The Language of Composition - AP English Language - Chapter 1 Flashcards
Terms : Hide Images
| 14682977006 | Audience | The listener, viewer, or reader of a text. Most texts are likely to have multiple audiences. | 0 | |
| 14682981384 | Refutation | Addresses the counterargument. It is a bridge between the writer's proof and conclusion. | 1 | |
| 14682986343 | Concession | An acknowledgement that an opposing argument may be true or reasonable. | 2 | |
| 14682989792 | Connotation | Meaning or associations that readers have with a word beyond its dictionary definition, or denotation. These are often positive or negative, and they often greatly affect the author's tone. | 3 | |
| 14683008329 | Context | The circumstances, atmosphere, attitudes, and events surrounding a text. | 4 | |
| 14683011111 | Counterargument | An opposing argument to the one a writer is putting forward. Rather than ignoring this, a strong writer will usually address it through the process of concession and refutation. | 5 | |
| 14683021002 | Ethos | Greek for "character." Speakers appeal to these to demonstrate that they are credible and trustworthy to speak on a given topic. These are established by both who you are and what you say. | 6 | |
| 14683028628 | Logos | Greek for "embodied thought." Speakers appeal to this, or reason, by offering clear, rational ideas and using specific details, examples, facts, statistics, or expert testimony to back them up. | 7 | |
| 14683038631 | Occassion | The time and place a speech is given or a piece is written. | 8 | |
| 14683042225 | Pathos | Greek for "suffering" or "experience." Speakers appeal to this to emotionally motivate their audience. More specific appeals to tis might play on the audience's values, desires, and hopes, on the one hand, or fears and prejudices, on the other. | 9 | |
| 14683056852 | Persona | Greek for "mask." The face or character that a speaker shows to his or her audience. | 10 | |
| 14683060229 | Polemic | Greek for "hostile." An aggressive argument that tries to establish the superiority of one opinion over all others. These generally do not concede that opposing opinions have any merit. | 11 | |
| 14683070598 | Propaganda | The spread of ideas and information to further a cause. In its negatie sense, this is the use of rumors, lies, disinformation, and scare tactics in order to damage or promote a cause. | 12 | |
| 14683077940 | Purpose | The goal the speaker wants to acheive. | 13 | |
| 14683080566 | Rhetoric | Aristotle defined rhetoric as "the faculty of observing in any given case the available means of persuasion." In other words, it is the art of finding ways of persuading an audience. | 14 | |
| 14683117478 | Rhetorical Appeals | Rhetorical techniques used to persuade an audience by emphasizing what they find most important or compelling. The three major _______ are to ethos, logos, and pathos. | 15 | |
| 14683126753 | Rhetorical Triangle (Aristotelian Triangle) | A diagram that illustrates the interrelationship among the speaker, audience, and subject in determining a text. | 16 | |
| 14683130228 | Speaker | The person or group who creates a text. This might be a politician who delivers a speech, a commentator who writes an article, and artist who draws a political cartoon, or even a company that commisions an advertisement. | 17 | |
| 14683137989 | Subject | The topic of a text. What the text is about. | 18 | |
| 14683140312 | Text | While this term generally makes the written word, in the humanities it has come to mean any cultural product that can be "read" - meaning not just consumed and comprehended, but investigated. This includes fiction, nonfiction, poetry, political cartoons, fine art, photgraphy, performances, fashion, cultural trends, and much more. | 19 |
Flashcards
Flashcards
Flashcards
Flashcards
Flashcards
Period 5 Themes AP World History Flashcards
Terms : Hide Images
| 13943348368 | Humans and the Environment | - industrialization increased human impact on environment - increased levels of pollution - need for natural resources strained the environment - industrialization permitted major earth-shaping engineering projects (Suez Canal, Panama Canal) - industrial era transportation contributed to global migration and distribution of disease (emigrants, tuberculosis, cholera) | 0 | |
| 13943368457 | Culture | - "The Enlightenment" prompted rational inquiry - questioning led to massive political changes - public education became normal - new trends of art and literature emerged - affordable innovations involved machine power, fossil-fuel, energy, electricity -globally adopted western culture - Nationalism and racial superiority | 1 | |
| 13943390695 | State Building, Expansion and Conflict | - revolution and reform towards democratization - U.S. broke away from England and became super power - Spanish and Portuguese freed - technological, economic and military rise altering balance of global power - modern political and economic ideologies of conservatism, liberalism, nationalism and socialism emerge | 2 | |
| 13943412427 | Economic Systems | - industrialization displaced agriculture as most crucial in economy - include steel, electricity, chemical industry, petroleum - capitalism became dominant mode of economic organization - reactions: trade-union activism, Utopian socialism, Marxism - commerce and banking grew in importance | 3 | |
