chapters 7- Flashcards
not super hard on language (119 cards)
1
Q
Concepts
A
aspects of a bird example (wings, beak, etc.)
2
Q
Prototype
A
the actual bird raven, panguin, etc
3
Q
Schema
A
a mental construct consisting of a collection of related concepts. When a schema is activated, we automatically make assumptions about the
person/object/situation.
4
Q
Role schema
A
makes assumptions about how individuals in certain roles will behave. (how do you know about being a pilot before you were a pilot)
5
Q
Event schema (cognitive script)
A
set of
routine or automatic behaviors.
- Can vary widely among different cultures and
countries.
- Dictate behavior.
- Make habits difficult to break.
- E.g. when riding in an elevator, we
automatically stand facing the door.
Hard to change
6
Q
Language
A
a communication system that involves using words and systematic rules to organize those words to transmit information from one individual to another.
7
Q
Lexicon
A
the words of a given language.
8
Q
Grammar
A
the set of rules that are used to convey meaning through the use of the
lexicon.
9
Q
Phoneme
A
a basic sound unit (ah, eh,).
10
Q
Morphemes
A
the smallest units of language that convey some type of meaning.
Language is constructed through semantics and syntax.
11
Q
Semantics
A
the meaning we derive from morphemes and words.
12
Q
Syntax
A
the way words are organized into sentences.
13
Q
Noam Chomsky proposed:
A
proposed that the mechanisms underlying language acquisition are biologically determined.
14
Q
Critical period
A
proficiency at acquiring language is maximal early in life.
15
Q
Heuristic
A
general problem-solving framework.
- Short-cuts.
- A “rule of thumb”.
- Working-backwards – begin solving the problem by focusing on the end
result.
- Breaking large tasks into a series of smaller steps.
16
Q
Functional fixedness
A
– inability to perceive an
object being used for something other than what it
was designed for. (ie thinking inside the box)
17
Q
Anchoring bias
A
tendency to focus on one piece of information when making a
decision or solving a problem.
18
Q
Hindsight bias
A
leads you to believe that the event you just experienced was
predictable, even though it wasn’t.
19
Q
Representative bias
A
– tendency to unintentionally stereotype someone or
something.
20
Q
Availability heuristic
A
tendency to make a decision based on an example,
information, or recent experience that is readily available to you, even though it may
not be the best example to inform your decision.
21
Q
Divergent thinking
A
thinking “outside the box”.
- Used when more than one possibility exists on a situation.
being given a brick and using it for murder
22
Q
Convergent thinking
A
ability to provide a correct or well-established answer or
solution to a problem. (my coffee filter is out so I will go to a coffee shop instead)
23
Q
TRIARCHIC THEORY OF INTELLIGENCE
A
Sternburg
24
Q
What are the types of intelligence for multiple intelligence theories
A
- Linguistic
- Logical-mathematical
- Musical
- Bodily-kinesthetic
- Spatial
- Interpersonal
- Intrapersonal
- Naturalist
- Existential
25
Charles Spearman
2 types of intelligence
26
CHC theory of intelligence
Crystalized intelligence – acquired knowledge and the ability to retrieve it.
- Knowing facts.
- vocabulary
Fluid intelligence – the ability to see complex relationships and solve problems.
- Knowing how to do something.
what intelligence tests are built around
27
The Stanford-Binet Intelligence scale
Mental age
iq = mental age/chronological age x 100
28
Wechsler Test
10 tests that fit into 1 of 4 categories
-Verbal: Vocabulary
-Similarities: how are objects similar
-Information: Basic knowledge questions
-Perceptual reasoning: block design (make your blocks look like a pattern)
-Matrix reasoning: Shown set of symbols and you have to say what the next one would be
- Set of digits will be read and subject repeats them back
-Arithmetic
- processing index
-coding
29
What is an average IQ
82% of the population have an IQ score between 85 and 115
30
Intellectual Disability Levels
70-50 is a mild intellectual disibility
50-35 Moderate
35-20 Severe
<20 Profound
31
HOW MEMORY FUNCTIONS
1. Encoding involves the input of information into the memory system.
2. Storage is the retention of the encoded information.
3. Retrieval, is getting the information out of memory and back into awareness.
32
ENCODING
Labels/codes it.
