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PSYCHOLOGY 150 > Test 2 > Flashcards

Test 2 Flashcards

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1
Q

cerebral cortex

A

Upper layer of the brain

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2
Q

hindbrain

A

contains structures including medulla, the pons and the reticular formation

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3
Q

cerebellum

A

part of the brain that controlls movement and balance

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4
Q

reticular formation

A

an area of the brain associated with attention and concentration

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5
Q

handedness

A

the preference of using one hand over the other

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6
Q

lateralization

A

process in which certain cognitive functions are located more in one hemisphere of the brain than in the other

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7
Q

myelin

A

protective insulation that surrounds parts of the neurons, increasing the speed of transmission of electrical impulses along brain cells

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8
Q

plasticity

A

degree to which a developing structure or behavior is modifiable due to experience

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9
Q

synaptic pruning

A

the elimination of neurons as the result of nonuse or lack of stimulation.

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10
Q

Assimilation

A

is the process by which people understand an experience in terms of their current stage of cognitive developers and way of thinking.
Example: assimilation occurs when a stimulus or an event is acted upon, perceived, and understood in accordance with existing patterns of thought. An infant who tries to suck on any toy in the same way is assimilating the objects to her existing sucking scheme. Similarly, a child who encounters a flying squirrel at a zoo and calls it a “bird “is assimilating the squirrel to his existing scheme of bird.

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11
Q

Accommodation

A

refer to changes in existing ways of thinking, understanding, or behaving in response to encounter with new stimuli or events.
For instance, when a child sees a dying squirrel at a zoo and calls it” bird with trail”, he is beginning to accommodate new knowledge, modifying his scheme of bird.

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12
Q

Centration

A

the process of concentrating in one limited aspect of a stimulus and ignoring other aspects.

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13
Q

Conservation

A

is the knowledge that quantity is unrelated to the arrangement and physical appearance of objects

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14
Q

Egocentric thought

A

is thinking that does not take into account the viewpoints of others

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15
Q

Goal-directed behavior

A

behavior in which serberal schemes are combined and coordinated to generate a single act to solve problem

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16
Q

Mental representation

A

an internal image of a past event or object.

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17
Q

Object permanence

A

the realization that people and objects exist even when they cannot be seen

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18
Q

Operations

A

organized, formal, logical, mental processes.

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19
Q

Pre-operational stage

A

according to Piaget, the stage from approximately age 2 to age 7 in which childrens’ use of symbolic thinking grows, mental reasoning emerged, and the use of concepts increases.

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20
Q

Scaffolding

A

the support for learning and problem solving that encourages independence and growth.

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21
Q

Scheme

A

an organized pattern if sensorimotor functioning.

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22
Q

Zone of Proximal Development

A

according to Vygotsky, the level at which a child can almost, but not fully, perform a task independently, but can do so with the assistance of someone more competent.

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23
Q

Symbolic Function

A

the ability to use a mental symbol, a word, or an object to stand for something that is not physically present

24
Q

Sensorimotor stage

A

Piaget’s initial major stage of cognitive development, which can be broken down into six substages.

25
Q

Attention

A

information processing involving the ability to strategically choose among and sort out different stimuli in the environment

26
Q

Information processing approaches

A

the process by which information is encoded, stored, and retrieved

27
Q

Long term memory

A

the memory component I which information is stored on a relatively permanent basis

28
Q

Sensory store

A

the initial, momentary storage of information, lasting only an instant

29
Q

Short term memory

A

the short duration limited capacity memory component in which selected input from the memory store is worked on.

30
Q

Working memory

A

a set of temporary memory stores that actively manipulate and rehearse information

31
Q

Babbling

A

making speech like but meaningless sound.

32
Q

Grammar

A

the system of rules that determine how our thought can be express.

33
Q

Infant-directed speech

A

a type of speech directed toward infants that is characterized by short, simple sentences.

34
Q

Language

A

the systematic, meaningful arrangement of symbols, which provides the basic for communication.

35
Q

Language acquisition device (LAD)

A

a neural system of brain hypothesized to permit understanding of language structure and provide strategies for learning the particular characteristics of language.

36
Q

Learning theory approach

A

the theory that language acquisition follows the basic laws of reinforcement and conditioning.

37
Q

Prelinguistic communication

A

communication through sound, facial expressions, gestures, imitation, and other nonlinguistic means.

38
Q

Under-extensions

A

using words too restrictively, this is common among children just mastering spoken language. It’s occurs when language novices think that a word refers to a specific instance of a concept, instead of to all examples of concept.

39
Q

Over-extension

A

words are used too broadly, over generalizing their meaning.

40
Q

Achievement test

A

a test designed to determine a person’s level of knowledge in given subject area.

41
Q

Aptitude test

A

a test designed to predict a person’s ability in a particular area or line of work.

42
Q

Bayley scales of infant development

A

a measure that evaluates an infant’s development from 2 to 42 month.

43
Q

Crystallized intelligence

A

the store of information, skill, and strategies that people have acquired through education and prior experiences and through their previous use of fluid intelligence.

44
Q

Developmental quotient

A

an overall development score that relates to performance in four domains; motor skills, language use, adaptive behavior, and personal and social skills.

45
Q

Emotional intelligence

A

the set of skills that underline the accurate assessment, evaluation, expression, and regulation of emotions.

46
Q

Fluid intelligence

A

the intelligence that reflects information processing capabilities, reasoning, and memory.

47
Q

Full inclusion

A

the integration of all students, even those with the most severe disabilities, into regular classes and all other aspects of school and community life.

48
Q

Intelligence

A

the capacity to understand the world, think with rationality, and use resources effective when faced with challenges.

49
Q

Intelligence quotient or IQ

A

a score that takes into account a student’s mental and chronological age.

50
Q

Learning disability

A

difficult in the acquisition and use of listening, speaking, reading, writing reasoning, or mathematical ability.

51
Q

Practical intelligence

A

according to Sternberg, intelligence that is learned primarily by observing others and modeling their behavior.

52
Q

Profound retardation

A

retardation with IQ scores below 20 or 25.

53
Q

Stanford-Binet intelligence scale

A

A test that consists of series of items that varies according to the age of person being tested.

54
Q

Triarchic theory of intelligence

A

the belief that intelligence consists of three aspects of information processing: the componential element, the experiential element, and contexture element.

55
Q

Validity

A

a quality if tests that actually measure what they are supposes to measure.

56
Q

Wechsler Adult Intelligence Scale(WAIS-IV)

A

a test for adult that provides separate measures of verbal and performance (nonverbal) skill, as well as a total score.

57
Q

Wechsler Intelligence Scale for children (WISC-IV)

A

a children’s intelligence test permitting unusual flexibility in its administration.

PSYCHOLOGY 150 (1 decks)

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