quiz 1 Flashcards

1
Q

cumulative continuity

A

when one’s predisposition remains stable because of their actions to maintain their comfort - they reinforce their own behaviour

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2
Q

interactional continuity

A

individuals evoke and receive responses from their environment in a reciprocal matter

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3
Q

findings of the study on children and adolescence memory recall for emotionally valenced words

A

emotionally valenced words were more likely to be recognized but also more likely to be falsely remembered

critical lure errors increased from childhood to adolescence

adolescents were more accurate for negative words, then positive, then neutral

stress increased accuracy

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4
Q

three common debates in cognitive development

A

nature vs nurture

experience vs maturation

competence vs performance

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5
Q

three components of cognition

A

the acquisition, processing, and organization of information

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6
Q

why should we care about children’s cognitive development

A
  • to give a foundation for planning for a group of children
  • to give information for parents who are planning to have a child
  • to plan for the next steps in a child’s development
  • so curriculums align with patterns of development
  • so professionals can be assured they’re giving good advice
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7
Q

three individual environment models

A

organismic individual environment interactions - heredity drives development, biology influences their development

mechanistic individual-environment interactions - people’s behaviour changes gradually overtime and is shaped by outside forces that cause them to adapt to their environment

interactionist individual environment interactions - genetics and the environment shape the individual, but the individual also actively shapes their environment

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8
Q

erickson infancy stage

A

trust mistrust, hope

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9
Q

erickson toddler stage

A

autonomy shame, self control

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10
Q

erickson early childhood

A

initiative vs guilt, purpose/direction

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11
Q

erickson middle childhood

A

industry vs inferiority, competency

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12
Q

erickson adolescence

A

identity vs role confusion, fidelity

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13
Q

erickson young adulthood

A

intimacy vs isolation, love

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14
Q

erickson middle adulthood

A

generativity vs stagnation, production and care

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15
Q

erickson older adulthood

A

integrity vs despair, wisdom

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16
Q

A not B error

A

test in babies where they look for something where they last were able to find it, not where they saw it hidden

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17
Q

what was the hypothesis of Umi’s experiment on math anxiety and performance

A

insecurely-attached children have higher levels of math anxiety, and math anxiety is associated with worse performance on timed and untimed math tasks

Processing efficiency theory - worrying about solving a math problem (due to math anxiety) can deplete the resources of the working memory, making it harder to solve

The key dependent variable was performance on math tasks.
Working memory and math anxiety were to be predictors of math performance

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18
Q

Results from Umi’s experiment on math anxiety and performance:

A

Attachment may play a role in working memory interference, and this may be general (not math-specific)

negative correlation between working memory capacity and math anxiety

Math anxiety was positively correlated with attachment anxiety

Math anxiety is not correlated with negative affect

Attachment security was the only significant predictor of interference

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19
Q

Umi’s experiment on retrieval-induced forgetting:

A

Using positive reappraisal and self-efficacy can be a method to reframing retrieval-induced forgetting.

Reframe the memory to focus on the positive aspects and forget the negative aspects

RRIF may be more effective for people with higher social thought control or lower cognitive failures

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20
Q

reasons why the group that was primed with the list of half the states did worse on memory recall

A

interference - the list they were given back-seat drives the memory, it overrides the normal processes one may go about to recall the fifty states, so they are not able to remember as many.

inhibitory processes - where your brain tries to actively repress states that may be mistaken for the ones on the list. For example, if you were given a list that had Wisconsin on it, your brain may repress Washington and Wyoming because they might be mistaken for Wisconsin.

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21
Q

Bonferroni correction

A

correcting your P value because you are worried you have made a mistake or a false positive (type one error)

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22
Q

structural equation modelling

A

a complex modelling framework that is best for complex research questions that involve a system of many variables and their relationships.

essentially, path analysis using latent variables

SEM is very good at adjusting for errors in measurement

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23
Q

what does an oval represent in path analysis

A

a measured latent variable

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24
Q

what does a rectangle represent in path analysis

A

an observed variable

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25
Q

what does a circle represent in path analysis

A

error variance

26
Q

what did rovier collier do

A

tested how 3 month old babies interact with their environment. foot attached to string attached to mobile, the more they kick the more they are actively a part of their environment

27
Q

children have trouble understanding other peoples’ POV until around age

A

4

28
Q

what was the purpose of the candles in the crayon box experiment

A

it was a sort of false belief test - children under the age of four will maintain that they always knew that the crayon box had candles inside of it, even though they initially said they thought it had crayons inside of it.

