Midterm Flashcards
1
Q
Development
A
Orderly, adaptive changes from conception to detah
2
Q
Maturation
A
Genetically programmed, naturally ocurring changes over time
3
Q
Which theorist is discontinuous (based on qualitative)
A
Piaget
4
Q
3 general principles of development
A
People develop at different rates
Development is relatively orderly
Takes place gradually
5
Q
Cerebellum
A
Balance and smooth, skilled movements
6
Q
Hippocampus
A
Recalling new information
7
Q
Amgydala
A
Emotions
8
Q
Thalmaus
A
Learn new information, especially verbal
9
Q
fMRI
A
Blood flow during cognitive tasks
- Excellent spatial, terrible temporal
10
Q
Event related potential
A
Assess electrical activity in brain as neurons fire
- Excellent temporal, poor spatial
11
Q
Positron Emission Tomography
A
Track brain activity under different conditions
12
Q
Weight of brain
A
1 pound at birth, 3 at adulthood
13
Q
Experience-Expectant pruning
A
Synapses are overproduced in certain regions in anticipation of stimulation
14
Q
Experience-Dependant pruning
A
Synaptic connections form based on experience, in response to neural activity in regions that are unable to process information
15
Q
Cortical Hypoarousal
A
Diminished brain activity
16
Q
What fills the spaces between neurons?
A
Glial cells: White matter that fights infections, controls blood flow and provides myelin
17
Q
Myelination
A
Coating of axon fibres with insulating fatty glial covering
18
Q
Cerebral cortex
A
Thin, outer sheet covering and largest brain area – responsible for complex thinking
19
Q
What brain areas develop first and last
A
Motor first
Frontal lobe last
20
Q
Temporal lobe
A
Emotions and judgement
21
Q
Lateralization
A
Specialization of the two hemispheres results in faster processing
22
Q
Who has less specialization
A
Women and left handed people
23
Q
Left and right hemisphere specializations
A
Left: Language
Right: Spatial processing and emotions
24
Q
How much sleep do teens need
A
9-10 hours
25
Two systems controlling impulses and risky behaviour
Limbic system
| Prefrontal cortex
26
Limbic system
Growth causes teens to become more responsive to pleasure seeking stimulus
27
Sensory Store
Very large capacity but decays in a few seconds
| - Attention guides information to short term or working memory
28
Short-term Memory
7+/- 2 chunks for 20 seconds
| Either pulled from sensory register or long-term memory
29
Working memory
2 items fewer than STM
| Can come from sensory or long-term
30
Capacity of working memory
2 items in childhood
| 4-5 in adulthood
31
Working memory sub system levels
Central executive
Visuospatial sketchpad, episodic buffer, Phonological loop
Long term memory
32
When does working memory grow rapidly
8-12
33
Recall
Generating mental representation of an absent stimulus
34
Reconstruction
Select and interpret information as it is encoded, stored or retrieved
35
Do kids do better with verbatim or gist?
Verbatim
36
3 steps in creating automatic memories
Cognitive
Associative
Autonomous
37
First memory
3.5 years
38
Amnesia
Infantile-- 0-2
| Childhood-- 2-6-- memories are flaky
39
When does the hippocampus stop developing
7
40
4 pre-literacy skills
Vocabulary
Alphabet recognition
Phonological skills
Listening comprehension
41
Morrison grade 1 reading
Computer gives student an individualized prescription for mix of phonics and whole word learning
42
Sustained attention
Staying on task
43
When does sustained attention increase sharply
2-3 years
44
Production deficency
Preschoolers open all the doors
45
Control deficency
Strategy but no inhibition -- 5
46
Utilization Deficency
6 year olds master the strategy but do not yet see improved performance
47
Script
Repeated events, usually in causal order-- earliest efforts at planning actions to lead to desired goal
48
Cognitive views of learning
Learning as an active mental process of acquiring and using knowledge -- kids play an active role in their own learning
49
Perception
Interpretation of sensory information
50
Bottom up processing
Perceiving based on separate, defining features and assembling them into a recognizable pattern
51
Gestalt processing
People organize their perceptions into coherent wholes
52
Top down processing
Making sense of information by using context and what we already know
53
Cognitive load
Volume of resources needed to complete a task
54
Intrinsic CL
Unavoidable-- resources required by the task itself, regardless of other stimuli
55
Extraneous CL
Avoidable/Manageable-- Resources required to process irrelevant stimuli
56
Germane CL
Desirable-- Deep processing of information related to task, including application of prior knowledge
57
Maintenance rehearsal
Repeating yourself to keep information in working memory
58
Elaborative rehearsal
Keeping information in working memory by associating it with something you already know
59
Interference
Processing new information interferes or gets confused with old info
60
Declarative knowledge
Verbal information, facts, knowing that something is the case
61
Procedural knowledge
Knowing how to do something
62
Self-regulatory knowledge
Knowing how to manage your own learning, when to use procedural or declarative knowledge -- conditional knowledge
63
Explicit memories
Long-term memories requiring conscious recall
64
Semantic memory
Memory for meaning and declarative knowledge
65
Propositional Network
Set of interconnected concepts and relationships where long-term knowledge is held-- recall of one will trigger recall of related
66
Dual coding theory
Information is stored in LT as either visual images, verbal units or both
67
Prototype
Best representation of a category
68
Exemplar
Actual memory of specific object, compared with the item in question to see if they are in the same category
69
Productions
Contents of procedural memory, rules about what action to take
70
Priming
Activating a concept in memory, or the spread of action from one concept to another
71
Generative learning
Meaningful learning happens when students focus on relevant information and build connections
72
Levels of processing theory
Recall of info based on how deeply its processed
73
Spreading activation
Retrieval of pieces of info base don their relatedness to one another
74
Loci method
Associating items with specific places
75
Rote memorizing
Remembering info by repetition without understanding the meaning
