Brainscape's Knowledge GenomeTM

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


See full index

Psychology 100 > Exam 2 Review (11/3) > Flashcards

Exam 2 Review (11/3) Flashcards

You may prefer our related Brainscape-certified flashcards:
AP® Psychology flashcards Psychology 101 flashcards GRE® Psychology flashcards
1
Q

Sensation

A

the detection of physical energy by sense organs (by cells in eye, nose, ear, skin, and tongue)

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

Transduction

A

Conversion of stimulus to electrical signal

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

Perception

A

the brain’s interpretation of raw sensory input

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

What do sensation and perception do?

A

Sensation gathers info from the external world, and perception helps us make sense of the info

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

Absolute threshold

A

the smallest amount of stimulus we can detect at least 50% of the time

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

Just noticeable difference (JND)

A

the smallest change we can detect in stimulus strength

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

Sensory adaption

A

a decrease in the noticeability of a stimulus over time
- happens at the sensory receptor level (e.g. candle scent)

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

True or False: our perceptual experience is a direct translation of sensory input

A
  • False
    We use more than just sensory input to make sense of the world
    perception = sensory input+past perceptions+context+guesses
    we need this, partly, bc the sensory input isn’t always clear or complete
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Signal-to-noise ratio

A

sometimes the stimulus is unclear so our brain makes its best guess

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

Perceptual constancy

A

the process by which we perceive stimuli consistently across varying conditions

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

Shape constancy

A

where an object is perceived as having the same shape when viewed at different angles (e.g. door)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Color constancy

A

our ability to perceive colors as relatively constant over varying illuminations (light sources)

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

Visible light

A

wavelength: 400nm - 700 nm of light

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

Pupil

A

a hole that allows light into the eye

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

Iris

A

colored part, muscle that controls pupil

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

Cornea

A

outside covering that helps protect and focus light

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

lens

A

a disc that focuses light on the back of the eye
- lens inverts the image as it focuses it

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

Retina

A

membrane on the back of the eye containing sensory receptors

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

Optic nerve

A

transmits visual signals to the rest of the brain

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

Fovea

A

area of the retina where light is focused

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

Why care about fovea?

A

light focused on the fovea controls how well you see

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

Myopia

A

nearsighted: light focuses too soon

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

Hyperopia

A

farsighted: light focuses too late

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

Visual System

A
  • the eye
  • photoreceptors
  • color vision
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Visual Perception

A

top-down/ bottom-up processing, feature integration theory

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

Photoreceptors

A
  • located in the retina
  • visual sensory receptors (two types: cones, rods)
  • rods and cones connect to ganglion cells
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Cones

A
  • sense bright light and color, work best in bright light
  • cones are connected at fovea (very high acuity)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Rods

A
  • sense dim light, become oversaturated in bright light
  • rods are concentrated in the periphery (low acuity, might improve night vision, need time to recover if exposed to too much light, dark adaption takes approx 30 minutes)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Ganglion cells

A
  • carry visual info from eye to brain
  • form optic nerve
  • blind spot: filled in through brain’s perception/ guesses
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Color vision

A
  • light (sunlight) has all wavelengths in it
  • some wavelengths are absorbed by surfaces, others are reflected
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Reflected Light

A

–> color
- subtractive vs. additive color mixing

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

Subtractive color mixing

A

mixing pigment absorbs more light (looks darker) –> color

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

Additive color mixing

A

mixing colored lights gives off more light (gets brighter) –> light

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

Trichromatic theory of color vision

A
  • idea that color vision is based on three primary colors: blue, green, red
  • 3 types of cones: tuned to respond to blue, green, red
  • patterns of activity between different cones types allows us to see all possible colors
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Color blindness

A
  • occurs when one cone is missing
  • called dichromatic vision
  • 5% of men and 0.25 % of women are color blind
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

Opponent process theory of color vision

A
  • we perceive things in terms of opponent color pairs
  • ganglion cells pool incoming info from cones
    (send one signal about the color to the brain)
  • explains afterimages
    (cones get oversaturated, we see opposite color)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