| 13943424222 | Social Structures | - revolutions/rebellions increased - aristocracies faded - Bourgeoisie expanded and Proletariat was born - coerced/semi-coerced labor continued - women remain secondary - increased awareness of gender inequality - lower class women in the workplace - Europe, Canada, and U.S. fought for suffrage | 4 |
AP Psychology AP Review Flashcards
Terms : Hide Images
| 13789153345 | psychology | the study of behavior and mental processes | 0 | |
| 13789153346 | psychology's biggest question | Which is more important in determining behavior, nature or nurture? | 1 | |
| 13789153347 | psychology's three levels of analysis | biopsychosocial approach (looks at the biological, psychological, and social-cultural approaches together) | 2 | |
| 13789153348 | biological approach | genetics, close-relatives, body functions | 3 | |
| 13789153349 | evolutionary approach | species - helped with survival (ancestors) | 4 | |
| 13789153350 | psychodynamic approach | (Freud) subconscious, repressed feelings, unfulfilled wishes | 5 | |
| 13789153351 | behavioral approach | learning (classical and operant) observed | 6 | |
| 13789153352 | cognitive approach | thinking affects behavior | 7 | |
| 13789153353 | humanistic approach | becoming a better human (behavior, acceptance) | 8 | |
| 13789153354 | social-cultural approach | cultural, family, environment | 9 | |
| 13789153355 | two reasons of why experiments are important | hindsight bias + overconfidence | 10 | |
| 13789153356 | types of research methods | descriptive, correlational, and experimental | 11 | |
| 13789153357 | descriptive methods | case study survey naturalistic observation (DON'T SHOW CAUSE/EFFECT) | 12 | |
| 13789153358 | case study | studies one person in depth may not be typical of population | 13 | |
| 13789153359 | survey | studies lots of people not in depth | 14 | |
| 13789153360 | naturalistic observation | observe + write facts without interference | 15 | |
| 13789153361 | correlational method | shows relation, but not cause/effect scatterplots show research | 16 | |
| 13789153362 | correlation coefficient | + 1.0 (both increase) 0 (no correlation - 1.0 (one increases, other decreases) | 17 | |
| 13789153363 | experimental method | does show cause and effect | 18 | |
| 13789153364 | population | type of people who are going to be used in experiment | 19 | |
| 13789153365 | sample | actual people who will be used (randomness reduces bias) | 20 | |
| 13789153366 | random assignment | chance selection between experimental and control groups | 21 | |
| 13789153367 | control group | not receiving experimental treatment receives placebo | 22 | |
| 13789153368 | experimental group | receiving treatment/drug | 23 | |
| 13789153369 | independent variable | drug/procedure/treatment | 24 | |
| 13789153370 | dependent variable | outcome of using the drug/treatment | 25 | |
| 13789153371 | confounding variable | can affect dependent variable beyond experiment's control | 26 | |
| 13789153372 | scientific method | theory hypothesis operational definition revision | 27 | |
| 13789153373 | theory | general idea being tested | 28 | |
| 13789153374 | hypothesis | measurable/specific | 29 | |
| 13789153375 | operational definition | procedures that explain components | 30 | |
| 13789153376 | mode | appears the most | 31 | |
| 13789153377 | mean | average | 32 | |
| 13789153378 | median | middle | 33 | |
| 13789153379 | range | highest - lowest | 34 | |
| 13789153380 | standard deviation | how scores vary around the mean | 35 | |
| 13789153381 | central tendency | single score that represents the whole | 36 | |
| 13789153382 | bell curve | (natural curve) |  | 37 |
| 13789153383 | ethics of testing on animals | need to be treated humanly basically similar to humans | 38 | |
| 13789153384 | ethics of testing on humans | consent debriefing no unnecessary discomfort/pain confidentiality | 39 | |
| 13789153385 | sensory neurons | travel from sensory receptors to brain | 40 | |
| 13789153386 | motor neurons | travel from brain to "motor" workings | 41 | |
| 13789153387 | interneurons | (in brain and spinal cord) connecting motor and sensory neurons | 42 | |
| 13789153580 | neuron |  | 43 | |
| 13789153388 | dendrites | receive messages from other neurons | 44 | |
| 13789153389 | myelin sheath | protects the axon | 45 | |
| 13789153390 | axon | where charges travel from cell body to axon terminal | 46 | |
| 13789153391 | neurotransmitters | chemical messengers | 47 | |
| 13789153392 | reuptake | extra neurotransmitters are taken back | 48 | |
| 13789153393 | excitatory charge | "Let's do it!" | 49 | |
| 13789153394 | inhibitory charge | "Let's not do it!" | 50 | |
| 13789153395 | central nervous system | brain and spinal cord | 51 | |
| 13789153396 | peripheral nervous system | somatic nervous system autonomic nervous system | 52 | |
| 13789153397 | somatic nervous system | voluntary movements | 53 | |
| 13789153398 | autonomic nervous system | involuntary movements (sympathetic and parasympathetic nervous systems) | 54 | |
| 13789153399 | sympathetic nervous system | arousing | 55 | |
| 13789153400 | parasympathetic nervous system | calming | 56 | |
| 13789153401 | neural networks | more connections form with greater use others fall away if not used | 57 | |
| 13789153402 | spinal cord | expressway of information bypasses brain when reflexes involved | 58 | |
| 13789153403 | endocrine system | slow uses hormones in the blood system | 59 | |
| 13789153404 | master gland | pituitary gland | 60 | |
| 13789153405 | brainstem | extension of the spinal cord responsible for automatic survival | 61 | |
