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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

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2
Q

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

A

Fluid Intelligence

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3
Q

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

A

Crystallized Intelligence

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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

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5
Q

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

A

Componential Analysis

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6
Q

Sternberg’s Triarchic Theory of Intelligence

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Analytical, Practical, Creative = Successful intelligence

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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

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8
Q

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

A

Analytical Intelligence

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9
Q

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

A

Creative Intelligence

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10
Q

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

A

Gardner’s Multiple Intelligences

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11
Q

Strength’s of Gardner’s Multiple Intelligences

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

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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

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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

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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

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15
Q

Correlated with achievement test scores, grades, staying in school

A

Academic Achievement

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16
Q

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

A

Occupational Attainment

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17
Q

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

A

Psychological Adjustment

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18
Q

IQ As a Predictor

A

Academic Achievement, Occupational Attainment, and Psychological Adjustment

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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

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20
Q

Types of Home Environmental Influences

A

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

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21
Q

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

A

Shared Environmental Influences

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22
Q

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

A

Nonshared Environmental Influences

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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

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24
Q

divergent thinking

A

Psychometric approach

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25
novel project increases, chances of creative, valuable product
Investment theory
26
- Innovative thinking style - Tolerance of ambiguity -Perseverance - Risk-taking - Courage of convictions
Personality Resources for Creativity
27
Motivational Resources for Creativity
Task focus: Goal focus, extrinsic rewards can reduce creativity
28
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
Environmental Resources for Creativity
29
Rules about structure and sequence of speech sounds
Phonology
30
Vocabulary - words and word combinations for concepts
Semantics
31
grammatical markers that indicate tense, number, case, person, gender, active or passive voice, etc…
Morphology
32
Syntax - rules for sentences and Morphology
Grammar
33
Appropriate and effective communication in one’s society
Pragmatics
34
Three theories of language development
Behaviorist, Nativist, and Interactionist
35
Interactionist
Inner capacities and environment work together; Social context is important
36
Nativist
Language Acquisition Device (LAD) biologically prepares infants to learn rules of language through universal grammar
37
Behaviorist
Learned through operant conditioning (reinforcement) and imitation
38
Deaf Children’s language development, Animal language, Brain structures, and Sensitive period during brain lateralization or before puberty
Support for Biological Language Preparedness
39
-Rapid appraisal of personal significance of situations -Energize behavior; prepare us for action
Emotions
40
Functions of Emotions
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
41
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
Joint Attention (Emotion)
42
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
Social Referencing
43
First Appearance of Basic Emotions
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
44
Self-Conscious Emotions examples
Shame Embarrassment Guilt Envy Pride
45
When do Self-Conscious Emotion occur?
Emerge middle of second year
46
How are Self-Conscious Emotions learned?
From adult instruction about when to feel them
47
Development of Emotional Self-Regulation
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
48
Common Early-Childhood Fears
Monsters, Ghosts, Darkness Preschool/child care - separation issues Animals - Don't force interaction, show how to treat Intense fears - could be signs of phobia
49
Coping Strategies
Problem-Centered Coping and Emotion-Centered Coping
50
Emotion-Centered Coping
Used if problem-centered coping does not work. Situation is seen as unchangeable Internal private control of distress
51
Problem-Centered Coping
Used when situation is seen as changeable Identify the difficulty Decide what to do about it
52
Social Referencing
Relying on another person’s emotional reaction to appraise an uncertain situation
53
Sympathy
Feeling of concern or sorrow for another’s plight
54
Empathy
Feeling same or similar emotions as another person
55
-Newborns sense other babies’ distress -Requires self-awareness -Increases over school years Adolescence: seen when dealing with general life conditions
Development of Empathy
56
-Moderately heritable -Social, assertive, good at emotional regulation leads to high empathy -Aggressive children may show decline in middle childhood.
Temperament
57
refers to early-appearing stable individual differences in reactivity and self-regulation
Temperament
58
Two Models of Temperament
Thomas and Chess and Rothbart
59
Activity level Rhythmicity Distractibility Approach/withdrawal Adaptability Attention Span and Persistence Intensity of Reaction Threshold of Responsiveness Quality of Mood
Thomas and Chess Temperament model inclusions
60
Reactivity Activity Level Attention Span/Persistence Fearful Distress Irritable Distress Positive Affect Self-Regulation Effortful Control
Rothbart Temperament model inclusions
61
Influences of Temperament
Genetic Influences, Environmental Influences, and Goodness of fit
62
Ethological Theory of Attachment
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
