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Developmental Psychology > Chapter 5, Chapter 6, Chapter 7, Chapter 8 > Flashcards

Chapter 5, Chapter 6, Chapter 7, Chapter 8 Flashcards

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1
Q

The processing of basic information from the external world via receptors in the sense organs (eyes, ears, skins, etc.) and brain

A

Sensation

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2
Q

the process of organizing and interpreting sensory information

A

Perception

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3
Q

the sharpness and clarity of vision

A

Visual acuity

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4
Q

a method for studying visual attention in infants that involves showing infants two images simultaneously to see if the infants prefer one over the other

A

Preferential-looking technique

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5
Q

the ability to detect differences in light and dark areas in a visual pattern

A

the ability to detect differences in light and dark areas in a visual pattern Contrast sensitivity

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6
Q

light-sensitive neurons that are highly concentrated in the fovea (central region of the retina)

A

Cone cells

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7
Q

Infants like looking at high contrast patterns

A

True

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8
Q

visual behavior in which the viewer’s gaze shifts at the same rate and angle as a moving object

A

Smooth pursuit eye movements

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9
Q

the perception of objects as being of constant size, shape, color, etc. in spite of physical differences in the retinal image of the object

A

Perceptual constancy

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10
Q

the identification of separate objects in a visual array

A

Object segregation

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11
Q

a procedure used to study infant cognition in which infants are shown an event that should evoke surprise or interest if goes against something the infant knows

A

Violation-of-expectancy

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12
Q

a depth cue in which an object occludes increasingly more of the background, indicating that the object is approaching

A

Optical expansion

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13
Q

The difference between the retinal image of an object in each eye that results in two slightly different signals being sent to the brain

A

Binocular disparity

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14
Q

the process by which the visual cortex combines the differing neural signals caused by binocular disparity, resulting in the perception of depth

A

Stereopsis

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15
Q

the perceptual cues of depth (such as relative size and interposition) that can be perceived by one eye alone

A

Monocular depth cues

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16
Q

the perception of the spatial location of a sound source

A

Auditory localization

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17
Q

developmental changes in which experience fine-tunes the perceptual system

A

Perceptual narrowing

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18
Q

the combing of information from two or more sensory system

A

Intermodal perception

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19
Q

fixed patterns of action that occur in response to particular stimulation

A

Reflexes

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20
Q

turning of the head and opening of the mouth in the direction of a touch (happens when an infant is hungry)

A

Rooting

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21
Q

oral response when the roof of the mouth is stimulated

A

Sucking/Swallowing

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22
Q

when the head turns or is positioned to one side, the arms on that side of the body extends, while the arm and knee on the other side flex

A

Tonic Neck

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23
Q

throwing back the head and extending the arms, then rapidly drawing them in, in response to a loud, sound, or sudden movement

A

Moro

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24
Q

closing the fingers around an object that is pressed to the palm

A

Grasping

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25
Q

stepping or dancing with the feet when being held upright with feet touching a solid surface

A

Stepping

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26
Q

the possibilities for action, offered, or afforded, by objects and situations

A

Affordances

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27
Q

clumsy swiping movements by young infants toward objects they see

A

Pre-reaching movements

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28
Q

the ability to move oneself around in the environment

A

Self-locomotion

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29
Q

the attempt by a young child to perform an acton on a miniature object that is impossible due to the large discrepancy in the relative sizes of the child and the object

A

Scale-error

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30
Q

a form of learning that consists of associating an initially neutral stimulus with a stimulus that always evokes a particular reflexive response

A

CC

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31
Q

a stimulus that evokes a reflexive response (nipple in the infant’s mouth)

A

UCS

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32
Q

a reflexive response that is elicited by the unconditioned stimulus (sucking reflex)

A

UCR

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33
Q

the natural stimulus that is repeatedly paired with the unconditioned stimulus (breast or bottle). Repeatedly occurs just before the UCS

