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PSYC 2110 > Exam 2 Content > Flashcards

Exam 2 Content Flashcards

(63 cards)

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1
Q

sensation

A

processing info by sense organs and brain

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2
Q

perception

A

organizing/ interpreting sensory info

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3
Q

preferential-looking technique

A

when 2 stimuli are shown, the one the infant looks at longer is what is preferred (proof they can discriminate between the 2)

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4
Q

visual acuity

A

visual sharpness/clarity

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5
Q

contrast sensitivity

A

differences in light/dark areas of patterns (infant levels are poor so they can only see high contrast patterns)

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6
Q

cone cells

A

light sensitive neurons in fovea/retina (1m have 20/120 vision, 2m can now differentiate between white/color)

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7
Q

smooth pursuit eye movements

A

gaze shifts at same rate as moving object (not developed until 4m)

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8
Q

perceptual narrowing

A

experiences develop perceptual system
Ex. facial perception is better of those who infants see frequently than those they don’t (mom & dad)

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9
Q

Other-race effect (ORE)

A

newborns have no face preferences but at 3m they prefer their own race’s faces (not about race but about familiarity/comfort)

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10
Q

Perceptual constancy

A

when object moves towards/away from us we understand it doesn’t actually change size/shape even though it looks different

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11
Q

object segregation

A

identification of separate objects within visual image (motion, texture, shape)

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12
Q

common movement

A

when 2 objects move at same direction/speed they appear to be the same object

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13
Q

violation of expectancy

A

surprise/interest of infant when even is inconsistent with what they know (unexpected events = greater response) [less habituated to it]

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14
Q

optical expansion

A

object size increases as it gets closer

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15
Q

binocular disparity

A

difference in images between the 2 eyes

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16
Q

steropsis

A

visual cortex combines signals from each eye to make depth perception (starts at 4m)

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17
Q

Monocular depth cues

A

cues that can be perceived with 1 eye (starts at 6/7m)

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18
Q

auditory localization

A

perception of location of sound’s source (turning head toward sound)

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19
Q

intermodal perception

A

combining 2+ sensory systems (baking bread- touch, smell, sight, etc)

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20
Q

reflexes (give examples)

A

fixed actions that occur in response to stimulation (grasping, rooting, sucking, stepping, tonic neck)

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21
Q

tonic neck reflex

A

head turns to one side, arm on that side extends and arm/knee on other side flex

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22
Q

moro (startle) reflex

A

throwing back head and extending arms up when loud sound/sudden movement

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23
Q

rooting reflex

A

turning head/opening mouth in direction of touch

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24
Q

sucking/swallowing reflex

A

when roof of mouth stimulated (nursing)

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25
affordances
possibilities of action offered by objects/stimulation (small objects can be picked up, large objects cannot)
26
self locomotion
moving oneself around environment (8m)
27
difference between scale, grasp, and media errors
scale- attempt of action of mini object but impossible due to size differences (toddler sitting in doll's chair) grasp- trying to pick up object from 2-D source (photo) media- trying to grab object through screen
28
classical conditioning
association of initially neutral stimulus with one that always evokes reflexive response
29
unconditioned stimulus (UCS) vs response (UCR)
-stimulus evokes automatic response, effects are biological NOT learned (food) -response elicited by UCS that is out of control (dog salivation for food- automatic)
30
conditioned stimulus vs conditioned response
CS- neutral stimulus that can eventually trigger conditioned response (ringing of bell) CR- reflexive response becomes elicited by conditioned stimulus (dog salivating at bell ring)
31
instrumental/operant conditioning
learning relations between behaviors and consequences that follow (ex. positive reinforcement, contingency relations)
32
observational vs rational vs active learning
Observational- learning by watching Rational- learning by predicting Active- learning by doing
33
comprehension
understanding what others say/sign/write
34
generative
system where finite set of words can be used to generate infinite number of sentences (dialect rules)
35
phonomes
smallest units of sound (lake/rake)
36
morphemes
smallest unit of meaning (dogs has 2, dog + s)
37
syntax
rules that specify how words from categories can/can't be combined (nouns, verbs,) (lyla ate the lobster different from the lobster ate lyla)
38
pragmatics
knowledge about how language is used in cultures
39
infant directed speech (IDS)
distinctive speech used when talking to infants (high pitch, slower, repetitious)
40
prosody
rhythm/patterns language is spoken with
41
voice onset time (VOT)
time between air passing though lips and when vocal chords start vibrating
42
word segmentation
where sounds begin/end (lookatheprettybaby)
43
distributional properties
certain sounds more likely to occur together than others
44
overextension
broad interpretation of the meaning of a word (dog used for any 4 legged animal)
45
under-extension
narrow interpretation of a word's meaning (dog = their dog but not the neighbor's dog)
46
syntactic bootstrapping
using grammatical structure to infer meanings of new words (the bunny is ____ the duck means that the bunny is doing something to the duck)
47
telegraphic speech
why waste time say not word when few word do trick
48
overregularization
speech errors where irregular forms of words are treated as though they are regular (foot vs feets)
49
collective monologues
children speaking back and fourth when the statements aren't at all related
50
narratives
story like depictions of past events
51
category hierarchies
SUPERORDINATE- general BASIC- middle (learned first) SUBORDINATE- specific
52
naive psychology
some commonsense understanding of self/others exists in everyone based on desires, beliefs and actions
53
3 properties of naive psychology
-invisible mental states (can't see desires but can see actions related) -cause-effect relations (unexpected outcomes can affect desires & beliefs and eventually actions -development is early!
54
theory of mind
understanding how mental processes (beliefs, perceptions, emotions) influence behavior
55
false-belief problems
another person believes something to be true and child knows its false (at 4y they understand behavior depends on beliefs)
56
TOMM
theory of mind module is a hypothesized brain mechanism used to understand human beings
57
Piagetian approach of TOMM
false belief mistakes from egocentrism, TOM linked to concrete operational stage (not true)
58
Core-knowledge approach of TOMM
TOMM is innate (some is but lots develops through growth)
59
sociocultural approach to TOMM
interacting with others is how we learn about their minds
60
Informational processing approach of TOMM
children become skilled at processing more complex info like thoughts of others
61
Essentialism
living things have essence that makes them what they are (dog barks because of "dogness)
62
3 main components of number cognition
innate- subitizing/estimation learning- counting (what differs humans from animals cultural- counting systems/language
63

PSYC 2110 (2 decks)

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