ignore behavior that disconfirms it |
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| shifting the boundary between "us" and "them" so that persons previously seen as belonging to outgroups, work together and intregrate |
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Term
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| 1. ingroups are an important source of self-evaluation. 2. threats to self can lead to biased evaluations of outgroup members. 3. negative evaluations of outgroups can enhance self-esteem. |
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| prejudice and hostility were reduced when two groups of boys had to work together to accomplish common goals |
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| each student had to contribute to project and ended up integrating |
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| focus on salient objects in a display and separate them from center, breaking objects into component parts (ex. particular elements of duck) |
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Definition
| focus on entire scene and relations among objects in scene, maintain focus on the whole and context |
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| Fundamental Attribution Error |
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| Americans: individual is most important source of behavior. E. Asians: situational factors when explaining behavior |
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| being able to separate objects from each other |
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| not being able to separate objects from each other |
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| example of field independence (rod inside frame and both rotated, make rod vertical) |
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