Psyc 333 midterm 2 Flashcards

Question

Two word stage: Telegraphic

Answer 1

Missing function word (content of words) Mama sit->mama is sitting

Answer 2

By 18 months-kids understand approx 550 words Then rapid vocab growth(vocab spurt) 9 words per day

Answer 3

Sounds that make up the word Meaning of the word How can it change form How to use it in social context

Answer 4

Mapping problem Dog in room: w/ toys on floor: mom says look at dog Child may think of looking sitting (cuz dog is), or their ears, or the toys Whole object constraint Hear new label- they go for whole object instead of pieces Once they understand whole object- they then learn parts like paws Taxonomic Constraint Thematically relationship Dog, bone, collar, dog food Taxonomically related Dog, cat, fox, raccoon, hamster They prioritize taxonomic relatioships Need to learn what a isnt a dog

Answer 5

Grammar-set of norms that characterize a language Ex blue ball-not ball blue Syntax-word order-they learn quick

Answer 6

top-down mental processes-need to concentrate and pay attention-effortful cognitive processes

Answer 7

ideas translate into actions

Answer 8

Control one's attention, behavior, thoughts, emotions-to override internal predisposition When and how we react-connects to working memory Prevent impulsive/premature action

Answer 9

Hold and work w/ info that isnt perceptually present It's temporary and limited storage guiding Object permanence-6 stage-child uses mental representation Think abt object when they arent there

Answer 10

maintaining task goals, directing attention,

Answer 11

holding verbal info Repeating helps

Answer 12

handling visual info, spatial awareness, object manipulation

Answer 13

integrates info into coherant event Know how to act when you go to restaurant

Answer 14

Capacity to change perspectives spatially or interpernsonally Spatial-able to understand how other ppl perceive physical surrouding Interpersonal-Can I understand the way other ppl understand an issue

Answer 15

7-9 months brief period of inhibitory control Focuses on objects and activities-but may pause before acting 9-12 months can wait before reaching for objects Stop trying to get unaccessable object IncreaSed ability to sustain attention for tasks Recognizes tasks and barriers 2-5 years Can delay gratification-follow simple rules Can focus on tasks with distractions-regulate attention

Answer 16

7-9 months Understand sequences of 2 actions-thst they are related If someone brings a plate- ik I get to eat 9-12 months Means to ends differentiation-why and how they are related Coordinated looking with reaching 2-5 yrs Can follow different rules and multi-step instructions Hold multiple pieces of info simultaneously

Answer 17

7-9 months Adjust to certain actions in responses to changes in environment Pointing-if I point ik someones will look at it 9-12 months Trial and error strats-piaget When smt doesn’t work-they try smt else 2-5 yrs Can switch between tasks and consider multiple solution Adjust to new rules

Answer 18

9m-grasp photograph 18m-point photograph->try to communicate smt abt it still need to learn details of how photographs relate to referents 18-24m- recognize familiar ppl and obj 3y-believe that photo must refer to its referents->think itll update to current version of an object (haircut

Answer 19

Born With: Discriminate their mothers voice to others and speech from non-speech->experience in the uterus Develop during 1y Ability to discriminate sounds produced in dif language->diminishes until 8-10 months->confined to native language Can disriminate high-frequent words from low-frequent words 10m-ordering of words in eng sentence 10-12m-rdy to use patterns of learned communicating skills 18m-discriminate correct combo of aux and verb (can running->is running) 7.5-17m-strings of same ordering rules

Answer 20

understanding of familiar words-6m 12-understand meaning of many words+ first words 18-24m:rapid vocab growth

Answer 21

They use context to understand the word number of exposures to word and referent Learn the word and referent together Ppl used to think words come from pre-existing categories linguistic nativism, ->innate ability to understand grammar and word meanings constructivism, says that children learn language by building on their experiences and understanding of the world. For example, if a child hears the word "dog" whenever they see a furry animal with four legs, they learn that "dog" refers to that kind of animal.

