MIDTERM EXAM Flashcards
(123 cards)
1
Q
Knowing mental processes by acquiring knowledge
A
COGNITION
2
Q
Information-processing theorists use the analogy of the mind as a computer, with information flowing through a limited-capacity system composed of mental hardware and software.
A
MULTISTORE MODELS
3
Q
One’s existing information about a topic or content area
A
KNOWLEDGE BASE
4
Q
Changes in mental activities
A
COGNITIVE DEVELOPMENT
5
Q
experimental study of developmental knowledge
A
GENETIC EPISTEMOLOGY
6
Q
Used to refer to the total amount of “space” available to store information, sometimes to how long information can be retained in a storage unit, and sometimes to how quickly information can be processed.
A
CAPACITY
7
Q
a general measure of the amount of information that can be held in the short-term store
A
MEMORY SPAN
8
Q
Directed and deliberately implemented mental operations used to facilitate task performance.
A
STRATEGIES GOAL
9
Q
basic life functions that allow an organism to adapt to its environment and according to Piaget - A form of equilibrium toward which all cognitive function tends
A
Intelligence
10
Q
there is a balanced relationship between one’s thought process and environment.
A
Cognitive Equilibrium
11
Q
gain knowledge by acting on objects and events to discover their properties.
A
Constructivist
12
Q
actions that one constructs to interpret aspect of one’s experience.
A
Scheme
13
Q
an inability to recall much about the first few years of life
A
INFANTILE AMNESIA
14
Q
attempts to fit new experiences to existing schemes
A
assimilation
15
Q
modifying existing schemes in response to new experiences
A
accommodation
16
Q
Autobiographical memory improves dramatically during the preschool years.
A
TRUE
17
Q
results as assimilations stimulate accommodations, which induce the reorganization of schemes, which permit further assimilations, and so on.
A
Cognitive growth
18
Q
Parents do not play an important role in the growth of autobiographical memories by discussing past events, providing clues about what information is important to remember, and helping children to recall their experiences in rich personal narratives.
A
FALSE
19
Q
Piaget’s Stages of Cognitive Development
(age 0–2)
A
Sensorimotor period
20
Q
infants over the first 2 years come to know and understand objects and events by acting on them
A
Reflex Activity
21
Q
Memory strategies are usually assessed on either _________ or cued-recall tasks, the latter of which provide specific cues, or prompts, to aid retrieval.
A
FREE RECALL
22
Q
Piaget’s Stages of Cognitive Development
(roughly 2 to 7 years)
A
Preoperational period
23
Q
increases as children rely on the symbolic function and display representational insight.
A
Symbolic reasoning
24
Q
Knowledge of the workings of memory
A
METAMEMORY
25
Symbolism gradually becomes more sophisticated as children acquire a capacity for _____________ (or dual encoding).
dual representation
26
Metamemory decreases with age and contributes to developmental and individual differences in strategic memory.
FALSE (INCREASES)
27
Is a special type of problem-solving that requires that one make an inference.
REASONING
28
involves applying what one knows about one set of elements to infer relations about different elements.
ANALOGICAL REASONING
29
enable preoperational children to solve conservation tasks, indicating that preschool children possess an early capacity for logical reasoning that Piaget overlooked
Identity Training
30
The relational primacy hypothesis proposes that analogical reasoning is unavailable early in infancy.
FALSE (AVAILABLE)
31
Are these factors affecting children's analogical reasoning?
1. Metamemory, or conscious awareness of the basis on which one is solving a problem.
2. Knowledge of the relations on which the analogy is based.
STATEMENT 1 is FALSE (METACOGNITION)
STATEMENT 2 is TRUE
32
a reflection of the theory of mind (TOM), in which children come to understand that their behavior and the behavior of others is based on what they know or believe, and what they want or desire. TOM is usually assessed using false-belief tasks.
Belief-Desire Reasoning
33
Piaget’s Stages of Cognitive Development
(age 7 to 11 years)
Concrete operations
34
children acquire such cognitive operations as __________ and _________, which enable them to think logically and systematically about tangible objects, events, and experiences
decentration, reversibility
35
Piaget’s Stages of Cognitive Development
(age 11 or 12 and beyond)
Formal operations
36
Counting begins once children begin to talk, and preschoolers gradually construct such basic mathematical understandings as the principle of cardinality.
