Study Notes
Study Notes 1102
Study Notes
PSYC1102 1
Study Notes 1102
Thinking Critically Hindsight Bias Overconfidence Over generalisation / illusory correlation
The “I knew it along along” phenomenon. We tend to think we know more than we do We see one vivid instance as more likely to occur than it actually is.
Self-fulfilling prophecy
We try to confirm our beliefs rather than disproving them.
False Consensus Effect
Tendency to overestimate the extent to which others share our beliefs and behaviours
Availability heuristic
More vivid and easily recalled examples bias us to believe these instances are more likely to occur
Post hoc fallacy Correlation:
After this therefore because of this Coefficient – a statistical measure of the extent to which two factors vary together and how well either factor predicts the other. Reasons for correlation: One has a direct causal relationship with the other One has an indirect causal relationship with the other Because both are the result of another completely different cause or set of causes.
Developing Through the Life Span (Chapter 12) Infant research methods
Vision
Taste Smell development Piaget
2
Investigators study infant’s getting habituated to objects over some duration of time. New objects are paid more attention than habituated ones, showing learning. Developing brain overproduces neurons, peaking at about 28 billion then is pruned at birth to 23 billion. Newborns can focus on objects between 10cm and 75cm from their face at birth. 20/600 vision at birth. Changes to 20/20/ by 6 months. Binocular vision develops at 14weeks. Depth perception develops by about 6 months but becomes evident at 2 months. 2 hour old newborns had distinctive reactions to sweet, sour, salty and bitter tastes. Taste preferences begin to develop at around 3 to 4 months One week old infants can recognise their mother’s smell. By four months infants can categorise By six months infants tend to categorise gender. Driving force behind intellectual development if our biological development midst experience with the environment. Our cognitive development is shaped by errors we make. Each stage reflects a qualitative change – not a quantitative stage. Stepwise instead of
Study Notes
PSYC1102 1
Study Notes 1102
Thinking Critically Hindsight Bias Overconfidence Over generalisation / illusory correlation
The “I knew it along along” phenomenon. We tend to think we know more than we do We see one vivid instance as more likely to occur than it actually is.
Self-fulfilling prophecy
We try to confirm our beliefs rather than disproving them.
False Consensus Effect
Tendency to overestimate the extent to which others share our beliefs and behaviours
Availability heuristic
More vivid and easily recalled examples bias us to believe these instances are more likely to occur
Post hoc fallacy Correlation:
After this therefore because of this Coefficient – a statistical measure of the extent to which two factors vary together and how well either factor predicts the other. Reasons for correlation: One has a direct causal relationship with the other One has an indirect causal relationship with the other Because both are the result of another completely different cause or set of causes.
Developing Through the Life Span (Chapter 12) Infant research methods
Vision
Taste Smell development Piaget
2
Investigators study infant’s getting habituated to objects over some duration of time. New objects are paid more attention than habituated ones, showing learning. Developing brain overproduces neurons, peaking at about 28 billion then is pruned at birth to 23 billion. Newborns can focus on objects between 10cm and 75cm from their face at birth. 20/600 vision at birth. Changes to 20/20/ by 6 months. Binocular vision develops at 14weeks. Depth perception develops by about 6 months but becomes evident at 2 months. 2 hour old newborns had distinctive reactions to sweet, sour, salty and bitter tastes. Taste preferences begin to develop at around 3 to 4 months One week old infants can recognise their mother’s smell. By four months infants can categorise By six months infants tend to categorise gender. Driving force behind intellectual development if our biological development midst experience with the environment. Our cognitive development is shaped by errors we make. Each stage reflects a qualitative change – not a quantitative stage. Stepwise instead of
