psych 1101, Week 8 Notes
psych 1101, Week 8 Notes PSYCH 1101 C
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PSYCH 1101 C
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This 4 page Class Notes was uploaded by Jasmine Cole on Sunday October 16, 2016. The Class Notes belongs to PSYCH 1101 C at Georgia State University taught by Dr. Kristy Sorenson in Fall 2016. Since its upload, it has received 2 views. For similar materials see Introduction to Psychology in Psychology (PSYC) at Georgia State University.
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Date Created: 10/16/16
Psychology SSN WK 8 Chapter 9: Intelligence Alfred Binet- trying to determine school ability to learn/ intelligence from the school. Compared what the ability of the age of the person could do compared to others of the same age. (France) Lewis Terman- he took Binet’s test over to the US, but altered it to make it work. Intelligence- mental potential to learn from experience, the ability to solve problems, and the ability to use knowledge to adapt to new situations Intelligence Quotient (IQ) = (Mental Age/Chronological Age) X 100 Spearman o General Intelligence (g)- all intelligence has one cause. o The specific ability (S)- usually is correlated to other tests of skills Wechsler: o Wechsler Adult Intelligence Scale (WAIS) o Most widely used o Wechsler Intelligence- normal curve Normal Curve Reliability- you’ll get the same results every time. Validity- you know what you're testing. Emotional Intelligence Perceiving emotions- recognize them. Understanding emotions- predict what kind of emotion will appear. Managing emotions- the ability to express them/show other people what you are feeling. Using emotions- putting them to creative use. Theories of Multiple Intelligences Gardner’s eight intelligences o Linguistic, logical, musical, spatial, kinesthetic, intrapersonal, interpersonal, naturalist Sternberg’s 3 intelligences o Analytical Intelligence- book smart, memorize, be able to communicate the information o Creative Intelligence- being able to use something in a unique way, or come up with a unique solution. o Practical Intelligence- street smarts, knowing what to do in real life situation with no rule book, or obvious steps to take. Heredity and Environment Your genes give you a wide set to what your IQ would be, but then your environment influences the IQ to where it lies. Chapter 7: learning Learning- acquiring new information and is a “relatively permanent change”. Classical conditioning (association learning)- respondent behavior- putting 2 stimuli becoming associated together. (event + event) 2 Operant conditioning (association learning)- operant behavior- associating a behavior with a consequence. (your action + outcome) Cognitive learning- lots of different types and has to deal with thinking. ex. observational learning- observe and learn. Pavlov Studied digestive system; first Russian Nobel Prize (1904) –saliva produced by dogs via dog chamber using foods, scents, etc. Demonstrated associative learning vie salivary conditioning. Dogs started salivating before food was in mouth, they salivated when they saw the person who usually gave them food. Classical conditioning: Before conditioning An unconditioned stimulus(US) produces an unconditioned response(UR). (presenting dog food and her salivates) A neutral stimulus(NS) produces no salivation response. (a tone, “ring”, not associated with anything, doesn’t produce saliva or response from the dog) During Conditioning: The unconditioned stimulus(US) repeatedly presented just after the neutral stimulus(NS). The unconditioned stimulus(US) to produce an unconditioned response(UR). (use a tone, “ring”, and associate it with food, so the dog salivates with the ring and food present.) After conditioning: 3 The previously neutral stimulus alone now produces a conditioned response(CR), thereby becoming a conditioned stimulus(CS). (the tone, “ring”, with no presence of food, now causes the dog to salivate.) Acquisition- putting the two stimuli together (NS+US) and having the association grow stronger. Extinction- the conditioned stimulus(CS) appears and never shows up with the unconditioned stimulus(US). Pause after extinction. After pause, spontaneous recovery of conditioned response, then extinction (CS alone). Classical conditioning: Generalization- when a stimulus is like the conditioned stimulus and causes the same response. Discrimination- a similar stimulus(CS) does not trigger the response. 4