Children over the age of four will admit that they initially thought the box had crayons inside of it, but now they know it actually has candles inside

29
Q

what is the significance of the mirror test

A

Children under three will not be able to have a concrete sense of self and will try to touch the mirror (reflection) to get the powder off of their face

Children do not seem to be able to form episodic memories until they can pass the mirror test

30
Q

power analysis

A

Running a mini analysis on a small group of people to determine how many people you need to run the full experiment and get meaningful results

31
Q

grey matter volume in the prefrontal cortex peaks in which life stage

A

adolescence, drop off due to synaptic pruning - fine-tuning brain pathways and networks

32
Q

activity in the medial prefrontal cortex _____ during adolesence

A

decreases, probably because adults and adolescents use a different approach to social decision making

33
Q

adolescents like to take risks. why is this? refer to brain regions.

A

their limbic system is hyper sensitive to the reward feeling derived from risk taking, and their prefrontal cortex which usually inhibits risk taking is still developing

34
Q

three findings of behavioural inhibition study

A
  1. Inhibited infants ranked were more likely to be introverted, have internalizing psychopathology, and be ranked lower on social functioning 25 years later
  2. Infants with high BI and high ERN (error monitoring) were more likely to develop internalizing disorders like anxiety
  3. ## We found no evidence that infant BI predicted difficulties in education, career achievements, or romantic relationships in adulthoodtype of research: prospective longitudinal study - examining the influence of behavioural inhibition on socioemotional development
35
Q

How do bilingual minds process information and coordinate between the two language models

A

The two language models are Botha Clive at all times. The brain does not simply switch between the two.

36
Q

Because both language systems are activated constantly in bilingual brains, there is an increased potential for errors. How does the brain combat this

A

The attention system and selection processes in the executive function systems

37
Q

The executive function system is the _____ to develop in adolescence and the ______ to decline in aging

A

Last, first

38
Q

Lifespan studies show that life-long bilinguals have more developed structures in the _____ and tend to preform better on ______tests

A

More develop3 structures in the frontal part of the brain (executive functioning) and preform better on selection tasks

39
Q

Grey matter volume tends to decrease around the age of

A

60

40
Q

What can disturb the parallel nature of cognitive functioning decline and brain matter volume decline

A

Cognitive reserve. Includes things like diets and exercise. Maintain cognitive functioning despite changes in brain volume

41
Q

While monolinguals tend to have better brain structure in later adulthood, bilinguals can ….

A

Cope with brain volume decline better

42
Q

What is the relation between age of incidence of dementia and bilingualism

A

Bilinguals tend to be diagnosed later in life

43
Q

Bilinguals have more brain atrophy in this area

A

Hippocampus, which is more associated with Alzheimer’s

44
Q

what are some skills gained in formal operations

A

ability to make inferences and think abstractly about concepts and ideals.

perspective taking, deduction, metacognit

45
Q

why do we forget things when we walk into a room

A

because people form event models (mental representations) of what they are doing and these tend to be segmented by event boundaries (changes in scenery). Therefore as we walk into one room and leave another, two separate event models now exist (one from previous room, one for current room). If we have something that was/is present in both, for example carrying an object in from another room, there is now interference between the two event models as the brain tries to recall information relating to that object.

46
Q

why was the study on forgetting as we walk through doors interested in the aging process

A
  • older adults are generally less able to surpress related but irrelevant information
  • older adults typically good at processing event models and boundaries
47
Q

what did the study find about age and walking through doorways

A

forgetting was unaffected by age. Both younger and older adults seemed to forget things equally. they both made more errors when in the shift condition. older adults had slower response times, but this was not affected by the shift/no shift condition.

48
Q

what is the reciprocity principle

A

belief that we are influenced by the events in our lives

49
Q

micro level of the reciprocity principle interactions

A

friends, family, classroom, coworkers

50
Q

meso level reciprocity

A

community, health agencies, mass media, school

51
Q

macro level reciprocity principle

A

culture, political systems, economics, society, nationality

52
Q

when it comes to predicting future events, what are the differences between teenagers and adults (post-formal thought)

A

those in their 30s are more likley to consider what is the most plausible course of events instead of just what is possible. They consider what is practical instead of what is ideal.

53
Q

relativistic thought

A

considering how different povs may affect what is considered the “right” conclussion

54
Q

evaluative thought

A

the ability to assess which option seems most correct when all of them seem right

55
Q

dialectical thought

A

the ability to consider the strongest points from two opposing sides of an argument - considered to be one of the most advanced forms of post-formal operations

56
Q

partial eta squared (ηp2)

A

shows the size of the effect of the independent variable on the dependent variable

57
Q

the self and social functions of memory are ____ while the directive function is ______

A

positive, negative

58
Q

postformal thought

A

advanced thought process associated with emerging adulthood that emphasizes the move from idealistic thinking to more practical and realistic thinking, which allows for more adaptive choices

59
Q

child care providers try to have three types of knowledge - which are:

A

Child development, individual characteristics, family/community/culture

60
Q
  1. What scale of measurement is required to do an independent measures ANOVA
A

interval and ratio