Brainscape's Knowledge GenomeTM

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


See full index

PSY 205 Exam 2 > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

Learning

A

Any relatively permanent change in behavior or knowledge that is due to past experience

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

Classical Conditioning

A

Type of learning in which a stimulus acquires the capacity to evoke a response that was originally evoked by another stimulus
(Forming associations based on past experiences)

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

Ivan Pavlov

A
  • Presented dogs with meat powder
  • Meat powder made dog salivate
  • Bell to signal “dinner time”
  • Over time, ringing bell made dogs salivate
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Unconditioned Stimulus (UCS)

A

Stimulus that evokes any natural response without previous condition

“Unlearned stimulus”
Ex. Meat Powder

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

Unconditioned Response (UCR)

A

Unlearned reaction to unconditioned stimulus that occurs without previous conditioning

Ex. Salivating from food

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

Conditioned Stimulus (CD)

A

Previous stimulus that (through conditioning) acquired capacity to invoke conditioned response

“Learned stimulus”
Ex. Bell

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

Conditioned Response (CR)

A

Learned reaction to conditioned stimulus that occurs because of previous conditioning

Ex. Salivating from bell

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

Tips with UCS, UCR, CS, CR

A

UCR and CR are the same (like salivating). UCS and CS change (from meat powder to bell).

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

Examples of Conditioned Responses

A

Fear
Anxiety
Immune suppression (decrease in production of antibodies)
Sexual Arousal

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

Preparedness

A

Species-specific predispositions can be conditioned in certain ways

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

Little Albert

A
  • John B. Watson
    1. Albert played with white rat
    2. Played gong sound which scared Albert
    3. Little Albert became afraid of rat
    4. Also became afraid of anything that LOOKED like the WHITE rat
  • Stimulus Generlization
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Stimulus Generalization

A

Similar stimuli elicit the same CR as original CS

Ex. Little Albert scared of white rat > becoming scared of anything white

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

Stimulus Discrimination

A

When ONLY the original CS and NOT similar stimuli elicit a CR
Ex. Happy when seeing a kitty, but not happy when looking at other animals

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

Taste Aversion

A
  • Associating the taste of a certain food with symptoms like sickness or vomiting
  • Adaptation to the environment, survival response

Ex: Bad experience with drinking

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

Elicited Responses

A

Instinct/involuntary

Ex. Reflexes

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

Acquisition

A

Refers to initial stage of learning a new response tendency

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

Acquisition

A

Initial stage of learning a new response tendency

Depends on stimulus contiguity

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

Contiguity

A

Occurring together in time and space

Ex. “That Was Easy” button and IMMEDIATELY after, shot with gun

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

Extinction

A

Gradual Weakening and disappearance of a conditioned response tendency

SURPRESSES CR rather than ERASING

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

Spontaneous Recovery

A

Re-emergence of previously extinguished CR

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

Renewal Effect

A

Response is extinguished in a different environment than it was acquired

Extinguished response will reappear if animal is returned to the original environment where acquisition took place

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

Resistance to Extinction

A

Occurs when organism continues to make response after delivery of reinforce for it has been terminated

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

Operant Conditioning

A

Form of learning in which responses are controlled by consequences

B.F. Skinner

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

Skinner’s box

A
  1. Rat in box
  2. Rat hits lever
  3. Food dispenses

Positive reinforcement

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

Reinforcement

A

Occurs when an event following a response INCREASES tendency to make that response

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Positive Reinforcement

A

-Followed by ADDITION of a rewarding stimulus

Ex. GIVING a dog a treat when doing a trick

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

Negative Reinforcement

A

-Followed by REMOVAL of an aversive stimulus

Ex. Parents STOP yelling at you when you do homework

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

Punishment

A

Occurs when event following a response WEAKENS tendency to make that response

DECREASES likelihood response will be repeated

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

Positive Punishment

A

Occurs when aversive is ADDED to situation

Ex. Spraying cat with water when ripping up couch

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

Negative Punishment

A

Occurs when something is TAKEN AWAY

Ex. Taking away car keys for a week

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

Primary reinforcers

A

Events that are inherently reinforcing because they satisfy biological needs

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

Secondary Reinforcers

A
  • Conditioned

- Events that acquire reinforcing qualities by being associated with primary reinforcers

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

Contingencies

A

Circumstances or rules that determine whether responses lead to presentation of reinforces

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

Cumulative Recorder

A
  • Creates graphic record of responding and reinforcement in a Skinner box as a function of time
  • Roll of paper moving at steady rate underneath movable pen
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Schedule of Reinforcement

A

Specific pattern of presentation of reinforcers over time

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

Continuous Reinforcement

A

Occurs when every instance of designated response is reinforced

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

Intermittent Reinforcement

A

Occurs when designated response is reinforced only some of the time

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

Fixed-Ratio (FR) schedule

A

Reinforcer is given after a fixed number of nonreinforced responses

Ex. Rat is reinforced after every tenth lever press

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

Variable-Ratio (VR) schedule

A

Reinforcer if given after a variable number of nonreinforced responses

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

Fixed-Interval (FI) Schedule

A

Reinforcer is given for the first response that occurs after a fixed time interval has elapsed

Ex. Rat is reinforced for first lever press after 2-minute interval.
Then must wait 2 minutes before being able to earn next reinforcement.

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

Variable-Interval (VI) Schedule

A

Reinforcer is given for the first response after a variable time interval has elapsed

Interval length varies around predetermined average

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

Shaping

A

• Reinforcement of successive approximations of desired behaviors

Ex. Pigeons don’t usually bowl

  • Positive reinforcement with pecking
  • Then direction
  • Then chamber
  • Then bowl
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

Observational Learning

A

Albert Bandura

Occurs when an organism’s responding is influenced by observation of others, who are called models

Bobo Doll

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

Bobo Doll

A
  • Children saw an aggressive model on film
  • Each group was then placed into a room with bobo dolls and observed through a one way mirror to see their response and how they treated the dolls
  • Children who had seen the more aggressive model engaged in more violent conduct toward the dolls
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

TV violence on behavior

A

Showed how the observation of filmed models can influence the learning of aggressive behavior in children

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

Memory

A

Group of related mental processes that enable us to acquire, retain, retrieve information

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

False Memory

A

Elizabeth Loftus

Distorted or fabricated recollection of something that didn’t occur

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

Loftus’s Research

A
  1. Participants watch slides of a crime involving a screwdriver
  2. They then read a description of crime in which a “hammer” was described
  3. Vast majority remembered a hammer later

Misinformation effect

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

Misinformation effect

A

Falsely reconstructing memories based off of faulty information

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

Basic Memory Process

A
  1. Encoding
  2. Storage
  3. Retrieval
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

Encoding

A

Forming of memory code

Requires attention

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

Attention

A

Focusing awareness on narrowed range of stimuli or events

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

Types of Encoding

A

Structural Encoding
Phonemic Encoding
Semantic Encoding

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

Structural Encoding

A

Shallow processing that emphasizes the physical structure of the stimulus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
55
Q

Phonemic Encoding

A

Emphasizes what a word sounds like

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
56
Q

Semantic Encoding

A

Meaning of verbal input

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
57
Q

Elaboration

A

Linking of stimulus to other information at time of encoding

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
58
Q

Visual Imagery

A

Creation of visual images to represent words to be remembered

Ex. The word “Juggler”
You envision a juggler

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
59
Q

Concrete vs. Abstract Object

A

Visual Imagery
Concrete- physical object like a juggler
Abstract- usually intangible objects like truth

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
60
Q

Dual-Coding Theory

A

Memory is enhanced by forming both semantic and visual codes since either can lead to recall

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
61
Q

Storage Memory Types

A

Sensory, Short-Term, Long-Term

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
62
Q

Sensory Memory

A
  • Storage
  • Brief, original stimuli
  • It preserves information in its original sensory form for a brief time
  • Afterimage
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
63
Q

Short-Term Memory

A
  • Storage

- Limited-Capacity storage that can maintain unrehearsed info for about 10-20 sec

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
64
Q

Chunking

A
  • Grouping small bits of information into larger units of information
  • Expands working memory
  • Limited Duration
65
Q

Working memory capacity (WMC)

A

One’s ability to hold and manipulate information in conscious attention

66
Q

Limited Duration

A

Lasts about 20 seconds without rehearsal

67
Q

Rehearsal

A

Process of repetitively verbalizing or thinking about information

68
Q

Serial Position Effect

A
  • Storage
  • Subjects show better recall for items at beginning and end of a list than for items in middle
  • Primary (beginning) and Recency (end) effect
69
Q

Long-Term Memory

A

Unlimited Capacity store that can hold information over lengthy periods of time

  • Can store info indefinitely
  • May be permanent
70
Q

Flashbulb Memory

A

Unusually vivid and detailed recollections of momentous events

71
Q

Conceptual Hierarchy

A
  • Multilevel classification system based on common properties among items
  • Animals&raquo_space;> Mammals and Birds&raquo_space;> Canine, feline, rodents/Fowl, waterfowl&raquo_space;> Dog, fox, cat, rat/chicken, turkey, goose, swan
72
Q

