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EDUCATIONAL PSYCHOLOGY > MIDTERM EXAM > Flashcards

MIDTERM EXAM Flashcards

1
Q

Knowing mental processes by acquiring knowledge

A

COGNITION

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2
Q

Information-processing theorists use the analogy of the mind as a computer, with information flowing through a limited-capacity system composed of mental hardware and software.

A

MULTISTORE MODELS

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3
Q

One’s existing information about a topic or content area

A

KNOWLEDGE BASE

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4
Q

Changes in mental activities

A

COGNITIVE DEVELOPMENT

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5
Q

experimental study of developmental knowledge

A

GENETIC EPISTEMOLOGY

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6
Q

Used to refer to the total amount of “space” available to store information, sometimes to how long information can be retained in a storage unit, and sometimes to how quickly information can be processed.

A

CAPACITY

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7
Q

a general measure of the amount of information that can be held in the short-term store

A

MEMORY SPAN

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8
Q

Directed and deliberately implemented mental operations used to facilitate task performance.

A

STRATEGIES GOAL

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9
Q

basic life functions that allow an organism to adapt to its environment and according to Piaget - A form of equilibrium toward which all cognitive function tends

A

Intelligence

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10
Q

there is a balanced relationship between one’s thought process and environment.

A

Cognitive Equilibrium

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11
Q

gain knowledge by acting on objects and events to discover their properties.

A

Constructivist

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12
Q

actions that one constructs to interpret aspect of one’s experience.

A

Scheme

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13
Q

an inability to recall much about the first few years of life

A

INFANTILE AMNESIA

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14
Q

attempts to fit new experiences to existing schemes

A

assimilation

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15
Q

modifying existing schemes in response to new experiences

A

accommodation

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16
Q

Autobiographical memory improves dramatically during the preschool years.

A

TRUE

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17
Q

results as assimilations stimulate accommodations, which induce the reorganization of schemes, which permit further assimilations, and so on.

A

Cognitive growth

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18
Q

Parents do not play an important role in the growth of autobiographical memories by discussing past events, providing clues about what information is important to remember, and helping children to recall their experiences in rich personal narratives.

A

FALSE

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19
Q

Piaget’s Stages of Cognitive Development
(age 0–2)

A

Sensorimotor period

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20
Q

infants over the first 2 years come to know and understand objects and events by acting on them

A

Reflex Activity

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21
Q

Memory strategies are usually assessed on either _________ or cued-recall tasks, the latter of which provide specific cues, or prompts, to aid retrieval.

A

FREE RECALL

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22
Q

Piaget’s Stages of Cognitive Development
(roughly 2 to 7 years)

A

Preoperational period

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23
Q

increases as children rely on the symbolic function and display representational insight.

A

Symbolic reasoning

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24
Q

Knowledge of the workings of memory

A

METAMEMORY

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25
Q

Symbolism gradually becomes more sophisticated as children acquire a capacity for _____________ (or dual encoding).

A

dual representation

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26
Q

Metamemory decreases with age and contributes to developmental and individual differences in strategic memory.

A

FALSE (INCREASES)

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27
Q

Is a special type of problem-solving that requires that one make an inference.

A

REASONING

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28
Q

involves applying what one knows about one set of elements to infer relations about different elements.

A

ANALOGICAL REASONING

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29
Q

enable preoperational children to solve conservation tasks, indicating that preschool children possess an early capacity for logical reasoning that Piaget overlooked

A

Identity Training

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30
Q

The relational primacy hypothesis proposes that analogical reasoning is unavailable early in infancy.

A

FALSE (AVAILABLE)

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31
Q

Are these factors affecting children’s analogical reasoning?

  1. Metamemory, or conscious awareness of the basis on which one is solving a problem.
  2. Knowledge of the relations on which the analogy is based.
A

STATEMENT 1 is FALSE (METACOGNITION)
STATEMENT 2 is TRUE

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32
Q

a reflection of the theory of mind (TOM), in which children come to understand that their behavior and the behavior of others is based on what they know or believe, and what they want or desire. TOM is usually assessed using false-belief tasks.

A

Belief-Desire Reasoning

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33
Q

Piaget’s Stages of Cognitive Development
(age 7 to 11 years)

A

Concrete operations

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34
Q

children acquire such cognitive operations as __________ and _________, which enable them to think logically and systematically about tangible objects, events, and experiences

A

decentration, reversibility

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35
Q

Piaget’s Stages of Cognitive Development
(age 11 or 12 and beyond)

A

Formal operations

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36
Q

Counting begins once children begin to talk, and preschoolers gradually construct such basic mathematical understandings as the principle of cardinality.

