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PSYC 100 - Study Guide

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PSYC 100 - Study Guide

School: University of Maryland - College Park
Department: Psychology
Course: Social Psychology
Professor: Dylan Selterman
Term: Spring 2016
Tags: Intro to Psychology, Psyc100, Study Guide, and Psychology
Name: Study Guide Psych100 Exam 1
Description: These notes answer all the study smart questions for exam 1.
Uploaded: 02/03/2017
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background image PSYC100 Exam 1 Study Smart Questions Module 1: Question 1:  Imagine that four alien scientists have been studying humans as they experience various 
aspects of life. Think about how these alien scientists would study each of the following 
human experiences, drawing on the ABC’s of psychology (affectbehavior, and cognition). 
(01­A)
Love o Affect: happy, obsesses, in “love” o Behavior: kind to those you love, sacrifice for loved ones o Cognition: loved ones are a priority and think of them when make decisions  Depression o Affect: sad, melancholy, unmotivated o Behavior: isolation, not going out or having fun, crying, suicide o Cognition: think you’re not good enough Happiness o Affect: bubbly, smiley, “good mood” o Behavior: nice things for people, going out, having fun o Cognition: nice happy thoughts Motivation o Affect: determined, focused o Behavior: goal­oriented activities  o Cognition: goal­oriented thoughts and decisions Question 2: When it comes to students’ own perceptions of intelligence, learning and academic 
performance, what is the difference between "fixed" and "growth" mindsets? (01­B)
How did Dweck scientifically demonstrate that changing the mindset of seventh graders 
can change their academic performance?  Be clear about the methodology and results.
Fixed mindset:  o don’t think you will improve o doesn’t show reach potential o gives up easily o ignores useful criticism  o avoids challenges o threatened by success of others
background image Growth mindset:  o think you can improve o showed great improvement o embraces challenges o perseveres  o learns from criticism  Dweck o 2 randomly assigned group of 7 th  graders that were all struggling in math one taught that brain can grow smarter and forms new connections each 
time it learns something new
they did better b/c changed attitude  Question 3:  Why would people use self­handicapping to protect their ego? How is self­handicapping 
connected with someone’s self­esteem? What research evidence is there that self­
handicapping occurs?  Be clear about the methodology and results. (01­F)
minimizes their abilities so they can blame poor performance on handicap instead of 
realizing they might not be great at performing 
scared to look bad or seem incompetent  response to anticipated loss of self­esteem experiment: o people who succeeded in task before were offered performance­hindering or  performance­enhancing drugs o those who did not expect to do well again took the performance­hindering drug to  protect their self­esteem o success was rigged: some had test with 16:4 ratio of unsolvable:solvable or vice  versa o those that self­handicapped were protected from failure and protected their belief  that their first success had been their own o Berglas & Jones (1978) gave participants either an easy or impossible task and,  regardless of their performance, told everyone that they had performed very well.
 Before attempting the task again, those that had been given 16 impossible 
problems chose to take the performance­hindering drug.
Question 4:  Why would stereotype threat detract from performance in some courses? (01­G) What are some evidence­based ways to reduce the threat?
background image People are concerned that their performance might confirm negative beliefs about their 
group
Teaching that they their group CAN perform well is a way to mitigate it o Changing the mindset Question 5: Why is distributed practice more effective than "studying a lot" for an exam? (01­D) Why does being tested help students learn?  What is the research evidence that supports 
the Testing Effect?  Be clear about the methodology and results.
Distributed studying trains the brain to hold and use information  o Same concept as practicing a sport or instrument  Practice tests train the brain to access info and use it Research evidence on the testing effect: o Students given 7 minutes to study a passage of text o Randomly assigned to 2 groups  o One group had another 7 min to study, other group got a practice test o First group did better on test that was 3 min later o Second group did better in long run on tests 2 days and one week later Module 2: Question1: What is a heuristic?  Why do we need them?  Give examples to 
demonstrate how specific heuristics work to fulfill that need. (02-C
)
Heuristic – mental shortcuts so we can make decisions automatically 
w/ little cognitive effort
o Lighten cognitive load so we can use cognitive power for more  important things  Availability heuristic – perception changes b/c hear a lot about it o Ex. Hear about a lot about rapes on campus so are scared to  walk alone at night o Ex. Murders seem common since hear so much about them Representative heuristic – perception changes b/c of stereotype  o Ex. Frat bros wear snapbacks and vineyard vines/Patagonia 
o Ex. More expensive items are better quality

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School: University of Maryland - College Park
Department: Psychology
Course: Social Psychology
Professor: Dylan Selterman
Term: Spring 2016
Tags: Intro to Psychology, Psyc100, Study Guide, and Psychology
Name: Study Guide Psych100 Exam 1
Description: These notes answer all the study smart questions for exam 1.
Uploaded: 02/03/2017
9 Pages 139 Views 111 Unlocks
  • Better Grades Guarantee
  • 24/7 Homework help
  • Notes, Study Guides, Flashcards + More!
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