Schema

A

Organized cluster of knowledge about a particular object or event abstracted from previous experience with object or event

Ex. People being shown a photo of a teacher’s room
-Will recall desks, chairs and books, but there weren’t any books

73
Q

Semantic Network

A

•Consists of nodes representing concepts, joined together by pathways that link related concepts
•Spreading activation (When thinking of a word, thoughts naturally go to related words)
-Butter to bread, strawberry to jam

74
Q

Tip-of-the-tongue phenomenon

A

Temporary inability to remember something you know, accompanied by a feeling that is just out of reach

75
Q

Cues that aid retrieval

A

Stimuli that help gain access to memories, such as hints, related information, or partial recollections

76
Q

Retention

A

Retention
• Proportion of material retained (remembered)
• Retention Interval
(Length of time between presentation of materials to be remembered and measurement of forgetting)

77
Q

Methods of Measuring Retention

A

Recall
Recognition
Relearning

78
Q

Recall

A

Requires participants to reproduce information on their own without any cues

Ex. Look at list of 25 words, then write as many down on blank sheet from memory

79
Q

Recognition

A

Requires participants to select previously learned information from an array of options

Ex. Shown a list of 100 words and asked to choose 25 words you had memorized

80
Q

Relearning

A

Retention requires a participant to memorize information a second time to determine how much time or effort is saved by having learned it before

Ex. Measure how much time a person needs in order to memorize something

81
Q

Interference Theory

A

People forget because of competition from other material

Retroactive interference
Proactive Interference

82
Q

Retroactive Interference

A

New info impairs the retention of previously learned info

Ex. Skier that snowboards for a long time has trouble skiing again

83
Q

Proactive Interference

A

Previously learned info interferes with retention of new info

84
Q

Organic Amnesia

A

Extensive Memory loss due to head injury

85
Q

Retrograde Amnesia

A

Involves loss of memories for events that occurred PRIOR to onset of amnesia

86
Q

Anterograde Amnesia

A

Involves loss of memories for events that occur AFTER onset of amnesia

87
Q

Declarative Memory

A

Handles factual information

88
Q

Nondeclarative/Procedural Memory

A

Houses memories for actions, skills, conditioned responses and emotional memories

89
Q

Types of Motivational Theories

A

Drive Theory
Incentive Theory
Evolutionary Theory

90
Q

Drive Theory

A

Clark Hull

Biological needs must be met
If unmet, a person experiences an internal drive

91
Q

Clark Hull

A

Founder of Drive-Reduction theory

92
Q

Homestasis

A

Drive Theory

State of physiological equilibrium or stability

93
Q

Drive

A

Drive Theory

Internal state of tension that motivates you to engage in activities to reduce tension

94
Q

Primary vs. Secondary Drives

A

Primary- vital to survival, instinct, unlearned
Ex. hunger, thirst, sleep

Secondary- Motives that indirectly satisfy primary, acquired through learning
Ex. Money

95
Q

Incentive Theory

A

Proposes that external stimuli regulates motivation

96
Q

Incentive

A

External goal that has the capacity to motivate behavior

Can be a type of reinforcement

97
Q

Intrinsic Motivators

A

Doing something for its’ own sake
Ex. Playing soccer because you love it

INTernal

98
Q

Extrinsic Motivators

A

Doing something for its’ results
Ex. Playing soccer because of your scholarship

EXTernal

99
Q

Incentive Experiment Results

A

When people have more autonomy, performance goes up.

Ex. Google’s 20% Time where engineers get 24 hours to do anything they want

100
Q

Evolutionary Theory of Motivation

A

Motives are products of evolution

Natural selection favors behaviors that maximize reproductive success
-Passing on genes to the next generation

101
Q

Evolutionary Adaptive

A

Traits must meet two criteria:
Heritable
Increase reproductive success

102
Q

Motivation

A

Directing behavior toward particular goal

Biological (Hunger, thirst, sleep)
Social (achievement, autonomy)

103
Q

Hypotheses of motivation of Hunger and Eating

A

Early Hypothesis: Stomach

  • Contractions in stomach caused hunger
  • WRONG

Current Hypothesis: The Brain
-Hypothalamus regulates eating, drinking, body temperature

