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PSY-202 > FINAL > Flashcards

FINAL Flashcards

1
Q

Principles of Piaget’s Theory

A
  • child is a scientist
  • children are naturally curious and create schemas
  • believed all children pass through stages in the same order
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2
Q

assimilation vs accommodation (ex: dogs)

A

-the way we think about a new experience- try to assimilate our experience into what we already know.
-accommodation- modify your schema to make the new experience fit
(usually in balance/equilibrium)

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3
Q

Stage Theory (Piaget)

A

Cognitive development is how you process experiences. Combination of nature and nurture. Cognitive happens first, then learning is passive.
-Children need to rethink their world 3 times in their life, going from one stage to the next.

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4
Q

Scheme

A

when children form theories. They organize both ideas and actions.

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5
Q

Object Permanence

A

Before- “out of sight out of mind”

  • understanding objects exist independently.
  • initial recognition: 8-9 months
  • full recognition: 18 months+
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6
Q

Preoperational Stage

A

2-7 years

  • use symbols with errors (act before they think)
  • egocentrism- your favorite color is pink because my favorite color is pink
  • animism- the sun is sad because the clouds are out
  • centration- can not pick out both small and blue rectangles, only either or.
  • confuse appearance with reality- boogyman
  • magical thought- cardboard box can be anything
  • irreversibility- unable to reverse operations
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7
Q

egoccentrism

A

children see the world only from their perspective and so does everyone else (pink)

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8
Q

Centration

A

unable to work out two parts of a problem, only one (rectangles)

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9
Q

Concrete Operational Stage

A

7-11 years

  • form more complex schemas using logical thinking and inductive reasoning
  • operations CAN be reversed
  • focus on real and concrete, NOT abstract
  • inductive reasoning (drawing general conclusions from experience/knowledge)
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10
Q

Formal Operational Stage

A

11 years-adulthood

  • can think hypothetically
  • can use deductive reasoning to draw conclusions from fact
  • hierarchical classification- biggest to smallest vise-versa
  • Interpersonal vs Intrapersonal
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11
Q

Intersubjectivity

A

“2 heads are better than 1”

paired/group learning. Kids don’t learn independently, someone must know more than them to learn.

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12
Q

Private Speech vs Inner Speech

A

comments intended to regulate own behavior vs thought

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13
Q

Scaffolding

A

cognitive. A teaching style that matches assistance to learner’s needs. (Pairing someone of a lower level with someone of a higher level)

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14
Q

Sociocultural Perspective (Vygotsky)

A
  • children are products of their culture
  • intersubjectivity
  • guided participation
  • zone of proximal development
  • scaffolding
  • fading
  • egocentric speech
  • private speech
  • inner speech
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15
Q

Child development research methods

A

-Descriptive: systematic observation (naturalistic-playground/school and structured-can control
variables)
-Correlational: positive and negative correlation.
-Experimental: cause and effect. independent and dependent variables. (quasi-experimental: when you can’t randomly assign)
-Longitudinal: same people are tested repeatedly over days or weeks.
-Cross-sectional: children of different ages are tested one time.
-Longitudinal-sequential: studies are hybrids of longitudinal and cross-sectional.

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16
Q

Positive and negative correlations

A

the direction the sign is. Pos- the more sleep a child gets, the more focused they are in school (the amount the child studies and their grade). Neg-the more TV a child watches, the lower their grade is. (amount of TV watched and their grade). *can never say cause and effect- too many factors.

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17
Q

Independent vs dependent variables

A

Independent variable is the variable that is being manipulated.
Dependent variable is the behavior measured.

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18
Q

Reliability vs validity

A

Reliable- consistency- can be reliable, but not valid (consistently wrong). To measure- test repeatedly
Valid- measures what you say it is supposed to measure

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19
Q

Single-gene

A
  • different forms of genes- alleles
  • can be homozygous (the same) or heterozygous (different)
  • Dominant allele: AA
  • Recessive allele: aa
  • Incomplete dominance: Aa
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20
Q

Polygenic

A
  • involves many genes.
  • twin studies: monozygotic twins vs. dizygotic - identical twins vs. fraternal twins.
  • Hereditary is more influential than environment.
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21
Q

Assessing the newborn

A

Use the Apgar Scale APGAR- Activity, Pulse, Grimace, Appearance, Respiration.
10 is the highest score. 6 or lower, there’s concern. 4 or lower is critical.

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22
Q

The developing brain

A
  • cell body at center of the neuron contains the biological machinery that keeps the neuron alive.
  • the receiving end of the neuron, the dendrite, looks like a tree with many branches.
  • the tube-like structure at the other end of the cell body is the axon, which sends information to other neurons.
  • the neutral plate develops into the brain stem.
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23
Q

Hemispheric Specialization

A

information is typically received axon to dendrite, but the axons can receive information as well.