Types of Attachment
Secure, Avoidant, Resistant, and Disorganized/disoriented
64
Factors that Affect Attachment Security
Opportunity for attachment, Quality of caregiving, Infant characteristics, and family circumstances
65
Factors that Affect Attachment of Children in Child Care
Initial Attachment Quality, Family Circumstances, Quality of Child Care, Extent of Child Care, and Protective influence of child care
66
Language Areas of Brain
Broca’s area and Wernicke’s area
67
Wernicke’s area
helps with comprehending word meaning
68
Broca’s area
supports grammatical processing and language production.
69
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.”)
Child directed speech
70
First Speech Sounds
Cooing - 2 months Babbling - 4 months
71
Preverbal gestures
Protodeclarative, and Protoimperative
72
Protoimperative
gets another person to do something by reaching, pointing, and often making sounds at same time
73
Protodeclarative
points to object, hold it up, while looking at others to make sure they notice.
74
When does joint attention (language development) occur?
4 months
75
Fast-mapping
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
Underextensions
words applied too narrowly
77
Overextensions
applying a word to a broader collection of objects and events
78
Word coinages
new words based on ones they already know – driver man etc..
79
Metaphors
helps to communicate in vivid and memorable ways i.e., “fire engine in my tummy.” for a tummy ache
80
Preschoolers’ Semantic Development
underextensions, Overextensions, Word coinages, and Metaphors
81
2-word combinations – between 1 ½ and 2 ½ - focus on high-content speech, i.e., more cookie, go car.
Telegraphic speech
82
Simple sentences
3 words – 3 years – He hit stick.
83
Early Grammatical Development
Telegraphic speech, simple sentences, grammatical morphemes, and overregulation
84
grammatical morphemes
Structural complexity affects order acquired, i.e., adding “-s” or “–ed”
85
Overregulation
Applying rules without appropriate exceptions, i.e, I growed tall, She singed jingle bells.
86
Factors that Enhance Pragmatic Development
Adult interactions, Conversations, and dialogues about storybooks, shared reading. Siblings
87
Development of Narrative Skills
Leapfrog narratives - 4 years \> Chronological narratives - 4-1/2 to 5 years \>Classical narratives - 6 years – add a resolution
88
Speech Registers
language adaptations to social expectations i.e., daughter speaking at church whispers etc.
89
When are children sensitive to speech registers?
4-7 years
90
Types of Bilingual Education
Language immersion, English-only, and Bilingual education
91
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
Intermodal perception
92
When does Self-recognition occur?
At age 2
93
Self-awareness leads to
understanding another’s perspective
94
Categorical Selves
-Between 18 and 30 months -Classify self and others by Age, Sex, Physical characteristics, and Goodness/badness -Develops with language
95
Remembered Selves
-“Life story” of autobiographical memories -Developed from adult-child conversations
96
Enduring Selves
A view of themselves as persisting over time
97
Children’s Theory of Mind
Inner perspective to think about what others are thinking
98
When does theory of mind take place?
Ages 2–3: children can grasp other’s emotions and desires Age 4: acquire belief–desire theory of mind
99
Factors That Contribute to Theory of Mind
Language, Cognitive abilities, attachment, maternal, make believe play, and social interaction
100
Self-Concept
set of attributes, abilities, attitudes, and values that an individual believes defines who he or she is
101
Autism Symptoms/Criteria
Deficient in nonverbal, language, and pretend play; demonstrate restricted interests.
102
Self-Esteem
Judgments we make about our own worth
103
Influences on Self-Esteem
Age, Culture, Gender, Child-rearing practices
104
Achievement-Related Attributions
Mastery-Oriented and Learned Helplessness
105
Mastery-Oriented
Attribute success to ability, Incremental view of ability Can improve by trying Focus on learning goals
106
Learned Helplessness
Attribute failure to ability Entity view of ability Cannot be changed Focus on performance goals
107
Influences on Achievement-Related Attributions
Parents, Teachers, Gender, Ethnicity
108
Erikson’s Theory
Identity vs. Identity Confusion
109
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
Identity in Erikson's Theory
110
Lack of direction and definition of self Restricted exploration in adolescence Earlier psychosocial conflicts not resolved Society restricts choices Unprepared for stages of adulthood
Identity Confusion in Erikson's Theory
111
Identity Statuses
Level of Commitment x Level of Exploration
112
High/High Identity Status equates to
Identity Achievement - involves commitment to values, beliefs, and goals following a period of exploration.
113
High Level of Commitment and Low Level of Exploration
Identity Foreclosure - is commitment in the absence of exploration
114
Low Level of Commitment and Low Level of Exploration
Identity Diffusion - is an apathetic state characterized by lack of both exploration and commitment
115
Low Level of Commitment and High Level of Exploration
Moratorium - consists of exploration without reaching commitment
116
Influences on Identity Development
Personality, Family, Peers, friends, School and Community, Larger society
117
Person Perception factors
Ethnicity and social class, In-group/out-group, Prejudice
118
Reducing Prejudice Strategies
Intergroup contact, Equal status, Common goals, Long-term contact, and Seeing others’ traits as changeable
119
Social Problem-Solving Process in Children with Good Peer Relations
-Interpret cues accurately -Relationship-enhancing goals -Effective strategies to solve problems
120
Social Problem-Solving Process in Children with Difficult Peer Relations
-Biased expectations -Attend selectively to social cues -Misinterpretation -Social goals lead to relationship damage.
121
the capacity to imagine what other people may be thinking and feeling
Perspective taking
122
Perspective taking Theories
Piaget - Overcome preoperational egocentrism Selman - Stages Developing theory of mind Recursive thought
123
generating and applying strategies that prevent or resolve disagreements, resulting in outcomes that are both acceptable to others and beneficial to the self.
Social Problem Solving
124
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127
Selman’s Stages of Perspective Taking Level, Descrption, Age Range
128
Child temperament types
"Easy/Flexible Temperament", "Feisty/Difficult/Spirited" And "Slow-To-Warm Types
129
suggests that IQ scores have been rising over time, so that the initial norm of 100 is no longer valid
Flynn effect
130
The distribution of IQ supposedly follows a _____ determined by the number of statistical Standard Deviations above and below the mean
normal distribution curve (or "Bell Curve")
131
Three-Stratum Theory of Intelligence
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
Tier 1
g= intelligence John Carroll
133
Tier 2
fluid intelligence, crystallized knowledge
134
Tier 3
sequential reasoning, vocabulary knowledge

PSY 3000 (3 decks)

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