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Human Development > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

Piaget’s theory:

A

unifies experience and biology to explain cognitive development; his approach is discontinuous/in stages and qualitative

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2
Q

What drives development according to Piaget?

A

Nature and nurture interact to drive development; the individual needs to develop balance between current needs/understanding and demands of the environment.

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3
Q

According to Piaget, these three ideas drive development:

A
  • Adaptation
  • Schemes
  • Organization
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4
Q

Adaptation

A

tendency to respond to demands of environment to meet one’s goals (assimilation and accommodation)

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5
Q

Schemes

A

actions or mental representations that organize knowledge (“building blocks of cognition”)

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6
Q

Organization

A

tendency to integrate particular observations into coherent knowledge (generalization….she gave example in class of how knowledge is refined over time, but at first, it’s like a kid who first uses all tools like a hammer because he’s generalizing, has not refined yet)

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7
Q

What are the key processes in Piaget’s theory of cognitive development?

A

Assimilation

Accommodation

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8
Q

Assimilation

A

how people translate incoming information into something they can understand; they use existing scheme to understand new information

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9
Q

Accommodation

A

process by which people adapt current knowledge structures in response to new experiences

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10
Q

What are Piaget’s four stages of cognitive development (and approximate ages)

A
  • Stage 1. Sensorimotor – (birth to 2 years)
  • Stage 2. Preoperational – (2-7 years)
  • Stage 3. Concrete Operational – (7-11 years)
  • Stage 4. Formal Operational – (11 -15 years)
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11
Q

Stage 1. Sensorimotor – (birth to 2 years)

A

children know the world and construct understanding of it through sensory experiences and with motor actions; there are 6 substages

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12
Q

Six substages of Sensorimotor phase

A
  • Simple reflexes
  • First habits and primary circular reactions
  • secondary circular reactions
  • Coordination of secondary circular reactions
  • Tertiary circular reactions, novelty, and curiosity
  • Mental representations
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13
Q

Simple reflexes

A

ability to coordinate sensation and action through reflexes

E.g. sucking when presented with nipple and also when no stimuli present

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14
Q

First habits and primary circular reactions

A

1-4 months

attempt to reproduce interesting or pleasurable events that occurred by chance;
Focus is on self/own body – such as baby grabbing foot (not a toy); thumb sucking,
Gain simple motor control

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15
Q

Secondary circular reactions

A

4-8 months
infant is more object oriented; moves beyond preoccupation with self; but not yet performing goal-directed actions – just fun and exciting ones; (4-8 months)
by end of this stage, they reach object permanence

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16
Q

Object permanence

A

The understanding that objects continue to exist even when they can not be seen, heard, or touched.

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17
Q

Coordination of Secondary Circular Reactions

A

(8-12 months)
significant changes in coordination and schemes and intentionality; more complex actions; more outward and intentional actions; must connect touch with other senses
A not B error made at this stage

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18
Q

A not B error

A

Piaget thought infants made this error because their memories weren’t fully developed.

Infants make the mistake of selecting the familiar hiding space of an object rather than its new hiding space, even when they see where it goes.

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19
Q

Tertiary circular reactions

A

12-18 months
infants intrigued by the many properties of objects so they explore new possibilities with them – they get bored so they manipulate objects and explore potential;
A not B error no longer made in this stage

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20
Q

Mental representations

A

18-24 months

ability to create mental representations; there is an internalization of schemes; terms, symbols and images refer back to previously experienced objects and events

Deferred imitation

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21
Q

Deferred imitation

A

repetition of other people’s behaviors substantial time after they’ve occurred – remember video of girl who put the doll under her arm, so she had a free hand to open the door

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22
Q

Stage 2. Preoperational – (2-7 years)

A

children begin to represent their world internally with words, images and drawings; they understand that pictures stand for real objects; E.g. Understanding that balloon won’t float out of TV, they know perspectives;
there are 2 substages:
-Symbolic function
-Intuitive thought

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23
Q

Symbolic function

A

2-4 years
gain ability to represent mentally objects that aren’t physically present
-Ego-centrism
-animism

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24
Q

Ego-centrism

A

The inability to distinguish between one’s own and someone else’s perspective; an important feature of preoperational thought

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25
Q

Animism

A

A facet of preoperational thought. The belief that inanimate objects have lifelike qualities and are capable of action.