| 13789153406 | reticular formation (if stimulated) | sleeping subject wakes up | 62 | |
| 13789153407 | reticular formation (if damaged) | coma | 63 | |
| 13789153408 | brainstem (if severed) | still move (without purpose) | 64 | |
| 13789153409 | thalamus | sensory switchboard (does not process smell) | 65 | |
| 13789153410 | hypothalamus | basic behaviors (hunger, thirst, sex, blood chemistry) | 66 | |
| 13789153411 | cerebellum | nonverbal memory, judge time, balance emotions, coordinate movements | 67 | |
| 13789153412 | cerebellum (if damaged) | difficulty walking and coordinating | 68 | |
| 13789153413 | amygdala | aggression, fear, and memory associated with these emotions | 69 | |
| 13789153414 | amygdala (if lesioned) | subject is mellow | 70 | |
| 13789153415 | amygdala (if stimulated) | aggressive | 71 | |
| 13789153416 | hippocampus | process new memory | 72 | |
| 13789153417 | cerebrum | two large hemispheres perceiving, thinking, and processing | 73 | |
| 13789153418 | cerebral cortex | only in higher life forms | 74 | |
| 13789153419 | association areas | integrate and interpret information | 75 | |
| 13789153420 | glial cells | provide nutrients to myelin sheath marks intelligence higher proportion of glial cells to neurons | 76 | |
| 13789153421 | frontal lobe | judgement, personality, processing (Phineas Gage accident) | 77 | |
| 13789153422 | parietal lobe | math and spatial reasoning | 78 | |
| 13789153423 | temporal lobe | audition and recognizing faces | 79 | |
| 13789153424 | occipital lobe | vision | 80 | |
| 13789153425 | corpus callosum | split in the brain to stop hyper-communication (eliminate epileptic seizures) | 81 | |
| 13789153426 | Wernicke's area | interprets auditory and hearing | 82 | |
| 13789153427 | Broca's area | speaking words | 83 | |
| 13789153428 | plasticity | ability to adapt if damaged | 84 | |
| 13789153429 | sensation | what our senses tell us | 85 | |
| 13789153430 | bottom-up processing | senses to brain | 86 | |
| 13789153431 | perception | what our brain tells us to do with that information | 87 | |
| 13789153432 | top-down processing | brain to senses | 88 | |
| 13789153433 | inattentional blindness | fail to "gorilla" because attention is elsewhere | 89 | |
| 13789153434 | cocktail party effect | even with tons of stimuli, we are able to pick out our name, etc. | 90 | |
| 13789153435 | change blindness | giving directions and person is changed and we don't notice | 91 | |
| 13789153436 | choice blindness | when defending the choice we make, we fail to notice choice was changed | 92 | |
| 13789153437 | absolute threshold | minimum stimulation needed in order to notice 50% of the time | 93 | |
| 13789153438 | signal detection theory | we notice what is more important to us (rather hear a baby crying) | 94 | |
| 13789153439 | JND (just noticeable difference) | (Weber's law) difference between different stimuli noticed in proportion | 95 | |
| 13789153440 | sensory adaptation | tired of noticing (Brain says, "Been there, done that. Next?" | 96 | |
| 13789153441 | rods | night time | 97 | |
| 13789153442 | cones | color | 98 | |
| 13789153443 | parallel processing | notice color, form, depth, movement, etc. | 99 | |
| 13789153444 | Young-Helmholtz trichromatic theory | 3 corresponding color receptors (RGB) | 100 | |
| 13789153445 | Hering's opponent-process theory | after image in opposite colors (RG, YB, WB) | 101 | |
| 13789153446 | trichromatic + opponent-process | Young-Helmholtz -> color stimuli Hering -> en route to cortex | 102 | |
| 13789153447 | frequency we hear most | human voice | 103 | |
| 13789153448 | Helmoltz (hearing) | we hear different pitches in different places in basilar membrane (high pitches) | 104 | |
| 13789153449 | frequency theory | impulse frequency (low pitches) | 105 | |
| 13789153450 | Helmholtz + frequency theory | middle pitches | 106 | |
| 13789153451 | Skin feels what? | warmth, cold, pressure, pain | 107 | |
| 13789153452 | gate-control theory | small fibers - pain large fibers - other senses | 108 | |
| 13789153453 | memory of pain | peaks and ends | 109 | |
| 13789153454 | smell | close to memory section (not in thalamus) | 110 | |
| 13789153455 | grouping | Gestalt make sense of pieces create a whole | 111 | |
| 13789153456 | grouping groups | proximity similarity continuity connectedness closure | 112 | |
| 13789153457 | make assumptions of placement | higher - farther smaller - farther blocking - closer, in front | 113 | |
| 13789153458 | perception = | mood + motivation | 114 | |
| 13789153459 | consciousness | awareness of ourselves and the environment | 115 | |
| 13789153460 | circadian rhythm | daily biological clock and regular cycle (sleep and awake) | 116 | |
| 13789153461 | circadian rhythm pattern | - activated by light - light sensitive retinal proteins signal brains SCN (suprachiasmatic nucleus) - pineal gland decreases melatonin | 117 | |
| 13789153462 | What messes with circadian rhythm? | artificial light | 118 | |
| 13789153463 | The whole sleep cycle lasts how long? | 90 minutes | 119 | |
| 13789153464 | sleep stages | relaxed stage (alpha waves) stage 1 (early sleep) (hallucinations) stage 2 (sleep spindles - bursts of activity) (sleep talk) stage 3 (transition phase) (delta waves) stage 4 (delta waves) (sleepwalk/talk + wet the bed) stage 5 (REM) (sensory-rich dreams) (paradoxical sleep) | 120 | |