Answer 22

Ability to focus w/ someone on an external event/object JA object/event-9m JA mental content-4-5y

Answer 23

Coordination of perspectives Clear what someone else is referring to Recognize diff between perspecitves Can recognize conflicting attitudes Ppl can keep track of diff in visual prespectives and diff attitudes at the same time

Answer 24

Any thought, belief, desire, hope, plan

Answer 25

Coordinating attention and exchanging attitudes to mental contents 4-5yr

Answer 26

Sociability-seeking interactions w/ ppl Heritable and related to temperment Links w/ social competence and school adjustment Ability to interact predicts learning and achievement Shy-desire affiliation but feel anxious abt it Less positive relationships in school Peer exclusion, rejection, victimization, fail to take part in activities, diffculty making/keeping friendships Unsociable-disinterested in affiliation Avoidant-prefer solitude and fear social contact LESS SERIOUS THAN AGGRESIVEAND LESS OBVIOUS/DISRUPTIVE

Answer 27

Regulation-manage and change how one experiences and expresses emotions positive peer interactions and high quality friendships And academic achievement and school readiness

Answer 28

Receiving help from friend->view their classrom as a supportive environment,more emotionally secure and engaged in academic env Influence academic goals Conflicts in friendships->less likely to like school or be happy during school

Answer 29

Collective sentiments of group towards other ppl Rejection->motivates school disengagement school entry->neg attitude, avoidance, underachievement Elementary-> loneliness, emotional distress, dropping out Decreases opportunities to participate in activities

Answer 30

Produces emotional difficulties->adjustment difficulties Lower perceived competence Reduced motivation

Answer 31

Compensate for insecure attchment risk for aggressive behavior High dependency->low academic readiness Neg relationsip->poor performance Ethnicity, gender,shyness, effort impact relationship

Answer 32

Emotional competence-> experiencing and expressing emotions, regulating emotional expression and experience, and understanding one's own and others' emotions. a) Social Competence Enables individuals to navigate social situations effectively by understanding their own emotions and those of others Ex: being able to recognize when someone is upset and responding with empathy can strengthen relationships and foster social connections b) Behavioural Regulation Allows individuals to regulate their behaviour in response to emotional triggers This includes managing impulses, coping with stress, and making adaptive decisions Ex: someone with strong emotional competence may use strategies like deep breathing or positive self-talk to calm themselves down when feeling angry or anxious c) Problem-Solving Individuals who are emotionally competent are better equipped to problem-solve and resolve conflicts constructively They can communicate their needs effectively, listen empathetically to others, and find mutually beneficial solutions This fosters healthier relationships and reduces interpersonal conflicts d) Academic Success: It has been linked to academic success, as it supports skills such as attention, memory, and decision-making Students who are emotionally competent may be better able to focus on their studies, manage test anxiety, and engage positively with teachers and peers in the learning environment

Answer 33

Emotional expressiveness-> communicate and experience our emotions, considering both the social context we are in and our personal goals how we express ourselves emotionally during interactions provide social cues that signal to us and others whether our behaviour needs adjustment. Ex-> if a child experiences fear, they might seek help or avoid certain situations. Emotional regulation refers to the ability to control internalization and externalization of emotions in response to stimuli or situations Positive and negative emotions must be regulated when either are too amplified Emotional Knowledge-interpret info abt emotional expressions and experience Inability-?hinder social and academic adjustment

Answer 34

What differentiates the drilling down and ramping up approaches to empirical research on cognitive development in adolescence? DD Finding underlying mechanisms for cognitive activity->changes in thinking Uses neuroimaging RU Identify how context shapes development

Answer 35

Ind makes decisions using reason and desire Looks at how youth use impulses before reasonings-delay of gratification tasks Hot (impulses) dominates early in development until cool reasoning) develops-enhance self-regulation

Answer 36

Deductive reasoning 12y-consider and compare multuple outcomes and their consequences Abstract thinking->deductive->contemplate thoughts not related to physical world Counterfactual->what if scenarios adulthood hood maturity in this stage Social Cognition How ppl make sense of other ppl and themselves Adolescent egocentrism Personal fable Ppl view their own experiences as unique-self-importance Imaginary audience Belief they are the focus of other's attention and their thoughts are echoed by others They are deeply affected by their thought others abt theselves This for several ages tho Metacognition Reason and reflect on own thought processes Explains enhanced reasoning skills Follows diff trajectories Requires theory of mind Ability to recognize that others thought are disticnt from ur own and be able to interpret others thoughts (similar to JAM) Reaches near-adult levels by late adolescence. Executive function WM, inhibition,CF-develop throughout adolescence They do not reach maturity until early adulthood.

Answer 37

allows individuals to communicate and interact with others, understand abstract concepts, and navigate their environment effectively.

Answer 38

Symbols are Objects Representations of smt else Physical interactions with objects->harder to make a mental representation of it Making model less interesting->easier to use as a symbol Explain-> from viewing symbols as physical objects to understanding their representational nature. It sheds light on the cognitive processes involved in using symbols as representations of real-world objects or concepts.

