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more than just abstract measure of attitudes, a predictor of how we would act in spontaneous situations |
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describing a face impairs you otherwise effortless ability to recognize a face; left hemisphere(verbal), right hemisphere(visual) so when asked to describe something your brain must from left to right |
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What is Insight and insight problems |
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with logic problems, explaining yourself helps, but with insight problems, this wrecks you Example: ask professional basketball player to take 10 second prep time before shooting a free throw, they do worse |
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expertise (thin/ slicing) |
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How does choice influence consumer decision making |
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Truly successful decision making relies on a balance between deliberate and instinctive thinking |
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More on consumer choice influence |
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-choice is bad when dealing with minor options -too many choices paralyze the consumer -What you’re striving to do is get to the point that your unconscious is an expert and you’re attempting to only use deliberation when necessary |
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Sensation transference experiment |
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strong consumer preference for a low quality brandy over a high quality but equally expensive brandy |
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looks good, taste good (people base things off of presentation) |
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Influence of expertise on cognition |
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people who are experts in various fields tend to be able to overcome these biases |
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Reason for expertise on cognition |
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as we become more of an expert in something, our taste grows more esoteric and complex |
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why is it difficult to gage public reaction to new and different things |
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-people have a tendency to think of things that are different as ugly -things that are new and different are often thought of as bad by the general public -we dont know how to consciously explain our feelings, experts dont have this problem |
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Examples of influence of extreme arousal on cognition |
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Amadou Diallo shot by police 41 times while reaching for his wallet |
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3 fatal mistakes of influence on extreme arousal on cognition |
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-rapid cognition- continually make predictions and interference about what others are thinking/feelin/doing -werent able to read mind and acted only on their instincts -assumed dangerous |
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for heightening performance occurs when the heart beats at a rate between 115 and 145 bpm; at 175 total breakdown of cognitive processing, forebrain shuts down and the mid brain takes over |
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5 reasons cognitive psychologist are interested in the study of language |
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-unique form of abstraction which heart of cognition -major impact on the form of representation of information in memory -the chief form of human information exchange -one means to think about external events internally -influences perception, which we obtain the basic data for cognition |
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study the structure of language, developmental psychologist, how we learn to use things |
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psychologist study language use; cognitive psychologist, interested in language performance, linguistics interested in language competency |
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phonemic syntactic semantic pragmatic |
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Phoneme- a single speech sound that can be represented by a single symbol, the basic unit of spoken language |
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smallest unit of meaning, combining morphemes produce words, but there are rules governing combinations |
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every language has a different syntax though many syntaxes are similar(spanish and portuguese) |
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the study of the meaning, words to convey meaning; psychologist are most interested in this level of language as this the point where information transmission occurs |
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the least studied aspects of language |
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consisted of both phrase structural rules to create utterances and transformational rule to modify utterances |
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3 ideas that compromise linguistic (transformational grammar) |
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surface structure is the outward apperance of utterance -deep structure is the underlying form (meaning)of an utterance -transformation rules can be used to change either surface or deep structure (meaning can be realized in many different way, no previous theory captured this idea) |
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the three ideas that chomsky referred to |
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the outward appearance of an utterance |
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underlying form(meaning) of an utterance; we dont remember what was said we remember the meaning |
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multiple word meaning probably occurs rapidly; selection of appropriate meanings follows shortly thereafter |
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lexical access (multiple word meanings initially accessed) experiment |
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read a sentence “they need a new sink,” pronounce a probe word that follows directly after, “tap” (noun related swim) and “swim” (verb related) |
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People spend the most time at the beginning and end or passages, and less time on sentences in the middle |
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First and last, disambiguate the preceding word; reading a story about a band then see the word bass, read it as base or pause |
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Broca’s aphasia (anterior or expressive aphasia) |
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results from a lesion in anterior region of the brain, tip of the tongue phase: speech is halting and labored due to damage to parts of the brain that handle production, normal IQ: think normally, but can never find the right words, better to have this kind coming out of it |
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Wernicke’s aphasia (posterior) |
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results from lesions to temporal or parietal cortex, posterior region, receptive or fluent aphasia, its victims have problems understanding, yet produce, fluid, meaningless utterances, speech is word salad |
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a deficit in the ability to produce and comprehend grammatical sentences is also apparent in the aphasics (Broca’s aphasia) |
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Why are 7 year olds impacted by phonological similarity when 3-5 year olds |
