Exam 2 (Ch. 7 - Ch. 12)

Question 1

Cognition

Answer 1

The activity of knowing and the processes through which knowledge is acquired.

(For example, attending, perceiving, remembering, and thinking.)

Question 2

Schema

Answer 2

A cognitive structure or organized pattern of action or thought used to deal with experiences.

Question 3

Adaptation

Answer 3

In Piaget’s cognitive developmental theory, a person’s inborn tendency to adjust to the demands of the environment, consisting of the complementary processes of assimilation and accommodation.

Question 4

Assimilation

Answer 4

Piaget’s term for the process by which children interpret new experiences in terms of their existing schemata.

Contrast with accommodation.

Question 5

Accomodation

Answer 5

In Piaget’s cognitive develop- mental theory, the process of modifying existing schemes to incorporate or adapt to new experiences.

Contrast with assimilation.

Question 6

Object Permanence

Answer 6

The understanding that objects continue to exist when they are no longer visible or otherwise detectable to the senses; fully mastered by the end of infancy.

Question 7

Name Piaget’s stages of development and a characteristic of each

Answer 7

1. Sensorimotor - senses and reflexes
2. Preoperational - symbolic capacity, imagination
3. Concrete Operational - logical, flexible, organized
4. Formal Operational - thinking in the hypothetical and abstract realm

Question 8

Symbolic Capacity

Answer 8

The capacity to use symbols such as words, images, or actions to represent or stand for objects and experiences; representational thought.

Question 9

Conservation

Answer 9

The recognition that certain properties of an object or substance do not change when its appearance is altered in some superficial way.

Question 10

Centration

Answer 10

In Piaget’s theory, the tendency to focus on only one aspect of a problem when two or more aspects are relevant.

Question 11

Reversibility

Answer 11

In Piaget’s theory, the ability to reverse or negate an action by mentally performing the opposite action.

Question 12

Static Thought

Answer 12

In Piaget’s theory, the thought characteristic of the preoperational period that is fixed on end states rather than on the changes that transform one state into another.

Contrast with transformational thought.

Question 13

Egocentrism

Answer 13

The tendency to view the world from the person’s own perspective and fail to recognize that others may have different points of view.

Question 14

Transitivity

Answer 14

The ability to recognize the necessary or logical relations among elements in a serial order.

(For example, that if A is taller than B, and B is taller than C, then A must be taller than C.)

Question 15

Hypothetical-Deductive Reasoning

Answer 15

A form of problem solving in which a person starts with general or abstract ideas and deduces or traces their specific implications; “if–then” thinking.

Question 16

Adolescent Egocentrism

Answer 16

A characteristic of adolescent thought that involves difficulty differentiating between the person’s own thoughts and feelings and those of other people; evident in the personal fable and imaginary audience phenomena.

Question 17

Imaginary Audience

Answer 17

A form of adolescent egocentrism that involves confusing one’s own thoughts with the thoughts of a hypothesized audience for behavior and concluding that others share these preoccupations.

Question 18

Personal Fable

Answer 18

A form of adolescent egocentrism that involves thinking that oneself and one’s thoughts and feelings are unique or special.

“No one has ever felt like this before!” “Nobody understands!”

Question 19

Decentration

Answer 19

The ability to focus on two or more dimensions of a problem at one time.

Question 20

Transformational Thought

Answer 20

In Piaget’s theory, the ability to conceptualize transformations, or processes of change from one state to another, which appears in the stage of concrete operations.

Contrast with static thought.

Question 21

Information Processing Approach to Memory

Answer 21

An approach to cognition that emphasizes the fundamental mental processes involved in attention, perception, memory, and decision making.

Question 22

Sensory Register

Answer 22

The first memory store in information processing in which stimuli are noticed and are briefly available for further processing.

Question 23

Characteristic of Sensory Register

Answer 23

immediate, brief

Question 24

Short Term Memory (STM)

Answer 24

Temporary store for memories that have gained our attention.

Question 25

Characteristic of STM

Answer 25

7 +/- 2 items, 18-20 seconds

Question 26

Long Term Memory (LTM)

Answer 26

Serves as a storehouse for information that must be kept for long periods of time.

Question 27

Characteristic of LTM

Answer 27

unlimited, relatively permanent

Question 28

Encoding

Answer 28

The first step in learning and remembering something, it is the process of getting information into the information- processing system, or learning it, and organizing it in a form suitable for storing.

Question 29

Rehearsal

Answer 29

A strategy for remembering that involves repeating the items the person is trying to retain.

Question 30

Retrieval

Answer 30

The process of retrieving information from long-term memory when it is needed.

Question 31

Recall Memory

Answer 31

Recollecting or actively retrieving objects, events, and experiences when examples or cues are not provided. Contrast with cued recall memory and recognition memory.

Question 32

Recognition Memory

Answer 32

Identifying an object or event as one that has been experienced before, such as when a person must select the correct answer from several options. Contrast with cued recall memory and recall memory.

Question 33

Cued Recall Memory

Answer 33

Recollecting objects, events, or experiences in response to a hint or cue. Contrast with pure recall memory and recognition memory.