Visual Perception

A

Bottom-up processing
Top-down processing

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

Bottom-up processing

A

Processing that’s driven primarily by sensory input
- perceiving an object based on its edges

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

Top-down processing

A

Processing driven primarily by concepts, beliefs, or expectations
- object + context

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

Feature Integration theory

A
  • Describes what happens in your brain after photoreceptors take all the visuals into the brain
  • objects are made up of features our cells detect separately
  • (color, shape, etc) The brain must detect these features and integrate them into a whole object
  • Feature – integration theory says these occur separately
  • Feature detection involves parallel processing
    (all features can be sensed at once)
  • Feature integration involves Serial Processing (we can only put one thing together at a time)
  • (each object feature must be integrated one at a time)
    –>(puzzles, you can see all the pieces at once, but you can only place on epiece in at a time)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

How does your brain decide what an object is?

A

Gestalt Principles of Grouping: cues that help us group features or parts into whole objects

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

Proximity

A

physically close things are grouped

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

Similarity

A

similar things are grouped

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

Good continuation

A

continuous things are grouped

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

Closure

A

Gaps in borders are ignored to form a whole

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

Symmetry

A

Symmetrical things are grouped

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

Figure-ground

A

Foreground is grouped

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

Common motion

A

things that move together are grouped

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

Depth perception

A
  • ability to see in 3-D
  • monocular cues
  • binocular cues
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

Monocular Depth cues

A

(cues that require input from just one eye)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

Relative size

A

distant objects look smaller

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

Texture gradient

A

texture of distant object is less clear

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

Interposition

A

closer objects block further ones

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

Linear perspective

A

Lines converge over distance

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

Height in plane

A

distant objects appear higher

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

Light and shadow

A

shadows cue 3D shapes

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

Motion parallax

A

further things pass by slower

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

Binocular Depth Cues (BD)

A

(Cues that require input from both eyes)
- Binocular disparity: difference in retinal images

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

Binocular Depth Cues (BC)

A

(slight difference in view from each eye)
- Binocular convergence: difference in visual angle

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

Perceptual illusions

A

A lot of our perceptions are based on:
- expectations
- maintaining continuity

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

Sperling Experiment

A
  • showed a series of letters for a fraction of a second, subjects were able to recognize at least some letters
  • no one reported all letters and reported letters varied
  • (we can see all the info, but it fades too quickly)/ partial report technique
  • we can sense all info present, but do not have enough time to attended to all of it
  • stuff that’s not attended to is forgotten
  • separate sensory memory for each type of sense
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
62
Q

Iconic memory

A
  • visual sensory memory
  • last < 1 second
  • Inattentional blindness
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
63
Q

Echoic memory

A
  • auditory, sensory memory
  • lasts a few seconds
  • cocktail party effect
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
64
Q

Short term memory

A
  • working memory
  • area of consciousness
  • attention: transfers information from sensory memory to short-term memory
  • short duration and small capacity
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
65
Q

Rehearsal

A

Maintains information in STM

66
Q

STM capacity

A

7+/-2 pieces of information

67
Q

STM loss

A
  • decay: fade away
  • Interference: loss of information due to competition with other information
68
Q

Retroactive interference

A

new information inhibits old information

69
Q

Proactive interference

A

old information inhibits new information

70
Q

Chunking

A

combining bits of information into meaningful groups

71
Q

Sound

A

mechanical vibrations

72
Q

Pitch

A

property of sound that corresponds to the frequency of the wave (measured in hertz)

73
Q

Longer wavelength

A

low- frequency sound

74
Q

Shorter wavelength

A

high- frequency sound

75
Q

Outer-ear

A
  • pinna
  • ear canal
    Function: funnels sound waves onto the eardrum
76
Q

Middle-ear

A
  • eardrum
  • ossicles (hamer, anvil, stirrup)
    Function: transmits a frequency of sound wave from the eardrum to the inner ear
77
Q

Inner-ear

A
  • semicircular canals (verstibular organ)
    -cochlea
    Function: converts vibration of sound waves into neural activity (transduction)
78
Q