A

CS

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34
Q

the originally reflexive response that comes to be elicited by the CS (the sight of the bottle or breast has become a signal of what will follow)

A

CR

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35
Q

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

A

Operant Conditioning

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36
Q

a reward that reliably follows a behavior and increases the likelihood that the behavior will be repeated

A

Positive Reinforcement

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37
Q

the ability to use prior experiences to predict what will occur in the future

A

Rational Learning

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38
Q

learning by engaging with the world, rather than passively observing objects and events

A

Active Learning

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39
Q

systems for represent our thoughts, feelings, and knowledge, and for communicating them to other people

A

Symbols

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40
Q

understanding what others say (or sign or write)

A

Language Comprehension

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41
Q

the process of speaking (or signing or writing)

A

Language Production

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42
Q

a system in which a finite set of words can be combined to generate an infinite number of sentences

A

Generative

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43
Q

smallest units of meaningful sound (rake vs lake) r vs l sound

A

Phonemes

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44
Q

the smallest units of meaning in a language (dog vs dogs)

A

Morphemes

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45
Q

rules specifying how sounds from different categories (nouns, verbs, adjectives, etc.) can be combined

A

Syntax

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46
Q

knowledge about how language is used

A

Pragmatics

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47
Q

the distinctive mode of speech used when speaking to infants and toddlers

A

IDS

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48
Q

the characteristic rhythm and intonational patterns with which a language is spoken

A

Prosody

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49
Q

the perception of phonemes as belonging to discrete categories

A

Categorical Perception

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50
Q

the length of time between when air passes through the lips and when the vocal cords start vibrating

A

Voice Onset Time

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51
Q

discovering where words begin and end in fluent speech

A

Word Segmentation

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52
Q

ahhhh or ooohhhh (6-10 weeks)

A

Cooing

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53
Q

papa, dadada, bobobo, (6-10 months)

A

Babbling

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54
Q

(10-15 months) wabbit or bubba

A

First Word

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55
Q

(20-22 months) Give food, John go (simple sentences) short utterances that leave out non-essential words

A

Telegraphic Speech

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56
Q

(30 months) Mommy go to work.

A

Full Sentences

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57
Q

an overly broad interpretation of the meaning of a word

A

Overextension

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58
Q

an overly narrow interpretation of the meaning of a word

A

Underextension

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59
Q

aspects of the social context used for word learning

A

Pragmatic Cues

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60
Q

determine word meanings by tracking the correlations between labels and meanings across scenes and contexts

A

Cross situation word learning

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61
Q

the strategy of using grammatical structure to infer the meaning of a new word

A

Syntactic Bootstrapping

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62
Q

speech erros in which children treat irregular forms of words as if they were regular. e.g. I eated the pie.

A

Overregularization

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63
Q

Conversation between children that involves a series of non sequiturs

A

Collective monologue

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64
Q

story-like structured descriptions of past events

A

Narratives

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65
Q

a proposed set of highly abstract structures that are common to all languages

A

Universal Grammar

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66
Q

a computation modeling approach that emphasizes that simultaneous activity of numerous interconnected processing units

A

Connectionism

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67
Q

treating a symbolic artifact both as a real object and as a symbol for something other than itself

A

Dual representation

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68
Q

General ideas or understandings that can be used to group together objects, events qualities or abstractions that are similar in some way

A

Concepts

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69
Q

A category that is organized by set-subset relations such as animal/dog/poodle

A

Category hierarchy

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70
Q

The grouping together of objects that have similar appearances

A

Perceptual categorization

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71
Q

The general level within a category hierarchy such as “animal” in the animal/dog/poodle example

A

Superordinate level

72
Q

The middle level, and often the first level learned, within a category hierarchy (“dog”)

A

Basic level

73
Q

The most specific level within a category hierarchy (“Poodle”)

