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from flashcardlet > psychology 201 ch.10/11 > Flashcards

psychology 201 ch.10/11 Flashcards

0
Q

Intelligence

A

The ability to direct one’s thinking, adapt to one’s circumstances, and learn from one’s experience

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1
Q

Williams syndrome

A

Impairs people’s cognitive abilities such as counting, tying shoes but they usually have a great gift for literature and music.

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2
Q

What did Binet and Simon do?

A

Came up with a test to find the child’s “natural intelligence”

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3
Q

William stern

A

Thought the best way to determine if a child is developing a normally was to examine the ratio of a child’s mental age to the child’s physical age

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4
Q

Ratio IQ

A

Statistic obtained by dividing a person’s mental age by a person’s physical age and multiplying it by 100

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5
Q

Deviation IQ

A

Statistic obtained by dividing a person’s test score by the average test score of people in the same age group and then multiplying the quotient by 100

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6
Q

What is the correlation between IQ and academic performance?

A

Roughly .5

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7
Q

What can intelligence test scores predict?

A

Scholastic performance, job performance, health, and wealth

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8
Q

Factor analysis

A

Statistical technique that explains a large number of correlations in terms of small number of underlying factors.

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9
Q

Two- factor theory of intelligence

A

Suggested that every task requires a combination of a general ability (g) and skills that are specific to the task (s)

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10
Q

Primary mental abilities

A

Perceptual ability, verbal ability, and numerical ability (thurstone)

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11
Q

Confirmatory factor analysis

A

Hierarchy scheme:
General factor
Group factor
Specific factors

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12
Q

Eight independent middle level abilities

A 
Memory and learning 
Visual perception 
Auditory perception 
Retrieval ability
Cognitive speediness 
Processing speed 
Crystallized intelligence 
Fluid intelligence
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13
Q

Fluid intelligence

A

Ability to see abstracted relationships and draw logical inferences

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14
Q

Crystallized intelligence

A

Ability to retain and use knowledge that was acquired through experience

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15
Q

Theory based approach (Robert sternberg)

A

Analytic intelligence
Practical intelligence
Creative intelligence

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16
Q

Analytic intelligence

A

Ability to identify and define problems and to find strategies for solving them

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17
Q

Practical intelligence

A

Ability to apply and implement the solutions in everyday settings

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18
Q

Creative intelligence

A

Ability to generate solutions that other people do not

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19
Q

Emotional intelligence

A

Ability to reason about emotions and use emotions to enhance reasoning

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20
Q

Sir Francis Galton

A

Studied the physical and psychological traits that appeared to run in the families. (Book: hereditary genius concluded that intelligence was largely inherited)

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21
Q

Heritability coefficient (h^2)

A

Statistic that describes the proportion of the difference between people’s scores that be explained by difference in their genes

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22
Q

Shared environment

A

Those environmental factors that are experienced by all relevant members of a household

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23
Q

Non shared environment

A

Those environmental factors that are not experienced by all relevant members of a household

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24
Q

Flynn effect:

A

Generations are getting smarter

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25
Q

What effects IQ?

A

Socioeconomic status
More education
Genes and environment

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26
Q

What is the average IQ?

A

Between 85-115

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27
Q

Cognitive enhancers

A

Drugs that produce improvements in the psychological processes that underlie behavior (adderall)

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28
Q

Henry Goddard

A

Was one of the first to measure intelligence, discriminatorily toward Ellis island immigrants

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29
Q

Alfred Binet and Theodore Simon

A

Developed the first intelligence test to identify children who needed remedial education

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30
Q

William stern

A

Coined “mental age”

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31
Q

Lewis terman

A

Developed IQ test

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32
Q

Most widely used intelligence tests today

A

Stanford Binet and wechsler adult intelligence scale

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33
Q

Charles spearman

A

See out to discover if there was a hierarchy of abilities, and found correlations among many cognitive tasks

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34
Q

Louis thurstone

A

Felt that the clustering of correlations disproved g and instead argued for a few primary mental abilities that were stable and independent

35
Q

Data based approach

A

Connects intelligence test performance to clusters

36
Q

Theory based approach

A

Broadly surveys human abilities and then determined which ones intelligence tests measure

37
Q

Relative intelligence

A

Generally stable over time

38
Q

Absolute intelligence

A

Can change considerably over time

39
Q

Behaviors that may benefit intelligence

A

Prolonged education
exercise
Nutrition
Sleep

40
Q

Development psychology

A

Study of continuity and change across life span

41
Q

Lifespan

A 
Prenatal
Infancy
Childhood
Adolescence
Emerging adulthood
Adulthood
42
Q

Prenatal stages

A

germinal
Embryonic
Fetal

43
Q

Infancy

A

Stage of development that begins at birth and lasts between 18 and 24 months

44
Q

Newborn facts

A

Poor eyesight but habituated to visual stimuli
Mimic facial expressions within first hour
Must strengthen their muscles and work on motor development

45
Q

Motor development

A

Emergency of ability to execute physical action

46
Q

Reflexes

A

Specific patterns of motor response that are triggered by specific patterns of sensory stimuli; inate

47
Q

Childhood

A

Stage of development that begins at about 18-24 months and lasts until adolescence

48
Q

Egocentrism

A

Failure to understand that the world appears differently to different observers; observed during preoperational stage.

