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Dev Psy > Finals > Flashcards

Finals Flashcards

1
Q

It is the process by which sensory receptor neurons detect information and transmit it to the brain.

A

Sensation

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2
Q

Changes in the ability to extract information from sensory stimulation that occurs as a result of experience.

A

Perceptual learning

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3
Q

In Vygotsky’s sociocultural theory, it is a process by which an expert, when instructing a novice, responds contingently to the novice’s behavior in a learning situation, so that the novice gradually increases his or her understanding of a problem.

A

Scaffolding

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4
Q

What are the contributions of Jean Piaget to the field of human development?

A

Cognitive development

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5
Q

A person’s ability to see small objects and fine detail.

A

Visual Acuity

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6
Q

The ability to understand relations or solve problems that depend on knowledge acquired from schooling and other cultural influences.

A

Crystalized Intelligence

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7
Q

A numerical measure of a person’s performance on an intelligence test relative to the performance of other examinees.

A

Intelligent quotient

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8
Q

In Piaget’s theory of cognitive development, it is a term for the state of affairs in which there is a balanced, or harmonious, relation.

A

Cognitive Equilibrium

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9
Q

It is a simple procedure in which at least two stimuli are presented simultaneously to see whether infants will attend more to one of them than the other(s).

A

Preference method

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10
Q

The ability to perceive relationships and solve relational problems of the type that are not taught and are relatively free of cultural influences.

A

Fluid Intelligence

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11
Q

Operant conditioning occurs when something pleasant is removed from the situation following the behavior.

A

Negative punishment

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12
Q

Vygotsky’s sociocultural theory refers to changes over evolutionary time, measured in thousands and even millions of years.

A

Phylogenetic development

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13
Q

In Piaget’s theory, it is when the individual begins to think more rationally and systematically about abstract concepts and hypothetical events.

A

Formal operations

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14
Q

In Piaget’s sensorimotor period, it is the idea that objects continue to exist when they are no longer visible or detectable through the other senses.

A

Object permanence

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15
Q

A relatively permanent change in behavior (or behavioral potential) that results from one’s experiences or practice.

A

Learning

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16
Q

Individual intelligence test for children; grounded heavily in information-processing theory.

A

kaufman assessment battery for children

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17
Q

It is the interpretation of sensory input: recognizing what you see, understanding what is said to you, or knowing that the odor you’ve detected is fresh-baked bread.

A

Perception

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18
Q

A modern descendant of the first successful intelligence test; measures general intelligence and four factors: verbal reasoning, quantitative reasoning, spatial reasoning, and short-term memory.

A

Stanford binet intelligence scale

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19
Q

In information-processing, a measure of the amount of information that can be held in the short-term store.

A

Memory span

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20
Q

A term psychologists use to refer to the activity of knowing and the mental processes by which human beings acquire and use knowledge to solve problems.

A

Cognition

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21
Q

In Gardner’s Multiple Intelligences, what type of intelligence is sensitivity to issues related to the meaning of life, death, and other aspects of the human condition?

A

Existential

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22
Q

In information-processing, it is a set of self-regulated processes involved in planning and executing strategies on the information just gathered or retrieved from long-term memory toward the achievement of some cognitive goal.

A

Executive function

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23
Q

In visual perception in infancy, it is the expansion of the image of an object to take up the entire visual field as it draws very close to the face.

A

Visual looming

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24
Q

According to Piaget, it is the process of modifying existing structures in order to account for new experiences.

A

Accomodation

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25
Q

A measure of intellectual development that reflects the level of age-graded problems a child is able to solve.

A

Mental age MA

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26
Q

In information-processing, a form of self-regulation that allows children to purposely choose not to attend to information.

A

Inhibitory control

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27
Q

In information-processing, moving from one strategy to another.

A

Set shifting

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28
Q

Vygotsky’s perspective on cognitive development is that children acquire their culture’s values, beliefs, and problem-solving strategies through collaborative dialogues with more knowledgeable members of society.

A

Sociocultural theory

29
Q

In Piaget’s sensorimotor development, it is the ability to reproduce a modeled activity that has been witnessed at some point in the past.

A

Deffered imitation

30
Q

Operant conditioning occurs when an unpleasant consequence is added to the situation following a behavior.

A

Positive punishment

31
Q

In Gardner’s multiple intelligences, what type of intelligence is the ability to operate on and perceive relationships in abstract symbol systems and to think logically and systematically in evaluating one’s ideas?

A

Logical mathematical

32
Q

In Piaget’s descriptions of preoperational intelligence, it is a tendency to view the world from one’s own perspective and to have difficulty recognizing another person’s point of vieW.

A

Egocentrism

33
Q

According to Piaget, it is an organized pattern of thought or action that a child constructs to make sense of some aspect of his or her experience.

A

Scheme

34
Q

It is the process in which a repeated stimulus becomes so familiar that responses initially associated with it (e.g., head or eye movements, changes in respiration, or heart rate) no longer occur.

