Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

PSY 3000 > CH 8-11 > Flashcards

CH 8-11 Flashcards

1
Q

-Difficult to find consensus -Behaviors change with age -Most people suggest: Verbal ability Practical problem-solving Social competence

A

Intelligence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Intelligence type that depends on basic information processing skills: Detecting relationships among stimuli Analytical speed Working memory

A

Fluid Intelligence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Skills that depend on: Accumulated knowledge Experience Good judgment Mastery of social conventions Valued by person’s culture

A

Crystallized Intelligence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Analysis that identify sets of test items that cluster together. People who do well on one item do well on the others in cluster, or factor.

A

Factor Analysis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Analysis that examines relationships between information processing components and children’s performance on intelligence tests

A

Componential Analysis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Sternberg’s Triarchic Theory of Intelligence

A

Analytical, Practical, Creative = Successful intelligence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Adapt to, shape and/or select environments to meet both personal goals and the demands of one’s everyday world

A

Practical Intelligence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Applies strategies, acquire task-relevant and metacognitive knowledge. Engage in self-regulation.

A

Analytical Intelligence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Solve novel problems, make processing skills automatic to free working memory or complex thinking knowledge. Engage in self-regulation.

A

Creative Intelligence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Linguistic
Logico-mathematical
Musical
Spatial
Bodily-kinesthetic
Naturalist
Interpersonal
Intrapersonal

A

Gardner’s Multiple Intelligences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Strength’s of Gardner’s Multiple Intelligences

A

-Helps to understand and nurture children’s special talents -Draws attention to abilities not measured on intelligence tests

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Criticisms of Gardner’s Multiple Intelligences

A

-Excellence in most fields requires a combination of intelligences -Some gifted individuals have abilities that are broad rather than limited to one domain -Current mental tests suggest some of the intelligences share common features

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Positively associated with self-esteem, empathy, prosocial behavior, cooperation and leadership skills Negatively associated with dependency, depression, and aggressive behavior

A

Emotional Intelligence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

-Negative effects of underprivilege increase the longer it lasts -Early cognitive deficits lead to more deficits -Harder and harder to overcome

A

Environmental Cumulative Deficit Hypothesis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Correlated with achievement test scores, grades, staying in school

A

Academic Achievement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

IQ predicts adult attainment well, but not perfectly Personality, practical intelligence also important

A

Occupational Attainment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Moderately correlated Low IQ related to school failure, aggression, delinquency

A

Psychological Adjustment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

IQ As a Predictor

A

Academic Achievement, Occupational Attainment, and Psychological Adjustment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Cultural Bias in Testing

A

Two views: 1. Tests not biased; represent success in the common culture 2. Cultural factors can hurt test performance Communication styles Culture-specific content Stereotypes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Types of Home Environmental Influences

A

Shared: Affect all siblings similarly Nonshared: Make siblings different from one another

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Home environment qualities HOME checklist – through home observation and parent interview Family beliefs surrounding intellectual success

A

Shared Environmental Influences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

-Birth order -Spacing -Sibling relationships -Parental favorites -Assigned roles -Different impact of family events -Influences away from home

A

Nonshared Environmental Influences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Long-term Benefits of Preschool Intervention

A

Better early school IQ, achievement ,Less special ed, More high school graduation, college enrollment, employment, Lower drug use, teen pregnancy, delinquency

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

divergent thinking

A

Psychometric approach

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

novel project increases, chances of creative, valuable product

A

Investment theory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q
  • Innovative thinking style
  • Tolerance of ambiguity -Perseverance
  • Risk-taking
  • Courage of convictions
A

Personality Resources for Creativity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Motivational Resources for Creativity

A

Task focus: Goal focus, extrinsic rewards can reduce creativity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Child-focused family life: Sensitive, reasonably demanding parents Social isolation: Potential problems: low self-esteem, depression School support: -Similar peers -Extended projects on chosen topics -Intellectual risk-taking Stimulating settings Systematic teaching to build talent Time available Encourage originality

A

Environmental Resources for Creativity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Rules about structure and sequence of speech sounds

A

Phonology

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Vocabulary - words and word combinations for concepts

A

Semantics

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

grammatical markers that indicate tense, number, case, person, gender, active or passive voice, etc…