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24
Q

Left brain/Right brain/Mixed

A

Left- (90% of people) language, analysis, math
Right-(5%) intuition, creativity, art/music, spatial perception.
Mixed- (< 5%) all mixed

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25
Q

Cross-modal transfer

A

using 1 sense to recognize something then recognizing it again with a different sense.

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26
Q

Intercessory integration

A

put senses together, match them up, to recognize something. (show baby a video of someone singing, then have them match the sound to the movement.)

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27
Q

Intercessory redundancy

A

recognize something with more than 1 of their senses. (the more ways you can present information to students using different sensory experiences, the better they will learn.) Babies put toys in their mouth.

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28
Q

Rehearsal

A

rehearsal/drill practice.

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29
Q

Organization

A

smallest to biggest, chronological, alphabetical, etc.

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30
Q

Elaboration

A

making more elaborate connections (solar system mnemonic and PEMDAS)

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31
Q

Scripts

A

uses experience. Playing tea party- know hoe this routine should go.

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32
Q

Autobiographical memory

A

episodic memory- memories in your life.

33
Q

Sternberg’s Theories of intelligence

A

Conventional ability-analyzing problems and generating different solutions (testing theory of mind)
Creative ability-dealing adaptively with novel situations and problems (creating a lesson for a 5th grade class)
Practical ability- knowing what solution or plan will actually work (having your own class or children)
There is no research to back these up.

34
Q

Gardner’s Theory of Multiple Intelligences (9)

A

linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, naturalistic, existential

35
Q

Reliability and validity of IQ tests

A

If taken multiple times and the score are similar they are RELIABLE. If they are great in school and scores are good they are VALID.

36
Q

Infant directed speech

A

adults change pitch and speak slower when talking to babies. It helps them learn.

37
Q

cooing, babbling, and real speech

A

Cooing- 2 months
Babbling(mah, dah)- 6 months
Real speech- around 1

38
Q

Telegraphic speech

A

“we go walk” main words, no filler

39
Q

underextensions/overextensions

A

banana- only the banana is a banana, not the toy banana or banana book.
apple- all round fruit is an apple.

40
Q

overregulation

A

“I goed to the potty” Applying what they know to grammar. Not always right.

41
Q

Stranger wariness

A

6 months (they can crawl)- anxiety around strangers

42
Q

Separation anxiety

A

children don’t know parents will be back so they don’t want them to leave.

43
Q

Social referencing

A

look to adult to see how to react to situation

44
Q

display rules

A

act like you like the gift.

45
Q

3 types of temperaments

A

Easy- happy, adapt easily to new situations, go into daily routine quickly
Difficult- not happycranky, does not adapt well, difficult to fall into routine.
Slow-to-Warm-Up- typically unhappy, new situations do not bother them, middle of the road with routine.

46
Q

4 Phases of Attachment

A

Preattachment (first few months)- easy going with strangers.
Attachment in the Making - start to prefer certain people.
True Attachment (6-8 months)- major preference. Don’t want to be around strangers (stranger wariness/seperation anxiety)
Reciprocal Relationship- between parents and child

47
Q

Imaginary Audience

A

feel like everyone’s watching and judging you. The world revolves around you. (a zit)

48
Q

Personal Fable

A

“you don’t know how I feel!” No one knows how I feel (a break-up)

49
Q

Illusion of Invulnerability

A

they think they’re invincible, “bad things happen to other people, but not to me”

50
Q

Statuses of Identity (4)

A

Diffusion- not thinking about it, don’t care
Foreclosure- being told what to do
Moratorium- trying different things
Achievement- have made decision

51
Q

Sources of self-esteem

A

peers, parents, and most important- self. How I see myself vs. how I’d like to see myself.

52
Q

Moral Realism vs. Moral Relativism

A

Realism- immanent justice (going to do it right away-punished if you don’t)
Relativism- rules can sometimes be broken depending on the situation.

53
Q

Kohlberg’s Theory

A

Preconventional, Conventional, and Postconventional.

54
Q

Preconventional

A

4/5 years- early adolescence.
Act how you think you’re supposed to act. Don’t have the level of cognitive understanding of the needs for rules. Punishment and reward.
Stage 1: Obedience to Authority. Not wanting to be punished. (want to be rewarded, not punished. Or breaks rules because they think they can get away with it and not get punished)

Stage 2: Nice behavior in exchange for future behavior. (what’s in it for me?)
Adults understand the rules, but doesn’t care about the rules.

55
Q

Conventional

A

Adolescent- adult.
I do understand, so I conform. Social norms.
Stage 3: Live up to others’ expectations (parents, teachers, peers) not wanting to disappoint them.
Stage 4: Follow rules to maintain order. (Drive well. Obey speed limits and signs.)

