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Child Psychological Science > Exam 3 (Ch 7, 9, & 10) > Flashcards

Exam 3 (Ch 7, 9, & 10) Flashcards

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1
Q

concept

A

general ideas that ties things together in a meaningful way; crucial for understanding the world

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2
Q

two theories on concepts

A

nativists and empiricists

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3
Q

nativists

A

innate sensitivity to some concepts, critical for development

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4
Q

empiricists

A

concepts arise from general learning mechanisms

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5
Q

category

A

group of things in the world that go together, can be perceptual or conceptual

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6
Q

a category is

A

a special kind of concept

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7
Q

children for categorical hierarchies beyond infancy

A

superordinate, basic, and subordinate

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8
Q

superordinate

A

most general, not specifically tied to one object or characteristic

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9
Q

basic

A

middle level, 1st to develop due to consistent characteristics

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10
Q

subordinate

A

most specific level within a hierarchy

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11
Q

causal (intentional) understanding

A

understanding why things belong to a category helps children learn and make new categories

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12
Q

figuring how things in the world are _____ helps learning

A

alike

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13
Q

knowing what category things belong to allows kids to _____ new knowledge

A

infer

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14
Q

at 4 mos.

A

perceptual categorization

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15
Q

perceptual categorization

A

objects that look alike go together (color, size, movement)(based on parts rather than whole)(begins in infancy)

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16
Q

at 2 yrs.

A

categorize global properties, such as shape

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17
Q

all learning is _________

A

inference

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18
Q

(Beyond perceptual categorization) at age 1

A

begin to group by object function

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19
Q

at 18 mos.

A

focus on specific parts of objects, rather than whole object

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20
Q

at 2 yrs.

A

focus on overall shape and function

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21
Q

Studies with infant and children suggest that there is a __________ to __________ over development

A

perceptual, conceptual shift

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22
Q

infants primarily form __________ categories

A

perceptual

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23
Q

as children become more sophisticated

A

they start forming more conceptual categories

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24
Q

dead reckoning

A

ability to keep track continuously of one’s location relative to the starting point and be able to go back to it

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25
Q

theory of mind

A

an organized understanding of how the mind works and how what you think influences behavior

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26
Q

dorsal stream

A

“where” pathway

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27
Q

ventral

A

“what” or “how”

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28
Q

spatial info is processed where?

A

both left and right hemispheres

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29
Q

the spatial coding systems are

A

allocentric and egocentric

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30
Q

allocentric is

A

object-object; encodes info about location of one object with respect to another

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31
Q

egocentric is

A

self-object: encodes info about location of an object with respect to self

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32
Q

____-__________ helps infants move past egocentric spatial coding

A

self-locomotion

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33
Q

infants use _________ as early as _ mos.

A

landmarks; 6

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34
Q

by _ they can represent an object’s position in multiple landmarks

A

5

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35
Q

from early infancy, children can represent _____ in which events occur

A

order

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36
Q

________ of events is harder

A

duration

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37
Q

by _ children can learn to accurately estimate period of _-__ seconds if given feedback about the length of the time period

A

5;3&30

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38
Q

by how many months can infants perceive causal connections among some physical events?

A

6

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39
Q

understanding the actions they imtate _____ toddlers perform the actions in the _______ order

A

helps; correct

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40
Q

preschoolers and young elementary school children live in a world

A

infused by fantasy and reality

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41
Q

most 4-6 yo believe they can influence other people by _______

A

wishing

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42
Q

however, some aspects of magical thinking can remain into

A

adolescence

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43
Q

by age _, most children can count to __

A

3;10

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44
Q

most preschoolers seem to understand the principles underlying counting

A

one-to-one correspondence, stable order, cardinality, order irrelevance, and abstraction

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45
Q

theories of social development trying to account for these aspects of development

A

emotion, personality, attachment, self-concept, per relationships, morality, and gender

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46
Q

sigmund freud

A

psychoanalytic theory, also referred to as psychosexual development

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47
Q

psychoanalytic theory

A

had a huge impact on thinking about social and personality development

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48
Q

erik erickson

A

life-span developmental theory

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49
Q

freud believed that

A

behavior is motivated by biological drives

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50
Q

psychoanalytic theories stress

A

continuity of individual differences, maintaining that early experiences shape subsequent development

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51
Q

psychosexual development is named so because

A

it is based on a series of universal developmental states in which psychic energy (or thought) becomes focused in different erogenous zones

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52
Q

psychic energy

A

biologically based; instinctual drives that energize behavior, thoughts, and feelings

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53
Q

erogenous zones

A

areas of the body that become erotically sensitive in successive stages of development

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54
Q

freud’s personality structure

A

id, ego, and superego

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55
Q

id

A

innate biological drive, earliest and most primitive, and unconscious and operates for sole purpose of deriving pleasure

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56
Q

ego

A

emerges in first years; rational logical, problem-solving component of personality

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57
Q

superego

A

(3-6) based on child’s internalization of the parents’ attributes, beliefs, and standards, may even be their own

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58
Q

in superego development, boys must resolve the _______ complex

A

oedipus

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59
Q

oedipus complex

A

a psychosocial conflict in which a boy experiences a form of sexual desire for his mother and wants an exclusive relationship with her

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60
Q

the son’s desire for mother and hostility towards father is so

A

intense that the memory is repressed and results in infantile amnesia

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61
Q

how can the oedipus complex be resolved?