A

Morphology

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Syntax - rules for sentences and Morphology

A

Grammar

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Appropriate and effective communication in one’s society

A

Pragmatics

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Three theories of language development

A

Behaviorist, Nativist, and Interactionist

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Interactionist

A

Inner capacities and environment work together; Social context is important

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

Nativist

A

Language Acquisition Device (LAD) biologically prepares infants to learn rules of language through universal grammar

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

Behaviorist

A

Learned through operant conditioning (reinforcement) and imitation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Deaf Children’s language development, Animal language, Brain structures, and Sensitive period during brain lateralization or before puberty

A

Support for Biological Language Preparedness

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

-Rapid appraisal of personal significance of situations -Energize behavior; prepare us for action

A

Emotions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

Functions of Emotions

A

Cognition: Leads to learning; essential for survival but can impair learning.

Social: Affect behavior of others and regulate own behavior; learn joint attention.

Health: Influence well-being, growth, and stress which is related to diseases.

Self-efficacy: contribute to the development of self-awareness and confidence in ability to control events in their surroundings

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

follow the caregiver’s line of regard -Initiate and respond to emotional expressions -Happens by end of the first year -Lack of this indicates problems i.e., autism, mental retardation

A

Joint Attention (Emotion)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

infants use their caregiver’s affect as a guide to how to respond -Occurs when faced with unfamiliar people, objects, or events -Happens around end of first year

A

Social Referencing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

First Appearance of Basic Emotions

A

Happiness -Smile – from birth -Social smile – 6 to 10 weeks -Laugh – 3–4 months Anger -General distress – from birth -Anger – 4–6 months Sadness -Distress to “still face” – 2–7 mos Fear -First fears – 6–12 months -Stranger Anxiety – 8–12 months

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

Self-Conscious Emotions examples

A

Shame Embarrassment Guilt Envy Pride

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

When do Self-Conscious Emotion occur?

A

Emerge middle of second year

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

How are Self-Conscious Emotions learned?

A

From adult instruction about when to feel them

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

Development of Emotional Self-Regulation

A

Infancy - Develops over 1st year, with brain development, Caregivers important Early Childhood - Learn strategies for self-regulation, Personality affects ability, and Fears are common Middle Childhood/Adolescence - Rapid gains, Fears shaped by culture, and Coping skills lead to emotional self-efficacy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

Common Early-Childhood Fears

A

Monsters, Ghosts, Darkness Preschool/child care - separation issues Animals - Don’t force interaction, show how to treat Intense fears - could be signs of phobia

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

Coping Strategies

A

Problem-Centered Coping and Emotion-Centered Coping

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

Emotion-Centered Coping

A

Used if problem-centered coping does not work. Situation is seen as unchangeable Internal private control of distress

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

Problem-Centered Coping

A

Used when situation is seen as changeable Identify the difficulty Decide what to do about it

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
52
Q

Social Referencing

A

Relying on another person’s emotional reaction to appraise an uncertain situation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
53
Q

Sympathy

A

Feeling of concern or sorrow for another’s plight

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
54
Q

Empathy

A

Feeling same or similar emotions as another person

55
Q

-Newborns sense other babies’ distress -Requires self-awareness -Increases over school years Adolescence: seen when dealing with general life conditions

A

Development of Empathy

56
Q

-Moderately heritable -Social, assertive, good at emotional regulation leads to high empathy -Aggressive children may show decline in middle childhood.

A

Temperament

57
Q

refers to early-appearing stable individual differences in reactivity and self-regulation

A

Temperament

58
Q

Two Models of Temperament

A

Thomas and Chess and Rothbart

59
Q

Activity level Rhythmicity
Distractibility
Approach/withdrawal
Adaptability
Attention Span and Persistence
Intensity of Reaction
Threshold of Responsiveness
Quality of Mood

A

Thomas and Chess Temperament model inclusions

60
Q

Reactivity Activity Level
Attention Span/Persistence
Fearful Distress Irritable Distress
Positive Affect
Self-Regulation
Effortful Control

A

Rothbart Temperament model inclusions

61
Q

Influences of Temperament

A

Genetic Influences, Environmental Influences, and Goodness of fit

62
Q

Ethological Theory of Attachment

A

Preattachment (0-6 weeks), Attachment-in-the-making (6 weeks to 6-8 months), Clear-cut attachment (6-8 months to 18 months - 2 years), Formation of a reciprocal relationship (18 months - 2 years)