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3-5 years old, not impacted by phonological similarity between the names of the items (production deficiency) -The words sound the same so 7 year olds used that as a memory strategy |
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The relationship between cerebral shrinkage and age |
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Shrinkage in specific brain regions with significant individual differences -Hippocampus (memory) and cerebellum in particular showed acceleration trends -“Superagers” 10% of the population, at 80 have cortex levels similar to that from the 50-65 age group -Education is NOT a factor |
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the processes we use to think about evidence, make influences, and reach conclusions; a form of higher order cognition |
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What are the subcomponents of judgment |
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Induction deduction normative models descriptive models heuristics |
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a situation in which one begins with specific facts/observations and draws some general conclusion to them; detective using clues, bottom-up process |
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a situation in which one begins with some general statement and figures out what specific claims reasonably follow from it; syllogisms all men are mortal, Socrates is a man, therefore Socrates is mortal, top-down process |
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how things ought to go; what people should do; provides baseline to compare actual performance… more the domain of statisticians |
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how things are; what people actually do; what cognitive psychologists are interested in, involves strategy selection |
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availability, representativeness, simulation, biases: hindsight (knew it all along), confirmation, and anchoring |
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based on ease of retrieval, if instances come quickly to mind, they are likely to be frequent in experience (frequency and recent) |
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a short cut; a strategy that risks error to gain efficiency (speed) |
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we are more alert and more responsive to evidence that confirms our beliefs/conclusions than to evidence that might challenge them (prejudice) --easier to process information that is consistent with our beliefs rather than opposed to them |
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processing is influenced by your starting point; 80% art students vs. 20% technical students, all other information in the story is irrelevant |
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assume that each member of a category is a representative of that category and has all its traits, “seen one, seen ‘em all,” (stereotype), be able to draw conclusions from a quite small sample |
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mentally modeling a possible event, and basing likelihood on that model; we usually use representative heuristic unless causal information is provided, in which case we switch to this |
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subjects seem to approach these issues like a detective would treat a suspect (with more info, likelihood of guilt increases), the more we know about someone the more likely we are to ascribe to specific beliefs relative to general ones |
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Four main features of all problems |
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-A goal or description of what constitutes a solution -A description of objects relevant to achieving a solution -A set of operations or allowable actions toward a solution -A set of constraints not to be violated |
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strategy in reformulation |
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a tendency to repeat a solution process that has succeeded previously, people tend to stick with a set solution even when an easier one is available (water jar problems) |
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treating an object as having only one function; not thinking creatively (mounting a candle to the wall) |
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a new solution to an old problem, when it has never been solved before, and when we recognize it as such |
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Four steps to the creative process |
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Preparation= setting aside Incubation= setting aside Illumination= achieving insight Verification= checking solution |
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some sort of time away from thinking or interruption seems to help with problem solving |
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Interruption helps because… |
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Recovery from fatigue -Forget inappropriate approaches -Reorganization -Breaking out of inappropriate mental set |
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the finding that reaction times are faster when stimulus and response occur at the same location (same visual/response field) |
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How to improve the comprehensibility of messages |
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Physical change from male to female voice is novel and easy to detect -Details given with minimum negation -Details are repeated in an easy to understand way (influences memory) -Message is given as though from an authoritative figure (gets people to listen) and reasons are given for instructions |
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How and why cell phone use affects driving |
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It’s the cognitive demands, not the physical ones, that are dangerous |
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How cognition is manipulated in advertising |
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-Most important predictor of the success of an advertisement is repetition (occurring over a long period of time… disturbed practice) -Incorrect inferences often occur -Distinctiveness, so the signal stands out amongst noise -Standard add time reduced from 45 to 30 seconds |
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Speed reading, is it possible |
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-Speed reading is NOT possible -The eyes cannot take in 1500 wpm no matter what -Can teach you how to identify and skip unimportant stuff, which in turn could speed up overall reading |
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The influence of setting goals on performance |
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People perform better when they set high goals (90% correct on the test) relative to standard goals (do my best), this has been shown to work in the workplace too |
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-How underlining information affects memory |
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Taking notes in class or underlining in books does NOT help on tests unless you study them later -Just the process of doing this does not ensure success or enhanced attention |
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Cognitive shortcuts to determining brain laterality |
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-Almost all right handers are left verbal -Lefties make up 8% of the population, about 60% are verbal left, 40% reversed -Laterality influences handwriting, especially amongst lefties (normal or hookers) |
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believe family members are imposters, no emotional arousal when view photos of them |
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stroke in parietal lobe, one visual field no longer matters |
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