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Child Psych > Test 2: Learning, Cognition, and Intelligence > Flashcards

Test 2: Learning, Cognition, and Intelligence Flashcards

1
Q

Learning

A

Classical Conditioning

Instrumental/Operational Learning

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2
Q

Cognition

A

Object & physical knowledge

social knowledge

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3
Q

Both Cognition and Learning

A

Perceptual Learning
Statistical learning
Observational Learning/imitation
Rational Learning

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4
Q

Classical Conditioning

A

form of learning that consists of associating an initial stimulus that always evokes a particular reflexive response

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5
Q

Instrumental (operant)

A

learning relation between one’s own behavior and consequences that result

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6
Q

When consequences INCREASE the likelihood of a behavior happening,

A

Reinforcement occurs

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7
Q

When consequences DECREASE the likelihood of a behavior happening,

A

Punishment occurs

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8
Q

ABA

A

Positive Reinforcement
Guided instruction
Scaffolding

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9
Q

Perceptual Learning

A

Learning about the stability and regularity of environmental stimuli

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10
Q

Affordances

A

Opportunities for action in environment that are geared to organism’s physical characteristics and motor capabilities

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11
Q

Differentiation

A

key process in perceptual learning

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12
Q

Statistical Learning

A

Type of learning involving picking up info. from environment and detecting statistically predictable patterns

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13
Q

Observational Learning/Imitation

A

Learning through observation or other people’s behavior

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14
Q

Rational Learning

A

Integrating the learner’s prior beliefs and biases with what actually occurs in the environment

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15
Q

Object knowledge in infants is explored using a procedure called violation-of-expectancy

A

Infants shown an event that should evoke surprise or interest

The event violates something the infants know or assume to be true.

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16
Q

Object Permanence study by Baillergeon

A

5 month infants

Infants look reliably longer at impossible event

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17
Q

Social Knowledge

A

Infants understand the behavior of others is purposive and goal-directed

  1. Agent
  2. Goal Environment
  3. Object Approach
  4. Goal Object
  5. Observer
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18
Q

Woodward Paradigm

A

As young as 5 months, infants look at aspects of behavior that are relevant to her or his underlying intentions

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19
Q

France in 1904

A

Alfred Binet got the Binet-simon test going

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20
Q

Intelligence as single trait

A

general intelligence
we all possess certain amount of g. G influences our ability to think and learn on all intellectual tasks

G correlates with information-processing speed, speed of neural transmission, brain volume.

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21
Q

Intelligence as few Basic Abilities

A

Fluid Intelligence- ability to think on the spot
Crystallized IQ: knowledge of world.

Other have 7 traits.

Evidence:
Tests of each type of intelligence correlate more highly with test of same type than with tests of different type
Different developmental courses
Active brain regions differ

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22
Q

Intelligence as many distinct processes

A

Intelligence is comprised of numerous processes

Evidence:
Many processes involved in reading.