63
Q

Types of Attachment

A

Secure, Avoidant, Resistant, and Disorganized/disoriented

64
Q

Factors that Affect Attachment Security

A

Opportunity for attachment, Quality of caregiving, Infant characteristics, and family circumstances

65
Q

Factors that Affect Attachment of Children in Child Care

A

Initial Attachment Quality, Family Circumstances, Quality of Child Care, Extent of Child Care, and Protective influence of child care

66
Q

Language Areas of Brain

A

Broca’s area and Wernicke’s area

67
Q

Wernicke’s area

A

helps with comprehending word meaning

68
Q

Broca’s area

A

supports grammatical processing and language production.

69
Q

short sentences with high pitched, exaggerated expression, clear pronunciation, distinct pauses between speech segments, and repetition of new words (ex. “see the ball.” “The ball bounced!” “I love that ball.”)

A

Child directed speech

70
Q

First Speech Sounds

A

Cooing - 2 months Babbling - 4 months

71
Q

Preverbal gestures

A

Protodeclarative, and Protoimperative

72
Q

Protoimperative

A

gets another person to do something by reaching, pointing, and often making sounds at same time

73
Q

Protodeclarative

A

points to object, hold it up, while looking at others to make sure they notice.

74
Q

When does joint attention (language development) occur?

A

4 months

75
Q

Fast-mapping

A

connecting a new word with an underlying concept after only a brief encounter, i.e., learning the name of animals at the zoo quickly.

76
Q

Underextensions

A

words applied too narrowly

77
Q

Overextensions

A

applying a word to a broader collection of objects and events

78
Q

Word coinages

A

new words based on ones they already know – driver man etc..

79
Q

Metaphors

A

helps to communicate in vivid and memorable ways i.e., “fire engine in my tummy.” for a tummy ache

80
Q

Preschoolers’ Semantic Development

A

underextensions, Overextensions, Word coinages, and Metaphors

81
Q

2-word combinations – between 1 ½ and 2 ½ - focus on high-content speech, i.e., more cookie, go car.

A

Telegraphic speech

82
Q

Simple sentences

A

3 words – 3 years – He hit stick.

83
Q

Early Grammatical Development

A

Telegraphic speech, simple sentences, grammatical morphemes, and overregulation

84
Q

grammatical morphemes

A

Structural complexity affects order acquired, i.e., adding “-s” or “–ed”

85
Q

Overregulation

A

Applying rules without appropriate exceptions, i.e, I growed tall, She singed jingle bells.

86
Q

Factors that Enhance Pragmatic Development

A

Adult interactions, Conversations, and dialogues about storybooks, shared reading. Siblings

87
Q

Development of Narrative Skills

A

Leapfrog narratives - 4 years > Chronological narratives - 4-1/2 to 5 years >Classical narratives - 6 years – add a resolution

88
Q

Speech Registers

A

language adaptations to social expectations i.e., daughter speaking at church whispers etc.

89
Q

When are children sensitive to speech registers?

A

4-7 years

90
Q

Types of Bilingual Education

A

Language immersion, English-only, and Bilingual education

91
Q

As babies feel their own touch, feel and watch their limbs move, and feel and hear themselves cry, they experience intermodal matches that differentiate their own body from surrounding bodies and objects

A

Intermodal perception

92
Q

When does Self-recognition occur?

A

At age 2

93
Q

Self-awareness leads to

A

understanding another’s perspective

94
Q

Categorical Selves

A

-Between 18 and 30 months -Classify self and others by Age, Sex, Physical characteristics, and Goodness/badness -Develops with language

95
Q

Remembered Selves

A

-“Life story” of autobiographical memories -Developed from adult-child conversations

96
Q

Enduring Selves

A

A view of themselves as persisting over time

97
Q

Children’s Theory of Mind

A

Inner perspective to think about what others are thinking

98
Q

When does theory of mind take place?