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26
Q

Intuitive Thought

A

children younger than 7-8/can’t do conservation

children begin to use basic reasoning and want to know answers to all sorts of questions;

the “why” stage; these “Why” questions signal that they have interest beyond themselves

  • centration
  • Conservation
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27
Q

Centration

A

Focusing attention on one characteristic to the exclusion of all others. Balance scale slide from powerpoint

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28
Q

Conservation

A

The awareness that altering the appearance of an object or a substance does not change its basic properties

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29
Q

Concrete Operational

A

7-11 years
children begin to reason logically about the world (are more flexible and organized); still dominated by concrete experience!

§Classification skills: involves seriation and transitivity
§ Can perform concrete operations in this stage; can classify; they understand that events are influenced by multiple factors
§ Thinking systemically remains difficult

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30
Q

Seriation

A

The concrete operation that involves ordering stimuli along a quantitative dimension (such as length)

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31
Q

Transitivity

A

The ability to logically combine relations to understand certain conclusions. Piaget argued that an understanding of transitivity is characteristic of concrete operational thought.

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32
Q

Formal Operational

A

11-15 years

ability to think abstractly and reason hypothetically about what is or what might be – move beyond concrete reasoning; Piaget doesn’t think this stage is universal
§ Allows for understanding of politics, ethics, scientific reasoning, metacognition
§ Think more like scientists in this stage – Hypothetical – deductive reasoning
§ Assimilation dominates initial development

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33
Q

Adolescent egocentrism? (i.e., personal fable, imaginary audience)

A

heightened adolescents’ self-consciousness; when adolescents think that everyone is as interested in them as they are
§ involves attention-getting behavior motivated by desire to be noticed, visible or “on-stage”
§ involves “no one can understand me” feelings about others
§ involves “spot light effect” in which everyone is watching

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34
Q

What are the criticisms of Piaget’s theory?

A

Criticisms
§ conservation appears earlier than thought and it has to do with attention paid
§ stages depict thinking as more consistent than it really is
§ development is not stage-like
§ social and cultural contributions not examined
§ infants are more competent than Piaget recognized
§ effects of training underestimated
§ he’s vague about mechanisms of cognitive growth
§ need to rethink object permanence and a-not-b error

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35
Q

What are the contributions of Piaget’s theory?

A

Contributions
§ vision of children as active, constructive thinkers
§ rich detailed observations and descriptions

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36
Q

Identify the main concepts in Vygotsky’s theory

A

his theory is called Sociocultural Theory; main concept: that minds are shaped by cultural context in which they live and children actively construct knowledge and understanding through social interactions; the tools we need are provided by society

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37
Q

What is the zone of proximal development (ZPD)?

A

ZPD – difference btwn what the learner can do without help and what he/she can do with help; in ZPD it’s important to examine the students capacity to solve problems independently, instead of examining what they student already knows – this is called Implications for “Intelligence” in the PP

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38
Q

What are the lower and upper limits?

A

lower limit is current achievement level (what they can do without help)
§ upper limit is what kids can achieve (with help)

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39
Q

What is scaffolding?

A

Changing levels of support to help children grow.
§ support in the ZPD tapers off gradually
§ we use focused questions, positive interactions; reciprocal teaching and dynamic assessment to help kids achieve this

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40
Q

How did Vygotsky view language and thought?

A

Language is social and used for self-regulation; it is used to solve tasks; he believed language and thought initially develop independently and then merge

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41
Q

What is the difference between private and inner speech?

A

thought that kids who used private speech were more socially competent than those who didn’t
§ Private – when children use language to guide their behavior (language self-regulation); this is out loud and used to ask for help when a task is difficult or make an error
§ Inner – when private speech goes “underground” or is internalized as silent speech (3-7 years);

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42
Q

What are some similarities between Vygotsky’s and Piaget’s theories?

A

Similarities:

teacher is facilitator and guide for both

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43
Q

What are some differences between Vygotsky’s and Piaget’s theories?

