Week 13 Flashcards

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1
Q

Basic-level category

A

The neutral, preferred category for a given object, at an intermediate level of specificity

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2
Q

category

A

A set of entities that are equivalent in some way. Usually the items are similar to one another

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3
Q

Concept

A

The mental representation of a category

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4
Q

Exemplar

A

An example in memory that is labeled as being in a particular category

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5
Q

Psychological essentialism

A

The belief that members of a category have an unseen property that causes them to be in the category and to have the properties associated with it

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6
Q

Borderline items

A
  • Borderline members are not clearly in or clearly out of the category
  • Because of this categories are fuzzy and have unclear boundaries that can shift over time
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7
Q

Typicality

A

some items in a category seem to be better members than others

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8
Q

family resemblance theory

A

Proposed that items are likely to be typical if they have the features that are frequent in the category and do not have the features in other categories
(robins vs penguins - robins are more typical birds than penguins)

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9
Q

Sensorimotor stage

A
  • birth to 2 years old
  • children come to represent the enduring reality of objects
  • Children’s thinking is largely realized through their perceptions of the world and their physical interactions with it
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10
Q

Preoperational reasoning stage

A
  • 2 to 6 or 7 years old
  • children can represent objects through drawing and language but cannot solve logical reasoning problems such as conservation problems
  • tend to focus on a single dimension
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11
Q

Concrete operations stage

A
  • Piagetian stage between ages 6/7 and 12
  • children can think logically about concrete situations but not engage in systematic scientific reasoning
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12
Q

formal operational stage

A
  • 11 or 12 through the rest of their life
  • adolescents may gain the reasoning powers of educated adults
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13
Q

Continuous development

A

Ways in which development occurs in a gradual incremental manner, rather than through sudden jumps

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14
Q

Depth perception

A

The ability to actively perceive the distance from oneself of objects in the environment

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15
Q

Discontinuous development

A

Development that does not occur in a gradual incremental manner

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16
Q

Information processing theories

A

Theories that focus on describing the cognitive processes that underlie thinking at any one age and cognitive growth over time

17
Q

Nature

A

refers to biological factors - the genes we receive from our parents

18
Q

Numerical magnitudes

A

The sizes of numbers

19
Q

Nurture

A
  • refers to the environment, social as well as physical that influences the development
  • home, school, and people we interact with
20
Q

Object permanence task

A
  • The Piagetian task in which infants below about 9 months of age fail to search for an object that is removed from their sight and
  • if not allowed to search immediately for the object, act as if they do not know that it continues to exist.
21
Q

Phonemic awareness

A

Awareness of the component sounds within words

22
Q

Piaget’s theory

A

Theory that development occurs through a sequence of discontinuous stages: the sensorimotor, preoperational, concrete operational, and formal operational stages

23
Q

Qualitative changes

A

Large, fundamental change (as when a caterpillar changes into a butterfly)

24
Q

Quantitative changes

A

Gradual, incremental change, as in the growth of a pine tree’s girth

25
Q

Sociocultural theories

A
  • founded in large part by Lev Vygotsky
  • emphasizes how other people and the attitudes, values, and beliefs of the surrounding culture influence children’s development
26
Q

Endophenotypes

A
  • A characteristic that reflects a genetic liability for disease and a more basic component of a complex clinical presentation
27
Q

Event-related potentials (ERP)

A
  • Measures the firing of groups of neurons in the cortex
  • As a person views or listens to specific types of information, neuronal activity creates small electrical currents that can be recorded from non-invasive sensors placed on the scalp
  • ERP provides excellent information about the timing of processing, clarifying brain activity at the millisecond pace at which it unfolds.
28
Q

Functional magnetic resonance imaging (fMRI)

A
  • Entails the use of powerful magnets to measure the levels of oxygen within the brain that vary with changes in neural activity
  • neurons in specific brain regions “work harder” when performing a specific task, they require more oxygen
  • fMRI specifies the brain regions that evidence a relative increase in blood flow
  • fMRI provides excellent spatial information
29
Q

social brain

A
  • The set of neuroanatomical structures that allows us to understand the actions and intentions of other people
  • hypothesized to consist of the amygdala, the orbital frontal cortex (OFC), the fusiform gyrus (FG), and the posterior superior temporal sulcus (STS) region, among other structures
30
Q

autism

A
  • A developmental condition that usually emerges in the first 3 years and persists throughout the individual’s life
  • the presence of profound difficulties in social interactions and communication combined with the presence of repetitive or restricted interests, cognitions and behaviours
31
Q

amygdala

A

helps us recognize the emotional states of others and also experience and regulate our own emotions

32
Q

orbital frontal cortex (OFC)

A

supports the reward feelings we have when we are around other people

33
Q

the fusiform gyrus (FG)

A

detects faces and supports face recognition

34
Q

posterior superior temporal sulcus (STS) region

A

recognizes the biological motion, including the eye, hand and other body movements and helps us interpret and predict the actions and intentions of others