- Organizes it with other similar information.
- Connects new concepts to existing
concepts.
33
Automatic processing
Automatic processing – encoding of details
like time, space, frequency, and the meaning
of words.
- Usually done without conscious awareness.
- E.g. remembering WHEN you last studied.
Effortful processing – encoding of details
that takes time and effort.
- E.g. WHAT you last studied, learning new
skills.
34
Semantic encoding
encoding of words and their meanings.
35
Visual encoding
encoding of images.
36
Acoustic encoding
encoding of sounds
37
Self-reference effect
the tendency for an individual to have better memory for
information that relates to oneself in comparison to material that has less personal
relevance.
38
BADDELEY & HITCH MODEL of storage
1. Visuospatial sketchpad
2. Episodic buffer
3. Phonological loop.
39
STORAGE: A-S MODEL
40
THE STROOP EFFECT
41
Short-term memory
Lasts about 20 seconds.
- Capacity is usually about 7 items +/-2 (discovered by George Miller).
42
Long term memory
43
Is there a limit to our long term memory
No, but we may not be able to recall them
44
Explicit (declarative) memory
– memories of facts and events we can consciously
remember and recall/declare.
Explicit memories include two types:
Semantic – knowledge about words, concepts and language.
- Knowing who the President is.
Episodic – information about events we have personally experienced.
- Remembering your 5th birthday party.
- The what, where, when of an event.
- Also called autobiographical memory.
- A small number of people (including actress Marilu Henner) have a highly
superior autobigraphical memory known as hyperthymesia.
45
IMPLICIT MEMORIES
"Muscle memory"
Implicit memory - memories that are not part of our consciousness.
- Formed through behaviors.
Procedural – stores information about how to do things.
- Skills and actions.
- E.g. how to ride a bike, tie your shoe laces, drive.
Implicit memory also includes behaviors learned through
emotional conditioning.
- You might have a fear of spiders but not consciously
remember why or what occurred to condition that fear.
46
Priming & emotional recall
Creates a quicker recall )Implicit
47
Recognition
being able to identify information that you have previously used
48
Relearning
Learning information you previosly learned
49
Amygdala
Involved in fear and fear memories (memory storage is influenced by stress
hormones).
- Processes emotional information important in encoding memories at a deeper
level and memory consolidation
50
Hippocampus
Associated with explicit memory, recognition memory and spatial memory.
- Projects information to cortical regions that give memories meaning and connect
them with other memories.
- Involved in memory consolidation.
- Damage leads to an inability to process new declarative memories.
51
H.M
Had both hippocampi removed, absolutely know ability to form new memories
52
Cerebellum
Plays a role in processing procedural memories, such as how to play the piano
and classical conditioning.
- Damage prevents classical conditioning such as an eye-blink in response to a
puff of air.
53
Prefrontal cortex
Appears to be involved in remembering semantic tasks.
- PET scans show activation in the left inferior prefrontal cortex when completing
semantic tasks.
- Encoding is associated with left frontal activity.
- Retrieval of information is associated with the right frontal region.
54
Flash bulb memory
a record of an atypical and unusual event that has very strong
emotional associations.
55
Amnesia
56
MEMORY CONSTRUCTION &
RECONSTRUCTION
Construction – formulation of new memories.
Reconstruction – process of bringing up old memories.
57
*The Ebbinghaus
forgetting curve shows how quickly memory for new information decays.
- 50% after 20 minutes.
- 70% after 24 hours.
58
Stereotypical bias
involves racial and gender biases.
- After presenting people with a list of names, they more frequently incorrectly
remembered typical African American names to be associated with the occupation
basketball player, and typical white names to be associated with the occupation
politician.