A

TRUE

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37
Q

is rational and abstract, and involves both
______ and ______
reasoning.

A

hypothetico-deductive, inductive

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38
Q

Children of any age actually use a variety of strategies to solve math problems, as described by

A

SIEGLER’S ADAPTIVE STRATEGY CHOICE MODEL

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39
Q

defines intelligence as a trait (or set of traits) that allows some people to think and solve problems more effectively than others.

A

PSYCHOMETRIC APPROACH

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40
Q

emphasizes social and cultural influences on intellectual growth.

A

sociocultural theory

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41
Q

developed the first successful intelligence test and defined intelligence as a general mental ability.

A

ALFRED BINET

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42
Q

He proposed that we should evaluate development from the perspective of four interrelated levels in interaction with children’s environments:

A

microgenetic, ontogenetic, phylogenetic, and socio-historical.

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43
Q

Researchers relying on factor analysis argue that intelligence is a singular trait

A

FALSE (NOT A SINGULAR TRAIT)

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44
Q

Children acquire cultural beliefs, values, and problem-solving strategies in the context of collaborative dialogues with more skillful partners as they gradually internalize their tutor’s instructions to master tasks within their ________.

A

zone of proximal development

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45
Q

He viewed intelligence as a general mental ability (or g) and special abilities (or s), each of which was specific to a particular

A

SPEARMAN

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46
Q

claimed that intelligence consists of seven primary mental abilities.

A

THURSTONE

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47
Q

proposes that intelligence consists of 180 mental abilities.

A

GUILFORD’S STRUCTURE OF INTELLECT MODEL

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48
Q

Learning occurs best when more skillful associates properly _____ their intervention

A

scaffold

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49
Q

Vygotsky claimed that a child’s private speech becomes a cognitive self-guidance system that regulates problem-solving activities and is eventually internalized to become covert, verbal thought.

A

True

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50
Q

Made a distinction between fluid intelligence and crystallized intelligence.

A

CATTEL AND HORN

51
Q

Is the most elaborate psycho-metric classification of mental abilities

A

Carroll’s three-stratum theory of intelligence

52
Q

Spearman’s triarchic theory criticizes psychometric theories of intelligence for their failure to consider:

  • the contexts in which intelligent acts are displayed
  • the test-takers experience with test items
  • the information-processing strategies for thinking or solving problems
A

FALSE (Robert Sternberg’s triarchic theory)

53
Q

Contends that human beings display at least nine distinctive kinds of intelligence, several of which are not assessed by traditional intelligence tests.

A

Gardner’s theory of multiple intelligences

54
Q
  • Both scales compare children’s performance against test norms for age-mates.
  • Both scales assign children intelligence quotients (IQs), which are normally distributed around the average score of 100.
A

Stanford-Binet Intelligence Scale and the Wechsler Intelligence Scale for Children (WISC-IV)

55
Q

It is grounded in information-processing theory and it uses dynamic assessment, which is compatible with Vygotsky’s theory and Sternberg’s triarchic theory.

A

Kaufman Assessment Battery for Children (K-ABC)

56
Q
  • tap perceptual and motor skills
  • assign developmental quotient (DQ) scores
  • are poor predictors of childhood IQs.
A

Infant Intelligence Tests

57
Q

IQ is a relatively unstable attribute across life for some people.

A

FALSE (STABLE)

58
Q

The fact that IQ can wander upward or downward over time suggests that IQ tests measure intellectual performance rather than an inborn capacity for thinking and problem-solving.

A

TRUE

59
Q

Children whose home environments are stable and stimulating often display IQ stability or decreases over time

A

FALSE (INCREASES)

60
Q

Children from impoverished backgrounds often display a cumulative deficit in IQ

A

TRUE

61
Q

Do IQ scores predict future academic accomplishments?

A

TRUE

62
Q

Do IQ scores predict occupational status?

A

TRUE

63
Q

An IQ score is NOT ALWAYS a reliable indicator of one’s future health, happiness, or success.

A

TRUE

64
Q

The best explanation for group differences in IQ is the genetic hypothesis.

A

ENVIRONMENTAL HYPOTHESIS

65
Q

Many poor people and minority group members score lower on IQ tests because they grow up in impoverished environments that are much less conducive to intellectual development than those of their middle-class age-mates.

A

TRUE

66
Q

includes a high IQ and special talents, including creativity.

