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Psych 105 > Midterm > Flashcards

Midterm Flashcards

1
Q

Prematurity

A

Full term = 40 weeks
Premature Baby = 36 weeks
Viability Point = 25 weeks

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2
Q

Proliferation

A

Neurons in the brain begin to develop rapidly between day 18 and 6 months

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3
Q

Brain development

A

Happens 18 days after fertilization

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4
Q

Infant Reflexes

A

Infants are born with a large set of reflexes triggered by specific stimulations

  1. Sucking Reflex: autonomic response to stimulation
  2. Rooting Reflex: will turn head towards the side you stroke on
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5
Q

Motor Behaviours

A

Learned by trial and error, bodily motions that occur as a result of self-initiated forces that move muscles and bones

Major milestones - crawling, standing without support, walking

Can depend on physical maturation and culture/parenting style

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6
Q

Piaget’s Developmental Theory

A

A stage theorist who believed children’s understanding of the world differs fundamentally from that of adults. Their thought process is rational because of their little life experience

Equilibration: balance between experience of the world and beliefs of it

Assimilation: Absorbing new experiences into current schemas

Accommodation: Altering schemas to make it more compatible with experience

Stages: Sensorimotor > Preoccupational > Concrete Operational > Formal Operational

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7
Q

Stages of Piaget’s Theory

A

Sensorimotor: from birth - 2 years
No thought beyond immediate surroundings, no object permanence

Preoccupation: 2-7 years
Can think beyond the here and now but egocentric and unable tp perform mental transformations

Concrete Operational: 7-11 years
Can perform mental transformations on physical objects only

Formal Operational: 11 years
Can understand hypothetical and abstract thinking

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8
Q

Abstract thinking

A

Capacity to understand hypothetical concepts rather than “here and now”

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9
Q

General Intelligence (g)

A

Single shared factor accounting for positive correlations among intelligence tests

  • accounts for overall differences in intellect among people
  • all intelligence tests are positively correlated because they reflect the influence of overall intellect
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10
Q

Temperament

A

The basic emotional style of babies that appears in early development

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11
Q

Parenting Styles

A

Permissive: Lenient with children, allowing considerable freedom. Discipline sparingly, if at all, and very affectionate

Authoritarian: Strict, giving little opportunity for exploration. Very punishing, and little affection

Authoritative: Combine permissive and authoritarian

Uninvolved: pays little attention to positive or negative behaviours

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12
Q

Primary and Secondary Appraisal

A

Primary: the initial decision whether even is stressful

Secondary: Perceptions regarding our ability to cope with the event regarding primary appraisal

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13
Q

emotional focused coping

A

a positive outlook on feelings or situations accompanied by behaviours that reduce painful emotions

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13
Q

problem-focused coping

A

Problem solve and tackle life problems head-on

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14
Q

Cognitive Misers

A

Investing little mental energy unless necessary to do more

Evolutionary perspective: heuristics enhanced survival

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15
Q

Cognitive Economy

A

Allows us to simplify what we attend to and keep information needed for decision making - however can also lead to faulty conclusions

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16
Q

Representative Heuristic

A

Judging a probability based off how frequently it was experienced in the past

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17
Q

Availability Heuristic

A

Estimate likelihood of an occurence based on how easily it comes to out minds.

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18
Q

Top-Down Processing

A

Our brain processes only the information it receives and constructs meaning from it

  • Building understanding through experience.
  • Memory aid that relies on ability to organize information into larger units
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19
Q

Concept

A

Knowledge and ideas about a set of objects, actions, and characteristics that share core properties.

Schemas: Concepts we stored in memory about how certain actions, objects, and ideas relate to each other. Help us organize events that share core features.

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20
Q

Linguistic Determanism

A

Provides an extreme version of top-down processing in which no ideas can be generated without linguistic knowledge

  • Several doubts about linguistic determinism
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21
Q

Linguistic Relativity

A

Proponents of this view maintain that characteristics of language shape our thought processes

