Bernstein et al., Psychology, 6/e Learning Objectives

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Psychology, Sixth Edition
Douglas A. Bernstein - University of South Florida and University of Southampton
Louis A. Penner - University of South Florida
Alison Clarke-Stewart - University of California, Irvine
Edward J. Roy - University of Illinois at Urbana-Champaign

Learning Objectives
Chapter 8: Cognition and Language

Define cognitive psychology. (see introductory section)
Describe the core functions that form a circle of thought. (see The Circle of Thought)
Define information-processing system and thinking. Discuss the relationship between information-processing systems and decision making in humans. (see The Circle of Thought)
Define mental chronometry and reaction time. Describe the factors that influence reaction time. (see Mental Chronometry)
Define evoked brain potential. Discuss the use of evoked brain potential in the study of mental chronometry. (see Evoked Brain Potentials)
Describe neuroimaging techniques and how they are useful in studying information-processing. (see Neuroimaging)
Define concept. Describe the difference between formal and natural concepts and give an example of each. Explain the role of prototypes in natural concepts. (see Concepts)
Define propositions, schemas, scripts, and mental models and describe their role in the thinking process. (see Propositions; see also Schemas, Scripts, and Mental Models)
Define cognitive maps, and discuss their use and the biases that distort them. Describe the manipulation of mental images. (see Images and Cognitive Maps)
Define reasoning, formal reasoning, algorithms, rules of logic, and syllogisms. Discuss the causes of errors in logical reasoning. Describe cultural differences in formal reasoning. (see Thinking Strategies)
Define informal reasoning and heuristics. Describe and give an example of the anchoring, representativeness, and availability heuristics. (see Informal Reasoning)
Describe the problem-solving strategies: means-end analysis, working backward, and analogies. (see Strategies for Problem Solving)
Explain why multiple hypotheses, mental sets, functional fixedness, confirmation bias, and lack of attention to negative evidence can hinder problem solving. Give an example of each. (see Obstacles to Problem Solving)
Explain why an "expert" is better at solving problems. Explain why experts use chunking more efficiently than novices do. Discuss the dangers of being an expert when solving problems. (see Building Problem-Solving Skills)
Define artificial intelligence, symbolic reasoning, and neural networks. Describe how expert systems can be used. (see Problem Solving by Computer)
Give an example of a multiattribute decision. Define utility and expected value, and explain their role in the decision-making process. (see Evaluating Options)
Describe the sources of bias and flaws in decision making in regard to perceptions of utilities, losses, and probabilities. Be sure to include loss aversion and gambler's fallacy. (see Biases and Flaws in Decision Making)
Describe naturalistic decision-making. Define situation awareness. (see Naturalistic Decision Making)
Describe the impact of groups on decision making. Outline the typical discussion patterns in groups trying to make a decision. Define group polarization, and list the factors that improve or impair group decision making. (see Linkages: Group Processes in Problem Solving and Decision Making)
List the components of language. Define language symbols and grammar. (see The Elements of Language)
Define phoneme, morpheme, and words. Give an example of the phonemes and morphemes in a word. (see From Sounds to Sentences)
Define syntax and semantics. Explain how syntax and semantics help us comprehend language. (see From Sounds to Sentences)
Define surface structure and deep structure. Describe the surface and deep structures of a particular sentence. (see Surface Structure and Deep Structure)
Discuss the role of top-down processing, context, scripts, conventions, and nonverbal cues in the comprehension of language. (see Perceiving Words and Sentences)
Describe language development in children. Define babblings, the one-word stage, telegraphic speech, and complex sentences. (see The Development of Language)
Discuss the roles of conditioning, imitation, nature, and nurture in language development. (see How Is Language Acquired?)
Describe the impact of a bilingual environment on the development of language abilities. (see Bilingualism)
Discuss the controversy surrounding the question, "Can nonhumans use language?" and describe what conclusions are reasonable given the evidence so far. (see Thinking Critically: Can Nonhumans Use Language?)
Discuss the relationship among language, culture, and perception. (see Culture, Language, and Thought)





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