A

Subordinate level

74
Q

A commonsense level of understanding of other people and oneself

A

Naïve Psychology

75
Q

An organized understanding of how mental processes such as intentions, desires, perceptions, and emotions influence behavior

A

nt of mind

76
Q

Tasks that test a child’s understanding that other people will act in accord with their own beliefs even when the child knows that those beliefs are incorrect

A

False-belief problems

77
Q

A hypothesized brain mechanism devoted to understanding other human beings

A

TOMM

78
Q

Make-believe activities in which children create new symbolic relations, acting as if they are in a situation different from their actual one

A

Pretend play

79
Q

A form of pretense in which an object is used as something other than itself, for example, using a broom to represent a horse

A

Object substitution

80
Q

Activities in which children enact miniature dramas with other children or adults, such as “mother” comforting baby

A

Sociodramatic play

81
Q

The view that living things have an essence inside them that makes them what they are

A

Essentialism

82
Q

Coding of spatial locations relative to one’s own body, without regard to the surroundings

A

Egocentric spatial representations

83
Q

The realization that all sets of N objects have something in common

A

Numerical equality

84
Q

Cognitive processes that influence the ability to think and learn on all intellectual tasks

A

General intelligence (g)

85
Q

Ability to think on the spot to solve novel problems

A

Fluid intelligence

86
Q

Factual knowledge about the world

A

Crystalized Intelligence

87
Q

Seven abilities proposed by Thurstone as crucial to intelligence

A

Primary mental abilities

88
Q

Carroll’s model that places g at the top of the intelligence hierarchy, eight moderately general abilities in the middle, and many specific processes at the bottom

A

Three-stratum theory of intelligence

89
Q

Widely used test designed to measure the intelligence of children ages 6 and up

A

WISC

90
Q

A quantitative measure of a child’s intelligence relative to that of other children of the same age

A

IQ

91
Q

Pattern of data in which scores fall symmetrically around a mean value, with Mose scores falling close to the mean and fewer and fewer scores farther from it

A

Normal distribution

92
Q

Measure of the variability of scores in a distribution; 68% of scores fall within 1 SD of the mean, and 95% scores fall within 2 SD of the mean

A

SD

93
Q

Ability to inhibit actions, follow rules, and avoid impulsive reactions

A

Self-discipline

94
Q

Consistent rise in average IQ scores that has occurred over the past 80 years in many countries

A

Flynn Effect

95
Q

Comprehensive and successful enrichment program for children form low-income families

A

CAP

96
Q

Gardner’s theory of intellect, based on the view that people posses at least eight types of intelligence

A

Multiple intelligences theory

97
Q

Sternberg’s theory of intellect, based on the view that intelligence is the ability to achieve success in life

A

Theory of successful intelligence

98
Q

Ability to identify component sounds within words

A

Phonemic awareness

99
Q

Ability to translate letters into sounds and to bleed sounds into words; informally called sounding out

A

Phonological recoding skills

100
Q

Proceeding directly from the visual form of a word to its meaning

A

Visually based retrieval

101
Q

Procedure for selecting among alternative ways to solve a problem

A

Strategy-choice process

102
Q

Perspective that comprehension depends solely on decoding skill and comprehension of oral language

A

Simple view of reading

103
Q

In ability to read and spell well despite having normal intelligence

A

Dyslexia

104
Q

Cognitive processes used to represent a situation or sequence of events

A

Situational model

105
Q

Process of keeping track of one’s understanding of a verbal description or text

A

Comprehension monitoring

106
Q

Typical sequence of actions used to organized and interpret repeated events, such as eating at restaurants, going to doctors’ appointments, and writing reports

A

Script

107
Q

Mental models of the sizes of numbers, ordered along a less-to more dimension

A

Numerical magnitude representations

108
Q

Concept that the values of each side of the equal sign must be equivalent

A

Mathematical equality

109
Q

Phenomenon in which hand movements and verbal statements convey different ideas

A

Gesture-speech mismatches

110
Q

How do researchers test whether infants perceive the boundaries between objects?

