Neuro/Cognitive Psych.

Question 1

Executive functions, thinking, planning, organizing, and problem solving, emotional and behavioral control, personality

Answer 1

Frontal lobe

Question 2

Movement

Answer 2

Motor cortex

Question 3

Sensations

Answer 3

Sensory cortex

Question 4

perception, making sense of the world, arithmetic, spelling; sensory disorders typically associated with this lobe; “somatosensory”

Answer 4

Parietal lobe

Question 5

Memory, understanding, language

Answer 5

Temporal lobe

Question 6

Processing visual information

Answer 6

Occipital lobe

Question 7

Located in the temporal lobe; supports word meaning, comprehension, and receptive language

Answer 7

Wernicke’s area

Question 8

Located in the frontal portion of left hemisphere; interacts with temporal lobe and motor cortex to support grammatical processing and expressive language production

Answer 8

Broca’s area

Question 9

Acquisition –> proficiency (fluency) –> generalization –> adaptation

Answer 9

Stages/phases of learning (general model)

Question 10

Information (input) –> central processing –> expressive (output)

Answer 10

Information processing model (basic)

Question 11

When a child has an existing schema and applies it to a new situation

Answer 11

Assimilation

Question 12

Adjusting the schema using new information

Answer 12

Accommodation

Question 13

Development occurs from motor activity and the five senses; Small children learn they can manipulate objects and the objects respond in predictable ways; object permanence

Answer 13

Sensorimotor (0-2 yrs)

Question 14

Children begin to use language to describe colors, size, shape, and so on; memory and imagination develop; develop the ability to make something stand for something else, particularly during play; de-center and are more aware of others and how others may feel

Answer 14

Preoperational (2-7 yrs)

Question 15

Begin to apply logic and think rationally; gain the understanding of conservation; can classify objects by multiple dimensions and can think about more than just one dimension of a problem or situation; can manipulate symbols to read, write, and solve math problems; become far less egocentric

Answer 15

Concrete operational (7-11 yrs)

Question 16

complex abstract thought emerges as hypothetical and deductive reasoning develops; older children can develop hypotheses and test them theoretically; can think of multiple variables at a time and develop new hypotheses

Answer 16

Formal operational (11+ yrs)

Question 17

A child learns to trust the world (through their caregiver) to meet their needs; rely on caregiver for stability and consistency; can impact child’s worldview as being trustworthy or untrustworthy

Answer 17

Trust versus mistrust (0-18 months)

Question 18

Start to develop a sense of confidence in their abilities to explore and do things for themselves such as putting toys away or putting on clothes; begin to understand they can control their physical behavior and have a sense of independence

Answer 18

Autonomy versus shame and doubt (18 months-3 yrs)

Question 19

Move from simple self-control to taking initiative in play and in various tasks; imaginary play and choosing activities are illustrated at this stage

Answer 19

Initiative versus guilt (3-5 yrs)

Question 20

Covers the elementary school years; learning to assert themselves, make decisions, and compete with others; they like to play games; beginning to form social groups of their choosing at school; success or failure in school has lasting effects on self-efficacy and sense of adequacy; learn a sense of industry if they are recognized for various activities (e.g., painting, reading, sports)

Answer 20

Industry versus inferiority (6-12 yrs)

Question 21

Covers middle school and high school students; looking at who they are and where they fit in; are also looking for a sense of belonging; may try new identities and lifestyles; as they become more independent, begin to look toward the future, determining goals and considering careers; peers, role models, and social pressures are important factors at this stage

Answer 21

Identity versus role confusion (13-18 yrs)

Question 22

Operates on the “pleasure principle”; maximizes pleasure and satisfies needs immediately

Answer 22

Id

Question 23

Is the rational, controlling part of personality that emerges and attempts to gratify needs through appropriate, socially constructive behavior

Answer 23

Ego

Question 24

Emerges when the child internalizes (accepts and absorbs) parental or societal morals, values, and roles, and develops a conscience.

Answer 24

Superego

Question 25

Attention → encoding → storage → decoding

Answer 25

Cognitive Processing Model