Midterm 3 Flashcards
(120 cards)
1
Q
Is information processing model domain- specific or domain general?
A
Domain specific, experience driven
1
Q
Intelligence
A
A concept to explain why some people perform better than others on cognitive tasks
2
Q
Two models of information processing view
A
Flowchart: specifies an output and an input, with processing inbetween
Computer: starts with input, has programmed conversions, and has multiple outcomes
3
Q
Computer simulation
A
Programming a computer to perform a cognitive task in the same way in which humans are thought to perform it. A information-processing method for testing theories of underlying process
3
Q
Connectionism
A
Creation of artificial neural networks, embodied in computer programs, that solve cognitive tasks and modify their solutions in response to experience. A methodological and theoretical approach adopted by a subset of information- processing researchers
5
Q
Flowchart metaphor
A
Environmental input–> sensory registers–> short-term memory–> either response output of long term-memory
6
Q
Evidence in support of memory processing in infants:
A
- sensorimotor infant uses a familiar scheme (sucking, grasping) when presented with Daniel object
- infant searches for objects that have been hidden from view
- infants show a preference for their mothers voice
7
Q
Event memory
A
Scripts for sequences of familiar actions or routine events in ones daily world
8
Q
Script
A
A representation of the typical sequence of events in a familiar context
9
Q
Constructive memory
A
The ways that individuals interpret the information they take in terms of their pre-existing knowledge, which affects threat they remember
9
Q
Autobiographical memory
A
Specific, personal, and long-lasting memory about the self
10
Q
Recognition memory
A
The realization that some perceptually present stimulus or event has bee encountered before
11
Q
Recall memory
A
The retrieval of some past stimulus or event that is not perceptually present
13
Q
Evidence supporting recall memory in infancy
A
- deferred imitation on which infant imitate a behaviour seen on prior day for the first time
- infant search for hidden objects
- the appearance of language
- infants can imitate sequences of action (or giving a doll a bath)
14
Q
Reactivation
A
The preservation of the memory for an event through re-encounter with at least some portion of the event in the interval between initial experience and memory test
15
Q
Infantile amnesia
A
The inability to remember experiences from the first two or three years of life
15
Q
Mnemonic strategies
A
Techniques (such as rehearsal or organization) that people use in an attempt to remember something
16
Q
Utilization deficiency
A
The failure of a recently developed mnemonic strategy to facilitate recall
17
Q
Production deficiency
A
The failure to spontaneously generate a mnemonic strategy
18
Q
Study strategies
A
Mnemonic strategies (such as outlining and note taking) that students use in an attempt to remember school metrical
19
Q
Metamemory
A
Knowledge about memory
21
Q
The improvement of memory with age may reflect:
A
- mnemonic strategies
- metamemory
- more powerful cognitive structures
22
Q
Expertise
A
Organized factual knowledge with respect to some content domain
23
Q
Rules
A
Procedures for acting on the environment and solving problems
23
Executive function
General components of problem solving, such as short-term memory, metacognitive awareness, and inhibition
24
Analogical reasoning
A form of problem solving in which the solution is achieved through recognition of the similarity between the new problem and some already understood problem
25
Encoding
Attending to and forming internal representations of certain features of the environment. A mechanism of change in information- processing theories
26
Automatization
An increase in the efficiency with which cognitive operations are executed as a result of practice. A mechanism of change in information- processing theories
27
Strategy construction
The creation of strategies for processing and remembering information. A mechanism of change in information-processing theories
28
Strategy selection
Progressively greater use of relatively effective strategies rather than with relatively in affective ones
30
One- one
Assign one and only one distinctive number name to each item to be counted
31
Stable order
Always recite numbers in the same order
32
Cardinal
The final number name at the end of a counting sequence represents the number of items in that set
33
Abstraction
The preceding counting principles can be applied to any set of entities, no
Mater how heterogeneous
34
Order-irrelevance
The items in a set can be counted in any order
35
Psychometric
An approach to the study of intelligence that emphasizes the use of standardized tests to identify individual differences among people
36
Reliability
The consistency or repeatability of a measuring instrument. A necessary property of a standardized test
37
Validity
Th accuracy with which a measuring instrument assesses the attribute it is designed to measure. A necessary property of a standardized test
38
g
General intelligence; g is assumed to determine performance on a wide range of intellectual measures
39
Hierarchical model of intelligence