A

indenting on ather

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62
Q

girls experience the

A

electra complex

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63
Q

erik erickson accepted the basic constructs of freud’s theory, but

A

included factors such as culture and politics; also downplayed sex

64
Q

_ stage theory, characterized by a crisis an individual must solve

A

8

65
Q

if the dominant issue is not resolved before the next stage begins

A

the person will continue to struggle with it

66
Q

freud’s most significant contribution

A

emphasis on early life experiences and emotional relationships and recognition of role of subjective experience and unconscious mental activities

67
Q

erickson’s most significant contribution

A

emphasis on search for identity in adolescence has a lasting impact

68
Q

what are some critiques to freud’s and erickson’s theories?

A

too vague, based entirely on case studies, and many highly questionable elements

69
Q

learning theorists

A

emphasize role of external factors and continuity in development

70
Q

learning theorists also

A

focus on mechanisms of change and argue that individual differences arise because of different histories of reinforcement and observation

71
Q

john b watson was the founder of

A

behaviorism

72
Q

john b watson believed

A

development is determined by the environment and that learning through conditioning is the primary mechanism of development

73
Q

john b watson famous experiment

A

little albert

74
Q

critiques of john b watson

A

simplistic, only emphasis on conditioning; however, his approach to extinguishing fear has been widely used to rid people of phobias

75
Q

social learning theories core concepts

A

emphasis on observation and imitation, not reinforcment as primary mechanism of development

76
Q

what did albert bandura do?

A

found that preschool children can learn through various observation and vicarious reinforcement

77
Q

however, over time he placed ____ emphasis on the _________ aspects of observational learning

A

more; cognitive

78
Q

social cognitive theory concepts

A

interest in children’s ability to think and reason about their own, and other people’s thoughts, feelings, motives, and behavior

79
Q

self-socialization

A

children’s active shaping of their own development though their activities, preferences, friends, and choices

80
Q

dodge’s info-processing approach to social development

A

puts a strong emphasis on cognitions in social development

81
Q

dodge’s info-processing approach to social development proposes that children go through 6 steps in solving social problems

A 
encode a problematic event
interpret the social cues involved in it
formulate a goal to resolve the incident
generate strategies to achieve goal
evaluate potential strategies
82
Q

found that aggressive children have

A

hostile attribution bias

83
Q

hostile attribution bias

A

an expectation that others are intentionally hostile which becomes a self-fulfilling prophecy

84
Q

dweck’s social cognitive theory emphasizes

A

role of self-attributions for achievement (the extent to which they feel that they are responsible for their success/failure)

85
Q

kids with mastery orientation believe

A

success=effort

86
Q

kids with ________ orientation believe that success is attained through ability

A

helpless

87
Q

incremental theory

A

intelligence can increase as a function of experience

88
Q

entity theory

A

intelligence is fixed and unchangeable

89
Q

praising children for _______ ____ supports an incremental model and a mastery-oriented motivational pattern

A

working hard

90
Q

praising children for doing well supports an ______ model and a ________ motivational patterns

A

entity; helpless

91
Q

critiques of social cognitive theory

A

stronger emphasis on children as active seekers of opinion about the social realm, important for emphasis on cognitive processes

92
Q

ecological perspectives

A

focused on how people relate to each other

93
Q

ecological

A

relating or concerned with the relation of living organisms to one another and to their physical surroundings

94
Q

ecological perspectives take a _____ view of the environment

A

broad

95
Q

bioecological models consider _________ level/s of environmental influence

A

multiple

96
Q

bioecological models emphasize aspects of behavior that have (or had) some ________ function

A

adaptive

97
Q

they also look at behavior that

A

ensure survival or demise of a race

98
Q

ethology

A

study of human behavior and social organization from a biological perspective

99
Q

evolution

A

process by which living organism are though to have developed and diversified over time

100
Q

bioecological

A

approach based on gene or environmental interactions

101
Q

conrad lorenz and other ethologists argued that

A

some innate behaviors were shaped by evolution

102
Q

ethologists argue that

A

gender differences are affected by evolved predispositions

103
Q

females innate preference

A

nurturing

104
Q

males innate preference

A

movement

105
Q

some support for this argument comes from

A

nonhuman primates

106
Q

critiques of ethological

A

important because they place individual development in a much broader context than other theories

107
Q

critiques of evolutionary psychology

A

largely untestable and overlooks human capacity to adapt

108
Q

critiques of bioecological

A

criticized for omission of specific biological factors

109
Q

evolutionary psychology applies

A

darwinian concepts (natural selection and adaptation) to human behavior

110
Q

all organisms, including humans are motivated to beave in what way?

A

to preserve their genes in the gene pool of species

111
Q

evolutionary psychologists argue that (1)

A

the large size of our brains necessitates a prolonged period of immaturity

112
Q

evolutionary psychologists argue that (2)

A

a consequence in humans’ neural plasticity is learning from experience

113
Q

evolutionary psychologists argue that (3)

A

prolonged immaturity requires a great deal of nurturance from parents

114
Q

evolutionary psychologists see ____ as an evolved platform for learning

A

play

115
Q

parental-investment theory

A

parenting behavior was shaped by evolution and duration of daily care

116
Q

parents’ genes are perpetuated only if their what?

A

offspring survive and reproduce (drive to protect kids)

117
Q

bioecological model (bronfenbrenner)

A

child’s environment is composed of a series of nested structures, with every level having an impact on development

118
Q

Freud: oral (first year)

A

mother is established as strongest love object

119
Q

Freud: anal (1-3)

A

defecation

120
Q

Freud: phallic (3-6)

A

pleasure in genitalia

121
Q

Freud: latency (6-12)

A

channeling of sexual energy into social activities

122
Q

Freud: genital (12+)

A

sexual maturation is complete and sex is main goal

123
Q

Erickson: oral (same years)

A

developing trust

124
Q

E: anal

A

achieve a sense of autonomy, while adjusting to increased social elements

125
Q

E: phallic

A

resolved when child develops high latencies and the initiative to meet then without being crushed by anxiety

126
Q

E: latency

A

master cognitive saand social skills, learn to work industriously, and play well with others

127
Q

E: genital

A

who they really are or live in confusion about what role they should play as adults

128
Q

reciprocal determinism

A

child-environment influences operate in both directions

129
Q

perceived self-efficacy

A

child’s beliefs about how effectively they can control their own behavior, thoughts, and emotions to achieve a desired goal

130
Q

bronfenbrenner bioecological model

A

micro, meso, exo, macro, and chronosystem

131
Q

microsystem

A

immediate, bi-directional environment that a person xperiences

132
Q

mesosystem

A

encompasses connections among various microsystems

133
Q

exosystem

A

environmental settings that the person does not experience directly but indirectly

134
Q

macrosystem

A

larger cultural context within which other systems are embedded

135
Q

chronosystem

A

historical changes that influence other systems

136
Q

psychoanalytic theory players

A

freud and erickson

137
Q

psychoanalytic theory examples

A

id, ego, superego; biological drives

138
Q

lifespan development theory examples

A

stages of crisis, resolution

139
Q

learning theory players

A

watson and skinner

140
Q

watson examples

A

behaviorism, Little Albert, conditioned fear

141
Q

Skinner examples

A

nature and function of reinforcement, operant conditioning

142
Q

social learning theory players

A

Bandura

143
Q

Bandura examples

A

bobo doll, observational learning, vicarious reinforcement

144
Q

Dodge examples

A

info-processing approach, hostile attribution bias

145
Q

social cognitive theory players

A

Dodge and Dweck

146
Q

dweck examples

A

mastery of helpless orientations (academic self-perceptions

147
Q

ecological theory player

A

Lorenze

148
Q

ethological examples

A

imprinting; behavior shaped by evolution, understood in terms of adaptation and survival

149
Q

evolutionary examples

A

natural selection drives development; big brains = prolonged parenting

150
Q

emotional intelligence

A

a set of abilities that contribute to competent social functing

151
Q

what are the abilities that contribute to competent social functing?

A

motivation and persistence in frustration, controlling impulses and delay gratification. identify an understand’s one’s actions and others’ feelings, regulate one’s moods

152
Q

is emotional intelligence a better predictor of intelligence than iq?

A

yes

153
Q

what does walter mischel’s marshmallow task predict using delay of gratification?

A

social, emotional, and academic competence

154
Q

emotion

A

motivational force or action tendency accompanied by changes in physiology

155
Q

discrete emotions theory

A

emotions are innate and distinct (discrete) from one another and each one has a specific set of bodily and facial reactions

156
Q

discrete emotions theory contributors

A

darwin, izard, and tomkins

157
Q

functionalist approach

A

environment helps shape emotions and motivate actions (not discrete) and can vary

Child Psychological Science (2 decks)

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