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23
Q

John Carroll

A

All 3 levels useful

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24
Q

Multiple Intelligence by Howard Gardner

A

Based on view that people possess @ least 8 types of intelligence

Evidence:
Brain-damaged patients
Prodigies

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25
Theory of Successful Intelligence by Robert Sternberg
Based on view that intelligence is the ability to achieve success in life. Success in life based on 3 abilities: Analytical Intelligence Creative Intelligence (imagination/creative problem solving) Practical Intelligence (street smarts)
26
Giftedness, Dr. Ellen Winner
Precocity- has skills that develop earlier than typical children Rage to master- incredible intrinsically drive and motivated Marching to their won drum- think and learn in usual ways, primarily on their own
27
Opposed to Current Intelligence Testing
To assess the complexity of intelligence, must assess broader range of abilities than currently tested Current test are culturally biased Reducing intelligence to a number is simplistic, unethical
28
Believe in need for current intelligence testing
Best method to predict grades, achievement, career success Valuable in making special education decisions Other methods are more biased (e.g., teacher report)
29
IQ tests early in childhood
Children ages 0 to 3-5 Visual Reception Fine and Gross Motor Receptive Expressive Language
30
WISC
Most widely used intelligence test for children 6+ years.
31
Standard Deviation
Measure variability of scores within distribution
32
More stability of IQ scores
IQ tests given closer in time | IQ tests given at older ages
33
Less stability of IQ scores
Alertness/mood of child on test days Family factors Environmental changes
34
Dweck's Theory of Self-attributions and achievement motivation Growth mindset INCREMENTAL THEORY
Theory that intelligence can grow as a function of experience
35
Dweck's Theory Growth mindset INCREMENTAL/MASTERY ORIENTATION
Attributing success and failure to the amount of effort expended and to persist in the face of failure
36
Dweck's Theory Fixed Mindset ENTITY THEORY
Theory that intelligence is fixed and unchangeable
37
Dweck's Theory Fixed Mindset ENTITY/HELPLESS ORIENTATION
Attributing success and failure to enduring aspects of the self and to give up in the face of failure
38
Dweck said children's motivation based on either
``` Learning Goals or Performance goals (seeking to receive positive assessments) ```
39
GXE: Passive effects on intelligence
Genetic influence overlaps with being raised by bio parents
40
GxE: Evocative effects
Child's genetic makeup influences other's behavior
41
GxE: Active effects
Child's genetic Makeup influences their choice of enviornment
42
HOME
``` Caldwell and Bradley Oragnization/safety Intellectual stimulation Parent-child interactions Emotional enviornemtn ``` Changes in HOME scores RELATED to change in IQ. However, for adoptive children, correlation between HOME and IQ is smaller.
43
School and cultural influences on IQ
School: income Culture: different types of intelligence
44
Poverty
Emotional conflict Limited stimulation inadequate diet Reduced access to healthcare
45
Reading | 0-1st grad
phonemic awareness
46
Reading | 1st-2nd grade
phonological recording skills, sounding out
47
Reading | 2nd-3rd grade
Gain fluency in simple material
48
Reading | 4th-8th grade
Acquire reasonably complex new information form written text
49
8th-12th
Adolescents acquire skills not only in understanding information presented from single perspective, but also in coordinating multiple perspectives
50
Phonemic Awareness
Predicts how well children learn to read. Essential to reading for alphabetic languages
51
Graphemes
smallest part of written language that represents a phoneme in spelling of a word d, f, p, s, ch, sh, -ck, -igh
52
Phonics
understanding the there is a dependable relationship between phonemes and graphemes.
53
Word Identification Strategy: | Phonological Reading
# Translate letters into sounds and blend into words Sound out
54
Word Identification Strategy: | Visually based retrieval
processing word meaning directly from visual form sight reading
55
Fluency
Ability to read accurately and quickly Develops gradually with time and practice. Frees students to understand what they're reading
56
More fluent readers
Able to focus on comprehension | Connections between ideas and background knowledge
57
Less fluent readers
Focus attention on decoding words | Little attention for comprehending text
58
Vocabulary
Words we must know to communicate effectively Oral: words we use in speech Reading: words we recognize or use in print
59
Learning Vocab: Indirect
Children learn most words through daily experiences
60
Learning Vocab: Direct
Word-learning strategies: using word parts, or context clues | Explicity teaching
61
Reading Comprehension
involves forming a mental model Basic Processes: encoding and automatization. Strategize by reading slowly when need to mast material, speed up when only need rough sense
62
Comprehension monitoring (metacognition)
Process of keeping track of one's understanding of a verbal description or text
63
Content knowledge (metacognition)
Frees cognitive resources | Allows readers to draw inferences about unstated information
64
Generating Written text: Lower level goals vs. higher level
Low: spelling, capitalization, punctuation High: comprehensible argument, organizing
65
Solution to mathematics anxiety
Have students write brief description of their emotions before taking a test.
66
Phonemes
units of sound in speech, change word meaning (r vs. l) 200 phonemes, English uses 45.
67
Voice onset time
difference between when sound is initiated in vocal cord and when air leaves mount b -30 onset time p +10 onset time
68
Better at detecting differences between speech sounds at ___ months. Better at vocab/grammar at __-___ months
6 months 13-24 months
69
Discriminate speech sounds for other languages
Drops around 11 months
70
Cooing: __ - ___ months | Babbling _-__months
1.5-3 months, drawn out vowel sounds 6-10 months, string of consonant vowel sounds
71
Morphemes
smallest unit of meaning words: act, dog, funny, Parts of words: -s, -ing. re-
72
Word segmentation
boundaries between words | Prettybaby= pretty baby or pre tyba by?
73
Morphology: Stress Patterns
English, 1st syallble more likely stressed
74
Morphology: Statistic Learning
Certain sounds more likely to appear together. 8 month olds can pick out words in 2 minutes (random string with some repeats)
75
6 months understand _________ (language) | 9 months understand ____ (language)
6- familiar things "mommy" 9- familiar expressions "bye"
76
2 years understand ___ words
200-500 words
77
First word
10-15 months
78
Holophrastic period
one word utterances to express whole phrase
79
Overextension
using a given word in broader context than appropriate
80
Word spurt
jump in vaocab around 19 months
81
Syntax
Rules in language about how different words go together Lila ate the lobster The lobster ate Lila
82
Overregularization
treat irregular forms as regular Ex: we goed to the playground
83
Mean Length of Utterance MLU
Roger Brown's measure of syntactic production which increases up to age 13. I'm Tired= I am Tired
84
When does syntactic production begin?
2 years, telegraphic speech (2 words)
85
When do 4 word sentences show up?
around 2.5 years
86
Pragmatics
knowledge of cultural rules and contextual variations for using language: body language, proxemic (distance), paralinguistic (intonation, rate, pitch)
87
Pragmatics: infancy
cooing and babbling
88
Pragmatics: early conversation skills
collective monologues: content of each child's turn has little to do with what other child said Sustained conversation increases form 21-36 months
89
Pragmatics: Later conversational skills
The extent to which children talk about the past increases dramatically over the preschool period School children better able to understand multiple word meanings
90
Critical period for language
0-~5-8 years
91
False Belief problems
Tasks that test a child's understanding that other people will act in according with their own beliefs, even if they are incorrect
92
Object substitution
form of pretense in which an object is used as something other than itself (banana phone)
93
Sociodramatic play
activities in which children enact miniature dramas with other children or adults
94
Imaginary Friends
63% of children | Likely to be first born, advance ToM, little TV, verbally skillful
95
How do children get bio knowledge? Nativist
Humans born with biology module, crucial for survival
96
Bio info? Empiricist
Comes from observations and information from parents

Child Psych (5 decks)

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