A

Ages 2–3: children can grasp other’s emotions and desires Age 4: acquire belief–desire theory of mind

99
Q

Factors That Contribute to Theory of Mind

A

Language, Cognitive abilities, attachment, maternal, make believe play, and social interaction

100
Q

Self-Concept

A

set of attributes, abilities, attitudes, and values that an individual believes defines who he or she is

101
Q

Autism Symptoms/Criteria

A

Deficient in nonverbal, language, and pretend play; demonstrate restricted interests.

102
Q

Self-Esteem

A

Judgments we make about our own worth

103
Q

Influences on Self-Esteem

A

Age, Culture, Gender, Child-rearing practices

104
Q

Achievement-Related Attributions

A

Mastery-Oriented and Learned Helplessness

105
Q

Mastery-Oriented

A

Attribute success to ability, Incremental view of ability Can improve by trying Focus on learning goals

106
Q

Learned Helplessness

A

Attribute failure to ability Entity view of ability Cannot be changed Focus on performance goals

107
Q

Influences on Achievement-Related Attributions

A

Parents, Teachers, Gender, Ethnicity

108
Q

Erikson’s Theory

A

Identity vs. Identity Confusion

109
Q

Defining who you are, what you value and direction in life Commitments to vocation, personal relationships, sexual orientation, ethnic group, ideals Resolution of “identity crisis” or exploration

A

Identity in Erikson’s Theory

110
Q

Lack of direction and definition of self Restricted exploration in adolescence Earlier psychosocial conflicts not resolved Society restricts choices Unprepared for stages of adulthood

A

Identity Confusion in Erikson’s Theory

111
Q

Identity Statuses

A

Level of Commitment x Level of Exploration

112
Q

High/High Identity Status equates to

A

Identity Achievement - involves commitment to values, beliefs, and goals following a period of exploration.

113
Q

High Level of Commitment and Low Level of Exploration

A

Identity Foreclosure - is commitment in the absence of exploration

114
Q

Low Level of Commitment and Low Level of Exploration

A

Identity Diffusion - is an apathetic state characterized by lack of both exploration and commitment

115
Q

Low Level of Commitment and High Level of Exploration

A

Moratorium - consists of exploration without reaching commitment

116
Q

Influences on Identity Development

A

Personality, Family, Peers, friends, School and Community, Larger society

117
Q

Person Perception factors

A

Ethnicity and social class, In-group/out-group, Prejudice

118
Q

Reducing Prejudice Strategies

A

Intergroup contact, Equal status, Common goals, Long-term contact, and Seeing others’ traits as changeable

119
Q

Social Problem-Solving Process in Children with Good Peer Relations

A

-Interpret cues accurately -Relationship-enhancing goals -Effective strategies to solve problems

120
Q

Social Problem-Solving Process in Children with Difficult Peer Relations

A

-Biased expectations -Attend selectively to social cues -Misinterpretation -Social goals lead to relationship damage.

121
Q

the capacity to imagine what other people may be thinking and feeling

A

Perspective taking

122
Q

Perspective taking Theories

A

Piaget - Overcome preoperational egocentrism Selman - Stages Developing theory of mind Recursive thought

123
Q

generating and applying strategies that prevent or resolve disagreements, resulting in outcomes that are both acceptable to others and beneficial to the self.

A

Social Problem Solving

124
Q
A
125
Q
A
126
Q
A
127
Q

Selman’s Stages of Perspective Taking

Level, Descrption, Age Range

A
128
Q

Child temperament types

A

“Easy/Flexible Temperament”, “Feisty/Difficult/Spirited” And “Slow-To-Warm Types

129
Q

suggests that IQ scores have been rising over time, so that the initial norm of 100 is no longer valid

A

Flynn effect

130
Q

The distribution of IQ supposedly follows a _____ determined by the number of statistical Standard Deviations above and below the mean

A

normal distribution curve (or “Bell Curve”)

131
Q

Three-Stratum Theory of Intelligence

A

Tier 1: general intelligence, g
Tier 2: 8 broad abilities or factors arranged from left to right in terms of decreasing strength of relationship with g
Tier 3: examples of narrow factors, specific behaviors through which people display the broad abilities

132
Q

Tier 1

A

g= intelligence
John Carroll

133
Q

Tier 2

A

fluid intelligence, crystallized knowledge

134
Q

Tier 3

A

sequential reasoning, vocabulary knowledge

PSY 3000 (3 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions