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Lifespan > Quiz 2 > Flashcards

Quiz 2 Flashcards

1
Q

Assimilation

A

Incorporate new information or experience into existing knowledge schemes.

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2
Q

Accommodation

A

Adjust existing schemes to take in new information and experience.

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3
Q

Organization

A

Grouping isolated behaviors into higher-order cognitive system. Undergoes continual refinement and cognitive organization of experiences.

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4
Q

Disequilibrium

A

Cognitive conflict motivation for change.

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5
Q

Equilibrium

A

Explanation of cognitive shift (qualitative) from one stage of thought to next.

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6
Q

Theory

A

Unifies experiences and biological maturation to explain cognitive development. Motivation is internal search for equilibrium.

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7
Q

Sensorimotor Stage

A

Infants coordinate sensory experiences with motor actions. Object permanence.

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8
Q

Preoperational Stage

A

Second stage. Children represent world with words, images and drawings. Not ready to perform operations.

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9
Q

Intuitive Thought

A

Substage of Preoperational. Use of primitive thinking, seeks answers to all sorts of questions.

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10
Q

Symbolic Function

A

Substage of Preoperational. Gain ability to mentally represent an object that’s not present.

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11
Q

Egocentrism

A

Inability to distinguish own view from another’s view.

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12
Q

Animism

A

Lifelike qualities given to inanimate objects.

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13
Q

Centration

A

Focusing attention on one characteristic to exclusion of all others.

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14
Q

Conservation

A

Object or substance amount stays same regardless of changing appearance; lacking in preoperational stage.

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15
Q

Concrete Operational Stage

A

7-11 years. Logical reasoning replaces intuitive reasoning if applied to specific examples. Understands who is father, mother, brother.

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16
Q

Seriation

A

Involves stimuli along quantitative dimension.

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17
Q

Transitivity

A

Relationships between objects.

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18
Q

Formal Operational Stage

A

11-15. Abstract logical way. Solving ability increases.

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19
Q

Hypothetical- deductive reasoning

A

Cognitive ability to develop hypothesis and systematically find best way to solve problem.

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20
Q

Imaginary Audience

A

Others are interested in them as they are. Desire to be noticed, visible.

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21
Q

Personal Fable

A

Adolescents sense of uniqueness and invincibility.

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22
Q

Piaget’s Theory

A

Vision of children as active and constructive thinkers.

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23
Q

Vygoysky’s Theory

A

Proposed that children learn through their surrounding culture and interactions.

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24
Q

Zone of proximal development

A

Difference between what a learner can do without help and what he or she can do with help. Range of tasks too difficult for child to master alone.

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25
Q

Scaffolding

A

Learning process designed to promote a deeper learning. Scaffolding is the support given during the learning process which is tailored to the needs of the student with the intention of helping the student achieve his/her learning goals.

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26
Q

Private speech

A

speech spoken to oneself for communication, self-guidance, and self-regulation of behavior. 3-7 years of age. Inner speech: child’s thoughts.

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27
Q

Realistic Thinking

A

See the world as it is and accepts it as is - does not try to change anything.

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28
Q

Pragmatic Thinking

A

wishes the world was a better place but recognizes what it actually is - tries to improve things but recognizes that nothing changes overnight and that some things will never change.

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29
Q

Reflective thinking

A

Process of analyzing, evaluating, and making judgements about what has happened.

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30
Q

Relativistic Thinking

A

Thinking using both reason and intuition.

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31
Q

Postformal Thought

A

Thinking is less abstract and less absolute than formal operational thought. Provisional, realistic and open to emotions and subjective.

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32
Q

Information processing approach

A

Analyzes the way people process information about their world. Effectiveness involves stimulus, attention, memory and thinking.

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33
Q

Encoding

A

Information enters memory

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34
Q

Automaticity

A

Ability to process information with little or no effort

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35
Q

Strategy construction

A

Discovering new procedure for processing information

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36
Q

Metacognition

A

Cognition about cognition or knowing about knowing

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37
Q

Attention

A

Focusing of mental resources.

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38
Q

Infancy

A

Orienting and investigative process.

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39
Q

Selective attention

A

Focusing on specific aspect of experience that is relevant while ignoring others

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40
Q

Divided attention

A

Concentrating on more than one activity at a time.

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41
Q

Sustained attention

A

Maintain focus on selected stimulus over prolonged period. Called vigilance.

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42
Q

Executive attention

A

Focus on action planning, goals, errors and compensation and unknown.

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43
Q

Infancy Attention

A

Habituation, Dishabituation, joint attention, gaze following.

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44
Q

Childhood Attention

A

Attention control increases.

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45
Q

Adolescence Attention

A

Processing of irrelevant information decreases, ability to shift from one activity to another at will, better at multi-tasking.

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46
Q

Adulthood Attention

A

May not be able to focus on relevant information, less adept at selective attention.

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47
Q

Implicit Memory

A

Memory without conscious recollection; skills and routine done automatically.

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48
Q

Explicit Memory

A

Conscious memory of facts and experiences; appears after 6 months

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49
Q

Infantile Amnesia

A

Childhood amnesia, adults recall little or none of first three years, prefrontal lobes in brain play important role.

50
Q

Short-term memory

A

Retains information up to 15 to 30 seconds without rehearsal (span is very limited)

51
Q

Working Memory

A

Mental workbench for manipulating and assembling information. More active and powerful than short-term memory.

52
Q

Long-term memory

A

Permanent, unlimited memory.

53
Q

Imagery

A

Works better for older children; creating mental images for verbal information.

54
Q

Elaboration

A

Adolescents more likely to use; engaging in more extensive processing of information, use of examples and self referencing.

55
Q

Fuzzy Trace Memory

A

Verbatim memory trace and gist

56
Q

Verbatim Memory Trace

A

Precise details

57
Q

Gist

A

Central idea of information. Children use gist more as they grow up. Fuzzy traces are built up; more enduring.

58
Q

Knowledge

A

Influences why people notice and how they organize, represent, interpret information.

59
Q

Episodic Memory

A

Episodic memory is a category of long-term memory that involves the recollection of specific events, situations and experiences.

60
Q

Semantic Memory

A

Semantic memory is the portion of long term memory which is concerned with ideas, meanings, and concepts which are not related to personal experiences.

61
Q

Source memory

A

vivid and substantially accurate memories of events which are erroneous in one key aspect

62
Q

Meta cognition

A

Knowledge about when and where to use particular strategies

63
Q

Theory of mind

A

the ability to attribute mental states—beliefs, intents, desires, pretending, knowledge, etc.—to oneself and others and to understand that others have beliefs, desires and intentions that are different from one’s own

64
Q

Infinite Generativity

A

Ability to produce an endless number of meaningful sentences using a finith set of words and rules

65
Q

Phonology

A

Sound system of language; how the sounds are used

66
Q

Morphology

A

Morphemes: units of meaning in word formation

67
Q

Syntax

A

Ways words are combined to form acceptable phrases and sentences

68
Q

Semantics

A

Meanings of words and sentences

69
Q

Pragmatics

A

Appropriate use of language in context; can be complex

70
Q

Referential

A

Words that refer to objects

71
Q

Expressive

A

Greater use of pronouns and socially linked words

72
Q

Telegraphic speech

A

Short and precise words without grammatical markers

73
Q

Satire

A

Use of irony, derision, or wit to expose folly or wickedness

74
Q

Dialect

A

Variety of language distinguished by vocabulary grammar or pronunciation

75
Q

Wernicke’s area

A

In brains left hemisphere involving language comprehension

76
Q

Broca’s Area

A

In brains left frontal lobe involved in speech production

77
Q

Aphasia

A

Language disorder resulting from brain-damage; loss of ability to use words

78
Q

Chomsky

A

Humans biologically prewired for language

79
Q

Language acquisition device (LAD)

A

Biological at endowment to detect features, rules of language

80
Q

Interactionist view of language

A

Language has strong biological foundations, acquisition influenced by experience, enriched environments have more positive affect

81
Q

Bruner

A

Stresses roles of parents and teachers help construct language acquisition support system (LASS)

82
Q

Recasting

A

Building on what the child is saying in the form of a question

83
Q

Expanding

A

Building on what the child is saying

84
Q

Labeling

A

Helping the child identify an object of an incident.

85
Q

What are emotions?

A

Biological roots, but shapes by culture and relationships.

86
Q

Emotion-coaching approach

A

Monitor child’s emotions. Negative emotion is a coaching opportunity.

87
Q

Emotion-dismissing approach

A

Deny, ignore negative emotions. Linked to poor emotional regulation in child.

88
Q

Attachment

A

Close emotional bond between to people.

89
Q

Attachment in Ages 1-2

A

More locomotion, social play with peers, independence, goal-directed motivation

90
Q

Freud Theory of Attachment

A

Infants attach to person or object providing oral satisfaction.

91
Q

Erikson Theory of Attachment

A

First year of life is critical time for attachment development. Physical comfort plays role in development. Sense of trust or mistrust sets later expectations.

92
Q

Bowlby’s theory of attachment

A

Stresses importance of attachment in first year and responsiveness of caregiver.

93
Q

Ainsworth Strange Situation Theory

A

Requires infant to move through series of introductions with a stranger, separation from mother, and then reunion with mother. Determines if infant is securely attached or insecure.

94
Q

Ainsworth’s Attachment Categories

A

Securely attached, insecure avoidant, insecure resistant, insecure disorganized.

95
Q

Securely attached

A

Caregiver is secure base to explore environment from

96
Q

Insecure avoidant

A

Shows insecurity by avoiding caregiver

97
Q

Insecure resistant

A

Clings to caregiver, then resists by fighting against closeness

98
Q

Insecure Disorganized

A

Shows insecurity by being Disorganized, disoriented

99
Q

Primary Emotions

A

In humans and animals. Appears in first six months of humans life. Surprise, joy, anger, sadness, dear and disgust.

100
Q

Self-Conscious Emotions

A

Self-awareness; emerges at 18 months or earlier. Empathy, jealousy and embarrassment.

101
Q

Crying

A

Most important for communication in infancy. Basic (rhythmic pattern), Anger (variation of basic cry), Pain (long, sudden initial loud cry)

102
Q

Smiling

A

Has powerful impact on caregivers during infancy. Reflexive (innate origins), social smile (response to external stimuli).

103
Q

Fear

A

First appears about six months and peaks at 18 months

104
Q

Stranger anxiety

A

Fear and wariness of strangers; intense between nine and 12 months

105
Q

Separation protest

A

Crying when caregiver leaves and peaks about 15 months of age

106
Q

Socioemotional Selective Theory

A

Older adults become more selective about social networks, emotional satisfaction is highly valued, more motivated to achieve and gain knowledge.

107
Q

Temperament

A

Tendencies reflecting behavioral style and characteristic way of responding.

108
Q

Kagan’s behavioral inhibition of Tempermanent

A

Inhibition to unfamiliar (shy/ avoidance, timid), extremely inhibited (extroverted, bold child), inhibition shows considerable stability from infancy through early childhood.

109
Q

Rothbart and Bates Classification of Tempermanent

A

Extroversion (positive anticipation), negative affectivity (easily distressed), effortful control (self regulation, attentional focusing)

110
Q

Biological foundations and experience

A

Physiological characteristics are associated with different temperaments, heredity is aspect of temperaments biological foundations, attributes become more stable over time self-perceptions, behavioral preferences and social experiences form personality.

111
Q

Easy temperament child

A

Well-adjusted in life adult

112
Q

Difficult temperament child

A

Poor adjustment and more likely to have problems socially in school and marriage adult

113
Q

Inhibition child

A

Low assertiveness, less social support, job and school delays adult

114
Q

Good emotional control child

A

Good emotional control adult

115
Q

Goodness of fit

A

Match between child’s temperament and environmental demands

116
Q

Face to face play

A

Infant caregiver interactions

117
Q

Still face paradigm

A

Shows infants react differently to people than objects

118
Q

Ages 1 to 2

A

More locomotion, social play with peers, independence, goal-directed motivation

119
Q

Social referencing

A

Child reads emotional cues in others and reacts.

120
Q

Unresolved attachment to parents

A

High feared you to traumatic experiences

121
Q

Preoccupied attachment to parents

A

Inconsistent parenting

122
Q

Sternberg’s triangular theory of love

A

Stresses three main components: passion, intimacy, and commitment.

Lifespan (4 decks)

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