| 13789153465 | purpose of sleep | 1. recuperation - repair neurons and allow unused neural connections to wither 2. making memories 3. body growth (children sleep more) | 121 | |
| 13789153466 | insomnia | can't sleep | 122 | |
| 13789153467 | narcolepsy | fall asleep anywhere at anytime | 123 | |
| 13789153468 | sleep apnea | stop breathing in sleep | 124 | |
| 13789153469 | night terrors | prevalent in children | 125 | |
| 13789153470 | sleepwalking/sleeptalking | hereditary - prevalent in children | 126 | |
| 13789153471 | dreaming (3) | 1. vivid bizarre intense sensory experiences 2. carry fear/survival issues - vestiges of ancestors' survival ideas 2. replay previous day's experiences/worries | 127 | |
| 13789153472 | purpose of dreaming (5 THEORIES) | 1. physiological function - develop/preserve neural pathways 2. Freud's wish-fulfillment (manifest/latent content) 3. activation synthesis - make sense of stimulation originating in brain 4. information processing 5. cognitive development - reflective of intelligence | 128 | |
| 13789153473 | 1. Can hypnosis bring you back in time? 2. Can hypnosis make you do things you wouldn't normally do? 3. Can it alleviate pain? 4. What state are you in during hypnosis? 5. Who is more susceptible? | 1. cannot take you back in time 2. cannot make you do things you won't do 3. can alleviate pain 4. fully conscious ((IMAGINATIVE PEOPLE MORE SUSCEPTIBLE)) | 129 | |
| 13789153474 | depressants | slows neural pathways | 130 | |
| 13789153475 | alcohol | ((depressant)) disrupts memory formation (REM) lowers inhibition expectancy effect | 131 | |
| 13789153476 | barbituates (tranquilizers) | ((depressant)) reduce anxiety | 132 | |
| 13789153477 | opiates | ((depressant)) pleasure reduce anxiety/pain | 133 | |
| 13789153478 | stimulants | hypes neural processing | 134 | |
| 13789153479 | methamphetamine | ((stimulant)) heightens energy euphoria affects dopamine | 135 | |
| 13789153480 | caffeine | ((stimulant)) | 136 | |
| 13789153481 | nicotine | ((stimulant)) CNS releases neurotransmitters calm anxiety reduce pain affects (nor)epinephrine and dopamine | 137 | |
| 13789153482 | cocaine | ((stimulant)) euphoria affects dopamine, serotonin, and norepinephrine | 138 | |
| 13789153483 | hallucinogen | excites neural activity | 139 | |
| 13789153484 | ecstasy | ((hallucinogen)) reuptake is blocked affects dopamine and serotonin | 140 | |
| 13789153485 | LSD | ((hallucinogen)) affects sensory/emotional "trip" (+/-) affects serotonin | 141 | |
| 13789153486 | marijuana | ((hallucinogen)) amplify sensory experience disrupts memory formation | 142 | |
| 13789153487 | learning | organism changing behavior due to experience (association of events) | 143 | |
| 13789153488 | types of learning | classical operant observational | 144 | |
| 13789153489 | famous classical psychologists | Pavlov and Watson | 145 | |
| 13789153490 | famous operant psychologist | Skinner | 146 | |
| 13789153491 | famous observational psychologists | Bandura | 147 | |
| 13789153492 | classical conditioning | outside stimulus | 148 | |
| 13789153493 | Pavlov's experiment | Step 1: US (food) -> UR (salivation) Step 2: NS (bell) -> US (food) -> UR (salivation) Later... CS (bell) -> CR (salivation) | 149 | |
| 13789153494 | Watson's experiment | white rat was given to Little Albert Step 1: US (noise) -> UR (cry) Step 2: NS (rat) -> US (noise) -> UR (cry) Later... CS (rat) -> CR (cry) | 150 | |
| 13789153495 | generalization | any small, white fluffy creature will make Albert cry now | 151 | |
| 13789153496 | discriminate | any large, white fluffy creature won't make Albert cry | 152 | |
| 13789153497 | extinction | stop "treating" with conditioned response | 153 | |
| 13789153498 | spontaneous recovery | bring stimulus back after a while | 154 | |
| 13789153499 | operant conditioning | control by organism | 155 | |
| 13789153500 | Skinner's experiment | operant chamber / Skinner box (lead to shaping) | 156 | |
| 13789153501 | shaping | get animal closer to doing what you want them to do | 157 | |
| 13789153502 | reinforcers | want to continue behavior (positive reinforcement: give money to do laundry) (negative reinforcement: do to avoid nagging) | 158 | |
| 13789153503 | punishments | want to stop behavior (positive reinforcement: smack) (negative reinforcement: take away phone) | 159 | |
| 13789153504 | fixed ratio | happens a certain number of times (Starbucks punch card) | 160 | |
| 13789153505 | variable ratio | happens an unpredictable number of times (winning the lottery) | 161 | |
| 13789153506 | organism must do these (2 times) | fixed ratio and variable ratio | 162 | |
| 13789153507 | fixed interval | happens at a certain time (mailman comes to the house at 10:00 AM) | 163 | |
| 13789153508 | variable interval | happens at any time (receive texts from friends) | 164 | |
| 13789153509 | these things happen regardless (2 times) | fixed interval and variable interval | 165 | |
| 13789153510 | Which (fixed/variable) conditions better? | variable | 166 | |
| 13789153511 | criticisms of Skinner | doesn't take into account intrinsic motivation | 167 | |
| 13789153512 | intrinsic motivation | doing something for yourself, not the reward | 168 | |
| 13789153513 | extrinsic motivation | doing something for reward | 169 | |
| 13789153514 | Skinner's legacy | use it personally, at school, and at work | 170 | |
| 13789153515 | famous observational experiment | Bandura's Bobo doll | 171 | |
| 13789153516 | famous observational psychologist | Bandura | 172 | |
