Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

Psyc 171 test 4 > Ch 7-10 > Flashcards

Ch 7-10 Flashcards

(79 cards)

Start Studying
1
Q

ADHD

A

A disability in which children consistently show one or more of the following characteristics: (1) inattention, (2) hyperactivity, and (3) impulsivity.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

ASD

A

Also called pervasive developmental disorders, they range from the severe disorder labeled autistic disorder to the milder disorder called Asperger syndrome. These disorders are characterized by problems in social interaction, verbal and nonverbal communication, and repetitive behaviors.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

convergent thinking

A

The type of thinking that produces one correct answer and is typically assessed by standardized intelligence tests.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

creative thinking

A

The ability to think in novel and unusual ways and to come up with unique solutions to problems.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

divergent thinking

A

Thinking that produces many answers to the same question and is characteristic of creativity.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

cultural-familial intellectual disability

A

Intellectual disability in which there is no evidence of organic brain damage, but the individual’s IQ generally is between 50 and 70.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

organic intellectual disability

A

Intellectual disability that involves some physical damage and is caused by a genetic disorder or brain damage.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

gifted

A

Having above-average intelligence (an IQ of 130 or higher) and/or superior talent for something.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

elaboration

A

An important strategy that involves engaging in more extensive processing of information.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

strategies

A

Deliberate mental activities designed to improve the processing of information.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

fuzzy trace theory

A

States that memory is best understood by considering two types of memory representations: (1) verbatim memory trace and (2) gist. In this theory, older children’s better memory is attributed to the fuzzy traces created by extracting the gist of information.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

thinking

A

Manipulating and transforming information in memory.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

inclusion

A

Educating a child who requires special education full-time in the regular classroom.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

least restrictive environment (LRE)

A

The concept that a child with a disability should be educated in a setting that is as similar as possible to the one in which children who do not have a disability are educated.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

individualized education plan (IEP)

A

A written statement that spells out a program tailored to a child with a disability.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

intellectual disability

A

A condition of limited mental ability in which an individual has a low IQ, usually below 70 on a traditional test of intelligence, and has difficulty adapting to the demands of everyday life.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

intelligence

A

Problem-solving skills and the ability to learn from, and adapt to, the experiences of everyday life.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

mental age (MA)

A

Binet’s measure of an individual’s level of mental development, compared with that of others.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

intelligence quotient (IQ)

A

A person’s mental age divided by chronological age and multiplied by 100.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

culture-fair tests

A

Tests of intelligence that are designed to be free of cultural bias.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

stereotype threat

A

Anxiety that one’s behavior might confirm a negative stereotype about one’s group, such as an ethnic group.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

learning disability

A

Difficulty understanding or using spoken or written language or doing mathematics. To be classified as a learning disability, the problem is not primarily the result of visual, hearing, or motor disabilities; intellectual disability; emotional disorders; or due to environmental, cultural, or economic disadvantage.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

long-term memory

A

A relatively permanent type of memory that holds huge amounts of information for a long period of time.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

