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test 3 Flashcards

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1
Q

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

A

Intelligence

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2
Q

The test’s purpose was to identify children who might have difficulty in school, and it included measures of vocabulary, comprehension of facts and relationships, and mathematical and verbal reasoning

A

Binet’s Test

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3
Q

the typical intelligence level found for people at a given chronological age

A

Mental age

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4
Q
  • the actual age of the child taking the intelligence test
A

Chronological (physical) age

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5
Q

the ability to deal with new problems and situations

A

Fluid intelligence

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6
Q

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

A

Crystallized intelligence

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7
Q

intelligence that consists of sensitivity to both spoken and written language

A

Linguistic intelligence

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8
Q

requires skill in the composition, performance, and appreciation of musical patterns

A

Musical intelligence

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9
Q

having the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically

A

Logical-mathematical intelligence

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10
Q

involves the capacities to perceive the visual world accurately, and the ability to recognize and use the patterns of both wide and confined areas

A

Spatial intelligence

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11
Q

involves the use of one’s body in ways that are both expressive and goal-directed such as the gross motor skills of running, climbing, lifting things, and in fine motor skills such as using one’s hands or fingers for the more precise and skillful actions required when manipulating or using objects

A

Bodily-Kinesthetic intelligence

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12
Q

involves the development of the internal aspects of a person

A

Intrapersonal intelligence

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13
Q

involves the ability to notice and make distinctions among other individuals, especially their temperaments, motivations, moods, and intentions

A

Interpersonal intelligence

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14
Q

understanding patterns in nature

A

Naturalist intelligence

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15
Q

assesses cooperation between the individual being assessed and the individual doing the assessment, believing that intelligence is reflected not only in how children can perform on their own, but in terms of how well they can perform when helped by adults

A

Dynamic assessment

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16
Q

states that intelligence consists of three aspects of information processing: componential, experiential, and contextual

A

Triarchic theory of intelligence

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17
Q

reflects how people process and analyze information.

(a) Infer relationships between parts
(b) Solve problems
(c) Evaluate solutions
(d) Score highest on traditional IQ tests

A

Componential element

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18
Q

the insightful component.

(a) Compare new information to what is already known
(b) Can combine and relate facts in novel and creative ways

A

Experiential element

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19
Q

deals with practical intelligence—the demands of everyday environment

A

Contextual element

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20
Q

a measure of memory and recognition of a stimulus that has been previously seen

A

Visual-recognition memory

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21
Q

the ability to identify a stimulus that has previously only been experienced through one sense using another sense

A

Cross-modal transference

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22
Q
  • Ninety percent are classified.
  • IQ is in the range of 50 or 55 to 70.
  • Can reach 3rd to 6th grade level in school.
  • Can hold jobs and function independently.
A

mild intellectual disability

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23
Q
  • Five to ten percent.
  • IQ is from 35 or 40 to 50 or 55.
  • Slow to develop language and motor skills.
  • Generally cannot progress beyond 2nd grade.
  • Capable of training and social skills but typically need supervision.
A

moderate intellectual disability

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24
Q
  • IQ ranges from 20 or 25 to 35 or 40
A

severe intellectual disability

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25
Q
  • IQ is below 20 or 25
  • No speech
  • Poor motor control
  • Need 24-hour care
A

profound intellectual disability

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26
Q

special programs allow gifted students to move ahead at their own pace, even if this means skipping to higher grade levels

A

Acceleration

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27
Q

approach through which students are kept at grade level but are enrolled in special programs and given individual activities to allow greater depth of study in a given topic

A

Enrichment

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28
Q

emotional bond to another person

- infants seek physical closeness when primary caregiver leaves

A

Attachment

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29
Q
  • distress upon separation, joy upon returning
  • knows caregiver will return
  • seek caregiver when frightened
  • caregiver is usually warm and reliable
A

Secure Attachment

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30
Q
  • very distressed when caregiver leaves (may seek proximity while twisting away
  • caregiver is usually not dependable
A

Ambivalent Attachment

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31
Q
  • no distress when caregiver leaves
  • no proximity upon return
  • caregiver is usually abusive/neglectful
A

Avoidant Attachment

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32
Q
  • confused mix of behaviors

- caregiver is usually inconsistant

A

Disorganized Attachment

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33
Q
  • extreme difficulties forming attachments

- either attach to no one or attach to anyone

A

Reactive Attachment Disorder

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34
Q

the mutual, interlocking pattern of behaviors between parent and child that results in a smooth “dance” of interaction

A

Synchrony

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35
Q

infants, parents learn to communicate emotional stress states to each other and espond accordingly

A

Mutual Regulation Model

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36
Q

infants behaviors invite further social responses from parents and other caregivers

A

Reciprocal Socialization

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37
Q

nonverbal expression of emotion

A

Nonverbal encoding

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38
Q
  • shows caution around strangers at six months

- can’t predict actions of strangers

A

Stranger anxiety

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39
Q

shows distress when caregiver departs at eight to nine months

A

Separation anxiety

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40
Q
  • smiling in reference to other people

- more directed to caregivers by 18 months

A

Social smile

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41
Q

telling emotions from vocal/facial cues

A

Nonverbal decoding

42
Q
  • intentional search for information
  • referencing others’ feelings to explain uncertainty
  • first occurs at about 8-9 months

EX: infant approaches new toy; if caregiver looks horrified, infant will stop

A

Social referencing

43
Q

knowledge and beliefs about the mental world at an early age

A

Theory of mind

44
Q

infants see others as similar beings who behave under their own power

A

Compliant agents

45
Q

emotional response corresponding to feelings of another ; try to provide comfort

A

Empathy

46
Q

ability to adjust emotions to desired state/intensity

A

Emotional self-regulation

47
Q
  • the change in the way you interpret a situation

- interpretation affects response

A

Cognitive reappraisal

48
Q
  • direct or indirect talk about committing suicide
  • making arrangements as if preparing for a long trip
  • writing a will
  • dramatic changes in behavior
  • preoccupation with death in music, art, literature
A

Clear warning signs for possible suicide

49
Q

the sum total of the enduring characteristics that differentiate one individual from another, begin in infancy

A

Personality

50
Q
  • patterns of emotionality/arousal

- how kids behave, not what they do or why

A

Temperament

51
Q
  • activity level: overall movement
  • irritability: easy going or easily disturbed
  • adaptability: changes in environment
  • approach-withdrawal
A

Dimension of temperament

52
Q

positive, regular, adaptable, curious, moderate to low emotionality

40% of babies

A

Easy babies

53
Q

fairly negative, slow to adapt, withdrawal

10% of babies

A

Difficult babies

54
Q

calm, slightly negative, slow to adapt, withdrawal

15% of babies

A

Slow-to-warm babies

55
Q

between temperament and environment

A

Goodness-to-fit

56
Q
  • occurs in infancy
  • dependent on quality of care
  • if loved and protected, we get to feel the world will be a pretty good place
  • in neglected, we will emerge with a sense of distrust
A

Trust-vs-mistrust stage

57
Q
  • occurs in late infancy (1.5 to 3 years)
  • trying out new skills
  • doubtful of abilities from overprotection
A

Autonomy-vs-shame-and-doubt stage

58
Q
  • occurs in preschool years and lasts from around ages 3 to 6
  • conflict between desire to act independently and shame over mistakes
A

Initiative-vs-guilt stage

59
Q
  • occurs roughly from ages 6 to 12
  • mastering tools of a larger culture
  • every child needs to feel they can do something well
A

Industry-vs-inferiority stage

60
Q
  • occurs at adolescence

- need to determine who they are and where they are going with life

A

Identity-vs-identity confusion stage

61
Q

knowledge about oneself, begin to grow around 12 months

A

self-awareness

62
Q

sense of identity, beliefs about what we are like

A

self-concept

63
Q
  • caretaker wipes rouge on infant’s nose and places infant in front of mirror
  • before 15 months, doesn’t recognize self
  • 17-24 months, tries to wipe away rouge
A

Mirror and rouge task

64
Q
  • independence, blending in, interconnectedness

- individual expected to sacrifice for good of group

A

Collectivist orientation

65
Q
  • personal identity, uniqueness, competition

- focus on what makes us different

A

Individualistic orientation

66
Q
  • minority kids indicate preference for majority values/people
  • a lot has to do with media depictions
A

Race dissonance

67
Q

abilities in subjects (a self-concept)

A

Academic self-concept

68
Q

relations with peers, significant others (self-concept)

A

Social self-concept

69
Q

different states; ability to control (self-concept)

A

Emotional self-concept

70
Q

appearance, abilities (self-concept)

A

Physical self-concept

71
Q

stage for adolescents in which they are seeking to discover their individuality and identity

A

Identity-vs-identity-confusion stage

72
Q

taking time off between high school and college or responsibilities to explore roles, possibilities

“gap year”

A

Psychological moratorium

73
Q
  • considered alternatives, committed to choices

- tends to be happiest in this stage; may go back into exploration in college

A

Identity achievement

74
Q
  • prematurely committed to identity without really exploring
  • usually what parents want
  • high need for social approval
A

Identity foreclosure

75
Q
  • no exploration, no commitment
  • common in early teens
  • in late teens, can lead to anxiety
A

Identity diffusion

76
Q
  • have explored alternatives, no decision

- can also feel anxiety

A

Moratorium

77
Q

individual cultures should assimilated into a unified culture

(melting pot model)

A

Cultural assimilation

78
Q
  • minority groups should preserve cultural features

- almost an isolationist model

A

Pluralistic society

79
Q

it is possible to identify both with minority and majority culture

A

Bicultural identity

80
Q

judgments about themselves as being good or bad in particular ways

A

Self-esteem

81
Q
  • comparing self to abilities, opinions, expertise of others

- tend to compare self to similar others

A

Social comparison

82
Q
  • comparing self to someone better on a particular sill
  • aspirational

(one of the social comparisons)

A

Upward social comparisons

83
Q
  • comparing self to someone obviously worse
  • self-protective

(one of the social comparisons)

A

Downward social comparisons

84
Q
  • sense of being male or female
  • our perceptions of maleness and femaleness
  • a social construst
A

Gender

85
Q
  • sexual autonomy, sexual behaviors
A

Sex

86
Q

physical characteristics, hormone differences, and brain structure differences may lead to gender differences

A

Biological perspectives on gender

87
Q
  • the process in which children attempt to be similar to their same-sex parent, incorporating the parent’’s attitudes and values
  • occurs during the phallic stage of development
A

Identification

88
Q

attribute gender differences to identification

A

Psychoanalytic perspective

89
Q

argue that children learn gender-related behavior and expectations from direct training and from the their observations of others, including the media

A

Social learning approaches

90
Q

the perception of one’s self as male or female

A

Gender identity

91
Q

cognitive framework related to gender

A

Gender schema

92
Q

people are permanently male or female

A

Gender consistancy

93
Q
  • avoidance of the opposite sex

- pronounced in middle childhood

A

Sex cleavage

94
Q
  • cross-sex interactions
  • some romantic overtones
  • when opposite sexes interact
A

“Border work”

95
Q

Composed of rankings that represent the relative social power of those in a group hierarchy

A

Dominance hierarchy

96
Q
  • all interactions stop when status is challenged

- usually physical controntation

A

Restrictive play

97
Q

the functions of dating
a.
b.
c.

A

a. learning to establish intimacy
b. entertainment
c. developing own identity

98
Q
  • permissible for both males and females if it occurs in long-term, committed, or loving relationship
  • still more lenient attitudes for male sexuality, even in socially liberal cultures
A

Permissiveness with affection

99
Q

20-25% of boys and 10% of girls….

A

… Have at least one same-sex encounter

100
Q
  • not a choice
  • may be rejected by friends, family
  • may be subjected to assaults
  • may internalize societal, familial, religious homophobia
A

Homosexuality

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