TRUE
37
is rational and abstract, and involves both
______ and ______
reasoning.
hypothetico-deductive, inductive
38
Children of any age actually use a variety of strategies to solve math problems, as described by
SIEGLER'S ADAPTIVE STRATEGY CHOICE MODEL
39
defines intelligence as a trait (or set of traits) that allows some people to think and solve problems more effectively than others.
PSYCHOMETRIC APPROACH
40
emphasizes social and cultural influences on intellectual growth.
sociocultural theory
41
developed the first successful intelligence test and defined intelligence as a general mental ability.
ALFRED BINET
42
He proposed that we should evaluate development from the perspective of four interrelated levels in interaction with children’s environments:
microgenetic, ontogenetic, phylogenetic, and socio-historical.
43
Researchers relying on factor analysis argue that intelligence is a singular trait
FALSE (NOT A SINGULAR TRAIT)
44
Children acquire cultural beliefs, values, and problem-solving strategies in the context of collaborative dialogues with more skillful partners as they gradually internalize their tutor’s instructions to master tasks within their ________.
zone of proximal development
45
He viewed intelligence as a general mental ability (or g) and special abilities (or s), each of which was specific to a particular
SPEARMAN
46
claimed that intelligence consists of seven primary mental abilities.
THURSTONE
47
proposes that intelligence consists of 180 mental abilities.
GUILFORD'S STRUCTURE OF INTELLECT MODEL
48
Learning occurs best when more skillful associates properly _____ their intervention
scaffold
49
Vygotsky claimed that a child’s private speech becomes a cognitive self-guidance system that regulates problem-solving activities and is eventually internalized to become covert, verbal thought.
True
50
Made a distinction between fluid intelligence and crystallized intelligence.
CATTEL AND HORN
51
Is the most elaborate psycho-metric classification of mental abilities
Carroll’s three-stratum theory of intelligence
52
Spearman's triarchic theory criticizes psychometric theories of intelligence for their failure to consider:
- the contexts in which intelligent acts are displayed
- the test-takers experience with test items
- the information-processing strategies for thinking or solving problems
FALSE (Robert Sternberg’s triarchic theory)
53
Contends that human beings display at least nine distinctive kinds of intelligence, several of which are not assessed by traditional intelligence tests.
Gardner’s theory of multiple intelligences
54
- Both scales compare children’s performance against test norms for age-mates.
- Both scales assign children intelligence quotients (IQs), which are normally distributed around the average score of 100.
Stanford-Binet Intelligence Scale and the Wechsler Intelligence Scale for Children (WISC-IV)
55
It is grounded in information-processing theory and it uses dynamic assessment, which is compatible with Vygotsky’s theory and Sternberg’s triarchic theory.
Kaufman Assessment Battery for Children (K-ABC)
56
- tap perceptual and motor skills
- assign developmental quotient (DQ) scores
- are poor predictors of childhood IQs.
Infant Intelligence Tests
57
IQ is a relatively unstable attribute across life for some people.
FALSE (STABLE)
58
The fact that IQ can wander upward or downward over time suggests that IQ tests measure intellectual performance rather than an inborn capacity for thinking and problem-solving.
TRUE
59
Children whose home environments are stable and stimulating often display IQ stability or decreases over time
FALSE (INCREASES)
60
Children from impoverished backgrounds often display a cumulative deficit in IQ
TRUE
61
Do IQ scores predict future academic accomplishments?
TRUE
62
Do IQ scores predict occupational status?
TRUE
63
An IQ score is NOT ALWAYS a reliable indicator of one’s future health, happiness, or success.
TRUE
64
The best explanation for group differences in IQ is the genetic hypothesis.
ENVIRONMENTAL HYPOTHESIS
65
Many poor people and minority group members score lower on IQ tests because they grow up in impoverished environments that are much less conducive to intellectual development than those of their middle-class age-mates.
TRUE
66
includes a high IQ and special talents, including creativity.
GIFTEDNESS
67
IQ
CONVERGENT THINKING
68
CREATIVITY
DIVERGENT THINKING
69
It specifies that a variety of cognitive, personal, motivational, and environmental resources combine to foster creative problem-solving, and looks very promising, both in terms of its existing empirical support and its suggestions for fostering creativity.
INVESTMENT THEORY OF CREATIVITY
70
is a knowledge of the language’s sound system
PHONOLOGY
71
rules specifying how words are formed from sounds
MORPHOLOGY
72
an understanding of the meaning of bound morphemes, free morphemes (or words), and sentences
SEMANTICS
73
is the rules that specify how words are combined to produce sentences
SYNTAX
74
the principles governing how language is to be used in different social situations
PRAGMATICS
75
LEARNING THEORISTS BELIEVE THAT: Children acquire language as they imitate others’ speech and are reinforced for grammatically correct utterances, but this is unsupported by research.
TRUE
76
LEARNING THEORISTS BELIEVE THAT: Adults use adult-directed speech and reshape their primitive sentences with expansions and recasts.
FALSE (CHILD-DIRECTED)
77
LEARNING THEORISTS BELIEVE THAT: Children will not acquire language if they only have partners with whom to converse, and without environmental supports
FALSE ( Children will acquire language as long as they have partners with whom to converse, even without environmental supports)
78
NATIVISTS BELIEVE THAT: Human beings are not innately endowed with biological linguistic processing capabilities (a language acquisition device or language-making capacity)
FALSE
79
Nativists identify linguistic universals and observe that language functions are served by Broca’s and Wernicke’s areas of the brain.
TRUE
80
NATIVISTS BELIEVE THAT: Deaf children of hearing parents and other children exposed to ungrammatical pidgins may create languages of their own.
TRUE
81
NATIVISTS BELIEVE THAT: Both first- and second-language learning seem to proceed more smoothly during the “sensitive period” prior to adulthood.
FALSE (PUBERTY)
82
INTERACTIONIST PERSPECTIVE PROPONENTS BELIEVE THAT: Children are not biologically prepared to acquire language.
FALSE (they are biologically prepared to acquire language)
83
INTERACTIONIST PERSPECTIVE PROPONENTS BELIEVE THAT: Biological maturation affects cognitive development, which, in turn, influences language development.
TRUE
84
INTERACTIONIST PERSPECTIVE PROPONENTS BELIEVE THAT: Environment plays a crucial role in language learning, for companions continually introduce new linguistic rules and concepts.
TRUE
85
BEFORE LANGUAGE: THE PRELINGUISTIC PERIOD: Development during the prelinguistic phase doesn't allow them to discriminate speechlike sounds and become sensitive to a wider variety of phonemes than adults are.
FALSE
86
BEFORE LANGUAGE: THE PRELINGUISTIC PERIOD: They are sensitive to intonational cues from birth.
TRUE
87
BEFORE LANGUAGE: THE PRELINGUISTIC PERIOD: By 7 to 10 months of age, infants are already segmented others’ speech into phrases and wordlike units.
TRUE
88
BEFORE LANGUAGE: THE PRELINGUISTIC PERIOD: Infants begin BABBLE by age 2 months and start to COOING by age 4 to 6 months.
FALSE (Infants begin cooing by age 2 months and start to babble by age 4 to 6 months.)
89
BEFORE LANGUAGE: THE PRELINGUISTIC PERIOD: They later match the intonation of their babbles to the tonal qualities of the language they hear and may produce their own vocables to signify meaning.
TRUE
90
BEFORE LANGUAGE: THE PRELINGUISTIC PERIOD: Infants less than 1-year-old have already learned that people take turns while vocalizing and that gestures CAN'T be used to communicate and share meaning with companions.
FALSE
91
BEFORE LANGUAGE: THE PRELINGUISTIC PERIOD: Once infants begin to understand individual words, their receptive language is ahead of their productive language
TRUE
92
ONE WORD AT A TIME: THE HOLOPHRASE PERIOD: Infants speak in holophrases and spend several months expanding their vocabularies one word at a time.
TRUE
93
Infants talk LESS about moving or manipulable objects that interest them.
FALSE (INFANTS TALK MOSTLY ABOUT...)
94
Infants show a vocabulary spurt (naming explosion) between 18 and 24 months of age.