Answer 39

Pragmatic skills- ability to use language in different social situations. ex: children learn to be polite by saying "please" and "thank you" when they want something. Metalinguistic skills- thinking about language itself, like understanding rhymes, explaining metaphors, or judging whether a sentence is grammatically correct. These skills develop gradually as children grow older and learn more about how language works. Ex: they might correct their own or others' grammar mistakes or explain the meaning of a word to someone else.

Answer 40

3m-Reflexive sounds, then smile 3-6m-Add more sounds and take turns making sounds 6m-Cananoical babbling (baba) 9m-Variegated babbling (bagada) 9-15m-Pointing and gestures

Answer 41

27-30m-ing, s, in on 31-34m-irregular past tense, 's(possessive, is/are 35-40m- a/an, past tense, 3rd person sing 41-46m-verbs, contracted is/are/have/has

Answer 42

Working Memory and Inhibition: Example: Imagine you are trying to solve a complex math problem. Working memory helps you hold and manipulate the numbers in your mind, but inhibition is also crucial. You need to inhibit irrelevant information or distractions that may interfere with your concentration on the task. Cognitive Flexibility and Working Memory: Example: Switching between tasks or considering alternative problem-solving strategies requires cognitive flexibility. Working memory plays a role by holding onto the relevant information while you switch between these different mental sets. Inhibition and Cognitive Flexibility: Example: When faced with a changing environment or new information, cognitive flexibility is necessary. Inhibition helps by suppressing previously relevant but now irrelevant information or responses, allowing the individual to adapt to the new circumstances. Simultaneous Engagement of Executive Functions: Example: Reading a complex passage and summarizing the information involves the coordination of inhibition (ignoring irrelevant details), working memory (holding onto key points), and cognitive flexibility (adapting your understanding as you encounter new information).

Answer 43

JAM transforms basic mind-reading, which involves understanding others' perspectives about the external world, into a more sophisticated form where individuals consider and discuss each other's mental states, including beliefs, desires, doubts It allows individuals to think not only about how others perceive their environment but also about the various mental states they and others entertain.

Answer 44

N-back Tasks: These tasks assess working memory by presenting stimuli (such as letters, numbers, or words) sequentially and asking participants to indicate whether the current stimulus matches one seen "n" items previously * N-back tasks help researchers understand how adolescents process and manipulate information in their working memory, providing insights into their cognitive abilities and attentional control Tower of London Task: This task evaluates cognitive planning and problem-solving abilities * Participants are presented with a series of three-dimensional puzzles representing different configurations of colored balls on pegs * The goal is to rearrange the balls to match a target configuration using the fewest moves possible * The Tower of London task assesses adolescents' ability to plan ahead, anticipate consequences, and execute a series of steps to achieve a goal, providing insights into their executive functioning skill. Balloon Analogue Risk Task (BART): The BART is designed to measure risk-taking behavior and sensitivity to reward * Participants are instructed to inflate a virtual balloon to accumulate money, with each pump increasing the potential reward but also the risk of the balloon popping and losing all unbanked money * The task assesses adolescents' propensity for risk-taking and their ability to make real- time decisions based on cost-benefit assessments * It provides insights into how adolescents weigh risks and rewards in decision-making contexts, which is important for understanding their socio-emotional development and susceptibility to risky behaviours

Answer 45

Risk-taking behaviors in adolescence are closely linked to neurodevelopmental changes * particularly in areas of the brain associated with reward processing, impulse control, and decision-making heightened activity in the brain's reward system, particularly the ventral striatum, which is sensitive to the anticipation and receipt of rewards However, the prefrontal cortex (PFC) * which is responsible for impulse control, decision-making, and weighing the consequences of actions, is still developing during adolescence This imbalance between the reward system and the PFC can result in adolescents being more susceptible to engaging in risky behaviors without fully considering the potential consequences * As adolescents mature, the PFC gradually strengthens its ability to regulate the reward system and inhibit impulsive behaviors, leading to a decrease in risk-taking behaviors Additionally, socioemotional factors, such as peer influence and the desire for social acceptance, can further amplify risk-taking behaviors during adolescence * The interplay between neurobiological changes and social factors contributes to the complex relationship between neurodevelopment and risk behaviors in adolescence

Answer 46

set of processes involved in perceiving, interpreting, and responding to social information including the beliefs, desires, emotions, and behaviors of oneself and others within social contexts More than just interpreting other people but also understanding ourselves * Mindreading is just one way we understand others