Transduction: Cochlea

A

organ of corti and basilar membrane: contains hair cells

79
Q

Hair cells

A
  • perform auditory transduction
  • fluid in the cochlea bend cilia, causing hair cells to fire action potentials
80
Q

Place theory

A

different regions of the basilar membrane allow you to hear different frequencies

81
Q

STM Capacity

A

+7/-2 pieces of information

82
Q

STM Chunking

A
  • combining bits of information into meaningful groups
  • Experts use chunking to remember complex information
  • Chess board experiment
     Experts chunked locations into meaningful patterns
     Recalled more when patterns were realistic
83
Q

Maintenance rehearsal

A

repeating information to keep it in STM

84
Q

Elaborative rehearsal

A

linking information in a meaningful way to improve STM

85
Q

Levels-of-processing model

A
  • the more deeply we process info, the better we remember it
  • Semantic processing is best
86
Q

Long-term Memory

A

Our permanent store of information
* Includes facts, skills, experiences
* Long duration and unlimited capacity

87
Q

LTM vs STM

A

The order of the word matters for how well we remember it
* Serial position curve: people have generally better memory for words at the beginning and end of the list

88
Q

Primacy effect

A

tendency to remember words from the beginning of the list
- Word gets encoded into LTM

89
Q

Recency effect

A

the tendency to remember words from the end of the list
- Word is still stored in STM

90
Q

Types of LTM

A
  • Explicit memory
  • Implicit memory
91
Q

Explicit memory

A

conscious memories we recall intentionally
o Semantic memory: knowledge of facts
o Episodic memory: autobiographical memory

92
Q

Implicit memory

A

unconscious memories we do not reflect on deliberately
o Procedural memory: memory of how to do things, including motor skills and habits
o Priming memory
o Conditioning memory – classical conditioning
o Habituation memory

93
Q

How do we get info into LTM?

A

Encoding: a mechanism that transfers information from STM to LTM

94
Q

Things that help to encode:

A

o Maintenance rehearsal
o Elaborative rehearsal – why care about it?
- For the test
Best ways to study:
 Don’t highlight or copy, take notes in your own words
 Ask yourself f questions as you read or study
 Come up with examples that apply to you
 Teach a friend

95
Q

Retrieval

A

a mechanism that transfers information from LTM to STM
o What helps?
- Encoding specificity: we remember info better under the conditions present at learning

96
Q

Context-dependent learning

A

we recall information better in the same place we learned it
o Godden and Baddeley – 1975
o Scuba divers learned lists of words on land or underwater
o Tested in the same or opposite environment
o Remembered best when tested under the same conditions

97
Q

State-dependent learning

A

we recall information better in the same cognitive state we learned it in
o Psychological state (mind)
o Physiological state (body)

98
Q

Memory Fallibility

A
  • memory isn’t perfect
  • memory is a reconstruction
    –> memory+context+other experiences+typicality
    –> memories may shift with time
99
Q

Flashbulb memories

A

extremely vivid and detailed memories
- Feel special, stand out to us
- Important or tragic events
–> 9/11, JFK assassination
challenger explosion, etc.
- Thought to be photographic in
detail. immune to decay
But..
- Tests find major distortions in these
memories over time
–>Just like reqular memories,
carry same reconstructive
nature and distortion
- There’s nothing special about
flashbulb memories. They’re
reconstructions too.
Even though they feel special

100
Q

False memories

A

memories for events that never happened
- Elizabeth Loftus
* Famous for studying false memory
* 3 words to describe human memory
- Suggestive
- Subjective
- Malleable

101
Q

False memories can be formed in
therapy

A
  • Suppressed memories
    recovered through therapy??
  • Feel very real
  • Can be very damaging
    Lost-in-the-mall experiment:
  • Told participants they had been lost in the mall as a child. later asked them to recall the event
  • People formed memories of events that never occurred
  • Called parents, asked them to list and describe events that happened to you as a child
  • Added false memories to see
    if people would falsely
    remember them
  • People would
    “remember” that those
    things “actually
    happened” based on
    suggestion
  • Seeing your mother as
    the trustworthy source
102
Q