49
Q

Childhood facts

A

Children have difficulty understanding different emotional reactions in others until about 6 years of age

50
Q

Theory of mind

A

Idea that human behavior is guided by mental representations

51
Q

Cognitive development

A

Emergence of the abilities to think and understand
How the physical world works
How their minds represent it
How other kinds represent it

52
Q

Jean Piaget

A

Creates stages of cognitive development
Never theories see the stages as continuous not discrete
Children may acquire abilities earlier than proposed

53
Q

Piaget’s stages of cognitive development

A

Sensorimotor (birth- 2)
Preoperational stage (2-6)
Concrete operational stage (6-11)
Formal operation (11-+)

54
Q

Sensorimotor stage (birth to 2)

A 
Infants acquire information about the world by sending it and moving around with it. 
Schemas
Assimilation 
Accommodation 
Object permanence
55
Q

Schemas

A

Schemas: theories of the way the world works

56
Q

Assimilation

A

Assimilation: process by which infants apply their schemes in novel situations

57
Q

Accommodation

A

Accommodation: process by which infants revise schemes

58
Q

Object permanence

A

Object permanence: idea that objects continue to exist even when they are not visible

59
Q

Preoperational stage (2-6)

A

Children have a preliminary understanding of the physical world

60
Q

Concrete operational stage (6-11)

A

Children learn how various actions or operations can affect or transform concrete objects

61
Q

Conservation

A

Notion that the quantitive properties of an object are invariant despite changes in the objects appearance

62
Q

Formal operational stage (11+)

A

Children can solve non physical problems; abstract thinking

63
Q

Lev vygotsky

A

Believed children developed through interactions with members of his/her own culture

64
Q

The ability to learn from others depends on three fundamental skills:

A

Joint attention: ability to focus on what another person is focused on
Social referencing: ability to use another person’s reactions as information about the world
Imitation: ability to do what another person does

65
Q

Attachment

A

Emotional bond that forms between newborns and their primary caregivers

66
Q

Strange situation

A

Behavioral test developed by Mary ainsworth that is used to determine a child’s attachment style

67
Q

Internal working model of relationships

A

Set of beliefs about the self, the primary caregiver, and the relationship between them parents’ attachment style

68
Q

Temperaments

A

Characteristic patters of emotional reactivity (variable and stable)

69
Q

Moral intuitionist perspective

A

Perception of right and wrong are evolutionarily emotional reactions

70
Q

Lawrence Kohlberg

A

Developed a theory of three stages in moral development

71
Q

The three stages in moral development

A 
Preconventional stage (childhood)
Conventional stage (adolescence)
Postconventional stage (adults)
72
Q

Preconventional stage (childhood)

A

Morality of an action is primarily determined by its consequence for the actor

73
Q

Conventional stage (adolescence)

A

Morality of an action is primarily determined by the extent to which it conforms to social rules

74
Q

Postconventional stage (adults)

A

Morality of an action is determined by a set of general principles that reflect core values

75
Q

Adolescence

A

Period of development that begins with the onset of sexual maturity (about 11-14) and lasts to the beginning of adulthood (18-21)

76
Q

Puberty

A

Bodily changes associated with sexual maturity

77
Q

Primary sex characteristics

A

Bodily structures that are directly involved in reproduction

78
Q

Secondary sex characteristics

A

Bodily structures that change dramatically with sexual maturity but that are not directly involved in reproduction

79
Q

Variations in the onset of puberty

A

Improved diet and health

Chemicals

80
Q

Erik erikson

A

Developed stages of human development that all humans go through

81
Q

Emerging adulthood

A

Relatively new idea begins around 18 years of age and continues until about 25

82
Q

Adulthood

A

Stages of development that begins around 18-21 years and ends at death

83
Q

Socio-emotional selectivity theory

A

Stages that younger adults are oriented toward future pertinent information while older adults focus on emotional satisfaction in the present

84
Q

Psychological separation from parents

A

Begins in adulthood as young adults take on roles in marriage and parenthood

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