| 13789153517 | mirror neurons | "feel" what is observed happens in higher order animals | 173 | |
| 13789153518 | Bobo doll experiment legacy | violent video games/movies desensitize us see good: do good see evil: do evil | 174 | |
| 13789153519 | observational learning | biological behaviors work best | 175 | |
| 13789153520 | habituation | get used to it -> stop reacting | 176 | |
| 13789153521 | examples for observational learning | lectures and reading | 177 | |
| 13789153522 | serotonin involved with memory | speeds the connection between neurons | 178 | |
| 13789153523 | LTP | ((long-term potentiation)) strengthens potential neural forming (associated with speed) | 179 | |
| 13789153524 | CREB | protein that can switch genes on/off with memory and connection of memories | 180 | |
| 13789153525 | glutamate involved with memory | neurotransmitter that enhances LTP | 181 | |
| 13789153526 | glucose involved with memory | released during strong emotions ((signaling important event to be remembered)) | 182 | |
| 13789153527 | flashbulb memory | type of memory remembered because it was an important/quick moment | 183 | |
| 13789153528 | amygdala (memory) | boosts activity of proteins in memory-forming areas to fight/flight | 184 | |
| 13789153529 | cerebellum (memory) | forms and stores implicit memories ((classical conditioning)) | 185 | |
| 13789153530 | hippocampus (memory) | active during sleep (forming memories) ((information "moves" after 48 hours)) | 186 | |
| 13789153531 | memory | learning over time contains information that can be retrieved | 187 | |
| 13789153532 | processing stages | encoding -> storage -> retrieval | 188 | |
| 13789153533 | encoding | information going in | 189 | |
| 13789153534 | storage | keeping information in | 190 | |
| 13789153535 | retrieval | taking information out | 191 | |
| 13789153536 | How long is sensory memory stored? | seconds | 192 | |
| 13789153537 | How long is short-term memory stored? | less than a minute | 193 | |
| 13789153538 | How many bits of information is stored in short-term memory? | 7 | 194 | |
| 13789153539 | How many chunks of information is stored in short-term memory? | 4 | 195 | |
| 13789153540 | How many seconds of words is stored in short-term memory? | 2 | 196 | |
| 13789153541 | short term memory goes to ______________ | working memory | 197 | |
| 13789153542 | working memory | make a connection and process information to mean something | 198 | |
| 13789153543 | working memory goes to _________________ | long-term memory | 199 | |
| 13789153544 | How much is stored in long-term memory? | LIMITLESS | 200 | |
| 13789153545 | implicit memory | naturally do | 201 | |
| 13789153546 | explicit memory | need to explain | 202 | |
| 13789153547 | automatic processing | space, time, frequency, well-learned information | 203 | |
| 13789153548 | effortful processing | processing that requires effort | 204 | |
| 13789153549 | spacing effect | spread out learning over time | 205 | |
| 13789153550 | serial position effect | primary/recency effect | 206 | |
| 13789153551 | primary effect | remember the first things in a list | 207 | |
| 13789153552 | recency effect | remember the last things in a list | 208 | |
| 13789153553 | effortful processing (4 things) | 1. recency effect 2. spacing effect 3. testing effect 4. serial position effect | 209 | |
| 13789153554 | semantic encoding (1) meaning (2) how to | make meaning out of something --- chunk, hierarchy, or connect to you | 210 | |
| 13789153555 | if we can't remember a memory... | 1. change memory to suit us 2. fill in the blanks with logical story | 211 | |
| 13789153556 | misinformation effect | not correct information | 212 | |
| 13789153557 | imagination inflation | imagine or visualize something that isn't real | 213 | |
| 13789153558 | source amnesia | what is the truth? (is it a dream, story, memory, etc.?) | 214 | |
| 13789153559 | priming | association (setting you up) | 215 | |
| 13789153560 | context | environment helps with memory | 216 | |
| 13789153561 | state-dependency | you may remember something if you go back to the state you were in (go back to high) | 217 | |
| 13789153562 | mood-congruency | emotion will bring back similar emotional memories | 218 | |
| 13789153563 | forgetting curve | forget after 5 days forget after 5 years | 219 | |
| 13789153564 | the forgetting curve was created by | Ebbinghaus | 220 | |
| 13789153565 | proactive interference | old information interferes with the new | 221 | |
| 13789153566 | retroactive interference | new information interferes with the old | 222 | |
| 13789153567 | children can't remember before age __ | 3 | 223 | |
| 13789153568 | Loftus | connected to abuse cases/childhood | 224 | |
| 13789153569 | prototypes | generalize | 225 | |
| 13789153570 | problem-solving (4) | trial + error algorithms heuristic (representative + availability) insight - "AHA!" | 226 | |
| 13789153571 | against problem-solving | fixation | 227 | |
| 13789153572 | mental set | what has worked in the past | 228 | |
| 13789153573 | functional fixedness | only way to do this is with this | 229 | |
| 13789153574 | Chomsky (nature or nurture?) | "born with language" (nature) | 230 | |
| 13789153575 | Skinner (nature or nurture?) | language is learned (nurture) | 231 | |
| 13789153576 | grammar is _________ | universal | 232 | |
| 13789153577 | phonemes | smallest sound unit | 233 | |
| 13789153578 | morphemes | smallest meaning unit | 234 |
AP World History: Chapter 11 Flashcards
Terms : Hide Images