A

§ no stages for Vygotsky, but Piaget is very focused on stages
§ education is central for Vygotsky, but education merely refines already emerging cognitive skills for Piaget;
§ language has minimal role for Piaget but has major role for Vygotsky;
§ Piaget is a cognitive constructivist; while Vygotsky is a social constructivist

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44
Q

What did Piaget have to say about adult cognitive development?

A

Piaget says that adult cognition becomes more realistic, pragmatic and reflective and relativistic; adults can think more flexibly and contextually apply information; they see grey area and accept it; he also thinks that some adults have more knowledge but don’t always achieve formal operation stage

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45
Q

What is the role for educators?

A

Educators should be guides not directors; facilitators of learning
§ also can use peers as teachers
§ it’s important to use meaningful contexts to instruct – should take a constructivist approach
§ must consider knowledge level of children

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46
Q

Language

A

A form of communication-whether spoken, written, or signed- that is based on a system of symbols.

Consists of the words used by a community and the rules for varying and combining them. It is our primary means of conveying information to others and development/maintenance of social relationships.

All human languages have some common characteristics:
· Infinite generativity
· Organizational rules (phonemes, morphemes, semantics, pragmatics, and syntax) PMS Positively Sucks

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47
Q

Infinite generativity

A

The ability to produce an endless number of meaningful sentences using a finite set of words and rules.

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48
Q

Phoneme

A

Speech sounds that are combined to make words. Basic unit of sound.

Example: The word ‘chat’ has three phonemes or sounds: /ch/ /a/ /t/

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49
Q

Morphemes

A

Smallest unit of language that carries meaning. Most are words, but others include prefixes and suffixes.

Examples: dog, apple, un-, -ed
The word girl is one morpheme, it can’t be broken down further and still have meaning. When the suffix –s is added, the word becomes girls and has two morphemes.

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50
Q

Semantics

A

The system that involves the meaning of words and sentences.

Meaning that is ‘coded’ in words and sentences. Involves knowing the meaning of individual words- that is, vocabulary.

Example: Knowing the meaning of orange, transportation, and intelligent

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51
Q

Pragmatics

A

The role of context or meaning. The social meaning of a language.

The system of using appropriate conversation and knowledge of how to effectively use language in context.

Examples: using polite language in appropriate situations or taking turns in conversation.

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52
Q

Syntax

A

The system that involves the way words are combined to form acceptable phrases and sentences. Rules applied to the ordering of words.

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53
Q

Aphasia

A

A loss or impairment of language processing resulting from damage to the left hemisphere, specifically Broca’s area or Wernicke’s area.

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54
Q

Broca’s area

A

A region of the left frontal lobe of the brain that is involved in producing words

Damage to this area causes difficulty producing words correctly

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55
Q

Broca’s aphasia

A

(expressive aphasia): Difficulty pronouncing words, slow/labored speech, speech mages sense but words are missing.

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56
Q

Wernicke’s area

A

A region of the brain’s left hemisphere that is involved in language comprehension.

Damage to this area causes poor comprehension and fluid, but incomprehensible speech.

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57
Q

Wernicke’s aphasia

A

(receptive aphasia): Unable to comprehend words, hear words but don’t know meanings, fluent but incomprehensible speech.

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58
Q

Language acquisition

A

Humans are hardwired to learn language at a certain time and in a certain way. People are born with a biological endowment that enables the child to detect certain features and rules of language.

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59
Q

Critical Period for language development:

A

A time when the brain is most receptive to the development of language and speech. (For first languages: birth to 6 years; second language: birth to 12 years)

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60
Q

Evidence for a critical period for language

A

· Feral children (ie Genie) who have difficulty acquiring language in adolescence.
· Brain damage suffered at different ages will produce unique effects on language development.
· Bilingual adults acquiring second languages make faster initial progress, but ultimately are not as successful as children still in the critical periods who learn a second language.