A model of the structure of intelligence in which intellectual abilities are seen as being organized hierarchically, with broad, general abilities at the top of the hierarchy and more specific skills nested underneath
40
Heritability
The proportion of variance in a trait (such as IQ) that can be attributed to genetic variance in the sample being studied
41
Flynn Effect
Increase over time in the average level of performance on IQ tests
42
HOME (Home Observation for Measurement of the Environment)
An instrument for assessing the quality of the early home environment. Includes dimensions such as maternal involvement and variety of play materials
43
Stereotype threat
Extra pressure people feel in situations in which their performance may confirm a negative stereotype held about their group
44
Environment of evolutionary adaptedness (EEA)
The environment that produced a species' evolved tendencies
45
Biologically primary abilities
Evolved abilities shaped by natural selection to solve recurring problems faced by ancestral humans
46
Biologically secondary abilities
Non-evolved abilities that co-opt primary abilities for purposes other than the original evolution-based function and appear only in specific cultural contexts
47
Dynamic assessment
Method of assessing children's abilities derived from Vygotsky's concept of the zone of proximal development. Measures the child's ability to benefit from adult- provided assistance, typically in a test-train-retest design
48
Convergent thinking
A form of thinking in which the goal is to discover the correct answer to problems with a definite solution- the form of thought emphasizes on IQ tests
49
Divergent thinking
A form of thinking in which the goal is to generate multiple possible solutions for problems that do not have a single correct answer- the form of thought hypothesized to be important for creativity
50
Productivity
The property of language that permits humans to produce and comprehend an infinite number of statements
51
Nativist theory
A theory of language development, originated by Chomsky, that stresses the innate mechanisms separate from cognitive processes
52
Surface structure
Chomsky's term for the way words and phrases are arranged in spoken languages
53
Deep structure
Chomsky's term for the inborn knowledge humans possess about the properties of language
54
Language acquisition device (LAD)
Chomsky's proposed brain mechanism for analyzing speech input; the mechanism that allows young children to quickly acquire the language to which they are exposed
55
Transformational grammar
A set of rules developed by LAD to translate a language's surface structure to a deep structure that the child can understand innately
56
Infant-directed speech
(Formerly known as "motherese")
| Simplified speech directed at very young children by adults and older children
57
Language acquisition support system (LASS)
Bruner's proposed process by which parents provide children with assistance in learning language
58
Phonology
The study of speech sounds
59
Phoneme
A sound contrast that changes meaning
60
Categorical perception
The ability to detect differences in speech sounds that correspond to differences in meaning; the ability to discriminate phonemic boundaries
61
Cooing
A stage in the preferably period, beginning at about 2 months, when babies primarily produce one- syllable vowel sounds
62
Reduplicated babbling
A stage in the preverbal period, beginning at about 6 months, when infants produce strings of identical sounds, such as dadada
63
Babbling drift
A hypothesis that infants' babbling gradually gravitates toward the language they are hearing and soon will speak
64
Semantics
The study of meaning in language
65
Lexicon
A vocabulary or repertoire of words
66
Naming explosion
A period of language development, beginning around 18 months, when children suddenly begin to acquire words (especially labels) at a high rate
67
Referential style
Vocabulary acquired during the naming explosion that involved a large proportion of nouns and object labels
68
Expressive style
Vocabulary acquired during the naming explosion that emphasizes the pragmatic functions of language
69
Overextension
An early language error in which children use labels they already know for things whose names they do not yet know
70
Underextension
An early language error in which children fail to apply labels they know to things for which the labels are appropriate
71
Coining
Children's creation of new words to label objects or events for which the correct label is not known
72
Holophrases
A single word used to express a larger idea: common during the second year of life
73
Syntactic bootstrapping
A proposed mechanism of semantic development in which children use syntactic cues to infer the meanings of words
74
Fast-mapping
A process in which children acquire the meaning of a word after a brief exposure
75
Constraints
Implicit assumptions about word meanings; hypothesized to narrow down the possibilities that children must consider, thereby facilitating the task of word learning
76
Whole-object assumption
The child's hypothesis that a new noun refers to an entire object, not its constituent parts
77
Shape bias
The child's assumption that a new word is extended to things of similar shape
78
Lexical contrast theory
A theory of semantic development holding that 1) children automatically assume a new word has a meaning different from that of any other word they know and 2) children always choose word meanings that are generally accepted over more individualized meanings
79
Principle of mutual exclusivity
A proposed principle of semantic development stating that children assume that an object can have only one name
80
Grammar
The study of the structural properties of language, including syntax, inflection and intonation
81
Syntax
The aspect of grammar that involves word order
82
Inflections
The aspects of grammar that involves adding endings to words to modify their meaning
83
Telegraphic speech
Speech from which non-essential function words (e.g. In, the, with) are omitted; common during early language learning
84
Overregularization
An early structural language error in which children apply inflectional rules to irregular forms (e.g. Adding ed to say)
85
Semantic bootstrapping
A proposed mechanism of grammatical development in which children use semantic cues to infer aspects of grammar
86
Operating principles
A hypothetical innate strategy for analyzing language input and discovering grammatical structure
87
Language-making capacity (LMC)
Slobin's proposed set of strategies or learning principles that underlie the acquisition of language
88
Competition model
A proposed strategy children use for learning grammar in which they weight possible cues in terms of availability and reliability
89
Expansion
A repetition of speech in which errors are corrected and statements are elaborated
90
Recasts
A response to speech that relates to using a different structure
91
Clarification question
A response that indicates that a listener did not understand a statement
92
Pragmatics
The study of the social uses of language
93
Speech act
An instance of speech used to perform pragmatic functions such as requesting or complaining
94
Discourse
Language used in social interactions; conversation
95
Social referential communication
A for, of communication in which a speaker sends a message that is comprehended by a listener
96
Primary caregiver
The person, usually the mother, with whom the infant develops the major attachment relationship
97
Socialization
The process through which society moulds the child's beliefs, expectations, and behaviour
98
Social cognition
Knowledge of the social world and interpersonal relationships
99
Internal working models
An infant's and a caregiver's cognitive conception of each other; which they use to form expectations and predictions
100
Emotions
An internal reaction or feeling which may be either positive (such as joy) or negative (such as anger), and may reflect a readiness for action
101
Affect
The outward expression of emotions through facial expressions, gestures, intonation, and the like
102
Display rules
The expectations and attitudes a society holds toward the expression of affect
103
Microanalysis
A research technique for studying dyadic interactions, in which two individuals are simultaneously video recorded with different cameras and then the tapes are examined side-by-side
104
Intersectional synchrony
The smooth intermeshing of behaviours between caregiver and baby
105
Affect mirroring
The degree to which caregivers garage their communicative behaviours to respond to input from their infants
106
Temperament
The aspect of personality studied in infants, which includes their emotional expressiveness and responsiveness to stimulation
107
Goodness of fit
A concept describing the relation between a baby's temperament and his or her social and environmental surroundings
108
New York Longitudinal Study (NYLS)
A well-known longitudinal project conducted in the United States by Thomas and Chess to study infant temperament and its implications for later psychological adjustment
109
EAS model
Plomin and Buss' theory of temperament, which holds that temperament can be measured along the dimensions of emotionality, activity, and sociability
110
Inhibition
The tendency to quickly respond in a negative manner to an unfamiliar situation
111
Maternal bonding
The mother's emotional attachment to the child, which appears shortly after birth and which some theorists believe develops through early contact during a sensitive period
112
Wariness of strangers
A general fear of unfamiliar people that appears in many infants at around 8 months of age and indicates the formation of the attachment bond
113
Separation protest
Crying and searching by infants separated from their mothers; an indication of the formation of the attachment bond
114
Strange situation procedure
Mary Ainsowrth's laboratory procedure for assessing the strength of the attachment relationship by observing the infants reaction to a series of structured episodes involving the mother and a stranger
115
Attachment Q- Set (AQS)
A method of assessing attachment in which cards beaning descriptions of the child's interactions with the caregiver are sorted into categories to create a profile of the child
116
Adult attachment interview
An instrument used to assess an adult's childhood recollections of the attachment relationship with the primary caregiver
117
Aptitude tests
Predict future performance; measures potential
118
Achievement tests
Assess current performance
119
Sternberg's trial chic approach to intelligence
Componential sub theory
Experiential sub theory- wisdom
Contextual sub theory - street smarts