A

Habituation

35
Q

The depth and distance cues (including linear perspective, texture gradients, sizing, interposition, and shading) are monocular-that is, detectable with only one eye.

A

pictorial (perspective) cues

36
Q

According to Piaget, it is the process of adjusting to the demands of the environment.

A

Adaptation

37
Q

The amount of light/dark transition in a visual stimulus.

A

Visual contrast

38
Q

In Gardner’s Multiple Intelligences, what type of intelligence is sensitivity to the meaning and sounds of words, to the structure of language, and to the many ways language can be used?

A

Linguistic

39
Q

According to Piaget’s stages of cognitive development, which stage is children use symbolism (images and lanquage) to represent and understand various aspects of the environment.

A

Preoperational

40
Q

In Vygotsky’s sociocultural theory, the difference between what a learner can accomplish independently and what he or she can accomplish with the quidance and encouragement of a more skilled partner.

A

Zone of proximal development

41
Q

In Piaget’s theory of cognitive development, an individual who acts on novel objects and events and thereby gains some understanding of their essential features.

A

Constructivist

42
Q

In testing procedure, the situation that arises when one cultural or subcultural group is more familiar with test items than another group and therefore has an unfair advantage.

A

Cultural bias

43
Q

A convergence of the visual images of the two eyes to produce a singular, non-overlapping image that has depth.

A

Stereopis

44
Q

learning that results from observing the behavior of others.

A

Observational learning

45
Q

Visual perception develops rapidly in the first year. At what age do we describe infants as “stimulus seekers” who prefer to look at moderately complex, high-contrast stimuli (especially those that move?

A

0-2months

46
Q

In operant conditioning, any stimulus whose presentation, as the consequence of an act, increases the probability that the act will recur.

A

Positive reinforcer

47
Q

Widely used individual intelligence test that includes a measure of general intelligence and both verbal and performance intelligence.

A

wechsler intelligence scale for children

48
Q

The ability to recognize by one sensory modality an object that is familiar through another.

A

Intermodal perception

49
Q

It is an elevated platform that creates an illusion of depth; used to test the depth perception of infants.

A

Visual cliff

50
Q

A type of learning in which an initially neutral stimulus is repeatedly paired with a meaningful non-neutral stimulus so that the neutral stimulus comes to elicit the response originally made only to the non-neutral stimulus.

A

Classical conditioning

51
Q

In information-processing, one very simple yet effective strategy that people use to retain new information is repeating it over and over until they think we will remember it.

A

Rehearsal

52
Q

In visual perception in infancy, it is the tendency to perceive an object as the same size from different distances despite changes in the size of its retinal image.

A

Size constancy

53
Q

It argues that sensory stimulation provides all we need to interpret our experiences.

A

Perception

54
Q

It is a theory specifying that we must add to sensory stimulation by drawing on stored knowledge in order to perceive a meaningful world.

A

Enrichment theory

55
Q

In operant conditioning, any stimulus whose removal or termination, as the consequence of an act, increases the probability that the act will recur.

A

Negative reinforcer

56
Q

A theoretical perspective that portrays intelligence as a trait (or set of traits) on which individuals differ.

A

psychometric approach

57
Q

In Piaget’s theory of cognitive development, a basic life function that helps the organism adapt to its environment.

A

Intelligence

58
Q

Changes that occur in mental activities such as attending, perceiving, learning, thinking, and remembering.

A

Cognitive development

59
Q

In information-processing, the process of selecting what stimuli children will detect or work on.

A

Attention

60
Q

In Vygotsky’s sociocultural theory, changes occur over relatively brief periods, in seconds, minutes, or days, as opposed to larger-scale changes.

A

Microgenetic development

61
Q

In information-processing, effortful techniques are used to improve memory, including rehearsal, organization, and elaboration.

A

Mnenomics

62
Q

According to Piaget, it is the process by which children try to interpret new experiences in terms of their existing models of the world–the schemes they already possess.

A

Assimilation

63
Q

In Vygotsky’s sociocultural theory, changes that have occurred in an individual’s culture and the values, norms, and technologies such a history has generated.

A

Sociohistorical development

64
Q

A form of learning in which freely emitted acts (or operants) become either more or less probable depending on the consequences they produce.

A

Operant conditioning

65
Q

In Piaget’s theory, the recognition is that the properties of an object or substance do not change when its appearance is altered in some superficial
way.

A

Conservation

66
Q

It is a process by which external stimulation is converted to a mental representation.

A

Encoding

67
Q

In Vygotsky’s sociocultural theory, it is the development of the individual over his or her lifetime.

A

ontogenetic development

68
Q

Vygotsky’s sociocultural theory refers to changes over evolutionary time, measured in thousands and even millions of years.

A

Phylogenetic development

69
Q

In Piaget’s theory of cognitive development, the experimental study of the development of knowledge.

A

genetic epistemology

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