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Developmental Psych > Exam 2 > Flashcards

Exam 2 Flashcards

(121 cards)

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1
Q

A not B theory

A

Exp where babies track an object under blankets and pick the same blanket as the first time even though they saw it on the other one

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2
Q

Accomodation

A

Process by which people adapt current knowledge structures in response to new experiences

Ex zebras are horse

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3
Q

Assimilation

A

The process by which people translate incoming information into a form that fits concepts you already understand

Man w afro = clown

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4
Q

Autobiographical Memories

A

When you remember things only from your point of view

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5
Q

Basic processes

A

Simplest and most frequently used mental processes

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6
Q

Centration

A

The tendency to focus on a single perceptually striking feature lf an object or event

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7
Q

Computer simulation

A

Type of math model that expresses ideas about mental processes in precise ways

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8
Q

Concrete operational stage

A

7-12

Children become able to reason logically about concrete object and events

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9
Q

Conservation concept

A

The jdea that changes the appearance of objects does not necessarily change the objects other key properties

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10
Q

Comstructivism

A

The theory that infants build increasingly advanced understanding by combining innate knowledge with subsequent experiences

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11
Q

Core knowledge theories

A

Approach that views children as having innate knowledge of domain specific learning mechanisms doe rapidly and effortlessly understanding domains

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12
Q

Cultural tools

A

The innumerable products of humans ingenuity that enhance thinking

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13
Q

Deferred imitation

A

The repetition of other peoples behavior a substantial time after it originally occured

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14
Q

Domain specific

A

Information about a particular content area

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15
Q

Dynamic system theories

A

A class of theories that focus on how change occurs over time in complex systems

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16
Q

Egocentrism

A

The tendency to perceive the word solely from ones own point of view

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17
Q

Encoding

A

The process of representing in memory information that draws attention or is considered important

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18
Q

Equilibration

A

The process by which children balance assimilation and accommodation to create stable understanding

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19
Q

Formal operational stage

A

12+

People become able to think about abstractions and hypothetical situations

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20
Q

Guided participation

A

A process in which more knowledgable individuals organize activities in ways that allow knowledgable people to learn

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21
Q

Information processing theories

A

A class of theories that focus on the structure of the cognitive system and the mental activities used to deploy attention and memory to solve problems

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22
Q

Intersubjevtivity

A

The mutual understanding that people share during communication

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23
Q

Joint attention

A

A process in which social partners intentionally focus on a common referenf in the external environment