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22
Q

Framing

A

The way a question is formulated that can influence peoples decisions

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23
Q

Algorithims

A

Step-by-step learned procedure used to problem solve - pretty flexible

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24
Salience of Surface Simularities
How attention grabbing something is - we tend to focus our attention on surface-level properties of a problem
25
Mental Sets
Once we find a workable solution that is dependable, we struggle to think outside - we get stuck in solution mode.
26
Functional Fixedness
Occurs when we experience difficulty conceptualizing that an object typically used for one purpose can be used for another
27
Phoneme
Category of sounds our vocal apparatus produces
27
Language
A systematic arbitrary system of communication that combines symbols in a rule based way
28
Morpheme
Smallest meaningful unit of speech - also convey info about semantics Semantics: Meaning derived from words and sentences
29
Syntax
Grammatical rules
30
Babbling
First year of birth when infants learn about the sounds of their native language - learn phonemes and how to use their vocal apparatus
31
One-word-stage
Early period of language when children use single-worded phrases to convey an entire thought
32
Metalinguistic
awareness of how language is structured and used
33
Generative Language
Allows an infinite number of unique sentences to be created by combining words in novel ways
34
Nativist
Account of language acquisition that suggests children are born with some bsic knowledge of how language works
35
Social Pragmatics
Account of language acquisition that proposes that children infer what words and sentences mean from context and social interaction.
36
Whole Word Recognition
Reading strategy that involves identifying common words based on their appearance without having to sound them out
37
Phonetic Decompsotion
Reading strategy that involves sounding out words by drawing correspondences between printed letters and sounds
38
Galton's Theory of Intelligence
Intelligence is a byproduct of sensory capacity, he reasoned most knowledge comes through our senses, therefore, those with superior sensory capacities should acquire more knowledge. - Doesn't account for disabled people
39
Intelligence Test
Diagnostic tool designed to measure overall thinking ability. Involve: - naming objects - generating meaningful words - drawing pictures from memory - completing incomplete sentences - determining similarities between objects Overall, test for higher mental processes - capacity to understand hypothetical concepts
40
Qualities of Intelligence
- Reason abstractly - Learn to adapt to novel environmental circumstances - Aquire knowledge - Benefit from experience
41
Fluid Intelligence Vs Crystallized Intelligence
Fluid: capacity to learn new ways of problem solving (more related to g than crystallized) Crystallized: accumulated knowledge we acquire overtime
42
Gardner's Multiple Intelligences
Idea that people vary in their ability levels across different domains of intellectual skill 1. Linguistic 2. Logicomathematical 3. Spatial 4. Musical 5. Bodily Kinaesthetic 6. Interpersonal 7. Intrapersonal 8. Naturalistic Gardner's model has no formal tests, therefore, is difficult to falsifly
42
Sternberg's Triarchic Model
1. Analytical Intelligence: ability to reason logically 2. Practical Intelligence: Street smarts 3. Creative Intelligence: ability to come up with novel and effective answers to questions
43
Biological Bases of Intelligence
Brain volume, as measured by MRI, correlates positively between 0.3 and 0.4 with measured intelligence - Higher density of neurons and glial cells is correlated with higher IQ
44
Intelligence and Reaction time
Those with higher intelligence tend to react quicker than those with lower intelligence (Galton may not have been completely wrong)
45
Intelligence Quotient (IQ)
Systematic means of quantifying differences among people in their intelligence
46
Mental Age
Age corresponding to IQ
47
Wechsler Adult Intelligence Scale (WAIS)
Most widely used IQ test for adults today, consisting of 15 subsets to assess different types of mental abilities Tests: - Information: test general range of information -Comprehension: tests understanding of social conventins and ability to evaluate past experience - Similarities: name similarities between objects - Digit Span: tests attention and rote memory by orally presenting digits and organizing them - Vocabulary Digit Symbol: tests speed of learning through timed coding - Picture completion: tests ability to analyze patterns with blocks - Visual Puzzles: ability to organize parts of a figure into larger spacial array Figure Weights: tests ability to reason logically about numbers
48
Intellectual Disability
Criteria - a) onset prior to adulthood b) IQ below 70 c) inadequate adaptive functioning, as assessed by difficulties with basic life skills
49
Divergent Thinking
Capacity to generate many different solutions to a problem
50
Convergent Thinking
Capacity to generate the single best solution to a problem
51
Emotional Intelligence
Ability to understand our own emotions and those of others, and applu this information to our daily lives
52
Grit
Consists of perseverance and deep=seated passion to achieve one's goals
53
Wisdom
Application of intelligence towards a common good
54
Cohort Effects
Occur in cross-sectional designs, where a sample of participants that result from individuals in the sample growing up at the same time
55
Genetic Disorders
Random errors in cell dividing that are a second adverse influence on prenatal development. Often a single cell (sperm/egg) will already have an error prior to fertilization
56
Theories of Cognitive Development
1. Some propose a stage-like understanding, others debate a continuous change in understanding 2. Some adopt a domain-general account of development, others a domain-specific 3. Cognitive developmental models differ in their views of the principal source of learning. Some emphasize physical, social, or biological
57
Scaffolding
Vygotskian learning mechanism in which parents provide initial assistance in children's learning but gradually remove structure as children become more competent
58
Theory of Mind
A reason to believe about what other people know/believe
59
Stranger Anxiety
Fear of strangers, developing at 8 or 9 months of age

Psych 105 (3 decks)

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