A

They present two objects to the infant to see if they look at one longer.

111
Q

Most children are able to sit without support by about the age of

A

8 months

112
Q

Hattie smiles and claps every time her mother gets out the bag of goldfish because she knows this means it is almost snack time. This is an example of:

A

Classical Conditioning

113
Q

The words “dog” and “cat” contain one _______ and three _________.

A

morpheme and phonemes

114
Q

Which of the following is not true about children how grow up learning two languages?

A

Bilingual children always prefer one language over the other.

115
Q

An example of telegraphic speech would be:

A

eat banana or give juice

116
Q

Newborn infants’ visual acuity is so poor that:

A

they prefer to focus on areas of high contrast.

117
Q

Newborns prefer toys with high contrast (for example, a large black and white pattern) because…

A

their ability to see fine details is poor

118
Q

Chomsky’s theory of universal grammar was most consistent with which perspective of development?

A

Natavists

119
Q

Chomsky’s theory of universal grammar was most consistent with which perspective of development?

A

Natavists

120
Q

Kyle shows his father a picture he made and tells him that it shows the time they went to the zoo and saw the tiger, but when his father looks at the picture it is only a bunch of scribbles. Kyle is likely how old?

A

2 years

121
Q

Which of the following is a way that children’s categorizations are different than adults?

A

Children use more general categories like dinosaurs while adults use more specific categories like herbivores and carnivores.

122
Q

Why is the development of theory of mind important?

A

It helps children take the perspective of someone else.

123
Q

Which of the following is not true about children’s understanding of different concepts?

A

Infants understand that DNA is the way that traits are passed from parents to children.

124
Q

Children’s novel forms like, “I petted the bunny,” illustrate that:

A

human language has the property of generativity

125
Q

Peter’s preschool teacher asks him what he did over the weekend. Peter responds, “I eated pizza at my birthday party.” Peter’s speech includes an example of:

A

overregularization

126
Q

How many possible sentences are there?

A

INFINITE AMOUNT

127
Q

What letter is used to represent general intelligence?

A

g

128
Q

Which of the following is a use of fluid intelligence?

A

Knowing how to complete a puzzle you have not encountered before.

129
Q

Would an intelligence test for a 6-year-old look different from an intelligence test for a 12-year-old?

A

Yes, because intelligence tests measure children’s abilities at different ages.

130
Q

Why is it important for parents to read at home with their children?

A

All of the above.

131
Q

Ella is nervous about her math test because she thinks she is bad at math. What is the best thing Ella can do to counter her anxiety?

A

Write about her feelings before she takes the test

132
Q

The fact that average IQ scores have consistently risen over the past 80 years represents which of the following?

A

Flynn Effect and Social influence on IQ

133
Q

In the 1960s there was political consensus that public policies and government programs should focus on helping poor families, based on child development research suggesting that a child’s environment had significant effects on their cognitive growth. Which of the following is NOT an example of a policy or program developed with this goal in mind?

A

Sternberg’s intelligence program

134
Q

Which of the following is not a type of intelligence represented in Gardner’s “multiple intelligence theory”?

A

Emotional Intelligence

135
Q

In Freud’s theory, areas of the body that become erotically sensitive in successive stages of development

A

Erogenous zones

136
Q

In psychoanalytic theory, the earliest and most primitive personality structure. It is unconscious and operates with the goal of seeking pleasure

A

Id

137
Q

The first stage in Freud’s theory, occurring in the first year, in which the primary source of satisfaction and pleasure is oral activity

A

Oral stage

138
Q

In psychoanalytic theory, the second personality structure to develop. It is the rational, logical, problem-solving component of personality

A

Ego

139
Q

The second stage in Freud’s theory, lasting from the second year through the third year, in which the primary source of pleasure comes from defecation