| 15421870826 | The World of Pastoral Societies: Small populations on large amounts of land | Pastoralists were less productive than settled agriculturalists, resulting in smaller populations that required larger expanses of land. They specialized in making a living off unproductive land. These grasslands could not sustain humans, but they could sustain their herds of animals. Thus, the pastoralists lived off meat, milk, and blood rather than grains. | 0 | |
| 15421870827 | The World of Pastoral Societies: High levels of social and gender equality | With low population density and relatively simple social structures, these societies enjoyed much greater social equality than their settled neighbors. Women engaged in most of the same tasks as men in terms of raising the herd and riding. | 1 | |
| 15421870828 | The World of Pastoral Societies: Mobile but in contact with settled agriculturalists | While they were a mobile population that lived off their animals, they still needed the products of settled societies. Thus, even though they might distain the agriculturalists, they were frequently in conduct with them and exchanged their animals products for the manufactured goods of the towns and cities. | 2 | |
| 15421870829 | The World of Pastoral Societies: Tribal alliances and military power of horsemen | Without urban centers, it was very difficult to sustain a state system. A few charismatic individuals, such as Genghis Khan, could forge alliances, but the strength of the union was dependent on wealth coming in and would fall apart when their economic fortuned turned. | 3 | |
| 15421870830 | Before the Mongols:Pastoralists in History: Modun of the Xiongnu (r. 210-174 B.C.E.) | This leader united a diverse group of tribes from Manchuria and Central Asia. He engaged in revolutionary change of the military and forced the Han Chinese to negotiate with the Xiongnu as equals. | 4 | |
| 15421870831 | Before the Mongols:Pastoralists in History: Bedouin Arabs and the rise of Islam | These nomadic Arabs made an alliance with the urban-based merchants led by Muhammad and served as the main military power for the prophet. They also helped to spread Islam as they moved about the Arabian Peninsula. | 5 | |
| 15421870832 | Before the Mongols:Pastoralists in History: Turkic nomads versus China, Persia, and Byzantium | A variety of Turkic speaking peoples came out of the steppes of Central Asia and threatened these settled agricultural empires. Soon aspects of Turkic culture influenced the Northern Chinese court. The Seljuk Turks fought a series of wars with Byzantium but it was the Ottoman Turks that finally overthrew the last vestige of Rome in 1453. The Ottomans then became a very urban society and culture. | 6 | |
| 15421870833 | Before the Mongols:Pastoralists in History: Berbers and the Almoravid Empire | In Northwest Africa, the Berber people converted to Islam but were superficial in their practice. After 1039, Ibn Yasin, a scholar who turned from the Hadj, launched a reform campaign to make the practice of the faith more orthodox. Soon the movement became an expansionist state that moved into Spain and controlled much of present-day Morocco. Like other examples, the Almoravids became urbanized and enjoyed impressive art and architecture. | 7 | |
| 15421870834 | From Temujin to Chinggis Khan:The Rise of the Mongol Empire: Desperate and poor childhood | After his father was murdered, his resourceful mother led the immediate family through a marginal existence. But as he won a series of battles and forged alliances based on loyalty and not kinship, Temujin steadily built up a powerful force. | 8 | |
| 15421870835 | From Temujin to Chinggis Khan:The Rise of the Mongol Empire: Generous to friends, ruthless to enemies | In this process, he gained a reputation for destroying his enemies but rewarding those loyal to him. He also incorporated warriors from defeated tribes into his army. | 9 | |
| 15421870836 | From Temujin to Chinggis Khan:The Rise of the Mongol Empire: Supreme leader of a Great Mongol Nation, 1206 | A tribal assembly made him the great leader and gave him the title of Chinggis Khan. | 10 | |
| 15421870837 | From Temujin to Chinggis Khan:The Rise of the Mongol Empire: Started five decades of expansionist wars, 1209 | To build more power but also to hold the Mongol alliance together, he started a series of expansionist wars that eventually conquered China and Central Asia. The empire was only checked in Eastern Europe, the Levant, the jungles of Southeast Asia, and the Sea of Japan. He set in motion the building of the world's largest land based empire and it was run by a population of only 1,000,000. | 11 | |
| 15421870838 | Explaining the Mongol Moment: No plan or blueprint | Like the Romans, but growing much bigger much faster, the Mongols created objectives, strategy, and ideology as they expanded. They were only checked when they turned around in Eastern Europe, were defeated in the Levant and the jungles of Southeast Asia, or hit by typhoons when invading Japan. | 12 | |
| 15421870839 | Explaining the Mongol Moment: Weak enemies and a strong army | The Mongols were lucky in that both the Chinese and Arab empires were in a weak and divided condition when they attacked. They also succeeded by organizing a superior army with a clear command and control structure. | 13 | |
| 15421870840 | Explaining the Mongol Moment: Discipline, loyalty, and charisma ... and loot! | The army faced severe discipline, including the death penalty for desertion, but loyalty was greatly rewarded. Chinggis Khan had great charisma, eating and fighting with his troops. The Mongol people also became very wealthy from the loot of the empire. | 14 | |
| 15421870841 | Explaining the Mongol Moment: Incorporation of useful conquered people | The Mongols made good use of conquered people who had skills, such as artisans and technicians. | 15 | |
| 15421870842 | Explaining the Mongol Moment: Ruthless and terrifying | When attacking or taking revenge against an insult, the Mongol army was ruthless and engaged in huge massacres and the enslavement of women and children. This had a clear psychological impact on cities faced with a coming Mongol horde. | 16 | |
| 15421870843 | Explaining the Mongol Moment: Strong administration and systematic taxation | Despite their ruthlessness in battle, the Mongols showed excellent administrative skills after the conquest. With a system of riders for communication and well-organized taxation, the Mongol Empire had the resources and infrastructure to govern itself. | 17 | |
| 15421870844 | Explaining the Mongol Moment: Favorable conditions for merchants | Recognizing the value of a vibrant economy, the Mongols ensured profits and safe conduct for merchants. | 18 | |
| 15421870845 | Explaining the Mongol Moment: Religious toleration | With no interest in religious imperialism, the Mongols tolerated various religions and even improved the conditions of some minorities such as Christians. | 19 | |
| 15421870846 | China and the Mongols: 70 years of conquests, 1209-1279 | China was the main target of the Mongols and in 1209, Chinggis Khan launched an attack on this wealthy and prosperous region. After a series of campaigns lasting some seven decades, the Mongols were victorious. While the Mongols were brutal and destructive in the north of China, they were much more accommodating in the south. | 20 | |
| 15421870847 | China and the Mongols: Yuan Dynasty and Kublai Khan (r. 1271-1294) | The Mongols did adopt some aspects of Chinese statecraft in order to rule the region more effectively and withdraw as much wealth as possible. They went so far as to establish a Chinese-style dynasty. Kublai Khan, the grandson of Chinggis Khan, listened to the council of his favorite wife Chabi and adopted policies that encouraged agricultural production in order to generate more wealth. The Mongols adopted some aspects of Chinese ancestor veneration and built roads, canals, and other forms of infrastructure to promote commerce. | 21 | |
| 15421870848 | China and the Mongols: A foreign and exploitative occupation | While the Mongols did try to accommodate their Chinese subjects, they were foreign occupiers who were there to extract as much wealth as possible and were thus resented by the Chinese. Mongols' disregard of the exam system and their reliance on foreigners such as Muslims from Central Asia and the Middle East to administer the empire irked many. The Mongol elite kept many of their traditional practices such as sleeping in tents even when in the capital. | 22 | |
| 15421870849 | China and the Mongols: Collapse of Mongol rule and rise of the Ming Dynasty | Factionalism among the Mongols, rising prices, and a series of natural disasters weakened the their hold on power and allowed some space for rebels to challenge their authority. The Yuan Dynasty was overthrown in 1368, and the new Ming Dynasty sought to eliminate the memory of the Mongols. | 23 | |
| 15421870850 | Persia and the Mongols: Chinggis Kahn (1219-1221) and Helugu (1251-1258) | Two brutal attacks brought down the Persian Empire, falling much faster than China. These attacks were much more intense and devastating than earlier assaults from Turkic invaders. They were also more psychologically devastating, because unlike the Turks, the Mongols were not Muslims but pagan barbarians. | 24 | |
| 15421870851 | Persia and the Mongols: Damage to agriculture | Out of a lack of respect for agriculture and because of the damage caused by the Mongols' herds, there was serious damage to the region's farmland. Important underground irrigation systems fell apart, leading to desertification of some areas. | 25 | |
| 15421870852 | Persia and the Mongols: Persian civilization of barbarian Mongols | The Persians had a much more significant impact on the Mongols than the Chinese did. The invaders quickly realized the importance of the Persian bureaucracy and used it for their own purposes. They also began to rebuild damaged cities and road systems. When the dynasty fell in the 1330s, the Persians did not expel the Mongols but rather assimilated them into Persian culture. | 26 | |
| 15421870853 | Russia and the Mongols: Brutal invasion of a disunited Kievan Rus (1237-1240) | Using technology such as catapults and battering rams gained from campaigns in China and Persia, the invasion of the Kievan Rus was an impressive assault on a weak and disun | 27 | |
| 15421870854 | Russia and the Mongols: Khanate of the Golden Horde | This was the Russian term for Mongol rule. | 28 | |
| 15421870855 | Russia and the Mongols: Exploitation without occupation | While the invasion was impressive and devastated some areas, the Mongols chose not to occupy the relatively poor and isolated Rus. Instead they settled nearby on the steppes and pastoral lands north of the Caspian and Black Seas. They put them within striking distance of the cities from which they extorted tribute. | 29 | |