Question 34

Implicit Memory

Answer 34

Memory that occurs unintentionally and without consciousness or awareness. Contrast with explicit memory.

Question 35

Explicit Memory

Answer 35

Memory that involves consciously recollecting the past. Contrast with implicit memory.

Question 36

Organization of Memory

Answer 36

A technique that involves grouping or classifying stimuli into meaningful clusters.

Question 37

Metamemory

Answer 37

A person’s knowledge about memory and about monitoring and regulating memory processes.

Question 38

Metacognition

Answer 38

Knowledge of the human mind and of the range of cognitive processes, including thinking about personal thought processes.

Question 39

Automatization

Answer 39

The process by which in- formation processing becomes effortless and highly efficient as a result of continued practice or increased expertise.

Question 40

Autobiographical Memory

Answer 40

Memory of everyday events that the individual has experienced.

Question 41

Childhood Amnesia

Answer 41

A lack of memory for the early years of a person’s life.

Question 42

Psychometric Approach

Answer 42

The research tradition that spawned standardized tests of intelligence and that views intelligence as a trait or a set of traits that can be measured and that varies from person to person.

Question 43

Fluid Intelligence

Answer 43

Aspects of intelligence that involve actively thinking and reasoning to solve novel problems. Contrast with crystallized intelligence.

Question 44

Crystallized Intellegence

Answer 44

Those aspects of intellectual functioning that involve using knowledge acquired through experience. Contrast with fluid intelligence.

Question 45

Sternberg's Theory

Answer 45

Intelligence is having the abilities to succeed i life and optimize strengths and compensate for weaknesses. Attention to HOW intelligent answers are produced.

Question 46

Convergent Thinking

Answer 46

Thinking that involves “converging” on the one best answer to a problem; what IQ tests measure. Contrast with divergent thinking.

Question 47

Divergent Thinking

Answer 47

Thinking that requires coming up with a variety of ideas or solutions to a problem when there is no one right answer. Contrast with convergent thinking.

Question 48

What changes in memory skills from childhood to adolescence?

Answer 48

- Elaboration is mastered. - Better use of strategies. - Basic capacities increase. - Knowledge base increases. - Metacognition increases.

Question 49

What are the influential factors of memory skills in adulthood?

Answer 49

- More efficient problem solving. - Thought becomes automatic. - More organized and elaborative.

Question 50

Explain memory decline in old age.

Answer 50

- Evident by age 70. - More likely to be upset by memory trouble. - Attention takes more effort. - Slower processing.

Question 51

How does Vygotsky's theory differ from Piaget's?

Answer 51

Piaget believed that children go through set stages of cognitive development, and Vygotsky believed that cognitive development is continual.

Question 52

How does the stability of IQ scores change with age?

Answer 52

Becomes greater at age 4, increases at adolescent age and correlate with adult IQ.

Question 53

How does IQ predict performance in life?

Answer 53

High IQ means less likely to drop out of high school, more likely to go to college.

Question 54

Flynn Effect

Answer 54

The rise in average IQ scores over the 20th century.

Question 55

How do genes influence IQ?

Answer 55

- Identical twins raised apart score more similarly than fraternal twins raised together. - IQs of adopted children are more similar to biological parents.

Question 56

Explain culture bias in IQ testing.

Answer 56

Arises when one group is familiar with the information being tested, but another group might not be. Major concern: they cover material specific to European American culture.

Question 57

Mental Retardation

Answer 57

See intellectual disability. Significantly below- average intellectual functioning with limitations in areas of adaptive behavior such as self-care and social skills, originating before age 18 (previously known as mental retardation). ^^SNEAKY!

Question 58

Giftedness

Answer 58

The possession of unusually high general intellectual potential or of special abilities in such areas as creativity, mathematics, or the arts.

Question 59

Language

Answer 59

A symbolic system in which a limited number of signals can be combined according to rules to produce an in nite number of messages.

Question 60

What is meant by a critical period for language? What evidence is there?

Answer 60

Presumably ends around puberty when brain lateralization is coming to an end.

Question 61

What is the order of language development in infants and young children?

Answer 61

Before an infant speaks: - Intonation (2 months) - Understand word segmentation (7 ½ mos.) A sentence is more than just 1 long word. Predictive of greater vocabulary in toddlers.

Question 62

Phonology

Answer 62

Basic units of sound within a given language.

Question 63

Morphology

Answer 63

Rules that govern the formation of words from sounds. (making words plural, changing tenses, etc.)

Question 64

Syntax

Answer 64

Rules specifying how words can be combined to form meaningful sentences in a language.

Question 65

Nonverbal Gestures/Cues

Answer 65

Intentional body language used to communicate and influence the behavior of others.

Question 66

Intonation

Answer 66

Recognized and used to distinguish different languages.

Question 67

Word Segmentation

Answer 67

In language development, the ability to break the stream of speech sounds into distinct words.

Question 68

Cooing

Answer 68

An early form of vocalization that involves repeating vowel-like sounds.