56
Q

Postconventional (Principled)

A

Few get here.
I base my reasoning and decisions on moral codes.
Stage 5: Adhere to social contract when it is valid. Will not follow rule if they believe it is morally wrong (MLK jr and Rosa Parks)
Stage 6: Personal morality based on abstract principles. “I make all my decisions based not on the law, but on principles like justice, equality, fairness, and what’s best for the world.” They don’t necessarily care about the law, but will base it on those principles. (Batman)

57
Q

Social conventions

A

how you behave in class/ church/ store.

58
Q

personal domain

A

choices concerning one’s body (what to eat/wear) and choices of friends or activities. Decisions I make that no one else should dictate. Cultural differences.

59
Q

Prosocial behavior

A

actions that benefit others (baby-sitting for money, giving to charity- write off on taxes, clean your room to get allowance)

60
Q

Altruism

A

actions that benefit others, but may not benefit you. There no true selfless act (Pheobe on Friends- bees) Starts at 18 months.

61
Q

Empathy

A

somehow experience what the person is feeling “I empathize with you”

  • Global empathy: 1st year (see a child cry, they may cry to empathize with them)
  • Egocentric empathy: 12-18 months (I respond in a way that would make me feel good-When I get hurt my mom kisses the boo-boo, I would do that to someone)
62
Q

Hostile aggression

A

unprovoked. physical, intent is to hurt people (more in boys)

63
Q

Instrumental aggression

A

using aggression to get what I want. Get off the swing, I want the swing. No. Hits girl to get her off the swing so he can swing.

64
Q

Reactive aggression

A

response. someone pushes me, I push back.

65
Q

Relational aggression

A

try to isolate the child. Cyber bullying, cliques, gossip, clubs (more in girls)

66
Q

Instrumental vs. Expressive gender traits

A

Instrumental: they act on the world- strong, independent, athletic, hard working, tall, confident, provider, burly.Expressive: caring, maternal, emotional, nagging, sexual, push-over, protective, talkative, needy, homemaker, nurturing.

67
Q

Children understand gender stereotyoes

A

by 11/12 they know as many as adults, may have more flexibility.

68
Q

Verbal ability (G/B)

A

girls excel at reading, spelling, and writing, and are less likely to have language-related difficulties.

69
Q

Spatial Ability (G/B)

A

boys surpass girls at mental rotation and determining relations between objects in space.

70
Q

Math Ability (G/B)

A

girls often get better grades and are better at computational skills, but boys excel in problem solving math.

71
Q

Kohlberg’s theories of gender identity (3 Stages)

A
  • Gender Labeling: can identify for themselves as well as others (boy/girl- ages 2-3)
  • Stability- boy will become a man, girl will become a woman (preschool years)
  • Consistency- knows they will still remain a boy if they play with girls toys or dress like a girl (ages 4-7)
72
Q

Androgyny

A

people who have both positive instrumental and positive expressive traits. Research indicates they are growing in numbers. Benefits girls more than boys.

73
Q

Gender Schema Theory

A

a scheme for what it means to be a girl/boy. A truck to a girl- transportation for her dolls.

74
Q

4 different styles of parenting

A
  • Authoritarian: (Nazi) high control/ low involvement. (Can negotiate. Parents and kids work together. Help kids understand what they did was wrong. Good communication)
  • Authoritative: high control/ high involvement (Tiger mom/drill Sergent. My way or the highway. No negotiating)
  • Permissive: low control/ high involvement (Little punishment. Not very involved. Trying to keep kids happy so they don’t lay down a lot of rules. Parents wants to appear more friend like than parent. Don’t like to deal with conflict.)
  • Uninvolved: low control/low involvement (Parents let their kid do whatever. Provide only basic needs.)
75
Q

Parental Behavior

A
  • Direct instruction: teach/tell/show children what to do.
  • Observing: modeling. (conterimmitation/vicarious learning) mainly learn by watching older siblings or parents.
  • Feedback: consequences and reinforcement.
76
Q

Positive reinforcement vs. Negative reinforcement vs. Punishment

A
  • Positive: adding to increase a behavior (candy, praise, allowance)
  • Negative: something is taken away to increase a behavior (want child to do something. Doing the dishes: they can do it to avoid punishment or to stop something that’s happening: nagging)
  • Punishment: used to stop a behavior
77
Q

Roles of Grandparents

A
  • influential: very involved, parental roles-disciplinary (may live close by or in house)
  • supportive: very involved but not taking on parental roles
  • authority-oriented: provide discipline, but otherwise not involved
  • passive: not very involved, but keep in touch with family (may live far away)
  • detached- no involvement (may live far away)
78
Q

Differences in characteristics of firstborn and later children

A

Firstborn- more willing to conform and take on more responsibilities, higher IQ.
Later- dummied down; not as much one on one time with parents, more independent, more social. Have to find their own niche.

PSY-202 (3 decks)

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