A

GIFTEDNESS

67
Q

IQ

A

CONVERGENT THINKING

68
Q

CREATIVITY

A

DIVERGENT THINKING

69
Q

It specifies that a variety of cognitive, personal, motivational, and environmental resources combine to foster creative problem-solving, and looks very promising, both in terms of its existing empirical support and its suggestions for fostering creativity.

A

INVESTMENT THEORY OF CREATIVITY

70
Q

is a knowledge of the language’s sound system

A

PHONOLOGY

71
Q

rules specifying how words are formed from sounds

A

MORPHOLOGY

72
Q

an understanding of the meaning of bound morphemes, free morphemes (or words), and sentences

A

SEMANTICS

73
Q

is the rules that specify how words are combined to produce sentences

A

SYNTAX

74
Q

the principles governing how language is to be used in different social situations

A

PRAGMATICS

75
Q

LEARNING THEORISTS BELIEVE THAT: Children acquire language as they imitate others’ speech and are reinforced for grammatically correct utterances, but this is unsupported by research.

A

TRUE

76
Q

LEARNING THEORISTS BELIEVE THAT: Adults use adult-directed speech and reshape their primitive sentences with expansions and recasts.

A

FALSE (CHILD-DIRECTED)

77
Q

LEARNING THEORISTS BELIEVE THAT: Children will not acquire language if they only have partners with whom to converse, and without environmental supports

A

FALSE ( Children will acquire language as long as they have partners with whom to converse, even without environmental supports)

78
Q

NATIVISTS BELIEVE THAT: Human beings are not innately endowed with biological linguistic processing capabilities (a language acquisition device or language-making capacity)

A

FALSE

79
Q

Nativists identify linguistic universals and observe that language functions are served by Broca’s and Wernicke’s areas of the brain.

A

TRUE

80
Q

NATIVISTS BELIEVE THAT: Deaf children of hearing parents and other children exposed to ungrammatical pidgins may create languages of their own.

A

TRUE

81
Q

NATIVISTS BELIEVE THAT: Both first- and second-language learning seem to proceed more smoothly during the “sensitive period” prior to adulthood.

A

FALSE (PUBERTY)

82
Q

INTERACTIONIST PERSPECTIVE PROPONENTS BELIEVE THAT: Children are not biologically prepared to acquire language.

A

FALSE (they are biologically prepared to acquire language)

83
Q

INTERACTIONIST PERSPECTIVE PROPONENTS BELIEVE THAT: Biological maturation affects cognitive development, which, in turn, influences language development.

A

TRUE

84
Q

INTERACTIONIST PERSPECTIVE PROPONENTS BELIEVE THAT: Environment plays a crucial role in language learning, for companions continually introduce new linguistic rules and concepts.

A

TRUE

85
Q

BEFORE LANGUAGE: THE PRELINGUISTIC PERIOD: Development during the prelinguistic phase doesn’t allow them to discriminate speechlike sounds and become sensitive to a wider variety of phonemes than adults are.

A

FALSE

86
Q

BEFORE LANGUAGE: THE PRELINGUISTIC PERIOD: They are sensitive to intonational cues from birth.

A

TRUE

87
Q

BEFORE LANGUAGE: THE PRELINGUISTIC PERIOD: By 7 to 10 months of age, infants are already segmented others’ speech into phrases and wordlike units.

A

TRUE

88
Q

BEFORE LANGUAGE: THE PRELINGUISTIC PERIOD: Infants begin BABBLE by age 2 months and start to COOING by age 4 to 6 months.

A

FALSE (Infants begin cooing by age 2 months and start to babble by age 4 to 6 months.)

89
Q

BEFORE LANGUAGE: THE PRELINGUISTIC PERIOD: They later match the intonation of their babbles to the tonal qualities of the language they hear and may produce their own vocables to signify meaning.

A

TRUE

90
Q

BEFORE LANGUAGE: THE PRELINGUISTIC PERIOD: Infants less than 1-year-old have already learned that people take turns while vocalizing and that gestures CAN’T be used to communicate and share meaning with companions.

A

FALSE

91
Q

BEFORE LANGUAGE: THE PRELINGUISTIC PERIOD: Once infants begin to understand individual words, their receptive language is ahead of their productive language

A

TRUE

92
Q

ONE WORD AT A TIME: THE HOLOPHRASE PERIOD: Infants speak in holophrases and spend several months expanding their vocabularies one word at a time.

A

TRUE

93
Q

Infants talk LESS about moving or manipulable objects that interest them.

A

FALSE (INFANTS TALK MOSTLY ABOUT…)

94
Q

Infants show a vocabulary spurt (naming explosion) between 18 and 24 months of age.