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61
Q

Universal sequence of language development:

A

Noises and gestures > Babbling > Words > Sentences

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62
Q

language at birth

A

Crying

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63
Q

language at 2-4 months

A

Cooing begins

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64
Q

language at 5 months

A

Understands first word

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65
Q

language at 6 months

A

Babbling begins

66
Q

language at 7-11 months

A

Change from universal linguist to language specific listener

67
Q

language at 8-12 months

A

Uses gestures, such as showing and pointing

68
Q

language at 13 months

A

First spoken word

69
Q

language at 19 months

A

Vocabulary spurt starts

70
Q

language at ~24 months

A

Uses two-word utterances

Rapid expansion of understanding words

71
Q

Receptive Language

A

Words the child understands. Precedes expressive language.

First understanding of words at ~5-12 months. Recognize their name around 6 months.

Infants segment words from sentences by 8 months using:
· Statistical cues
· Prosodic cues:

72
Q

Statistical cues

A

: Certain sounds that are more likely to appear together.

73
Q

Prosodic cues

A

Stress patterns; pitch changes at the end of a sentence; vowel lengthening.

74
Q

Expressive language

A

Words the child uses

Most children use their first words between 12-20 months. First words typically include names of people, objects, and events from everyday life.

Vocabulary increases with age.

75
Q

Holophrastic period

A

When child is able to produce one word utterances. Child typically expresses a “whole phrase” with a single word.

76
Q

Language spurt

A

Occurs after a toddler can use about 50 words–usually around 19 months.

77
Q

At what rate does vocabulary development occur?

A

Influenced by the amount of talk that they hear, but very fast.

The book states some experts have concluded that between 18 months and 6 years of age, young children learn words at the rate of about one new word every waking hour.

78
Q

How do children learn new words?

A

· Fast-mapping
· Repetition over extended periods of time
· Interactions (not with televisions or recordings)

79
Q

Fast mapping

A

hypothesized mental process whereby a new concept is learned (or a new hypothesis formed) based only on a single exposure to a given unit of information.

80
Q

Overgeneralization

A

Over extending the use of a word by using one label for several objects (using the word dog for a cow or horse)

81
Q

Undergeneralization

A

Too restrictive in the application of a word by leaving out situations when the word applies (only applying the word animal to those animals with fur)

82
Q

Overextension

A

Applying words to similar concepts.

Example: All men are “daddy”

83
Q

Underextension

A

When words are used too specifically

Example: “Dog” is only the owner’s dog.

84
Q

Substitutions & Deletions

A

“duice” = juice “appo”= apple

85
Q

Language development of deaf children

A

Deaf infants and toddlers seem to master sign language in much the same way and at about the same pace that hearing children master spoken language, if they are exposed to sign language.
Deaf 10 months old often “babble” in signs: produce meaningless signs that resemble the tempo and duration of real signs.
The same progression of mistakes in early language development will occur for deaf children.
Example: both hearing children and deaf children might mis-pronounce/mis-sign the word ‘dog’ before getting it right.

86
Q

Telegraphic speech

A

Nonessential elements are missing, but words are in grammatical order. Two word sentences usually appear when the child is around 18 months old. Usually, the two words are in a grammatically correct sequence

87
Q

Language development in infancy

A 
·         Babbling
·         Gestures
·         Receptive language
·         First words
·         Two word utterances
88
Q

Language development in early childhood

A

· Phonology & Morphology development
· Development in syntax and semantics
· Advances in pragmatics
· Early literacy

89
Q

Language development in middle & late childhood

A 
·         Advances in vocabulary and grammar
·         Metalinguistic awareness
·         Reading
·         Writing
·         Second language learning
90
Q

Language development in adolescence

A

· Abstract thinking=use of metaphor and satire

· Ability to play on dialect

91
Q

Language development in adulthood

A

· Use of language in self-identity

· Vocabulary continues to increase

92
Q

Language development in advanced age

A

· Some decrements in language may appear (ie word retrieval, difficulty understanding speech)
· Less fluent & articulated speech

93
Q

Information Processing Approach

A

Humans are “processors of information”
· Analyzes the ways people process information about their world
· The goal is to think about how people process information they obtain
· We actively manipulate, monitor and create strategies to deal with information we receive
· Effectiveness involves attention, memory and thinking
o Limited by brain size and maturity

94
Q

Mechanisms of Change

A

All work together to create efficiency in meta-processing

  • encoding
  • automaticity
  • strategy construction
95
Q

Encoding

A

The process by which information gets into memory.