Question 69

Joint Attention

Answer 69

The act of looking at the same object at the same time with someone else; a way in which infants share perceptual experiences with their caregivers.

Question 70

How is joint attention related to language development?

Answer 70

Joint attention draws connections between words and objects.

Question 71

What is typical of language development in toddlers?

Answer 71

- Telegraphic speech (2 word sentences). | - Vocabulary is 200+ words.

Question 72

Overextension

Answer 72

The young child’s tendency to use a word to refer to a wider set of objects, actions, or events than adults do. (For example, using the word car to refer to all motor vehicles.) Contrast with underextension.

Question 73

Underextension

Answer 73

The young child’s tendency to use general words to refer to a smaller set of objects, actions, or events than adults do. (For example, using candy to refer only to mints.) Contrast with overextension.

Question 74

Overregularrization

Answer 74

The overgeneralization of observed grammatical rules to irregular cases to which the rules do not apply. (For example, saying mouses rather than mice.)

Question 75

Neologisms

Answer 75

Making up new words to fill in for words not yet learned. (cutters = scissors)

Question 76

Explain language development in adolescence through adulthood.

Answer 76

- Improved grammar - Increased ability to define abstract terms - Increased complexity - Pragmatics - Expanded vocabulary

Question 77

Mastery Motivation

Answer 77

An intrinsic motive to master and control the environment evident early in infancy.

Question 78

Pros/Cons of Preschool

Answer 78

Pros: when academics and play are balanced Cons: academics > play

Question 79

Personality

Answer 79

The organized combination of attributes, motives, values, and behaviors that is unique to each individual.

Question 80

Name each of the Big 5

Answer 80

OCEAN :) 1. Openness to experience 2. Conscientiousness 3. Extraversion 4. Agreeableness 5. Neuroticism

Question 81

Self-Recognition

Answer 81

The ability to recognize oneself in a mirror or photograph, which occurs in most infants by 18 to 24 months of age.

Question 82

Categorical Self

Answer 82

A person’s classification of the self along socially significant dimensions such as age and sex.

Question 83

Social Comparison

Answer 83

The process of defining and evaluating the self through comparisons with other people.

Question 84

Gender Roles (what/how are they established?)

Answer 84

A pattern of behaviors and traits that defines how to act the part of a female or a male in a particular society.

Question 85

Gender Role Norms/Stereotypes (what/how are they established?)

Answer 85

Overgeneralized and largely inaccurate beliefs about what males and females are like.

Question 86

Gender Typing

Answer 86

The process by which children become aware of their gender and acquire the motives, values, and behaviors considered appropriate for members of their biological sex.

Question 87

Gender Segregation

Answer 87

The formation of separate boys’ and girls’ peer groups during childhood.

Question 88

Gender Intensification

Answer 88

A magnification of differences between males and females during adolescence associated with increased pressure to conform to traditional gender roles.

Question 89

Androgyny

Answer 89

A gender-role orientation in which the person blends both positive masculine-stereotyped and positive feminine-stereotyped personality traits.

Question 90

Androgyny Shift

Answer 90

A psychological change that begins in midlife, when parenting responsibilities are over, in which both men and women retain their gender-typed qualities but add to them qualities traditionally associated with the other sex, thus becoming more androgynous.

Question 91

Sexual Orientation

Answer 91

A person’s preference for sexual partners of the same or other sex, often characterized as primarily heterosexual, homo- sexual, or bisexual.

Question 92

Babbling

Answer 92

An early form of vocalization that appears between 4 and 6 months of age and involves repeating consonant–vowel combinations such as “baba” or “dadada.”

Question 93

Vygotsky's Sociocultural Perspective

Answer 93

Culture affects how and what we think. Knowledge depends on social competencies.

Question 94

Zone of Proximal Development

Answer 94

Range of abilities spanning what a child can accomplish on his own to what he can accomplish with guidance and encouragement from a more skilled partner.

Question 95

Guided Participation

Answer 95

Shared endeavors between more expert and less expert participants, working toward a common goal.

Question 96

Scaffolding

Answer 96

Adjusting the support offered during a teaching session to fit the child's current level of performance.

Question 97

Private Speech

Answer 97

Self-directed speech that guides behavior. (3-4 years old) AKA egocentric speech

Question 98

How does the environment influence IQ scores?

Answer 98

Home situation. Parental involvement, stimulation, and discipline.

Question 99

Who loves you more than life?

Answer 99

Myal

Question 100

correlates of achievement motivation (child, parent, school factors) who benefits most from early preschool experiences? Explain achievement motivation across the lifespan. How does Erikson differ from Freud in beliefs about personality? What does research say about the Big 5? What is the basic idea being the Social Learning Theory? Looking Glass Self Erikson's stage theory of Psychosocial Development Temperament - different types ideal self real self How do children characterize self-concept? Marcia's Theory Does the midlife crisis exist? Explain vocational changes over the lifespan. What are the 4 theories that explain gender role development? What are the characteristics of sexuality across the lifespan? What changes in sexuality in adulthood?

Answer 100

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