A

TRUE

95
Q

Most children in Western cultures develop a referential style of language, whereas a smaller number of Western infants and many infants from social harmony–emphasizing cultures adopt an expressive style of language.

A

TRUE

96
Q

Toddlers use ENVIRONMENTAL and contextual cues to fast map words onto objects, actions, and attributes.

A

FALSE (USE SOCIAL AND CONTEXTUAL)

97
Q

Toddlers still frequently make such semantic errors as overextensions and underextensions.

A

TRUE

98
Q

From Holophrases to Simple Sentences: The Telegraphic Period: At 18 to 24 years of age, toddlers begin to produce two- and three-word sentences known as telegraphic speech because they omit grammatical markers and smaller, less important words.

A

FALSE (18 TO 24 MONTHS)

99
Q

children follow certain rules of word order when combining words and also express the same categories of meaning ALSO KNOWN AS _____

A

semantic relations

100
Q

Toddlers are also becoming highly sensitive to pragmatic constraints, including the realization that speakers must be more directive and elaborate when a listener doesn’t share their knowledge.

A

TRUE

101
Q

Young children are also learning certain ETHNOLOGICAL prescriptions such as the need to be polite when making requests

A

FALSE (sociolinguistic prescriptions)

102
Q

LANGUAGE LEARNING DURING THE PRESCHOOL PERIOD: During the preschool period (MONTHS 2 to 5), the child’s language becomes much more similar to an adult’s.

A

FALSE (YEARS 2 TO 5)

103
Q

LANGUAGE LEARNING DURING THE PRESCHOOL PERIOD: Children begin to add grammatical morphemes

A

TRUE

104
Q

LANGUAGE LEARNING DURING THE PRESCHOOL PERIOD: Though children may overregularize grammatical markers, there is a striking uniformity in the order in which these morphemes appear.

A

TRUE

105
Q

LANGUAGE LEARNING DURING THE PRESCHOOL PERIOD: Children’s REFERENTIAL COMMUNICATION skills are not well developed, although they have begun to detect at least some of the uninformative messages they receive and to ask for clarification if needed

A

TRUE

106
Q

Language Learning During Middle Childhood and Adolescence: Middle childhood and early adolescence is a period of LINGUISTIC REFINEMENT.

A

TRUE

107
Q

Vocabulary grows rapidly as children acquire morphological knowledge and metalinguistic awareness.

A

TRUE

108
Q

Cognitive development, the growth of sociolinguistic knowledge, and opportunities to communicate with linguistically immature siblings and peers all contribute to the development of communication skills.

A

TRUE

109
Q

increasingly common in the United States, and children exposed early and regularly to two languages can easily acquire them both.

A

Bilingualism

110
Q

CHAPTER 10: EMOTIONAL DEVELOPMENT, TEMPERAMENT, AND ATTACHMENT

A
111
Q

At birth, babies display INTEREST, DISTRESS, disgust, and contentment.

A

TRUE

112
Q

Anger, sadness, surprise, and fear normally appear by the middle of the 1ST YEAR

A

TRUE

113
Q

Embarrassment, envy, pride, guilt, and shame emerge in the 1ST YEAR

A

FALSE (Embarrassment, envy, pride, guilt, and shame emerge in the 2nd (or 3rd) year after children achieve self-recognition and self-evaluation. )

114
Q

In elementary school, children’s increasing social cognitive abilities enable them to experience more complex emotions, in more routine environments, and in the absence of external evaluation.

A

TRUE

115
Q

Emotional self-regulation begins by the end of the 1st MONTH.

A

FALSE (1ST YEAR)

116
Q

Toddlers gradually move from being dependent on others to regulate their emotions to being able to regulate emotions on their own.

A

TRUE

117
Q

Grade school children gradually are able to comply with culturally defined SOCIAL display rules.

A

FALSE (EMOTIONAL)

118
Q

By 8 to 10 months of age, infants are capable of social referencing.

A

TRUE

119
Q

TEMPERATURE is a person’s tendency to respond in predictable ways to environmental events.

A

FALSE (TEMPERAMENT)

120
Q

Temperament is influenced by genetic and environmental factors.

A

TRUE

121
Q

Infants form affectional ties to their caregivers during the 1st year of life. These attachments are RECIPROCAL RELATIONSHIPS

A

TRUE

122
Q

Parents’ initial bonding with their infant builds in strength as they gear their behavior to the infant’s social signals and establish SYNCHRONIZED ROUTINES

A

TRUE

123
Q

Attached infants use their attachment object as a secure base for exploration and eventually enter the phase of multiple attachments.

A

TRUE

EDUCATIONAL PSYCHOLOGY (1 decks)

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