o Ignoring irrelevant information

96
Q

Automaticity

A

The ability to process information with little or no effort
o Does not require much conscience effort
o Repetition and practice

97
Q

Strategy construction

A

Creation of new procedures for processing information

o The more you relate things to your real life the better you remember them

98
Q

Self-modification

A

Applying what you have learned in previous situations and adapting your responses to a new situation

99
Q

metacognition

A

“thinking about thinking and knowing about knowing”

100
Q

Differences/similarities between information-processing and Piaget

A

Both:
Constructivist
Cognitive capabilities and limits at points in development

Piaget:
Development occurs abruptly in distinct stages

Information processing:
Individuals develop gradually increasing capacity for information-processing

101
Q

Processing speed

A

How quick you do things
· How fast information is processed influences what we can do with information
o Reaction time assesses your processing speed
§ It takes kids 15 seconds to process what their parents say
· This can be influenced by health and exercise
· Processing speed improves dramatically across childhood and continues through adolescence
· Decline begins in middle adulthood and will continue to slow into late adulthood
o Due to a decline in functioning of the brain and central nervous system

102
Q

Attention

A

Mental effort, focusing of mental resources

103
Q

Attention Allocation

A
  • Focused attention
  • Divided attention
  • Sustained attention
  • Selective attention
  • Joint attention
104
Q

Focused Attention

A

The ability to respond directly to specific visual, auditory or tactile stimuli
o Ex. Moon Walking Bear Video

105
Q

Sustained attention

A

“Vigilance” The ability to maintain consistent behavioral responses during continuous and repetitive activity
o Ex. Pushing the space bar every time you see a letter on the screen except when you see the letter “x”

106
Q

Selection Attention

A

“Freedom from Distractibility” The ability to focus on a specific aspect of an experience while ignoring distracting/competing stimuli around you
o Ex. Cocktail Party Phenomenon – Selective listening

107
Q

Divided attention

A

Highest level of attention. The ability to respond simotaneously to multiple tasks or task demands
o Ex. Listening to music while studying for an exam

108
Q

Joint attention

A

“Shared Attention” Two or more individuals focus on the same object or event
o Requires the ability to track another’s behavior, such as following their gaze;
o One person directing another’s attention; and
o Reciprocal interaction.
§ Ex. Video with child and penguin toy
o Can be used as one aspect of determining autistic behaviors

109
Q

Sensory memory

A

Sensory is that initial 200-500 ms after an item is perceived (e.g., remember vaguely what you see, with some detail). Iconic (e.g., visual memories) and Echoic (e.g., sensory memory for sounds) are types of sensory memory. Overall, echoic memories are stored for slightly longer periods of time than iconic memories.

110
Q

Short-term memory

A

o Retaining or recalling information for several seconds to one minute without rehearsal. Using rehearsal, individuals can keep information in short term memory longer.
o STM has limited capacity: method of accessing the capacity is the memory span task- you simply hear a short list of stimuli (usually digits) presented at a rapid pace and then you are asked to repeat the digits.
o Relies more on auditory code for storing information than visual (i.e. Greater difficulty remembering similar words

111
Q

Long term memory

A

o Permanent Memory (in the absence of neurological disease or injury)
o LTM has unlimited storage capacity and is semantically/chronologically organized
o Kinds of LT Memories:
-explicit
-implicit

112
Q

Explicit memory

A

Conscious or declarative memory- had to think of it and remembered it- facts and experiences. 2 Types of Explicit
· Episodic: retention of information about where and when of life’s happenings. Example 9/11
· Semantic: ones knowledge about world including field or expertise; i.e. things you learned in school

113
Q

Implicit memory

A

Routine skills and procedures; the unconscious ; things that are automatic; i.e. swinging a golf club

114
Q

Strategies for Long Term Memories:

A

Activity to improve information processing
Rehearsal – repetition is better for short term
Organizing – making information relevant
Imagery- creating mental images
Elaboration – engaging in more extensive processing of information
Chunking- organizing items into meaningful of manageable units e.g. account numbers 28365492