metacognition

A

Cognition about cognition, or knowing about knowing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
metalinguistic awareness
Knowledge about language, such as knowing what a preposition is or being able to discuss the sounds of a language.
26
neo-Piagetians
Developmentalists who have elaborated on Piaget’s theory, giving more emphasis to how children use attention, memory, and strategies to process information.
27
normal distribution
A symmetrical distribution with most scores falling in the middle of the possible range of scores and few scores appearing toward the extremes of the range.
28
triarchic theory of intelligence
Sternberg’s theory that intelligence consists of analytical intelligence, creative intelligence, and practical intelligence.
29
phonics approach
The idea that reading instruction should teach the basic rules for translating written symbols into sounds.
30
seriation
The concrete operation that involves ordering stimuli along a quantitative dimension (such as length).
31
transitivity
The ability to logically combine relations to understand certain conclusions.
32
whole-language approach
An approach to reading instruction based on the idea that instruction should parallel children’s natural language learning. Reading materials should be whole and meaningful.
33
working memory
A mental “workbench” where individuals manipulate and assemble information when making decisions, solving problems, and comprehending written and spoken language.
34
perspective taking
The social cognitive process involved in assuming the perspective of others and understanding their thoughts and feelings.
35
self-esteem
The global evaluative dimension of the self. Self-esteem is also referred to as self-worth or self-image
36
self-concept
Domain-specific evaluations of the self.
37
self-efficacy
The belief that one can master a situation and produce favorable outcomes.
38
preconventional reasoning
The lowest level in Kohlberg’s theory of moral development. The individual’s moral reasoning is controlled primarily by external rewards and punishment.
39
conventional reasoning
The second, or intermediate, level in Kohlberg’s theory of moral development. At this level, individuals abide by certain standards, but they are the standards of others, such as parents or the laws of society.
40
postconventional reasoning
The highest level in Kohlberg’s theory of moral development. At this level, the individual recognizes alternative moral courses, explores the options, and then decides on a personal moral code.
41
justice perspective
A moral perspective that focuses on the rights of the individual; individuals independently make moral decisions.
42
care perspective
The moral perspective of Carol Gilligan, which views people in terms of their connectedness with others and emphasizes interpersonal communication, relationships with others, and concern for others.
43
domain theory of moral development
Theory that identifies different domains of social knowledge and reasoning, including moral, social conventional, and personal domains. These domains arise from children’s and adolescents’ attempts to understand and deal with different forms of social experience.
44
social conventional reasoning
Thoughts about social consensus and convention, in contrast with moral reasoning, which stresses ethical issues.
45
gender stereotypes
Broad categories that reflect society’s impressions and beliefs about females and males.
46
popular children
Children who are frequently nominated as a best friend and are rarely disliked by their peers.
47
average children
Children who receive an average number of both positive and negative nominations from their peers.
48
neglected children
Children who are infrequently nominated as a best friend but are not disliked by their peers.
49
rejected children
Children who are infrequently nominated as a best friend and are actively disliked by their peers.
50
controversial children
Children who are frequently nominated both as someone’s best friend and as being disliked.
51
constructivist approach
A learner-centered approach that emphasizes the importance of individuals actively constructing their knowledge and understanding with guidance from the teacher.
52
direct instruction approach
A structured, teacher-centered approach that is characterized by teacher direction and control, high teacher expectations for students’ progress, maximum time spent by students on learning tasks, and efforts by the teacher to keep negative affect to a minimum.
53
mindset
The cognitive view that individuals develop for themselves
54
puberty
A brain-neuroendocrine process occurring primarily in early adolescence that provides stimulation for the rapid physical changes that occur in this period of development.
55
menarche
A girl’s first menstruation
56
hormones
Powerful chemical substances secreted by the endocrine glands and carried through the body by the bloodstream.
57
hypothalamus
A structure in the higher portion of the brain that monitors eating and sex.
58
pituitary gland
An important endocrine gland that controls growth and regulates other glands, including the gonads.
59
gonads
The sex glands—the testes in males and the ovaries in females.
60
corpus callosum
The location where nerve fibers connect the brain’s left and right hemispheres.
61
limbic system
A lower, subcortical system in the brain that is the seat of emotions and experience of rewards.
62
amygdala
The region of the brain that is the seat of emotions.
63
sexually transmitted infections (STIs)
Infections contracted primarily through sexual contact, including oral-genital and anal-genital contact.
64
anorexia nervosa
An eating disorder that involves the relentless pursuit of thinness through starvation.
65
bulimia nervosa
An eating disorder in which the individual consistently follows a binge-and-purge pattern.
66
hypothetical-deductive reasoning
Piaget’s formal operational concept that adolescents have the cognitive ability to develop hypotheses, or best guesses, about ways to solve problems.
67
adolescent egocentrism
The heightened self-consciousness of adolescents.
68
imaginary audience
Involves adolescents’ belief that others are as interested in them as they themselves are; attention-getting behavior motivated by a desire to be noticed, visible, and “on stage.”
69
personal fable
The part of adolescent egocentrism that involves an adolescent’s sense of uniqueness and invincibility (or invulnerability).
70
top-dog phenomenon
The circumstance of moving from the top position in elementary school to the lowest position in middle or junior high school.
71
crisis
Marcia’s term for a period of identity development during which the adolescent is exploring alternatives.
72
commitment
Marcia’s term for the part of identity development in which adolescents show a personal investment in forming an identity.
73
identity diffusion
Marcia’s term for adolescents who have not yet experienced a crisis (explored meaningful alternatives) or made any commitments.
74
identity foreclosure
Marcia’s term for adolescents who have made a commitment but have not experienced a crisis.
75
identity moratorium
Marcia’s term for adolescents who are in the midst of a crisis, but their commitments are either absent or vaguely defined.
76
identity achievement
Marcia’s term for adolescents who have undergone a crisis and have made a commitment.
77
ethnic identity
An enduring, basic aspect of the self that includes a sense of membership in an ethnic group and the attitudes and feelings related to that membership.
78
rite of passage
A ceremony or ritual that marks an individual’s transition from one status to another. Most rites of passage focus on the transition to adult status.
79
juvenile delinquent
An adolescent who breaks the law or engages in behavior that is considered illegal.

Psyc 171 test 4 (1 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions