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Psychology: The Child > Exam prep 2 > Flashcards

Exam prep 2 Flashcards

1
Q

Know these Piagetian terms:
* Equilibrium
* Assimilation
* Accommodation
* Schemes
* Operations

A

Equilibrium: responding to changes in the environment in order to maintain a state of cognitive balance

Assimilation: interpreting new information in terms of what you already know

Accommodation: changing what you do or think to adapt to something new in the environment

Schemes: the basic action of knowing, including physical actions and mental action

Operations: actions performed mentally that have the property of being reversible

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2
Q

Approximate age ranges of Piaget’s stages of cognitive development theory

A

Sensorimotor: birth to age 2
Preoperational: 2 to 6/7 year olds
Concrete operations: 6/7 to 11 year olds
Formal operations: 11 year olds and up

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3
Q

Main abilities (2), limitations (2) and main accomplishment of sensorimotor stage

A

Abilities:
- Learn about the world through senses and motor activity
- Combine different reflexes and abilities to form coordinated movements

Limitations:
- Can’t form mental representations (mental symbols) of things
- Object permanence develops gradually over this stage

Main accomplishment: mental representation of objects, people, ideas, language, words

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4
Q

Main ability (1), limitations (3) and main accomplishment of the preoperational stage

A

Abilities: Can think using symbols and mental images

Limitations:
- They are not good at thinking and using mental images
- “Egocentric” (pay attention to one attribute of a situation at a time)
- Unsystematic and illogical in their thinking

Main accomplishment: decentration (the gradual progression of a child away from egocentrism toward a reality shared with others)

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5
Q

Main abilities (2), limitation (1) and main accomplishment of concrete operations

A

Abilities:
- Can do tasks that preoperational children could not (conservation, seriation)
- Can think systematically but only about concrete (reality-based) objects or activities

Limitations: Difficulty reasoning about hypothetical situations in a systematic fashion (cannot think abstractly)

Main accomplishment: Being able to think abstractly

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6
Q

Main abilities of formal operations

A
  • Can think systematically about abstract, hypothetical possibilities
  • Can think like a scientist
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7
Q

3 different types of logic

A
  • Inductive logic: creating general rules based on experience; reasoning from the particular to the general
  • Deductive logic: taking a general rule and applying it to specific situations; reasoning from the general to the particular (ex: All pumpkins are orange. I am holding a pumpkin. Therefore, I am holding something orange)
  • Hypothetico-deductive logic: using deductive logic in order to consider hypothetical possibilities
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8
Q

5 Characteristics of stages

A

Global, structure changes, change is gradual, ages are approximate, invariant sequence

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9
Q

3 Criticisms of Piaget:

A

Underestimation of young children, overestimation of older children/adults and Vygotsky’s theory

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10
Q

3 Evidence contrary to Piaget’s theory

A

Goal-directed action at 2 months of age
Object permanence at 3 and a half months of age
Non-egocentric thought at 3 and a half months of age.

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11
Q

3 Criticisms of Piaget’s Formal Operations Stage

A

This stage of thought is used mostly in the domain-specific areas.
Does not always use systematic reasoning.
Does not always think abstractly.

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12
Q

Tell what you saw in the video (Piaget’s theory)

A

First period: he studied children’s language, their conceptions of the physical world and the evolution of their moral judgments.
Children are egocentric and cannot see from the other’s person perspective. (children talk at, not to each other)
Later on, children become sociocentric.
The parents ask if whatever object is their friend. (way to interact with the child and help them learn the language)
Hidden side of the child’s mind
Second period: beginnings of intelligence and the construction of the world as it emerged in the young infant (he had 3 kids by that time)
Non-verbal tests
6-7 months: infants understand that objects continue to exist
Conservation of liquid

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13
Q

Vygotsky’s 4 stages of development

A
  1. Primitive stage: preintellectual speech and preverbal thought, at the level of “behaviour.
  2. Naïve psychology stage: the child’s experience with his/her own body and of objects and the use of tools; increasingly correct use of language structures without the understanding of their logical meaning
  3. Egocentric speech stage: the use of external signs as aids in the solution of internal problems, counting on the fingers; egocentric speech becomes more and more curtailed and “esoteric”
  4. Ingrowth stage: when external operations turn inward, counting in the head, logical memory, soundless speech. Inner speech in turn becomes more and more abbreviated (e.g. predication, in which the sentences lack a subject, since the subject “is known to the speaker”)
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14
Q

Vygotskian terms

A

Scaffolding: When a cognitively-advanced other is sensitive to the limitations of a child and tailors their interactions so that the child works close to the limits of their Zone of Proximal Development
Zone of Proximal development: the difference between a child’s actual development level and the development level that he/she can reach with the help of a cognitively advanced other.

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15
Q

3 stages of information processing

A

encoding, storage and retrieval

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16
Q

Define these terms:
- Executive functioning
- Automatic process
- Metamemory
- Metacognitive knowledge

A

Executive functioning: A mechanism of growth that includes inhibitory processes, planning, and cognitive flexibility.
Automatic process: A mechanism of growth that includes inhibitory processes, planning, and cognitive flexibility.
Metamemory: a person’s informal understanding of memory; includes the ability to diagnose memory problems accurately and to monitor the effectiveness of memory strategies.
Metacognitive knowledge: A person’s knowledge and awareness of cognitive processes.

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17
Q

The store model

A

You sense information which goes in the sensory memory. Then the information selected for processing passes to short term memory. The information can then be stored permanently in the long term memory. The information stored in the long term memory can be brought back to short term memory to comprehend new information through techniques.

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18
Q

4 memory strategies

A

rehearsal: repetition of rehearsing something to remember
organization: in a structure
elaboration: remembering the spelling of something
chunking: organizing items into one meaningful group

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19
Q

Difference between mental age and intelligence

A

Mental age: the level of performance on a test which is associated with a particular chronological age
Intelligence: the ability to think, to learn from experience, to solve problems, and to adapt to new situations

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20
Q

What are the 4 assessment tests shown in class?

A
  • Bayley Scales of Infant Development
  • Wechsler Intelligence Scales for Children (WISC-V)
  • Kaufman Assessment Battery for Children (KABC)
  • Peabody Picture Vocabulary Test (PPVT)
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21
Q

Bayley Scales of Infant Development

A
  • one of the most common for testing infants
  • Do not measure IQ
  • Track an object with their eyes
  • DQ scores is what they use to measure
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22
Q

Wechsler Intelligence Scales for Children (WISC-V)

A
  • on the fifth version
  • most common one in clinical practice and research studies
  • upsides: various domains
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23
Q

what are the 5 ways to score in the Wechsler Intelligence Scales for Children (WISC-V)?

A
  1. Verbal comprehension
  2. Visual-spatial
  3. Fluid reasoning
  4. Working memory
  5. Processing speed
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24
Q

Kaufman Assessment Battery for Children (KABC)

A
  • different ways of scoring that relies less on verbal responses (helpful for non-English native speakers)
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25
Q

Peabody Picture Vocabulary Test (PPVT)

A
  • those who score high on IQ tests usually do good on this test
  • not considered to be an IQ test
  • 4-6 years old is the lowest age to test on.
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26
Q

Fluid v. Crystallized intelligence

A

Fluid intelligence: the ability to process new information, learn, and solve problems
Crystallized intelligence: stored knowledge, accumulated over the years

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27
Q

overall in genetic material

A

.85 for identical twins (reared together)
.67 for identical twins (reared apart)
.58 for fraternal twins (reared together)
.24 for siblings; incl. fraternal twins (reared apart)

28
Q

What do the twins studies prove about heredity and IQ?

A

Twins could be reared apart but could live in the same environmental factors (same city, raised by different members, same socioeconomic background)

29
Q

Why could adopted and biological children have similar IQs?

A

The environmental factors

30
Q

What are Gardner’s 9 intelligences? Describe each.

A
  1. Linguistic: the ability to use language effectively
  2. Logical-mathematical: the facility with mathematical and logical information
  3. Spatial: the great perception of objects, before and after their transformation
  4. Musical: the ability with sounds (pitch, rhythm, dynamics)
  5. Bodily-kinesthetic: the facility with controlling body movements (athletes, gymnastics)
  6. Interpersonal intelligence: the ability to perceive other people’s mood, motives
  7. Intrapersonal intelligence: the ability to understand oneself
  8. Naturalist: the ability to classify nature (fauna and flora)
  9. Spiritual / Existential: the ability to understand life and being human
31
Q

What are the components of languages?

A
  • Phonology: understanding and producing speech sounds (basic units of sounds in a language)
  • Semantics: understanding the meanings of words and word combinations
  • Morphology: understanding the structure of words
  • Syntactics: understanding the rules by which words are arranged in sentences
  • Pragmatics: understanding how to engage in effective communication with others
32
Q

What is telegraphic speech?

A

Children’s two-word utterances leave out smaller, and less important words.
Example: “Daddy run” or “more juice”
- Happens during 18-24 months of age

33
Q

Expressive v. Repressive language

A

Expressive language: sounds that individuals use to communicate meaning
Repressive meaning: comprehension of spoken language

34
Q

Protodeclarative v. protoimperative gestures

A

Protodeclarative gestures: making assertions about an object by gesturing to it and making a sound

Protoimperative gestures: getting a person to do something by gesturing and/or making sounds

35
Q

Underextension v. Overextension

A

Underextension: a child does not use a word for enough particular cases

Overextension: a child uses a word for too many different cases (Bambi)

36
Q

What is overregularization?

A

Overregularization: application of a principle of regular change to a word that changes irregularly.
Example: using the word comed instead of came or tooths instead of teeth

37
Q

Advantages of Bilingualism

A
  • Performs better on tests of analytical reasoning, concept formation, and cognitive flexibility
  • Helps to learn of grammatical rules in second language
  • Can think about the nature of language better than monolinguals
38
Q

Disadvantages of bilingualism

A
  • Fewer number of words known in each language compared to monolinguals
  • Some problems with verbal memory tasks
  • Thinking is slower in less-fluent language
39
Q

Define personality

A

the relatively enduring patterns of reaction to and interacting with others and the environment

40
Q

Temperament v. personality

A

Personality describes ‘what’ a person does or ‘why’ they do things. Temperament is ‘how’ they do things. (behavioural style).

41
Q

What is the Big Five Theory?

A

OCEAN
Openness, Conscientiousness, Extraversion, Agreeableness, Neuroticism

42
Q

Openness

A

Definition: the extent to which a person is only to new ideas and is able to use them in a creative fashion to expand the depth and complexity of their mental life.
A person who scores high on this trait tends to be: imaginative, curious, insightful, and has wide interests

43
Q

Conscientiousness

A

Definition: the extent to which a person can exhibit impulse control
A person who scores high on this trait tends to be: efficient, organized, reliable

44
Q

Extraversion

A

Definition: the extent to which a person actively engages in the world and new experiences versus avoiding experiences
A person who scores high on this trait tends to be: outgoing, assertive, has lots of energy, enthusiastic

45
Q

Agreeableness

A

Definition: the extent to which a person interacts with others with warmth and compassion versus antagonistic behaviour
A person who scores high on this trait tends to be: sympathetic, generous, kind

46
Q

Neuroticism

A

Definition: the extent to which the person experiences the world as threatening or distressing versus perceiving it as non-threatening.
A person who scores high on this trait tends to be: anxious, self-pitying, tense, and emotionally unstable

47
Q

Extra terms to know: Object permanence, Centration, Egocentrism, Conservation, Horizontal décalage, Reversibility, Concrete, Seriation, Transitive inference, Class inclusion

A
  • Object permanence: the knowledge that objects continue to exist even when you can’t see them.
  • Centration: focusing on one aspect of a situation to the neglect of other vital features (can’t focus on more than one aspect)
  • Egocentrism: seeing the world from only your own perspective, without awareness that there are other perspectives - Ex: Buying a gift for an adult (they would choose a toy)
  • Conservation: understanding that a quantity or amount of something remains the same, even when there are external changes in its appearance
  • Horizontal décalage: the gradual development of abilities throughout a stage of development
  • Reversibility: the ability to go mentally through a series of steps and then return to the starting point
  • Concrete: done with objects that can, in principle, be physically acted upon or manipulated.
  • Seriation: the ability to arrange items along a quantitative dimension
  • Transitive inference: the ability to do seriation, mentally
  • Class inclusion: the principle that classes of objects can be included in larger classes of objects
48
Q

Personality v. temperament

A

Personality is the tendency to act in certain ways while temperament is the way someone is reacting to specific situations.

49
Q

What are the 3 model of the mind?

A

Id, ego and superego

50
Q

What is “Id”?

A

Primitive style of thinking
Operates on the “pleasure principle”
Seeks immediate gratification

51
Q

What is the “ego”?

A

The Freudian “self”
Develops out of the Id
Operates on the “reality principle”

52
Q

What is the “superego”?

A

A person’s “conscience”
Morality based on society’s norms

53
Q

What are Freud’s 5 developmental stages?

A

Oral, anal, phallic, latency, genital

54
Q

Oral stage

A

Age range: birth to 1 year
Where is energy focused?: mouth
Component of personality that develops: id
Fixation behaviour: overeating, smoking, passivity

55
Q

Anal stage

A

Age range: 1 year to 3 years
Where is energy focused?: anus
Component of personality that develops: ego
Fixation behaviour: anal-retentive (being orderly, stingy, etc.) or anal-expulsive (disorderly, etc.)

56
Q

Phallic stage

A

Age range: 3 to 5 years
Where is energy focused?: phallus
Component of personality that develops: superego
Fixation behaviour: gender role problems, vanity, recklessness

57
Q

Latency stage

A

Age range: 5 to 12 years
Where is energy focused?: none (focused on schoolwork and other things)
Component of personality that develops: n/a
Fixation behaviour: none known

58
Q

Genital stage

A

Age range: 12 and older
Where is energy focused?: genitals
Component of personality that develops: n/a
Fixation behaviour: none known

59
Q

Oedipus complex

A

Boy desires mother
Boy fears father (“castration anxiety”)
Boy suppresses feelings for mother and identifies with his father
Boy’s superego is learned through identification with father

60
Q

Electra complex

A

Girl desires father (“penis envy”)
Girl has hostility toward the mother for having access to phallus
Girl loses feelings for father and identifies with her mother
Girl’s superego learned through identification with mother, but not as strong as in boys.

61
Q

What are Erikson’s 4 developmental stages?

A
  1. Trust v. mistrust
  2. autonomy v. shame and doubt
  3. initiative v. guilt
  4. industry v. inferiority
62
Q

Trust v. mistrust

A

Age range: birth to 1 year
Child must establish a trusting relationship with caregivers.
Child learns how to trust the predictability of the world
Children are successful with this stage if the caregivers provide a warm, trusting relationship.

63
Q

Autonomy v. shame and doubt

A

Age range: 2 to 3 years
Child learns how to become more independent from the parents
Toilet training
Children are successful with this stage if the caregivers help guide this and if they do not ridicule the child in his/her efforts

64
Q

Initiative v. guilt

A

Age range: 4 to 5 years
Child learns how to take initiative to reach goals.
Child learns new skills that can help reach goals.
Children are successful with this stage if the caregivers do not punish the child in his/her efforts to reach goals.

65
Q

Industry v. inferiority

A

Age range: 6 to 12 years
Child must learn the basic school skills required of him/her.
Child also learns how to use the tools of the culture (i.e., computer, cooking utensils)
If children are able to develop the skills needed, he/she will have a sense of “industry”

66
Q

3 stages of speech development

A
  1. social speech: In this stage a child uses speech to control the behavior of others. A child uses speech to express simple thoughts and emotions such as crying, laughter and shouting.
    * ex: “I want milk.”
  2. egocentric speech: typically the type of speech found in a three to seven-year-old. In this stage, children often talk to themselves, regardless of someone listening to them. They things out loud in an attempt to guide their own behavior. They may speak about what they are doing as they do it. They reason that language must be spoken if it is to direct their behavior.
    * Ex. A child in school who counts out loud one block at a time saying each number as he/she goes along to get five.
  3. inner speech: the type of speech used by older children and adults. This type of speech allows us to direct our thinking and behavior. Once one has reached this final stage they are able to engage in all forms of higher mental functions. In this stage, one is able to count in one’s head, use logical memory- inherent relationships, and inner signs.
67
Q

The 4 stages of the zone of proximal development

A
  1. assisted performance: a child is first learning a new subject matter or skill and requires help from someone with greater knowledge than his own
  2. unassisted performance: As a child gains understanding of the new subject or skill, she moves into the second stage, in which she performs tasks without relying on the person who was assisting her. Though she may not have gained mastery, she is now confident enough to work through the task by herself, even if she makes occasional mistakes
  3. full internalization: a student’s knowledge reaches the point where performance is automatic and fully developed. Any doubts are gone during this stage, and the student has internalized the skills necessary to perform the task with proficiency. Expert assistance or tutelage is not required or needed, and in fact the student may resent the intrusion or advice of the expert now that he has fully developed his own level of expertise
  4. de-automatization: the student becomes an adult and loses the ability to perform at a proficient level. At that point, she must go through the development process again to restore knowledge and skills she has lost

Psychology: The Child (2 decks)

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