Misinformation effect

A

Altering memories
by providing misleading information after
event
- Loftus & Palmer (1974)
* Asked people to estimate the speed of cars that collided in a car crash
* Everyone had same source, but people were questioned using different language
–> Estimate speed when
they “smashed” into
each other?
–> Estimate speed when
they “contacted” each
other
* Wording used changed
reported memories

103
Q

Eyewitness testimony

A
  • often extremely influential in court cases
  • eyewitness certainty and accuracy do not correlate
  • Uncertainty but usually
    correct?
  • Certainty but usually
    incorrect?
  • Many eyewitnesses incorrectly identify culprits
  • When people are stressed, their memory is impaired
  • Cross-race identification is especially poor
  • Presence of a qun lowers
    reliability
    –> Less time focusing on
    person’s face
    –> Guns are stressful!!!
104
Q

Amnesia

A
  • retrograde
  • anterograde
105
Q

Retrograde amnesia

A
  • Inability to remember old
    things
  • Can think about it as the
    “recall process” being broken
  • Reset on memory, can start from scratch and create new ones though
  • Loss of episodic memory
    Implicit and semantic
    memories remain intact
    –> Remember how to
    walk, talk, speak
    English
106
Q

Anterograde amnesia

A
  • Inability to form new
    memories
  • Can think about it as the
    “encoding process” being
    broken
  • Loss of ability to form new explicit memories
  • Implicit memory remains
    intact
  • Can learn to drive a
    manual car, then forget
    that you know how to
107
Q

HENRY MOLAISON:

A
  • hippocampi removed to prevent seizures/ severe anterograde, some retrograde amnesia
  • start-tracing task: required to trace an image in a mirror, challenging for everyone/ you get better at it over time.
  • no explicit memory of the task, but got better at it; procedural memory remained intact
    TEACHES US: implicit memory is stored somewhere other than hippocampi
108
Q

CLIVE WEARING

A

hippocampi destroyed by a viral infection; severe anterograde amnesia

109
Q

What did we learn from famous cases?

A
  • hippocampus involved in forming new memory (but not in storing LTM)
  • implicit/explicit memories rely on different parts of the brain
  • semantic and episodic memory are stored and function separately
110
Q

Cognitive Development

A

Humans’ development of the ability to think and reason about the world

111
Q

Scheme

A
  • mental representation of specific object
  • What it does, what its for, how to interact with it
  • Example: A child grows up with a cat and makes a mental representation of how to interact with it: Fluffy, you pet it, it meows, it likes to chase mice and laser pointers etc.
112
Q

Assimilation:

A
  • a new object is added to an existing scheme
  • Example: a dog is added to the household and the child treats it the same as a cat: includes it in the same scheme as cats
113
Q

Accommodation

A
  • schemes are changed. Created or expanded in response to a new object
  • Example: the child considers the dog different from a cat, and changes schemes to represent its unique behavior
114
Q

Operation:

A
  • a reversible action
  • Like writing on a whiteboard, or turning on and off lights
115
Q

Piaget’s Developmental Stages

A
  • sensorimotor
  • preoperational
  • concrete operational
  • Formal operational
116
Q

Sensorimotor

A
  • Birth - 2 years
  • Children develop schemes for acting on objects
  • Objects must be physically present
  • Children in this stage have difficulty conceptualising absent objects
  • Object Permanence: Realising an object continues to exist when out of sight
  • Children graduate from this stage by gaining object permanence (and some other skills)
117
Q

Preoperational

A
  • Roughly age 2 - 7 years
  • CAN use symbols to represent absent objects
  • Pictures, language
  • Objects and events no longer have to be present to be thought about
  • Centration: focusing only on the most obvious feature of an object or situation
  • Have trouble considering other people’s points of view
  • Are easily captured by surface features
    –> Halloween costumes! - Children in this stage can be convinced that you are the thing the costume represents and not someone in a costume!!
  • Conservation tasks: an operation is performed that changes only the appearance of an object
    *Example: pouring water from a short and large beaker to a long and thin beaker - same amount of water, but it looks taller
  • To pass, children must realise nothing else has changed
  • Fail because they focus on appearances, do not perform mental operations
  • Children graduate by overcoming centration and learning other skills like perspective-taking
118
Q

Concrete-Operational

A
  • Roughly ages 7-12 years
  • Correct understanding of objects based on principles, not appearances
  • Reasoning is more rule-based
  • But understanding is still closely tied to personal experience
119
Q

Formal-Operational

A
  • Roughly ages 12 and up
  • Children are no longer tied to experiences for understanding:
  • CAN reason theoretically about the world
  • CAN conceptualise hypothetical situations
120
Q

Critiques of Piaget’s Theory

A
  • Piaget’s theory is influential, but has weaknesses
  • Depicts children’s thinking as too consistent
  • Underestimates abilities of children
  • Understates role of the social world
121
Q

Vygotsky’s Theory of Development

A
  • Focused on social contribution to cognitive development
  • Idea that children learn because people teach them, they don’t learn independently
  • Scaffolding: when initial help is given, but gradually removed as children learn
  • Zone of proximal development (ZPD): stage at which children benefit from instruction
122
Q

Attachment:

A
  • Strong emotional bond shared with those we are closest to
  • Children form attachments to their parents (or PCG)
  • Ensures the child does not wander away into danger
  • Also important for normal development
123
Q

Attachment in animals

A
  • Imprinting: baby birds will follow and “attach to” the first large moving object they see
  • Konrad Lorenz
  • Humans don’t imprint…
124
Q

Harlow’s monkey experiments (unethical)

A
  • What is important for attachment? Nourishment?
  • Baby rhesus monkeys separated from mothers at birth
  • Raised them independently with…
  • A wire “mother” who provided food - >1 hour/day
  • A cloth “mother” who was soft - 18hrs/day
  • Baby monkeys preferred the cloth mother - more time spent = attachment
  • Contact comfort: positive emotion afforded by touch
  • Monkeys would then be frightened by a loud mechanical “predator”
  • Would run to the cloth mother, then gain confidence and “threaten” the mechanical predator.
  • Scared monkey = bad. Unethical. horrible
125
Q

Attachment in humans

A
  • John Bowlby
  • Theories for how attachment develops over time
  • Mary Ainsworth
  • Measurement of attachment quality
  • Attachment provides a secure base to explore the world
126
Q

The Strange Situation

A
  • Used to measure children’s attachment
  • Capitalises on stranger anxiety and separation anxiety
127
Q

Attachment styles

A
  • secure
  • insecure-(avoidant)
  • insecure-ambivalent
  • disorganized

o Depends on both infant and parent:
- Child’s temperament
- Parent’s responsiveness
- Cross-cultural differences
- Percent secure is stable, but rates of insecure types vary
- Reactions are culturally defined, don’t apply to everyone

128
Q

Secure

A
  • Baby is upset by PCG’s departure, but comforted by their return
  • ~60% of US infants
129
Q

Insecure-avoidant

A
  • baby is indifferent to PCG’s departure and return
  • ~15% of US infants
130
Q

Insecure-ambivalent (aka resistant, anxious)

A
  • baby is upset by PCG’s departure, but not comforted by their return
  • ~10-15% of US infants
131
Q

Disorganized (aka disoriented)

A
  • characterized by inconsistent or confused reactions to PCG’s departure and return
  • ~10% of US infants
132
Q

The strange situation:

A
  • Used to measure children’s attachment
  • Capitalizes on stranger anxiety and separation anxiety
  • Attachment styles
  • Based on reactions in the strange situation
    o Reflects relationship/ expectations with PCG (primary caregiver)
133
Q

Parenting styles fall into four main categories

A

o Permissive
o Authoritarian
o Authoritative
o Uninvolved
* Based on levels of control and acceptance
* Authoritative parenting has the best outcome in