104
Q

Biological Factors Involved Hunger and Eating Pt. 1

A

Brain: Hypothalamus regulates hunger and eating
-Prader-Willi Syndrome

Hormonal Regulation
-Insulin, Leptin, Ghrelin

105
Q

Biological Factors Involved Hunger and Eating Pt. 2

A

Set-point theory
-Your body has a natural stability weight point

Weight cycling
-Repeated dieting, weight loss & weight gain tends to result in higher weight & reduced metabolism (set-point increases)

106
Q

Environmental Factors Involved Hunger and Eating

A

Stress

Highly palatable food
-We eat because it tastes good

Cafeteria Diet Effect
-More food and more variety leads us to eat more

107
Q

David Buss’s Research on sexual motivation

A

Women approached by males:
50% yes to date
6% yes to apartment
0% yes to sex

Men approached by females:
50% yes to date
69% yes to apartment
75% yes to sex

108
Q

Parental Investment Theory

A

The parent who invests less:
Usually the male
Looks for young, healthy partners
Larger # of sex partners

The parent who invests more:
Usually female
Looks for partners with more resources
Fewer # of sex partners
Less importance on physical attractiveness
109
Q

Social Roles Theory

A

Men historically tend to have dominant social status in society.

Result: men & women have developed different preferences for partners

110
Q

Sex

A

Biological category of male/female

111
Q

Gender

A

Cultural, social and psychological meanings associated with masculinity and femininity

112
Q

Gender Identity

A

Person’s psychological sense of being male/female

113
Q

Achievement Motivation

A

High achievers choose moderately difficult tasks to increase likelihood of success & also a sense of achievement

114
Q

Components of Emotion

A

Behavioral component Physiological component

Cognitive component

115
Q

Behavioral Component

A

Overt expressions

6 basic emotions
Happiness, surprise, fear, sadness, anger, disgust

116
Q

Physiological Component

A

Bodily arousal

We often have physiological responses to emotion:

  • Sadness > metabolism slows; tears
  • Fear > heart rate increase; sweat
117
Q

Cognitive Component

A

Subjective Conscious experience

118
Q

Facial-Feedback Hypothesis

A

Behavioral Component

Facial muscles send signals to the brain that aid in the recognition of emotions.

Facial expressions are not only the results of our emotions, but are also capable of influencing our emotions.

119
Q

Polygraph

A

Detect emotionality that accompanies lying
-Blood pressure, pulse, respiration

  • Low accuracy
  • People telling the truth can experience arousal when asked incriminating questions
  • People might not experience anxiety when lying
120
Q

Theories of Emotion

A

James Lange Theory

Cannon-Bard Theory

Schachter’s Two-Factor Theory

121
Q

James Lange Theory

A

A physiological response occurs due to an event which we understand as emotion

Environmental influence (event) → physiological change (arousal) → psychological experience (emotion)

Ex: I feel sad because I’m crying

122
Q

Cannon-Bard Theory

A

The experience of emotion and physical responses happens at the same time

Environmental influence (event) → physiological change (arousal) & psychological experience (emotion)

Ex: This movie makes me cry and feel sad

123
Q

Schachter’s Two-Factor Theory

A

Physiological arousal occurs and we search for an explanation within the environment and this understanding (appraisal) influences our emotional experience

Environmental influence (event) → physiological change (arousal) → appraisal → psychological experience (emotion)

Ex: I label my crying as sadness because I appraise the situation as sad

124
Q

Developmental Psychology

A

Branch of psychology that studies physical, cognitive, and social change throughout life span

125
Q

Prenatal Development Stages

A

Germinal Stage
Embryonic Stage
Fetal Stage

126
Q

Germinal Stage

A

Conception at 2 weeks
Zygote (formed by union of sperm & egg)
Rapidly multiplies
Placenta begins to form

127
Q

Embryonic Stage

A

2 weeks- End of 2nd month
Embryo forms
Formation of vital organs and physiological structures

128
Q

Fetal Stage

A

2 months- birth

Age/Threshold of viability
-Between 22 and 26 weeks, the time at which baby can survive in event of premature birth

Baby kick

129
Q

Influences of Prenatal Development

A

Nutrition
Maternal Stress
Drugs and Alcohol
Environmental Toxins

130
Q

Fetal Alcohol Syndrome

A

Mental and physical defects that can develop in fetus due to alcohol consumption during pregnancy

Most common known cause of intellectual disability

Facial Abnormalities, learning disabilities, etc.