A

Anal stage

140
Q

The third stage in Freud’s theory, lasting from age 3 to age 6, in which sexual pleasure is focused on the genitalia

A

Phallic stage

141
Q

In psychoanalytic theory, the third personality structure, consisting of internalized moral standards

A

Superego

142
Q

The fourth stage in Freud’s theory, lasting from age 6 to age 12, in which sexual energy gets channeled into socially acceptable activities

A

Latency period

143
Q

The final stage in Freud’s theory, beginning in adolescence, in which sexual maturation is complete

A

Genital stage

144
Q

Inconsistent response to a behavior; for example, sometimes punishing unacceptable behaviors and other times ignoring it

A

Intermittent Reinforcement

145
Q

A form of therapy based on principles of operant conditioning in which reinforcement contingencies are changed to encourage more adaptive behavior

A

Behavior modification

146
Q

Child-environment influences operate in both directions; children are both affected by and influence aspects of their environment

A

Reciprocal determinism

147
Q

Observing someone else receive a reward or punishment

A

Vicarious reinforcement

148
Q

The idea that children play a very active role in their own socialization through their activity preferences, friendship choices, and so on

A

Self-socialization

149
Q

Being aware of the perspective of another person

A

Role taking

150
Q

In Dodge’s theory, the tendency to assume that other people’s ambiguous actions stem from hostile intent

A

Hostile attributional bias

151
Q

Reefers to whether children are motivated by mastery or by others’ views of their success

A

Achievement Motivation

152
Q

A tendency to attribute success and failure to enduring aspects of the self and to give up in the face of failure

A

Entity/helpless orientation

153
Q

A general tendency to attribute success and failure to the amount of effort expended and to persist in the face of failure

A

Incremental/mastery orientation

154
Q

A theory that a person’s level of intelligence is fixed and unchangeable

A

Entity theory

155
Q

A theory that a person’s intelligence can grow as a function of experience

A

Incremental theory

156
Q

The study of the evolutionary bases of behavior

A

Ethology

157
Q

A form of learning in which the newborns of some species become attached to and follow adult members of the species

A

Imprinting

158
Q

A theory that stresses the evolutionary basis of many aspects of parental behavior that benefit their offspring

A

Parental-investment theory

159
Q

The immediate environment that an individual child personally experiences and participates in

A

Microsystem

160
Q

The interconnections among immediate, or microsystem, settings

A

Mesosystem

161
Q

Environmental settings that a child does not directly experience but that can affect the child indirectly

A

Exosystem

162
Q

The larger cultural and social context within which the other systems are embedded

A

Macrosystem

163
Q

Historical changes that influence the other systems

A

Chronosystem

164
Q

A syndrome that involves difficulty in sustaining attention

A

ADHD

165
Q

Who said that the new born’s world is a big blooming, buzzing confusion

A

William James

166
Q

What were Fantz’s conclusions

A

Infants like losing at something and if two objects are paired next to each other, infants like to look at an object that has patterns on it

167
Q

Look primarily at the other contour of face/head, a few fixations on the eyes

A

1-month-old

168
Q

Fixates primarily on internal features of the face

A

2-month-old

169
Q

What do infants do before they can babble?

A

The infant fixates on the speaker’s eyes

170
Q

What do infants look at once they can babble?

A

The infant stares on the speaker’s mouth (Bilinguals do this earlier)

171
Q

What do 1 month old infants do when an object is approaching them?

A

They blink

172
Q

McGurk Effect

A

Example of intermodal perception (visual-auditory)

173
Q

A decrease in response after repeated exposure

A

Habituation

174
Q

detecting statistical patterns within the environment

A

Statistical Learning

175
Q

By 5 most children have mastered basic structure of their native language

A

True

176
Q

90% of people right-handed and language is primarily represented in the left hemisphere

A

Brain lateralization

177
Q

Non-human primates trained to use human communication

A

Washoe Chimps

Developmental Psychology (3 decks)

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