76
Serial-position effect
Tendency to remember the beginning and end of a list
77
Metacogntion
Use procedural, declarative and self-regulatory knowledge to solve problems
78
When does metacognition develop
5-7
79
LINCS Vocabulary strategy
Stories and imagery help students learn and remember words and their meanings
80
Schema-driven problem solving
Recognizing a problem as a disguised version of an old problem for which you have a solution
81
Algorithm
Step by step procedure for solving a problem
82
Heuristic
General strategy used in problem solving
83
Means end analysis
Heuristic in which goal is divided into sub goals
84
Analogical thinking
Heuristic in which one limits the search for solutions to situations that are similar
85
Functional fixedness
Inability to use objects or tools in a new way
86
Response set
Rigidity; respond in the most familiar way
87
Representativeness heuristic
Making judgements based on prototypes
88
Availability heuristic
Judgements base don availability of info in memory
89
Confirmation bias
Seeking info that confirms our beliefs
90
Creativity
Ability to produce work that is original, appropriate and useful
91
Divergent thinking
Coming up with many possible solutions
92
3 sources of creativity
Domain-relevant skills
Creativity-relevant processes
Intrinsic task motion
93
Piaget
People learn by acting on their environment
| People are active constructors of their own knowledge
94
4 factors that influence thinking
Biological maturation
Activity
Social experiences
Equilibration
95
Disequilibrium
If the scheme does not match the situation, motivates us to look for a solution using accommodation and assimilation
96
2 basic instincts of species
Organization
| Adaptation
97
Sensoromotor Stage
Basic mental representations begin at 2
Develop object permanence
Beginning of goal directed behaviour
98
Circular reaction
Something happens by accident and baby learns to repeat it
99
Tertiary circular reaction
Start experimenting with objects around them-- 12-18 months
100
Schemes
Psychological structures, units of thought
101
Assimilation
Adding new information to existing schema
102
Accomodation
Change schema to fit new incoming information
103
Object permanence
Understanding that objects exist even when they are out of sight -- 8 months
104
A- not- B error
With increasing age, babies first look correctly before they reach correctly -- the more they reach for A, the harder it is to reach for B
105
When do mental representations develop
2-7 years
106
Preoperational thought
Cannot perform mental operations
107
2 relapses of egocentric thought in teens
Personal fable
| Imaginary audience
108
4 reasons Piaget was wrong
Kids begin thinking abstractly earlier than he thought
Adults are less logical than he thought
Formal operations are not universal
Cognition isnt as broadly stage like
109
Neopiagetian Theories
Retian Piaget's insights about construction of knowledge, with added findings from information processing theories
110
3 tiers children go through when learning a new skill
Actions
Representations
Abstractions
111
3 educational principles form Piaget
Discovery learning
Sensitivity to child's readiness to learn
Acceptance of individual difference
112
Vygotsky
Social influence can create cognitive structures and thinking processes- role of language
113
Zone of proximal development
Tasks child cannot do on their own, but can learn with the help of an adult
114
Cultural tools
Real tools and systems that help people communicate and create knowledge
115
Sociocultural theory
Cognition based on social interactions and language
| -- how interactions with older adults changed the way kids think
116
Private speech
Piaget thought it was immature, Vygotsky thought it was the foundation for all higher order processes
117
Piaget play
emerges spontaneously in second year
| -- by 2 years play is initiated just as much by kids as mother
118
3 principles of Vygotsky education
Assisted discovery
Differentiated learning
Peer collaboration
119
2 reasons vygotsky was right
Explains cultural diversity
| Emphasizes importance of teaching
120
2 reasons vygotsky was wrong
Deemphasizes observation and other learning methods
| Viewed child as passive
121
Sequential design
Balance trade offs of longitudinal and cross sectional design
122
Disability
Inability to do something specific
123
Handicap
Disadvantage in a particular situation
124
Intelligence
Ability to acquire knowledge for solving problems and adapting to the world
125
Fluid intellugence
Mental efficency that is culture free and non-verbal -- grounded in brain development
126
Crystallized intelligence
Ability to apply culturally approved problem solving methods -- can increase though lifespan
127
Spearman general intelligence
(g) general factor in cognitive ability that is related to varying degrees of performance on mental tests-- mental energy
128
8 Gardner intelligences
```
Linguistic
Musical
Spatial
Logical-mathematical
Bodily
Intrapersonal
Interpersonal
Narturalist
```
129
6 entry points for curriculum
```
Narrative
Logical/quantitative
Aesthetic
Experiential
Interpersonal
Existential/Foundational
```
130
3 intellugences in Sternberg Triarchic Theory
Analytic-- applying components to familiar situations
Creative
Practical-- choosing an environment where you can succeed
131
3 components in Stenberg theory
Metacomponents-- executive functions
Performance -- implementing strategies
Knowledge acquisition--Separating relevant information when learning
132
WICS
Wisdom, Intelligence, creativity synthesized
133
Binet
Determined mental age and IQ
134
Flynn Effect
Steady rise in IQ over generations due to better social conditions
135
Stuttering
Age 3-4
136
Theory of mind
Awareness that they and others have minds, thoughts and emotions-- autistic kids lack this
137
Standard deviation numbers
65
95
99.7
--outside of 2 SD is exceptional-- 2.5%
138
Reliability
Does the test give you the same score if you took it again
| -- consistency
139
Content validity
Did it cover the range of abilities you were trying to test
140
Criterion validity
Did it make the predictions you want it to
141
Construct validity
Are you assessing what you think you are
142
Normed comparison
How you did relative to peers
143
Standard error of measurement
Hypothetical estimate of variation in scores if testing were repeated