131
Q

Maternal Stress

A

Intense fears and anxieties can result in physiological changes in fetus (Adrenaline)

Stress associated with an increase in stillbirths, below-average cognitive development, social deficits

132
Q

Motor Development

A

Progression of muscular coordination required for physical activities

Basic motor skills
-Grasping objects, sitting, crawling, walking

133
Q

Attachment

A

Close, emotional bonds of affection that develop between infants and caregivers

Proximity-seeking and contact maintaining behavior

Separation Anxiety

134
Q

Separation Anxiety

A

Emotional distress seen in many infants when they are separated from their attachment figure

135
Q

Behaviorist Theory

A

Infant-Mother Attachment develops because mothers are associated with powerful, reinforcing event of being fed

136
Q

Evolutionary Theory

A

John Bowlby
Biological Basis for attachment, not based on feeding
Proximity = Survival

137
Q

Harry Harlow’s Experiment

A

Terry Cloth and Wire Mother

When scared, they fled to the cloth mother even if they were not fed from it

138
Q

Strange Situation (Mary AInsworth)

A

Caregiver & a stranger move in and out of the room

While their mothers are present, they play and explore comfortably, but become visibly upset when she leaves, and are quickly calmed by her return

139
Q

Patterns of Attachment

A

Secure Attachment
Avoidant Attachment
Anxious-Ambivalent Attachment
Disorganized Attachment

140
Q

Secure Attachment

A

Good, most powerful

Infant plays and explores freely when caregiver is present

Distressed at separation, but are calmed when caregiver returns

141
Q

Avoidant Attachment

A

Seeks little interaction with caregiver and not upset when caregiver leaves

Little emotional range
(Disinterested, unresponsive)

Caregiver: Disengaged, needs are mostly not met

142
Q

Anxious-Ambivalent Attachment

A

Infant appears anxious even when caregiver is near

Over-interest with caregiver that prevents exploration

Upset by caregiver leaving, but NOT comforted when she returns

143
Q

Disorganized Attachment

A

Dazed behavior, confused in presence of caregiver

Contradictory behaviors upon reunion

Caregiver: neglectful/abusive

144
Q

Reactive Attachment Disorder

A

Failure to form normal attachments (Abuse, neglect, separation/change in caregivers)

Developmentally inappropriate ways of relating socially in most contexts

145
Q

Piaget’s Stage Theory

A

Proposed children progress through 4 major stages of cognitive development

Cognitive Development
-Transitions in young child’s patterns of thinking including reasoning, remembering, and problem solving

  1. Sensorimotor
  2. Preoperational
  3. Concrete Operational
  4. Formal Operational
146
Q

Sensorimotor (Birth to 2 years)

A

Think by using stress
Reflexes
(Sucking, Grasping, Swimming, Listening)

Object Permanence develops

  • When something isn’t visible, it’s still there
  • Peek-a-boo
147
Q

Preoperational Stage (2 to 6 years)

A

Children have not yet mastered principle of conservation

Irreversibility
Egocentrism
Animism
Centration

148
Q

Conservation

A

Ex. Same amount of liquid
was poured into thinner, taller container

Kids choose the taller one

149
Q

Irreversibility

A

Inability to envision reversing an action

150
Q

Egocentrism

A

Incomplete differentiation of the self & the world, including other people

Tendency to perceive and interpret the world in terms of the self.

151
Q

Animism

A

Belief that all things are living

152
Q

Centration

A

Focus on one feature of a problem

153
Q

Concrete Operational (7-11 years)

A

Can perform operations only on images of tangible objects & actual events

Better understanding of mental operations

Begin thinking logically about concrete events, but have difficulty understanding abstract or hypothetical concepts

154
Q

Formal Operational (11 years+)

A

Ability to understand & enjoy abstract concepts and hypothetical possibilities

Systematic, logical, reflective

After children achieve formal operations, further developments in thinking are changes in degree rather than fundamental changes in the nature of thinking

155
Q

Vygotsky’s Sociocultural Theory

A

Children acquire most of their cognitive and problem-solving strategies through dialogues with more experienced members of their society

Private Speech

  • Children talk to themselves
  • Plan strategies, regulate actions, accomplish goals
  • Serves as foundation of cognitive processes
156
Q

Kohlberg’s Stage Theory

A

Focuses on moral reasoning, not behavior

Preconventional
Conventional
Postconventional

157
Q

Preconventional

A

Young children think in terms of punishment and reward

Will I get caught?
Will I get in trouble?
What will I gain?

158
Q

Conventional Level

A

Children recognize that rules are important

Approval/Disapproval

I want to be a good kid.
Will people like me if I steal?

159
Q

Post-conventional

A

Recognize that rules are not absolutes

Is saving a human life more valuable than the property rights of another person?

PSY 205 Exam 2 (1 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions