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Child Psych > Test 2: Learning, Cognition, and Intelligence > Flashcards

Test 2: Learning, Cognition, and Intelligence Flashcards

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1
Q

Learning

A

Classical Conditioning

Instrumental/Operational Learning

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2
Q

Cognition

A

Object & physical knowledge

social knowledge

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3
Q

Both Cognition and Learning

A

Perceptual Learning
Statistical learning
Observational Learning/imitation
Rational Learning

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4
Q

Classical Conditioning

A

form of learning that consists of associating an initial stimulus that always evokes a particular reflexive response

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5
Q

Instrumental (operant)

A

learning relation between one’s own behavior and consequences that result

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6
Q

When consequences INCREASE the likelihood of a behavior happening,

A

Reinforcement occurs

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7
Q

When consequences DECREASE the likelihood of a behavior happening,

A

Punishment occurs

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8
Q

ABA

A

Positive Reinforcement
Guided instruction
Scaffolding

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9
Q

Perceptual Learning

A

Learning about the stability and regularity of environmental stimuli

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10
Q

Affordances

A

Opportunities for action in environment that are geared to organism’s physical characteristics and motor capabilities

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11
Q

Differentiation

A

key process in perceptual learning

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12
Q

Statistical Learning

A

Type of learning involving picking up info. from environment and detecting statistically predictable patterns

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13
Q

Observational Learning/Imitation

A

Learning through observation or other people’s behavior

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14
Q

Rational Learning

A

Integrating the learner’s prior beliefs and biases with what actually occurs in the environment

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15
Q

Object knowledge in infants is explored using a procedure called violation-of-expectancy

A

Infants shown an event that should evoke surprise or interest

The event violates something the infants know or assume to be true.

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16
Q

Object Permanence study by Baillergeon

A

5 month infants

Infants look reliably longer at impossible event

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17
Q

Social Knowledge

A

Infants understand the behavior of others is purposive and goal-directed

  1. Agent
  2. Goal Environment
  3. Object Approach
  4. Goal Object
  5. Observer
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18
Q

Woodward Paradigm

A

As young as 5 months, infants look at aspects of behavior that are relevant to her or his underlying intentions

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19
Q

France in 1904

A

Alfred Binet got the Binet-simon test going

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20
Q

Intelligence as single trait

A

general intelligence
we all possess certain amount of g. G influences our ability to think and learn on all intellectual tasks

G correlates with information-processing speed, speed of neural transmission, brain volume.

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21
Q

Intelligence as few Basic Abilities

A

Fluid Intelligence- ability to think on the spot
Crystallized IQ: knowledge of world.

Other have 7 traits.

Evidence:
Tests of each type of intelligence correlate more highly with test of same type than with tests of different type
Different developmental courses
Active brain regions differ

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22
Q

Intelligence as many distinct processes

A

Intelligence is comprised of numerous processes

Evidence:
Many processes involved in reading.

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23
Q

John Carroll

A

All 3 levels useful

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24
Q

Multiple Intelligence by Howard Gardner

A

Based on view that people possess @ least 8 types of intelligence

Evidence:
Brain-damaged patients
Prodigies

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25
Q

Theory of Successful Intelligence by Robert Sternberg

A

Based on view that intelligence is the ability to achieve success in life.

Success in life based on 3 abilities:
Analytical Intelligence
Creative Intelligence (imagination/creative problem solving)
Practical Intelligence (street smarts)

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26
Q

Giftedness, Dr. Ellen Winner

A

Precocity- has skills that develop earlier than typical children

Rage to master- incredible intrinsically drive and motivated

Marching to their won drum- think and learn in usual ways, primarily on their own

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27
Q

Opposed to Current Intelligence Testing

A

To assess the complexity of
intelligence, must assess
broader range of abilities
than currently tested

Current test are culturally biased

Reducing intelligence to a number is simplistic, unethical

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28
Q

Believe in need for current intelligence testing

A

Best method to predict
grades, achievement,
career success

Valuable in making special
education decisions

Other methods are more biased (e.g., teacher report)

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29
Q

IQ tests early in childhood

A

Children ages 0 to 3-5

Visual Reception
Fine and Gross Motor
Receptive Expressive Language

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30
Q

WISC

A

Most widely used intelligence test for children 6+ years.

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31
Q

Standard Deviation

A

Measure variability of scores within distribution

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32
Q

More stability of IQ scores

A

IQ tests given closer in time

IQ tests given at older ages

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33
Q

Less stability of IQ scores

A

Alertness/mood of child on test days
Family factors
Environmental changes

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34
Q

Dweck’s Theory of Self-attributions and achievement motivation

Growth mindset
INCREMENTAL THEORY

A

Theory that intelligence can grow as a function of experience

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35
Q

Dweck’s Theory

Growth mindset
INCREMENTAL/MASTERY ORIENTATION

A

Attributing success and failure to the amount of effort expended and to persist in the face of failure

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36
Q

Dweck’s Theory

Fixed Mindset
ENTITY THEORY

A

Theory that intelligence is fixed and unchangeable

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37
Q

Dweck’s Theory

Fixed Mindset
ENTITY/HELPLESS ORIENTATION

A

Attributing success and failure to enduring aspects of the self and to give up in the face of failure

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38
Q

Dweck said children’s motivation based on either

A 
Learning Goals or 
Performance goals (seeking to receive positive assessments)
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39
Q

GXE: Passive effects on intelligence

A

Genetic influence overlaps with being raised by bio parents

40
Q

GxE: Evocative effects

A

Child’s genetic makeup influences other’s behavior

41
Q

GxE: Active effects

A

Child’s genetic Makeup influences their choice of enviornment

42
Q

HOME

A 
Caldwell and Bradley
Oragnization/safety
Intellectual stimulation
Parent-child interactions
Emotional enviornemtn

Changes in HOME scores RELATED to change in IQ. However, for adoptive children, correlation between HOME and IQ is smaller.

43
Q

School and cultural influences on IQ

A

School: income
Culture: different types of intelligence

44
Q

Poverty

A

Emotional conflict
Limited stimulation
inadequate diet
Reduced access to healthcare

45
Q

Reading

0-1st grad

A

phonemic awareness

46
Q

Reading

1st-2nd grade

A

phonological recording skills, sounding out

47
Q

Reading

2nd-3rd grade

A

Gain fluency in simple material

48
Q

Reading

4th-8th grade

A

Acquire reasonably complex new information form written text

49
Q

8th-12th

A

Adolescents acquire skills not only in understanding information presented from single perspective, but also in coordinating multiple perspectives

50
Q

Phonemic Awareness

A

Predicts how well children learn to read. Essential to reading for alphabetic languages

51
Q

Graphemes

A

smallest part of written language that represents a phoneme in spelling of a word

d, f, p, s, ch, sh, -ck, -igh

52
Q

Phonics

A

understanding the there is a dependable relationship between phonemes and graphemes.

53
Q

Word Identification Strategy:

Phonological Reading

A

Translate letters into sounds and blend into words

Sound out

54
Q

Word Identification Strategy:

Visually based retrieval

A

processing word meaning directly from visual form

sight reading

55
Q

Fluency

A

Ability to read accurately and quickly

Develops gradually with time and practice. Frees students to understand what they’re reading

56
Q

More fluent readers

A

Able to focus on comprehension

Connections between ideas and background knowledge

57
Q

Less fluent readers

A

Focus attention on decoding words

Little attention for comprehending text

58
Q

Vocabulary

A

Words we must know to communicate effectively
Oral: words we use in speech
Reading: words we recognize or use in print

59
Q

Learning Vocab: Indirect

A

Children learn most words through daily experiences

60
Q

Learning Vocab: Direct

A

Word-learning strategies: using word parts, or context clues

Explicity teaching

61
Q

Reading Comprehension

A

involves forming a mental model

Basic Processes: encoding and automatization.
Strategize by reading slowly when need to mast material, speed up when only need rough sense

62
Q

Comprehension monitoring (metacognition)

A

Process of keeping track of one’s understanding of a verbal description or text

63
Q

Content knowledge (metacognition)

A

Frees cognitive resources

Allows readers to draw inferences about unstated information

64
Q

Generating Written text: Lower level goals vs. higher level

A

Low: spelling, capitalization, punctuation
High: comprehensible argument, organizing

65
Q

Solution to mathematics anxiety

A

Have students write brief description of their emotions before taking a test.

66
Q

Phonemes

A

units of sound in speech, change word meaning (r vs. l)

200 phonemes, English uses 45.

67
Q

Voice onset time

A

difference between when sound is initiated in vocal cord and when air leaves mount

b -30 onset time
p +10 onset time

68
Q

Better at detecting differences between speech sounds at ___ months. Better at vocab/grammar at __-___ months

A

6 months

13-24 months

69
Q

Discriminate speech sounds for other languages

A

Drops around 11 months

70
Q

Cooing: __ - ___ months

Babbling _-__months

A

1.5-3 months, drawn out vowel sounds

6-10 months, string of consonant vowel sounds

71
Q

Morphemes

A

smallest unit of meaning
words: act, dog, funny,
Parts of words: -s, -ing. re-

72
Q

Word segmentation

A

boundaries between words

Prettybaby= pretty baby or pre tyba by?

73
Q

Morphology: Stress Patterns

A

English, 1st syallble more likely stressed

74
Q

Morphology: Statistic Learning

A

Certain sounds more likely to appear together.

8 month olds can pick out words in 2 minutes (random string with some repeats)

75
Q

6 months understand _________ (language)

9 months understand ____ (language)

A

6- familiar things “mommy”

9- familiar expressions “bye”

76
Q

2 years understand ___ words

A

200-500 words

77
Q

First word

A

10-15 months

78
Q

Holophrastic period

A

one word utterances to express whole phrase

79
Q

Overextension

A

using a given word in broader context than appropriate

80
Q

Word spurt

A

jump in vaocab around 19 months

81
Q

Syntax

A

Rules in language about how different words go together

Lila ate the lobster
The lobster ate Lila

82
Q

Overregularization

A

treat irregular forms as regular

Ex: we goed to the playground

83
Q

Mean Length of Utterance MLU

A

Roger Brown’s measure of syntactic production which increases up to age 13.

I’m Tired= I am Tired

84
Q

When does syntactic production begin?

A

2 years, telegraphic speech (2 words)

85
Q

When do 4 word sentences show up?

A

around 2.5 years

86
Q

Pragmatics

A

knowledge of cultural rules and contextual variations for using language: body language, proxemic (distance), paralinguistic (intonation, rate, pitch)

87
Q

Pragmatics: infancy

A

cooing and babbling

88
Q

Pragmatics: early conversation skills

A

collective monologues: content of each child’s turn has little to do with what other child said

Sustained conversation increases form 21-36 months

89
Q

Pragmatics: Later conversational skills

A

The extent to which children talk about the past increases dramatically over the preschool period

School children better able to understand multiple word meanings

90
Q

Critical period for language

A

0-~5-8 years

91
Q

False Belief problems

A

Tasks that test a child’s understanding that other people will act in according with their own beliefs, even if they are incorrect

92
Q

Object substitution

A

form of pretense in which an object is used as something other than itself (banana phone)

93
Q

Sociodramatic play

A

activities in which children enact miniature dramas with other children or adults

94
Q

Imaginary Friends

A

63% of children

Likely to be first born, advance ToM, little TV, verbally skillful

95
Q

How do children get bio knowledge? Nativist

A

Humans born with biology module, crucial for survival

96
Q

Bio info? Empiricist

A

Comes from observations and information from parents

Child Psych (5 decks)

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