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PSYC 2110 > Exam 2 Content > Flashcards

Exam 2 Content Flashcards

1
Q

sensation

A

processing info by sense organs and brain

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2
Q

perception

A

organizing/ interpreting sensory info

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3
Q

preferential-looking technique

A

when 2 stimuli are shown, the one the infant looks at longer is what is preferred (proof they can discriminate between the 2)

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4
Q

visual acuity

A

visual sharpness/clarity

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5
Q

contrast sensitivity

A

differences in light/dark areas of patterns (infant levels are poor so they can only see high contrast patterns)

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6
Q

cone cells

A

light sensitive neurons in fovea/retina (1m have 20/120 vision, 2m can now differentiate between white/color)

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7
Q

smooth pursuit eye movements

A

gaze shifts at same rate as moving object (not developed until 4m)

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8
Q

perceptual narrowing

A

experiences develop perceptual system
Ex. facial perception is better of those who infants see frequently than those they don’t (mom & dad)

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9
Q

Other-race effect (ORE)

A

newborns have no face preferences but at 3m they prefer their own race’s faces (not about race but about familiarity/comfort)

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10
Q

Perceptual constancy

A

when object moves towards/away from us we understand it doesn’t actually change size/shape even though it looks different

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11
Q

object segregation

A

identification of separate objects within visual image (motion, texture, shape)

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12
Q

common movement

A

when 2 objects move at same direction/speed they appear to be the same object

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13
Q

violation of expectancy

A

surprise/interest of infant when even is inconsistent with what they know (unexpected events = greater response) [less habituated to it]

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14
Q

optical expansion

A

object size increases as it gets closer

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15
Q

binocular disparity

A

difference in images between the 2 eyes

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16
Q

steropsis

A

visual cortex combines signals from each eye to make depth perception (starts at 4m)

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17
Q

Monocular depth cues

A

cues that can be perceived with 1 eye (starts at 6/7m)

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18
Q

auditory localization

A

perception of location of sound’s source (turning head toward sound)

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19
Q

intermodal perception

A

combining 2+ sensory systems (baking bread- touch, smell, sight, etc)

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20
Q

reflexes (give examples)

A

fixed actions that occur in response to stimulation (grasping, rooting, sucking, stepping, tonic neck)

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21
Q

tonic neck reflex

A

head turns to one side, arm on that side extends and arm/knee on other side flex

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22
Q

moro (startle) reflex

A

throwing back head and extending arms up when loud sound/sudden movement

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23
Q

rooting reflex

A

turning head/opening mouth in direction of touch

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24
Q

sucking/swallowing reflex

A

when roof of mouth stimulated (nursing)

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25
Q

affordances

A

possibilities of action offered by objects/stimulation (small objects can be picked up, large objects cannot)

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26
Q

self locomotion

A

moving oneself around environment (8m)

27
Q

difference between scale, grasp, and media errors

A

scale- attempt of action of mini object but impossible due to size differences (toddler sitting in doll’s chair)
grasp- trying to pick up object from 2-D source (photo)
media- trying to grab object through screen

28
Q

classical conditioning

A

association of initially neutral stimulus with one that always evokes reflexive response

29
Q

unconditioned stimulus (UCS) vs response (UCR)

A

-stimulus evokes automatic response, effects are biological NOT learned (food)
-response elicited by UCS that is out of control (dog salivation for food- automatic)

30
Q

conditioned stimulus vs conditioned response

A

CS- neutral stimulus that can eventually trigger conditioned response (ringing of bell)
CR- reflexive response becomes elicited by conditioned stimulus (dog salivating at bell ring)

31
Q

instrumental/operant conditioning

A

learning relations between behaviors and consequences that follow (ex. positive reinforcement, contingency relations)

32
Q

observational vs rational vs active learning

A

Observational- learning by watching
Rational- learning by predicting
Active- learning by doing

33
Q

comprehension

A

understanding what others say/sign/write

34
Q

generative

A

system where finite set of words can be used to generate infinite number of sentences (dialect rules)

35
Q

phonomes

A

smallest units of sound (lake/rake)

36
Q

morphemes

A

smallest unit of meaning (dogs has 2, dog + s)

37
Q

syntax

A

rules that specify how words from categories can/can’t be combined (nouns, verbs,) (lyla ate the lobster different from the lobster ate lyla)

38
Q

pragmatics

A

knowledge about how language is used in cultures

39
Q

infant directed speech (IDS)

A

distinctive speech used when talking to infants (high pitch, slower, repetitious)

40
Q

prosody

A

rhythm/patterns language is spoken with

41
Q

voice onset time (VOT)

A

time between air passing though lips and when vocal chords start vibrating

42
Q

word segmentation

A

where sounds begin/end (lookatheprettybaby)

43
Q

distributional properties

A

certain sounds more likely to occur together than others

44
Q

overextension

A

broad interpretation of the meaning of a word (dog used for any 4 legged animal)

45
Q

under-extension

A

narrow interpretation of a word’s meaning (dog = their dog but not the neighbor’s dog)

46
Q

syntactic bootstrapping

A

using grammatical structure to infer meanings of new words (the bunny is ____ the duck means that the bunny is doing something to the duck)

47
Q

telegraphic speech

A

why waste time say not word when few word do trick

48
Q

overregularization

A

speech errors where irregular forms of words are treated as though they are regular (foot vs feets)

49
Q

collective monologues

A

children speaking back and fourth when the statements aren’t at all related

50
Q

narratives

A

story like depictions of past events

51
Q

category hierarchies

A

SUPERORDINATE- general
BASIC- middle (learned first)
SUBORDINATE- specific

52
Q

naive psychology

A

some commonsense understanding of self/others exists in everyone based on desires, beliefs and actions

53
Q

3 properties of naive psychology

A

-invisible mental states (can’t see desires but can see actions related)
-cause-effect relations (unexpected outcomes can affect desires & beliefs and eventually actions
-development is early!

54
Q

theory of mind

A

understanding how mental processes (beliefs, perceptions, emotions) influence behavior

55
Q

false-belief problems

A

another person believes something to be true and child knows its false (at 4y they understand behavior depends on beliefs)

56
Q

TOMM

A

theory of mind module is a hypothesized brain mechanism used to understand human beings

57
Q

Piagetian approach of TOMM

A

false belief mistakes from egocentrism, TOM linked to concrete operational stage (not true)

58
Q

Core-knowledge approach of TOMM

A

TOMM is innate (some is but lots develops through growth)

59
Q

sociocultural approach to TOMM

A

interacting with others is how we learn about their minds

60
Q

Informational processing approach of TOMM

A

children become skilled at processing more complex info like thoughts of others

61
Q

Essentialism

A

living things have essence that makes them what they are (dog barks because of “dogness)

62
Q

3 main components of number cognition

A

innate- subitizing/estimation
learning- counting (what differs humans from animals
cultural- counting systems/language

63
Q
A

PSYC 2110 (2 decks)

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