134
Q

Motor Development definition

A

– the ability to move and coordinate one’s actions

135
Q

Motor development

A
  • Starts w/ reflexes
    o Sucking (placing the nipple of the bottle in an infant’s mouth and in response the infant will suck on the bottle—often is challenging for newborns)
    o Rooting (occurs when you stroke the side of an infant’s cheek and their mouth open) – inborn schemes/skills
    o Grasping (place something in the palm of the infant and they grasp the object instinctively)
    o Stepping (if you support the infant’s weight in a walking position, they will step)
    o Babinski (occurs when you stroke the bottom of the infant’s foot, and the toes will fan out)
    o Moro (occurs when an infant feels they’re losing support around the neck and head area, the baby will arch their back and flail their arms out)
  • Steps in locomotion
    o Dependent on muscle strength/ physical development
    o Tied to the development of other abilities too
136
Q

~3 months

A

prone—pushing up with hands

137
Q

5-6 months

A

sit up without support

138
Q

~8.5 months:

A

crawling

139
Q

10 months:

A

stand with support, pull up to standing

140
Q

12 months

A

first steps

141
Q

15 months

A

walking by themselves

142
Q

18-24 months

A

running

143
Q

Theory of mind

A
  • Understanding other’s thoughts/perspectives
  • Understanding of self
    o Develops ~18-24 months, precursor to theory of mind
    o Understanding YOU are an entity, separate from others
    o Rouge test: do they recognize themselves in a mirror?
  • Understanding that others have beliefs, desires, and intentions
  • AND that these can be different from ours, and reality
  • Children develop theory of mind around 4 years of age
    o False belief task
  • Location change
  • False contents
144
Q

Self-control

A
  • the ability to inhibit our impulses
  • Children are notoriously bad at it
  • Related to frontal lobe functioning
  • Delay-of-gratification predicts later life success
  • Marshmallow test
145
Q

Basic Components of Language

A
  • morpheme
  • syntax
  • extra-linguistic information

Infants learn aspects of language even before birth
* Learn flow of their native language
* Prefer native language to other languages

146
Q

Morpheme

A
  • smallest units of meaning in a language
  • Re- -ish -ed
147
Q

Syntax

A
  • rules for how words should be put together
  • The cat chased the dog vs. the dog chased the cat
  • -s = plural -ed = past tense
148
Q

Extra Linguistic Information

A
  • other clues to meaning
  • tone, gestures, sarcasm
  • pragmatics
149
Q

Lang. 2 months

A
  • cooing and vowel sounds
  • “aaaahhhhhh” “eeeeeeee”
150
Q

Lang. 3-4 months

A
  • syllables and consonant sounds
  • “gah” “bah”
151
Q

Lang. 6 months

A
  • reduplicative babbling
  • “gagagaga”
152
Q

Lang. 10 months

A
  • conversational babbling
  • “bagado voota?” “sebawagadaboo!”
  • intonation
153
Q

Lang. 10-12 months

A
  • first words
  • “dada” “cookie” “doggie”
  • Comprehension precedes production
154
Q

Lang. 1-1.5 years

A
  • 20-100 words
  • Holophrases: “doggie”
155
Q

Lang. 2 years

A
  • several hundred words
  • Two-word phrases: “more juice”
  • Telegraphic speech
156
Q

Babies and language

A
  • Babies are born with the ability to discriminate any phoneme in any language
  • But, we lose this ability a after the first year
  • Accents arise b/c 2nd language learners no longer hear all phonemes clearly
157
Q

1st language

A
  • languages infants learn from birth
  • usually learn from family, at home
  • no direct teaching
158
Q

2nd language

A
  • languages we learn later in life
  • in school, due to moving, etc.
  • Can involve direct teaching
159
Q

Critical period

A
  • deadline for acquiring a skill, ability
  • After it passes you lose the ability to acquire it
160
Q

Is there a critical period for 1st language learning?

A
  • yes
  • Genie
  • Late deaf learners of sign language
161
Q

Genie

A
  • Good at communication
  • Trouble with syntax
  • Not able to acquire native levels of 1st language
162
Q

Is there a critical period for 2nd language learning

A
  • No, but it gets harder
  • After age 7 it becomes increasingly difficult to acquire native levels of a 2nd language
  • Bottom line: if you’re planning to learn a 2nd language, do it now

Psychology 100 (10 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions