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Developmental Psychology > Exam 3 > Flashcards

Exam 3 Flashcards

Chapter 8 - Chapter 11

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1
Q

Intelligence as a Single Trait

A

Some researchers view intelligence as a single trait that influences all aspects of cognitive functioning

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2
Q

General Intelligence (g)

A

influences ability on all intellectual tasks

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3
Q

Crystallized Intelligence

A

Factual knowledge (word meanings, capital of countries, math)

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4
Q

Fluid Intelligence

A

Ability to think on the spot (problem solving, inferential thinking)

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5
Q

Sternberg’s Theory of Successful Intelligence

A

In his view, success in life reflects people’s ability to build on their strengths, compensate their weaknesses and select environments in which they can be successful

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6
Q

Sternberg’s Three Fundamental Aspects of Intelligence

A
  • Analytic = academic, what’s measured by traditional intelligence tests
  • Creative = reasoning in novel circumstance, fining a way to problem solve
  • Practical = reasoning about everyday problems, ringing a way to get to school after missing bus
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7
Q

Components of Gardner’s Multiple Intelligences Theory

A
  • Though that concept of intelligence and traditional tests of intelligence are too limited
  • types of intelligence = spatial, linguistic, music ability, bodily-kinesthetic, naturalistic, and interpersonal
  • proposes that people possess at least 8 kinds of intelligence
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8
Q

Advantages of Gardner’s Theory of Multiple Intelligence

A

its optimistic message - that children have a variety of strengths on which parents and teachers can build - has led to its having a large influence on education

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9
Q

Limitations of Gardner’s Theory of Multiple Intelligences

A
  • No reliable/valid tests of domains like musical or bodily-kinesthetic
  • Not clear that these other domains are “forms of intelligence” rather than “special talents”
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10
Q

Intelligence Quotient (IQ)

A

relative measure of intelligence

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11
Q

IQ Relation to Success

A
  • IQ scores are a strong predictor of academic, economic, and occupational success
  • Correlated quite strongly with school grades and test scores
  • The better the IQ score = the better the job = better money
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12
Q

Genetic Contributions to Intelligence

A
  • The genome substantially influences intelligence
  • Increases with age - some genetics do not exert their effects until late in childhood
  • All known correlations between individuals’ alleles of genes and IQ are very small
    There is no Intelligence gene
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13
Q

Family Contributions to Intelligence

A
  • Niches in the family “the smart one” “the athletic one”
  • How much the family values education, number of books in the house, frequency of intellectual conversations
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14
Q

Societal Contributions to Intelligence

A

Effects of Poverty
- poor diet
- poor health care
- lack of intellectual stimulation
- poor schooling

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15
Q

HOME Scores

A

Home Observation of Measurement of the Environment
- correlated highly with IQ scores at 4.5 years old and correlated highly with school achievement

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16
Q

Freud’s Stages of Psychosexual Development

A
  • Oral - first year of life, basic needs met by oral stimulation (eating drinking)
  • Anal - second year of life, biological maturation, potty training
  • Phallic - ages 3-6, interested in genital, superego emerges, desire to avoid guilt
  • Latency - ages 6-12, sexual desire unconscious, energy into social and intellectual pursuits

(if fundamental needs are not met in any given stage, you become fixated on them and get stuck in that phase)

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17
Q

Id

A

present form birth, innate biological drives, pleasure principle

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18
Q

Ego

A

emerges later in first year, stands for reason and good sense, reality principle, develops into sense of “self”

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19
Q

Superego

A

emerges between 3-6, conscience, enables you to control behavior, results from internalization of social rules

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20
Q

Erikson’s Theory of Psychosocial Development

A
  • Basic Trust vs. Mistrust
  • Autonomy vs. Shame and Doubt
  • Initiative vs. Guilt
  • Industry vs. Inferiority
  • Identity vs. Role Confusion
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21
Q

Basic Trust vs. Mistrust

A
  • first year of life
  • success = sense of trust
  • failure = sense of mistrust
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22
Q

Autonomy vs. Shame and Doubt

A
  • ages 1-3.5
  • teach kids rules while still allowing freedom
  • success = sense of autonomy
  • failure = sense of shame/doubt
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23
Q

Initiative vs. Guilt

A
  • ages 4-6
  • successful internalization of parents’ standards = development of conscience
  • success = sense of independence
  • failure = sense of guilt
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24
Q

Industry vs. Inferiority

A
  • ages 6 to puberty
  • crucial for ego development
  • successful = sense of competence
  • failure = sense of inferiority
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25
Q

Identity vs. Role Confusion

A
  • teens to early adulthood
  • achieve sense of identity, “who am I?”
  • success = strong sense of self
  • failure = confusion about what roles to take on
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26
Q

Conditioning

A
  • we tend to repeat behaviors that are rewarded but not those that are punished
  • every behavior is a result of reinforcement history
  • intermittent reinforcement makes behaviors resistant to extinction
  • there is more difficulty of extinguishing behavior that has been intermittently reinforced
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27
Q

Watson’s Behaviorism

A

children are products of social environments, parents should distance themselves and be objective with children (don’t kiss your children its better to shake hands)

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28
Q

Bandura’s Social Learning Theory

A

Bobo Doll Study
- will kids imitate aggressive acts they see preformed?
- kids less likely to imitate if model is punished
- even if did not imitate, would produce the behavior if given incentive
- boys were more physically aggressive, but girls were aggressive too if given inventive

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29
Q

Systematic Desensitization

A

technique used to eliminate anxiety/phobias through controlled exposure

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30
Q

Behavior Modification Strategy

A
  • adjusting reinforcement contingencies to promote desired behavior and deter unwanted behavior
  • “time out” removed reinforcement so that unwanted behavior is not rewarded
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31
Q

Hostile Attribution Bias

A
  • a general expectation that other are antagonistic to them
  • leads children to search for evidence of hostile intent
  • like to conclude that retaliation is the appropriate response to peer’s behavior
  • early harsh parenting predicts social information-processing biases that persist into early adulthood
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32
Q

Ecological Theories of Development

A
  • Microsystem
  • Mesosystem
  • Exosystem
  • Macrosystem
  • Chronosystem
33
Q

Microsystem

A
  • first level in which the child is embedded
  • the activities and relationships in which the child directly participates
  • becomes richer and more complex as the child grows older
34
Q

Mesosystem

A
  • encompasses the interconnections among the microsystem, such as family, peers, and schools
  • supportive relations among these contexts can benefit the child
35
Q

Exosystem

A
  • composes settings that the child may not directly be a part of but that can still influence developmental t
  • parental workplaces, for example, can affect the child in many ways, including policies about parental leave, flexible work hours, and on-site children
36
Q

Macrosystem

A
  • outer level of Bronfenbrenner’s model
  • consists of the general beliefs, values, customs, and laws of the larger society in which all the other levels are embedded
37
Q

Chronosystem

A
  • historical changes that influence the other systems
  • beliefs, values, customs, family structures, technologies change over time, with consequences to the child development
38
Q

Imprinting

A

a process by which newborn birds and mammals of some species become attached to their mother at first sight and follow her everywhere, a behavior that ensures that the baby will stay near a source of protection and food

39
Q

Parental-Investment Theory

A

parents are motivated by the drive to perpetuate their genes, which can happen only if their offspring survives long enough to pass those genes to the next generation

40
Q

Delay of Gratification

A

being able to delay gratification is a fundamental skill…predicts future social, emotional, and academic competence (better than is predicted by IQ)

41
Q

Berkely PhD Study

A
  • 1950s, 80 Berkley graduate students underwent personality tests, IQ tests, and interviews
  • social and emotional abilities were 4x more important in predicting professional success and prestige
42
Q

Sommerville Study

A
  • 40 year longitudinal study of 450 boys (2/3 from families on welfare, 1/3 had IQ below 90)
  • no relationship between IQ and success
  • childhood abilities to handle frustration, control emotions, and get along with other people did predict success in work life
43
Q

Izard’s Discrete Emotions Theory

A
  • emotions are innate
  • each emotion is associated with a specific set of bodily and facial reactions
  • emotions are distinct - even early in life
44
Q

Sroufe’s Undifferentiated Emotions Theory

A
  • early emotions not distinct
  • environment plays a role in changing primitive emotions into more complex forms
  • wariness/fear starts as startle/pain reactions
45
Q

Functionalist Approach to Emotions

A
  • emotions serve functions
  • emphasize role of environment
46
Q

Basic Emotions

A

Happiness
Fear
Anger
Surprise
Disgust
Sadness

47
Q

Happiness

A
  • between the 3rd and 8th weeks of life, infants begin to smile in reaction to external stimuli
  • sometimes as early as 6-7 weeks, babies begin to exhibit social smiles
48
Q

Fear

A
  • by 7 months, initial signs of fear being to appear, as does the ability to recognize fear in other people
  • infants displayed no fear at 4 months but experienced a steep increase in expressions of fear such that fear of strangers was clearly in place by 8 months
49
Q

Anger

A
  • infants rarely express anger as a single emotion
  • by their 1st birthday, infants clearly and frequently express anger
  • infants displayed moderate anger at 4 months
50
Q

Surprise

A
  • emotional reaction to a sudden, unexpected event
  • most infants being to express surprise by 6 months
51
Q

Disgust

A

most children younger than 3-4 do not know the words “disgust” or “disgusting”, but children are able to express feelings of disgust using words to convey something yucky or gross

52
Q

Sadness

A

around 18 months

53
Q

Shame vs. Guilt

A
  • Guilt is associated with empathy for others and involves feelings of remorse and regret about ones behavior, as well as the desire to under the consequences of that behavior
  • Shame does not seem to be related to concern about others when children feel shame their focus is on themselves and the acceptance of a personal failure; they feel that they are exposed, and they often feel like hiding
54
Q

Separation Anxiety

A
  • distress due to separation from the parent who is the chid’s primary caregiver
  • 8 months
55
Q

Stranger Anxiety

A
  • the distress that babies experience when they meet or are left in the care of people who are unfamiliar to them
  • often beings around 6-8 months
56
Q

Identifying Emotions; Young vs. Old

A

it is easier to identify positive emotions than negative emotions for younger children as opposed to older children

57
Q

How is Temperament Measured

A
  • infant behavior questionnaire and child behavior questionnaires
  • parents teachers or observers indicate how well a range of statements describes the target child
  • some components are stable, others are not
58
Q

Easy Temperament

A

adjusted readily to new situation, quickly established daily routines such as sleeping and eating, and generally were cheerful in mood and easy to calm
40%

59
Q

Difficult Temperament

A

were slow to adjust to new experiences, tended to react negative and intensely to novel stimuli and events, and were irregular in their daily routine and bodily functions
10%

60
Q

Slow-To-Warm-Up Temperament

A

were somewhat difficult at first but become easier over time as they had repeated contact with new objects, people, and situations
15%

61
Q

Parental Reactions

A

parent’s reactions to their children’s emotions directly influence the children’s own tendencies to express emotions, as well as their social competence and adjustment

62
Q

Discussion of Emotion

A

by discussing emotions with their children, parents teach them about the meanings of emotions, the circumstances in which they should and should not be expressed, and the consequences of expressing or not expression them

63
Q

Identify vs. Understand Emotion

A

by 3 months babies can identify emotions, by 16-18 months they can understand emotions

64
Q

Social Smiles

A

smiles directed towards people
6-7 weeks

65
Q

Social Referencing

A

children use of parent’s or older adult’s facial expression or vocal cues to decide how to deal with the situation
8-10 months

66
Q

Display Rules

A

social or cultural group’s informal norms about when, where, and how much one should show emotions, as well as when and where displays of emotions should be suppressed or masked by displays of other emotions

67
Q

Observations of Children in Orphanages

A
  • listless and depressed
  • emotionally disturbed
  • feelings of emptiness
  • lost of interest in life
  • unable to develop normal emotional attachments
68
Q

Internal Working Model

A
  • a mental representation of the self, of attachment figures, and of relationships in general
  • based on young children’s perceptions of the extent to which their caregivers can be depended on
  • believed to influence ones overall adjustment, social behavior, perceptions of others, and the development of their self-esteem and sense of self
69
Q

Harry Harlow

A
  • separated baby monkeys from mothers after birth
  • found that baby monkeys spend most of their time with the comfort mothers
70
Q

Strang Situation

A
  • studied mother infant interactions during infants’ explorations and separations from their mother
  • found 4 different attachment types
71
Q

Secure Attachment

A
  • infants use their mothers as a secure base at first
  • they will play with toys while occasionally checking in on their mother
  • they are usually distressed when their mother leaves the room but are easily comforted when she returns
  • 50-60%
72
Q

Insecure/Resistent Attachment

A
  • infants are often clingy, stays close to mother side instead of exploring toys
  • gets very upset when their mother leaves, when she return they rebuff her efforts at comforting them
  • 9%
73
Q

Insecure/Avoidant Attachment

A
  • children tend to avoid their mother
  • fail to greet her during reunions
  • turn away while she’s in the room
  • 15%
74
Q

Disorganized/Disoriented Attachment

A
  • seem to have no way of coping with the stress
  • behavior is often confused or contradictory
  • 15%
75
Q

Parental Sensitivity

A
  • responsiveness of caregiver
  • most important behavior related to secure attachments
76
Q

Concept of Self Test

A
  • place mark on child
  • expose them to mirror
  • before 18 months…do nothing (may try to touch “child” in mirror)
  • after 18 months…make movements towards own body, may use mirror for self-exploration
77
Q

Personal Fable

A
  • overly differentiate their feelings from others
  • regard their feelings as unique or special
  • their egocentric may explain why teens are preoccupied with what others think of them
78
Q

Erikson’s Theory of Identity Formation

A
  • Identity Diffusion - no firm commitments, no plans
  • Foreclosure - no experimentation, identity based on choices of others
  • Moratorium - exploring, but not committed
  • Identity-Achievement - coherent, consolidated identity based on personal choice

Developmental Psychology (4 decks)

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