115
Q

Primacy

A

Long term

116
Q

Recency

A

Short term

117
Q

Study of memory

A

Murdock 1962: serial position effect in free recall ; participants are pressed with a list of words, read outloud to them at a constant rate, and are asked to try to remember as many of the words as they can. Recall of the words needs to be in order, but is unconstrained (hence the word “free” recall). In general, words at the beginning (primacy effect) and at the end of the list (recency effect) are more likely to be recalled than words in the middle
see picture of serial curve of slide 20 of chapter 7

118
Q

Recognition:

A

is memories and perceptions that do not require depth of processing. Usually easier than recall memory

119
Q

Recall

A

is the memory or perception placed in a long term storage, requiring a higher depth of processing. Recall is the buried deep facts that sometimes you don’t even remember how the information was put in your head.

120
Q

Interference theory

A

assumes that the ability to remember can be disrupted by what we have previously learned or by future learning

121
Q

What is the FUZZ Trace Theory? Originally about the development of children’s memory

A

· Proposed by Charles Brainerd and Valerie Reyna (1993, 2004)
· States that memory is best understood by considering 2 types of memory representations:
o 1. Verbatim memory trace
o 2. Gist
o Although individuals of all ages extract gist, young children tend to store and retrieve verbatim traces. At some point children start using Gist more and according to theory is contributes to the improved memory and reasoning of older children because Fuzzy Traces are more enduring and less likely to be forgotten than Verbatim Traces

122
Q

Verbatim memory trace

A

– precise details of the information; remembering word for word, and it takes more effort

123
Q

Gist

A

refers to the central idea of the information; remembering general meaning of things

124
Q

Memory in infancy

A

· First memories
o Rovee-Collier (1987) – demonstrated that infants (2.5 months) remember perceptual-motor information
o Mandler argued this is only implicit memory (not conscious recollection, just memory of routine)
o Most research supports explicit memory (conscious memory of facts & experiences) emerging after 6-months of age
· Brain changes – maturation of hippocampus & surrounding cortex, especially frontal lobes)
Childhood Amnesia – adults recall little or none of first three years due to immaturity of prefrontal lobes in brain, play an important role in memory of events

125
Q

Memory in childhood

A

· Increases in Short-Term/Working Memory
· Changes in Long-Term Memory
o Sometimes seems erratic, but can be reliable with appropriate cues & prompts
o Suggestibility – preschoolers are more suggestible, but there are individual differences (more advanced verbal abilities & self-control associated with being less likely to be suggestible)
o Meta Memory- memory of a memory

126
Q

Memory in adolescence

A

· Increases in working memory capacity
o Students in the 3rd, 6th, and 9th and college were given analogies to solve – older students were more likely to complete information processing necessary for problem-solving; children often stopped information processing before they had considered all of the necessary steps
· Knowledge that individuals possess about a topic or skill influences what people notice & how they organize, represent & interpret information – this then affects how individuals remember, reason and solve problems

127
Q

Memory in adulthood

A

· In general, decline is in working memory, processing speed & episodic memory – less decline in semantic & implicit memory
· Working Memory
o Working memory from 6 to 57 years of age: peaked at 45-years and declined at 57-years (new & old information)
· LTM (Explicit & Implicit)
o Episodic memory deteriorates with age
· Older adults remember what happened to them years ago but not what they did yesterday
· But, the older the memory, the less accurate (high school classmates, foreign languages learned)
o Semantic memory :Vocabulary, general knowledge & word identification tasks: takes longer to retrieve, but can do so (but TOT phenomenon
· Implicit Memory
o Less likely to be affected than explicit memory (i.e., not as likely to forget how to drive a car)
· Other kinds of memory decline with aging

128
Q

Source memory

A

Remembering where you learned something

129
Q

Prospective memory

A

Remembering to do something in the future

130
Q

What is Thinking?

A

· Thinking involves manipulating and transforming information into memory. We think in order to reason, reflect, evaluate ideas, solve problems, and make decisions.