59
Egocentric bias
involves enhancing our memories of the past.
- People remember events in a way that makes them look better.
60
Hindsight bias
the tendency to think an outcome was inevitable after the fact.
- Thinking you knew it all along.
61
INTERFERENCE
62
What is development psych
THe way we change, growth and changes in the body and brean, senses, motor skills, and health and wellness
63
Cognetivs Development
64
Normative age-graded influences
are those biological and
environmental factors that have a strong correlation with
chronological age, such as puberty or menopause, or age-based
social practices such as beginning school or entering retirement.
65
Normative history-graded influences
are associated with a specific time period that defines the broader environmental and
cultural context in which an individual develops.
66
Nonnormative influences
are unpredictable and not tied to a
certain developmental time in a person’s development or to a historical period.
67
CONTINUOUS V DISCONTINUOUS
DEVELOPMENT
68
NATURE V NURTURE
Nature – biology and genetics.
Nurture – environment and culture.
69
PSYCHOSEXUAL THEORY
1. Oral - oral fixation
2. Anal - overbearing
3. Phallic -
4. Latency - no major development milestone
5. Genital - develop appropriate sexuasl relationships
70
PSYCHOSEXUAL THEORY
FREUD
1. Oral
2. Anal
3. Phallic
4. Latency
5. Genital
71
* PSYCHOSOCIAL THEORY
ERIKSON
Expands theory away from sex, development is life force aspect. 8 stages:
ERIKSON’S PSYCHOSOCIAL STAGES OF
DEVELOPMENT
1 Trust vs. mistrust 0-1
years
Trust (or mistrust) that basic needs, such as
nourishment and affection, will be met.
2 Autonomy vs
shame/doubt
1-3
years
Develop a sense of independence in many tasks.
3 Initiative vs guilt 3-6
years
Take initiative on some activities - may develop
guilt when unsuccessful or boundaries
overstepped.
4 Industry vs inferiority 7-11
years
Develop self-confidence in abilities when
competent or sense of inferiority when not.
5 Identity vs confusion 12-18
years
Experiment with and develop identity and roles.
6 Intimacy vs isolation 19-29
years
Establish intimacy and relationships with others.
7 Generativity vs
stagnation
30-64
years
Contribute to society and be part of a family.
8 Integrity vs despair 65+ Assess and make sense of life and meaning of
contributions.
72
COGNITIVE THEORY
PIAGET
schemata, assimalation, accomodation
73
Assimilation
incorporates information into existing
schemata.
74
Accommodation
Change schemata based on new
information.
75
THEORY OF MORAL DEVELOPMENT
KOHLBERG
*Only stages
76
Prenatal Devolopment
Germinal Stage
Embryonic Stage
77
*Teratogen
any environmental agent
(biological, chemical, or physical) that causes
damage to the developing embryo or fetus.
78
Infant reflexes
Newborn reflexes – inborn automatic responses to particular forms of stimulation
(help the newborn survive).
Rooting reflex – baby turns its head towards something that touches its cheek.
Sucking reflex – suck on objects placed by the mouth.
Grasping reflex – cling to objects placed in hands.
Moro reflex – baby spreads arms and pulls them back in when they are startled/feel
like they are falling.
79
Blooming period
neural pathways form thousands of new connections during infancy and toddlerhood.
80
Pruning period
neural connections are reduced during childhood and adolescence to allow the brain to function more efficiently.
81
*Fine and gross motoroskills
82
Baillargeon
83
Cognitive Milestones
6-9 months – can shake their head “no”.
9-12 months – respond to verbal requests
(e.g., wave bye-bye).
8 months - understand object
permanence.
Toddlers – understand someone will
come back when they leave the room, will
look in appropriate places when asked to
find objects.
3-5 years – learn to count, name colors, know their name and age, can make small
decisions, understand basic time concepts and sequencing, enjoy pretend play (can think
symbolically), become more curious (always asking ”why?”), develop theory of mind.