Answer 47

* It is like a handbook to understand our motivations of human action - It allows people to understand what principles may be behind another’s actions

Answer 48

We have a theory about human behavior and its motivation * That theory includes information on the guiding principles of emotions, desires, and beliefs (a proposition/assertions one has in their mind) The theory allows for hypothesizing * Hypotheses can be tested (The inferences we make about other people are hypotheses) * The child as a scientist (Observables → hypotheses → validation/refutation) because trying to understand people is like conducting research ToM is a third-person perspective * Somebody else that detached for “me”, so I am an observer - I make inferences based off of what I see but I am not directly connected to them * Importance is not placed on a social interaction but instead on the process of understanding by looking at someone else’s behaviour ToM bridges the physical and mental domains * How we understand other people’s social motivations - Even if we cannot get real access to their motivations

Answer 49

Theory of mind is wrong It doesn’t to do justice to our human nature->shaped by shared emotions (empathy, suffering) First-person privelige-Attributing mental states to yourself is easier than to others put yourself in their shoes and try to imagine what it would feel if you were in that situation Sub personal: mechanisms and algorithms that give rise to subjective experiences(can be explained thru neuroscience-reduce phenomenas to mechanism) Personal: subjective experiences- how someone can experiences being loved ST is a first-person perspective-egocentric attribution Prerequisites don’t fully emerge until 3-5 years Inhibition-block own mental contents to understand others

Answer 50

Dyadic stage-2/3months Baby interacts/responds to someone else->mainly through emotion/behavior turn talking -first interactions between mother and child Adult use baby talk to communicate Child either focuses attention with object or another human Triadic-9/12 month Ind interacts with goal directed action Tool use-econological use-understands correct use of object Joint attention-Coordiniating attention between object and person Collaborative-12-15months Not only sharing attention but sharing actions for a shared goal Holding a block tower stable, so you can add more blocks Perspective-2years Language flourishes Communicate abt shared goal or symbol Referend... Joint attention to mental content(JAM) (4-5y) What do you desire Communicating abt shared goal or belief/mental content Tomasello;child understands a belief Childten monitors other ppls attention to, and reactions to linguistic expressions

Answer 51

Preschoolers: Parents serve as primary role models learn about emotions by observing how their parents express and manage their own emotions Ex: if a preschooler sees their parent handling stress calmly and positively, they may learn to do the same Gradeschoolers/Adolescents: observe and model behaviours not only from parents but also from peers, teachers, and media * Parents continue to serve as important models, but their influence may be complemented or challenged by other social influences

Answer 52

Preschoolers: immediate and direct responses to their children's emotions They may comfort a crying child, praise a child for sharing their toys, or help a child label their feelings - These responses help preschoolers understand and regulate their emotions. Grade-schoolers/Adolescents: Parents' reactions to children's emotions may become more nuanced as children grow older * Gradeschoolers and adolescents may require less direct intervention from parents, but they still benefit from parents' empathetic responses and guidance in navigating complex emotions and social situations

Answer 53

Preschoolers: Parents of preschoolers actively teach their children about emotions through everyday interactions and conversations * They may use storytelling, role-playing, or simple explanations to help preschoolers understand different emotions and how to express them appropriately Gradeschoolers/Adolescents: Teaching about emotions becomes more sophisticated as children enter grade-school and adolescence * Parents may engage in more in-depth discussions about complex emotions, social dynamics, and coping strategies * They may also encourage their children to reflect on their own emotional experiences and develop problem-solving skills

Answer 54

Nonspecific-trajectory that start before adolscence and continue to develop after adolescence Develops through normal trajectory emergent-development peeks during adolescents then plateaus Achieves at adolescnece then stays same specific-peeks during adolscence then diminishes throughout development

Answer 55

(12-18y) Input processing then out-criticism cognitive don’t think abt body and material environment Memory, EF, planning, skill acquisition,PROCESSING SPEED More quantitative than qualitative Achievements- continuous not discontinuous Don’t learn new ways to talk, just better/enhance

Answer 56

represenetation abt other ppls representation ….

Answer 57

Cuz they demand a lot from the child-they are complex systems Assume all or nothing-before and after 2y Doesn’t make sense because they can partly explains

Answer 58

You know what a dog is, but what isnt a dog

Answer 59

3y- can find hidden toys in scale models but fails when its less similar 5y-its better in general

Psyc 333 midterm 2 Flashcards

(84 cards)