| 15421870856 | Russia and the Mongols: Resistance and collaboration | Some cities chose to resist and faced brutal retaliation. Kiev, for example, was razed. Others collaborated and helped the Mongols collect tribute and taxes and wound up doing very well for themselves. | 30 | |
| 15421870857 | Russia and the Mongols: Rise of Moscow and expansion of the church | Moscow rose as the core of a new Russian state that adopted Mongol weapons, diplomacy, taxation, court system, and a draft. The Russian Orthodox Church enjoyed Mongol tolerance and tax exemption and spread its reach deeper into the countryside. | 31 | |
| 15421870858 | Toward a World Economy: Not producers or traders but promoters of commerce | While the Mongols did not make anything or engage in trade, they did promote production and commerce in the regions they controlled, providing tax breaks for merchants and sometimes paying high prices to attract commerce to their cities. | 32 | |
| 15421870859 | Toward a World Economy: Security on the Silk Roads | The most important contribution was an unprecedented security on the Silk Roads. This allowed for a dramatic increase in trade throughout Central Asia, with many individuals making the entire journey from west to east and back. Marco Polo was the most famous but many others used guidebooks on their trips. | 33 | |
| 15421870860 | Toward a World Economy: Connected to the larger world system | The Mongol trade circuit connected to other trade networks throughout the rest of Asia, the Indian Ocean, the Middle east, Africa, and Europe, doing much to forge a global economy. | 34 | |
| 15421870861 | Diplomacy on a Eurasian Scale: European envoys sent east | When the Mongols made their way into Eastern Europe in a 1241- 1242 campaign, they seemed poised to take the region. However, the death of Great Khan Ogodei required the Mongol leaders to return home. Aware of the threat the Mongols posed, European kings and the Pope sent emissaries east to negotiate with the Mongols. | 35 | |
| 15421870862 | Diplomacy on a Eurasian Scale: European discovery of the outside world | These missions provided the previously isolated Europeans with a wealth of knowledge about the rest of the world. | 36 | |
| 15421870863 | Diplomacy on a Eurasian Scale: Mongol linkage of China and Persia | As these two great empires were part of a larger Mongol system, communications between the two increased. Thus, the Mongols created an unprecedented level of international communication. | 37 | |
| 15421870864 | Cultural Exchange in the Mongol Realm: Forced population transfers and voluntary migrations | The Mongols forced some people, such as artisans and engineers, to move from one place to another where their skills were needed. Others moved freely as part of religious travel tolerated by the Mongols or as part of commercial activity encouraged by the Mongols. | 38 | |
| 15421870865 | Cultural Exchange in the Mongol Realm: Technology transfer and the spread of crops | Technology, especially from China, moved freely and quickly within the Mongol domain, as did medical knowledge. Various crops were carried from one region to another. | 39 | |
| 15421870866 | Cultural Exchange in the Mongol Realm: Europe gained the most | Poor, backwards, and isolated Europe gained the most from these exchanges. As it had the least to offer, it had the most to gain. This may have set Europe on the path toward expansion. | 40 | |
| 15421870867 | The Plague: An Afro-Eurasian Pandemic: The Black Death | A mutation of the Yersinia Pestis, or bubonic plague, spread quickly and killed large numbers in areas of dense populations. The death spread during the increase of trade, from fleas that lived on rats. | 41 | |
| 15421870868 | The Plague: An Afro-Eurasian Pandemic: China, 1331, Europe, 1347, and East Africa, 1409 | Starting in China, the disease followed the world trade routes and savaged cities across Afro-Eurasia. Some estimate that 50 percent of Europeans may have perished. | 42 | |
| 15421870869 | The Plague: An Afro-Eurasian Pandemic: The end of the world? | In a prescientific era of high religiosity, some in the Christian and Islamic worlds saw it as the end days. | 43 | |
| 15421870870 | The Plague: An Afro-Eurasian Pandemic: Social changes in Europe | With so many dead, there were labor shortages that provided new opportunities for skilled workers, women, and peasants. This mass death set in motion several important social changes. There was also a rise in labor- saving devices, spurring new technological innovations in Europe. | 44 | |
| 15421870871 | The Plague: An Afro-Eurasian Pandemic: Demise of the Mongol Empire | The biggest victim of the Black Death was the Mongol Empire itself. With trade disrupted, the economic heart of the empire failed. Mongol wealth decreased and rebellions increased. | 45 |
Pages
Need Help?
We hope your visit has been a productive one. If you're having any problems, or would like to give some feedback, we'd love to hear from you.
For general help, questions, and suggestions, try our dedicated support forums.
If you need to contact the Course-Notes.Org web experience team, please use our contact form.
Need Notes?
While we strive to provide the most comprehensive notes for as many high school textbooks as possible, there are certainly going to be some that we miss. Drop us a note and let us know which textbooks you need. Be sure to include which edition of the textbook you are using! If we see enough demand, we'll do whatever we can to get those notes up on the site for you!