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24
Q

Long term memory

A

Information retained on an enduring basis

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25
Nativism
The theory that infants have substantial innate knowledge of evolutionary important domains
26
Object permanance
The knowledge that objects continue to sxist even when they are out of view
27
Overlapping waves theory
An information processing approach that emphasizes the variability of children’s thinking
28
Piaget’s Theory
``` Cognitive development of 4 stages Sensorimotor Preoperational Concrete operations Formal operational stages ```
29
Preoperational stage
Piagets theory in which children become able to represent their experience in language, mental imagery, and symbolic thought
30
Sensorimotor stage
Birth - 2 piagets theory | Intelligence is expressed through sensory and motor abilities
31
Concrete operational stage
Piaget 7-12 | Children become able to reason logically about concrete objects and events
32
Formal operational stage
Piaget 12+ | People become able to think about abstractions and hypothetical situations
33
Private Speech
The second phase in which children develop self regulation and problem solving abilities by telling themselves aloud what to do
34
Problem solving
The process of attaining a goal by using a strategy to overcome an obstacle
35
Rehersal
The process of repeating information multiple times to aid memory of it
36
Selective attention
The process of intentionally focusing on the information that is most relevant to the current goal
37
Social scaffolding
A process in which more competent people provide a temporary framework that supports children thinking at a hugher level than children could manage on their own
38
Symbolic representation
The use of one object to stand for another
39
Task analysis
The research technique of identifying goals relevant information in the enviro and potential processing strategies for a. Problem
40
Working memory
Memory system that involved actively attending to gathering maintaining storing and processing information
41
Active learning
Learning by acting on the world rather than passively observing objects and events
42
Affordances
The posibilities for action offered by objects or situations
43
Auditory localization
Perception of the location in space of a sound source
44
Binocular disparity
The difference between the retinal image of an object in each eye that results in two slightly different signals being sent to the brain
45
Classical conditioning
A form of learning that consists of associating an initially neutral stimulus that always evokes a particular reflexive response
46
Conditioned stimulus
Neutral stimulus that is repeatedly paired with the unconditioned stimulus Bell
47
Conditioned response
Originally reflexive response that comes to be elicted by the conditioned stimulus Salvation
48
Cones
Light sensitive neurons that are highly concentrated in the fovea (center of the retina)
49
Contrast sensitivity
The ability to detect differences in light and dark areas in a visual pattern
50
Differentiation
Extracting from the constantly changing stimulation and events in the environment the relation of those elements that are constant or stable
51
Operational (instrumental) conditioning
Learning the relation between ones own behavior and the consequences that results from it
52
Intermodal perception
The combining of jnformation from two or more sensory systems
53
Monocular depth cues
The perceptual curs of depth that can perceived by one eye alone
54
Object segregation
The identification of separate objects in a visual array
55
Optical expansion
A depth cue in which an object occludes increasingly more of the background indicating that the object is approaching
56
Perception
The process of organizing and interpreting sensory information
57
Perceptual constancy
The perception of objects as being of constant in spite of physical differences in the retinal image of the object
58
Perceptual narrowing
Developmental changes in which experience fine tunes the perceptual system
59
Positive reinforcement
A reward that reliably follows a behavior and increases the likelihood that the behavior will be repeated
60
Preferential looking technique
A method for studying visual attention in infants that involves showing idants two patterns or two objects at a time to see if the infants have a preference for one over the other
61
Pre reaching movements
Clumsy swiping movement by young infants toward the general vicinity of objects they see
62
Rational learning
The ability to use prior experiences to predict what will occur in the future
63
Reflexes
Innate fixed patterns of action that occur in response to particular stimulation
64
Scale error
The attempt by a young child to perform an action on a miniature object that is impossible due to the large discrepancy in the relative sizes of the child and the object Big vs tiny room
65
Self locomotion
The ability to move oneself around in the environment
66
Sensation
The processing of basic information from the external world by the sensory receptors in the sense organs and brain
67
Stepping reflex
Stepping when placed standing or in a thb
68
Steropsis
The process by which the visual cortex combines the differing neural signals caused by binocular disparity resulting in the perception of death
69
Unconditioned stimulus
A stimulus that evokes a reflexive response
70
Unconditioned response
A reflexive response that is elicted by the unconditioned stimulus
71
Violation of expectancy
Studying infant cognition in which infants are shown an event that should evoke surprise or interest if it violates something the infant knows or assumes to be true Bridge passing box
72
Visual acuity
The sharpness of visual discrimination
73
Babbling
Repetitive consonant vowel sequence or hand movement
74
Bilingualism
The ability to use two languages
75
Categorical perception
The perception of speech sound as belonging to discrete categories
76
Collective monologues
Conversation between children that involves a series of non sequiturs Two kids talking to themselves at the same time
77
Comprehension
Understanding what others say on language
78
Connectionism
A type of information processing approach that emphasizes the simultaneous activity of numerous interconnected processing units
79
Critical period for language
The time during which language develops | Must be by age 5
80
Distributional properties
The phenomenon that in any language certain sounds are more likely to appear together than other
81
Dual representation
The idea that a symbolic artifact must be represented mentally in two way ld at the same time as a real object and as a symbol for something other than itself
82
Fast mapping
The process of rapidly learning a new word simply from hearing the contrastive use of a familiar and the u familiar word
83
Generativity
The use of a finite set of words and morphemes in humans’ vocab we can put together an infinite number of sentences and express an infinite number of ideas and sentences
84
Holophrastic period
Expressing ideas in one word sentences
85
Infant directed speech (IDS)
Speech when adult talks to babies
86
Morphemes
The smallest unit of meaning in a language | Ine word phonemes
87
Narratives
Telling a story of past events in first person
88
Overextension
Using a word in places that it doesnt apply (to broad)
89
Overregularization
Speech errors by treating irregular forms of gram as if they were regular Ex run - ranned
90
Phonemes
Elementary units of meaningful sounds in language (one syllable)
91
Phonological developmentq
The acquisition of knowledge about the sound of a language
92
Pragmatic cues
Using social context to learn new vocab
93
Pragmatic development
Acquisition of knowledge of how language is used
94
Production
Speaking or writing to others
95
Prosody
Characteristics of which language is spoken
96
Reference
Associating of words to meaning
97
Semantic development
The learning of expressing meaning in a language
98
Symbols
Systems for representing our thoughts feelings and knowledge and communicating them to other people
99
Syntatic development
Learning syntax
100
Syntactic bootstrapping
Using grammar to figure out meaning
101
Syntax
Rules of how words can be applied in language
102
Telegraphic speech
Expressing ideas in two word phrases
103
Universal Grammar
Set of unconscious rules that are common to all languages
104
Voice onset time (VOT)
Length of time from air passing through the lips from the vocal cords
105
Word segmentstion
Process of discovering where words begin and end in fluent speech
106
Superordinate level
General level | Ex calling a cat an animal
107
Subordinate level
Most specific level within a category | Ex calling all dogs a poodles
108
Basic level
Middle level Learned first Ex dog
109
Category heirarchy
Organized subset relations Animal- dog-poodle
110
Concepts
General ideas that can be used to group together objects in a similar way
111
Egocentric spatial representations
Coding spatial locations relative to ones own body without regard to surroundings
112
Essentialism
Living things have an essence inside them that makes them what they are
113
False belief problems
Test a childs understanding that other people will act according to their own beliefs not their own
114
Naïve psychology
Commonsense level of understanding of other people and self
115
Numerical equality
The realization that all things of the same n objects have something i common
116
Object substitution
Form of pretense in which an object is used as something other than itself Ex broom used as a horse
117
Perceptual categorization
The grouping together of objects that look alike
118
Pretend play
Make believe activities in which children create new symbolic relations
119
Sociodramatic play
Children playing out scenes | Ex school or playing mommy
120
Theory of mind
Organized understanding of how mental processes influence behavior
121
Theory of mind module (TOMM)
Brain mechanism devoted to understanding other human beings

Developmental Psych (7 decks)

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