6-11 years – Thinking becomes more logical and organized, understand past, present,
and future, can plan and work towards goals, understand cause-and-effect relationships,
basic math skills.
Attention span is limited until approximately age 11.
84
Secure
child uses the parent as a secure base from which to explore.
* Child was distressed when mother left, happy to see them when they returned.
* Common when caregivers are sensitive and responsive to needs.
85
Avoidant
unresponsive to parent, does not use the parent as a secure base, and does
not care if parent leaves.
* Child was slow to show positive reaction when mother returned.
* Common when caregivers are insensitive and inattentive to needs.
86
Resistant
show clingy behavior, but then reject mothers attempts to interact with them.
* Child did not explore the toys, became extremely disturbed and angry when mother left,
were difficult to comfort when mother returned.
* Common when caregiver is inconsistent with level of response.
87
Disorganized
show odd behavior around caregiver.
* Behaved oddly when mother left (froze/ran around erratically), tried to run away when
mother returned.
* Common when child has been abused.
88
When can a baby recognize themselves in a miror
By 18 months a baby can recognize themselves in the mirror
89
when can a baby recognize themselves in a photo.
By 24-46 months
90
Self-Concept & Social Behavior
Age 2-4:
* Enjoy playing with other children.
* Can label themselves as boy or girl - through play, children explore and come to
understand gender roles
Age 4:
* Can cooperate and share.
* Can initiate tasks and carry out plans.
Age 6:
* Can identify themselves in terms of group membership.
91
PARENTING STYLES
1. Authoritative style (High Warmpth High Demands) – parents give children reasonable demands and consistent
limits, express warmth and affection, and listen to the child’s point of view.
2. Authoritarian style (High Demands, Low Warmth) – parents place a high value on conformity and obedience,
are often rigid, and express little warmth to the child.
3. Permissive style (permissive indulging) (Low Demands High Warmth)– parents make few demands and rarely use punishment.
4. Uninvolved style (low demands, low warmth) Permissive negelctful – parents are indifferent, uninvolved, and sometimes referred
to as neglectful; they don’t respond to the child’s needs and make relatively few
demands.
92
Temperament
innate traits that influence how one thinks, behaves, and reacts
with the environment.
93
Easy temperament
positive emotions, adapt well to change, and capable of
regulating emotions.
94
Difficult temperament
negative emotions, difficulty adapting to change and
regulating emotions.
95
The frontal lobe
is responsible for judgement, impulse control, and planning
96
Emerging adulthood
18-20
97
Middle Adulthood
40s-60s
98
Late Adulthood
60s +
99
Crystalized intelligence
information, skills, and strategies gathered through experience) remains steady or improves.
100
Fluid intelligence
(information processing abilities, reasoning, and memory) begins to decline.
101
__________________________________
102
Explicit memory
103
Implicit Memory
104
Terrance finds it difficult to learn the alphabet until he learns the alphabet song, what kind of encoding is this
105
Transience suggestibility and decay, memory
106
Ways we can remember things better (chunking elaborative rehearsal, mneumonics
107
Barney used to live in Pittsburgh his telephone # started with 412 now he lives in Baltimore and new area code is 410, barney remembers new by using old and subtracting 2
108
What is smallest unit of language that conveys some type of meaning
Phonym
109
Illnesses such as diabetes and ___ kill more people then car accident, however zale sees more car accidents and takes more precations against that
Availability heuristic?
110
Standardization, norming, IQ,
111
BIAS
112
2-3 q about erikson
113
2-3 q pioget
114
2-3 q about attatchment
115
Q about parenting styles
116
Madelin is 7 months old her mother is eating cooking and madellin wants some, mom hides cookie but maddelline still knows its there.
117
Jorie is 6 year old and picking out card for his moms birthday, he picks out card with lightning McQueen, what does this expemplify
pioget ()
118
COntinuas vs discontinuos development
119
1 q from todays class