TRUE
95
Most children in Western cultures develop a referential style of language, whereas a smaller number of Western infants and many infants from social harmony–emphasizing cultures adopt an expressive style of language.
TRUE
96
Toddlers use ENVIRONMENTAL and contextual cues to fast map words onto objects, actions, and attributes.
FALSE (USE SOCIAL AND CONTEXTUAL)
97
Toddlers still frequently make such semantic errors as overextensions and underextensions.
TRUE
98
From Holophrases to Simple Sentences: The Telegraphic Period: At 18 to 24 years of age, toddlers begin to produce two- and three-word sentences known as telegraphic speech because they omit grammatical markers and smaller, less important words.
FALSE (18 TO 24 MONTHS)
99
children follow certain rules of word order when combining words and also express the same categories of meaning ALSO KNOWN AS _____
semantic relations
100
Toddlers are also becoming highly sensitive to pragmatic constraints, including the realization that speakers must be more directive and elaborate when a listener doesn’t share their knowledge.
TRUE
101
Young children are also learning certain ETHNOLOGICAL prescriptions such as the need to be polite when making requests
FALSE (sociolinguistic prescriptions)
102
LANGUAGE LEARNING DURING THE PRESCHOOL PERIOD: During the preschool period (MONTHS 2 to 5), the child’s language becomes much more similar to an adult’s.
FALSE (YEARS 2 TO 5)
103
LANGUAGE LEARNING DURING THE PRESCHOOL PERIOD: Children begin to add grammatical morphemes
TRUE
104
LANGUAGE LEARNING DURING THE PRESCHOOL PERIOD: Though children may overregularize grammatical markers, there is a striking uniformity in the order in which these morphemes appear.
TRUE
105
LANGUAGE LEARNING DURING THE PRESCHOOL PERIOD: Children’s REFERENTIAL COMMUNICATION skills are not well developed, although they have begun to detect at least some of the uninformative messages they receive and to ask for clarification if needed
TRUE
106
Language Learning During Middle Childhood and Adolescence: Middle childhood and early adolescence is a period of LINGUISTIC REFINEMENT.
TRUE
107
Vocabulary grows rapidly as children acquire morphological knowledge and metalinguistic awareness.
TRUE
108
Cognitive development, the growth of sociolinguistic knowledge, and opportunities to communicate with linguistically immature siblings and peers all contribute to the development of communication skills.
TRUE
109
increasingly common in the United States, and children exposed early and regularly to two languages can easily acquire them both.
Bilingualism
110
CHAPTER 10: EMOTIONAL DEVELOPMENT, TEMPERAMENT, AND ATTACHMENT
111
At birth, babies display INTEREST, DISTRESS, disgust, and contentment.
TRUE
112
Anger, sadness, surprise, and fear normally appear by the middle of the 1ST YEAR
TRUE
113
Embarrassment, envy, pride, guilt, and shame emerge in the 1ST YEAR
FALSE (Embarrassment, envy, pride, guilt, and shame emerge in the 2nd (or 3rd) year after children achieve self-recognition and self-evaluation. )
114
In elementary school, children’s increasing social cognitive abilities enable them to experience more complex emotions, in more routine environments, and in the absence of external evaluation.
TRUE
115
Emotional self-regulation begins by the end of the 1st MONTH.
FALSE (1ST YEAR)
116
Toddlers gradually move from being dependent on others to regulate their emotions to being able to regulate emotions on their own.
TRUE
117
Grade school children gradually are able to comply with culturally defined SOCIAL display rules.
FALSE (EMOTIONAL)
118
By 8 to 10 months of age, infants are capable of social referencing.
TRUE
119
TEMPERATURE is a person’s tendency to respond in predictable ways to environmental events.
FALSE (TEMPERAMENT)
120
Temperament is influenced by genetic and environmental factors.
TRUE
121
Infants form affectional ties to their caregivers during the 1st year of life. These attachments are RECIPROCAL RELATIONSHIPS
TRUE
122
Parents’ initial bonding with their infant builds in strength as they gear their behavior to the infant’s social signals and establish SYNCHRONIZED ROUTINES
TRUE
123
Attached infants use their attachment object as a secure base for exploration and eventually enter the phase of multiple attachments.
TRUE