131
Q

Concepts

A

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

132
Q

Perceptual Categorization

A

grouping objects that have similar appearance

133
Q

Forming Categories : INFANTS

A

Infants categorize objects along many perceptual dimensions, including color, size and movement
· Often based on parts of objects rather than on the object as a whole
· By 2-years, categorize based on overall shape
· Form categories based on function (can determine which actions go with which type of object)
· Understanding causal relations – why objects are the way they are – helps children learn and remember new categories

134
Q

What is Executive Functioning? What part of the brain is this located?

A
  • An umbrella like concept that encompasses a number of higher level cognitive processes linked to the development of the brains pre-frontal cortex. It envolves managing ones thoughts to engage in goal directed behavior and exercise self control
  • In early childhood, executive functioning involves advances in cognitive inhibition, cognitive flexibility and goal-setting; Linked to school readiness
135
Q

What are False Beliefs?

A
  • Memory is reconstructed from many sources; are the systemic creation of memories for events which never happened.
    o Serial recall – 65% probability of recalling an item on a list , 40% for item NOT on the list
    o Lost in “shopping mall”
    o Implications – eyewitness memory, recovered memories
136
Q

Intelligence

A

Intelligence is an UMBRELLA term used to describe a property of

MIND & BEHAVIOR
    Intelligence has the capacity to 
1. Reason 
2. Plan 
3. Solve Problems (information processing) 
4. Think Abstractly 
5.Comprehend Ideas 
6. Use Language 
7. Learn
137
Q

Intelligence is defined as

A
  • Psychometric
  • Practical
  • Emotional
  • Creative
138
Q

Psychometric intelligence

A

Measured by IQ tests

139
Q

Practical intelligence

A

Common sense

Ability to deal with everyday situations

140
Q

Emotional intelligence

A

Coping with the emotional demands of self and others

141
Q

Creative intelligence

A

Innovation. Novel ideas.

142
Q

Theories of intelligence

A 
Binet
Wechsler
Spearman
Cattel-Horn
Sternberg
143
Q

Binet on intelligence

A

(1904) Believed Intelligence was an average of NUMEROUS dissimilar abilities, rather than a unique entity with specific identifiable properties
* *Was French and schools wanted him to find out which children should get schooling

Intended to predict educational achievement (did not believe intelligence was a fixed construct)
Mental Age (MA)- an individual’s level of mental development relative to others
Chronological Age (CA)- age from birth
    Intelligence Quotient (IQ) later developed
Individual’s MA divided by CA, multiplied by 100

**STANFORD-BINET (1985)-Normalized IQ score

144
Q

Wechsler on intelligence

A

(1980s)
Originally created test to find out more about his patients at the BELLEVUE CLINIC (found the then-current Benet IQ test unsatisfactory)
Wechsler Adult Intelligence Scale (WAIS-IV)-16 yoa and older
Wechsler Intelligence Scale for Children (WISC-V)-6-16 yoa
Wechsler Preschool and Primary Scale of Intelligence (WPPSI-IV) Preschool 2-7 yoa

  2. Based on his philosophy that intelligence is 1. The global capacity to act purposefully 2. Yo think  
                  rationally  3. To deal effectively with (one’s) environment Assigned an arbitrary value of 100 to the mean intelligence +/- 15 for each standard deviation above or below the mean rejected notion of global intelligence (cf. Spearman) Divided intelligence into 2 main areas: VERBAL PERFORMANCE

* *These tests have to be updated every 10 years
* *Now most COMMON IQ test
* *Bell Curve- +/- 15 points
145
Q

Spearman on intelligence

A
  • *Common function (or group of functions) across intellectual activities =g
    • *NOT just one test…MULTIPLE tests

Spearman’s Two-factor Theory of Intelligence
Every test can be divided into ‘g’ and ‘s’ factor (g is GROUP and s is SPECIFIC factors)
Actually represents the fact that any set of cognitive ability tests, no matter how different, tend to correlate positively

146
Q

Cattle-Horn theory

A

Theory of Fluid & Chrystalized Intelligence
Proposes that general intelligence is actually a conglomerate of perhaps 100 abilities working together in various ways in different people to bring out different intelligences

147
Q

Fluid abilities

A

thinking and acting quickly, solving novel problems, STM
relatively education independent-inately born with/different ways to solve it
declines in the late 20’-30’s

thinking and acting quickly, solving novel problems, STM (short term memory), steadily declines from middle adulthood on

148
Q

Crystalized abilities

A

Knowledge, general information, use of language, LTM
Relatively education depended
differentially affected by age
throught life, how to get information out of brain…harder to recall (Jay Leno video showing people not knowing U.S. dates and knowledge)

Knowledge, general information, use of language, LTM (long term memory),verbal skils generally increase with age

149
Q

Robert Sternberg on intelligence

A

Triarchic Throry of Intelligence
3 Fundemental Components
ANALYTIC-mental processes that express intelligence (how you make decisions and Book Smarts)
CREATIVE-novel challenges, automized tasks (artistic)
PRACTICAL-adaptation to the enviornment (street smarts, get along with people, creative, able to creatively lie)

150
Q

General Intelligence

A

Sternberg: (g)-is part of analytic intelligence (how to get a cork out of a bottle)

151
Q

Theory of Successful Intelligence

A

Sternberg: Intelligence is an assessment of an individual’s success in life by the individual’s own (idiographic) standards and within the individual’s sociocultural context

152
Q

What are the main individual tests of intelligence?

A
  • Stanford-Binet
  • Wechsler Adult Intelligence Scale (WAIS-IV)-16 yoa and older
  • Wechsler Intelligence Scale for Children (WISC-V)-6-16 yoa
  • Wechsler Preschool and Primary Scale of Intelligence (WPPSI-IV) Preschool 2-7 yos
153
Q

How does performance on the Bayley Scale of Infant Development and Fagan Test relate to IQ scores obtained later in development?

A
  • Bayley’s overall scores DO NOT COORELATE highly with IQ scores obtained later in life
  • Bayley’s is primarily used to diagnose developmental delays-2 yrs & younger
154
Q

What is the predictive validity of intelligence tests?

A
  • Substantially correlated with school performance
  • Moderately correlated with work performance

Correlation decreases as experience increases

155
Q

Be able to explain what normal distribution (i.e., bell-curve) is? (Distribution of IQ scores)

A

100 is AVERAGE
AVERAGE Bell Curve-16%-84%
Lower 15% is below Bell Curve-’Intellectual Disabilities’
Upper 15 % is considered ‘Gifted’

156
Q

What is the Flynn effect?

A

The rise of the average intelligence quotient (IQ) test scores over generations (IQ gains over time)

157
Q

How was IQ originally calculated (hint: think mental and chronological age)?

A

(Binet Test) Individual’s MA divided by CA, multiplied by 100
(Stanford-Benet-1985)-normed IQ scores

158
Q

How is intellectual disability diagnosed? (i.e., what is criteria?)

A

Limited mental ability
Lower 15% on IQ test
difficulty in adaptive living skills (daily living skills)
range of impairments vary

or

Typically has an ORGANIC cause (something went wrong genetics/trauma etc)

159
Q

What is the NEUROSCIENCE (i.e., brain structures and correlations) of intelligence?

A

Moderate correlation between BRAIN SIZE and INTELLIGENCE
Frontal Lobes are likely the location of Intelligence
Highest levels of thinking in Prefrontal Cortex
Brain-imaging studies reveal a distributed neural network involving Frontal & Parietal lobes is related to higher intelligence
Heredity and environment contribute to BRAIN SIZE and INTELLIGENCE
more stimulation=more neurons firing

160
Q

What is DIVERGENT THINKING?

A

Thought process or method used to generate CREATIVE ideas by exploring many possible solutions

The thought that Intelligence & Creativity are not the same thing; most creative people are quite intelligent but the reverse is not necessarily true

161
Q

Creativity

A

Ability to generate innovative solutions, think in unusual ways and uniquely solve problems

  • Flexible and playful thinking
  • Inner motivation
  • Willingness to risk
  • Objective Evaluation of workc. Creative thinking appears to be on the DECLINE b/c of t.v./video games instead of creative play
    d. Lack of Emphasis in creative thinking in schools and decrease in motor skills
    e. Brainstorming- is creative leads to more risk leads to more rewards leads to more possibilities
    f. Peak average age of Creativity- 40 YOA

Human Development (3 decks)

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