unit 3 Flashcards
encompasses the processes associated with perception, knowledge, problem solving, judgement, language, and memory
cognition
field of psych dedicated to examining how people think
cognitive psych
categories or groupings of linguistic info, images, ideas, or memories
concepts
simple, complex, and abstract organization
concepts
to determine category, compare it to the best or typical example
ecxemplar
contains common and salient features, can help determine category
prototype
occur naturally or organically through either indirect or direct experiences, ex = snow
natural concept
defined by a specific set of characteristics, ex=time
artificial concept
mental construct consisting of a cluster or collection or related concepts
schema
assumptions about how individuals in certain roles will behave
role schema
set of behaviors for a given event, cognitive script
event schema
communication system that uses words and rules to organize ideas and transmit information
language
words of a given language, vocab
lexicon
set of rules used ot convey meaning
grammar
human language is coded in genes (chomsky)
language acquisition device
underlying basis of all language is similar, it is
universal
basic sound unit of language , different for different languages
phoneme
smallest unit of language, conveys meaning,
morpheme
way words are organized in sentences
syntax
meaning of morphemes and words
semantics
case of genie
without nurture and nature support, language did not develop
universal, reproduce single letter phonemes
cooing
combining phonemes into meaningful units, repetition of similar and identical syllables
babbling
combine morphemes into words, single word, concerned with semantics
one word utterances
combo of one word utterances, nouns and verbs, determined by semantic
two word utterances
emerges at age 4-5, combine one and two word utterances into sentences
basic adult structures
an extension of a language rule but to an exception of the rule
overgeneralization
language influences
the way we think (language determinism)
obstacle or gap between a present state and goal
problem
plan of action to find solution
problem solving strategy
continue trying different solution until problem solved
trial and error
step by step problem solving formula
algorithm
general problem solving framework
heruistic
working backwards, top down processing,
heuristics
accomplishing a large goal or task by breaking it into a series of smaller steps
scaffolding
inability to perceive an object being used for something other than what it was designed for
functional fixedness
tendency to focus on one piece of info when making a decision or solving a problem
anchoring bias
tendency to focus on info that confirms your existing beliefs
confirmation bias
leads you to believe that the event you just experienced was predictable, even though it wasn’t
hindsight bias
tendency to unintentionally stereotype someone or something
representative bias
tendency to make a decision based on example, info, or recent experience, even if no the best example
availability heuristic
believed intelligence consisted of one general factor, g, which could be measured and compared
charles spearman
acquired knowledge and ability to retrieve it, learn remember recall
crystallized intelligence
ability to see complex relationships and solve problems, tackle complex problems
fluid intelligence
practical, analytical, and creative intelligence
sternbers theory
street smarts, find solutions that work in everyday life
practical intelligence
closely aligned with academic problem solving and computations, analyze, evaluate, judge
analytical intelligence
marked by inventing or imagining a solution to a problem or situation
creative intelligence
each person possesses at least 8 intelligences
multiple intelligences theory
linguistic, logical mathematical, musical, bodily kinesthetic, spatial, interpersonal, intrapersonal, naturalist,
multiple intelligence theory
inter and intra personal intelligences, ability to understand emotions of self and others, social skills, good predictor of success
emotional intelligence
how well you relate values of a culture
cultural intelligence/competence
ability to generate, create, discover new ideas, solutions, and possibilities
creativity
thinking outside the box, generate multiple solutions, open ended, large number of potential solutions
divergent thinking
ability to provide a correct or well established solution to a problem, one correct answer
convergent thinking
score on test to measure intelligence
intelligence quotient (IQ)
reliable intelligence testing began in 1900s with, developed test to determine which french children were struggling in school
alfred binet
modified binets work by standardizing administration
louis terman
consistent manner of administration, scoring, interpretation
standardization
giving test to large population, make average for age groups
norming
variety of verbal and nonverbal skills,
whesler
14 subtest, compared verbal comprehension, visual spatial, fluid reasoning, working memory, processing speed
wisc-v
must be recalibration of IQ test as each generation has higher IQ than last
flynn effect
shape of IQ distribution
bell cure, normal distribution
subset of population that accurately represents the general population
representative sample
average is 100, standard deviation is 15
interpreting IQ score
dispersion of data in a population, give context and variability
standard deviations
68 percent of IQ scores, between
85 and 115
scores below 70 on IQ with social delays indicated
intellectual disability
high intelligence is a result of
nature vs nurture
MN study of twins reared apart indicated a
genetic component to intelligence
theory that each person responds to environment in unique way based on genetics
range of reaction
children in poverty experience more daily stress and exhibit
lower IQ
specific impairments of intelligence
learning disabilities
most common impairment in children, inability to correctly process letters, sound processing doesn’t work (wernickes), don’t understand sound letter correspondence
dyslexia
struggle to write legibly, physical task of writing is hard, trouble with putting thoughts on paper, problems with spatial abilities
dysgraphia
study of development across a lifespan
developmental psych
growth and changes in body, brain, sense, motor skills, health
physical development
learning, attention, memory, language, thinking, reasoning, creativity
cognitive development
emotions, personality, social relationships
psychosocial development
studies large number of children to create developmental milestones (average age to reach events)
normative approach
smooth slope of progression
continuous development
growth in discrete stages
discontinuous
sequence of development is universal
stage theories
cultural practices can accelerate or inhibit motor development such as in
ache society in paraguay, children walk at 2 years
persistent differences in grades, test scores, grad rates
achievement gap
low income children perform worse on
tests, graduation, college entrance
freud, theory that personality develops early during childhood, pass through stages,
psychosexual theory for development
birth to age 1, ego directs baby to suck
oral
1-3 years, toilet training,
anal
3-6 years, pleasure in genital stimulation, hostility towards same sex parent
phallic
6-11 years, sexual instincts die down, superego develops, social values
latency
adolescence, with puberty, sexual impulses reappear
genital
emphasized social nature of development over lifespan, social interactions affect identity, 8 stages
erik erikson
trust v mistrust
needs met, world is safe place
autonomy vs stage/doubt
develop sense of independence
initiative vs guilt
take initiative on some activities, may develop guilt when unsuccessful
industry vs inferiority
self confidence in abilities
indentity vs confusion
experiment with and develop identity and roles
intimacy vs isolation
establish intimacy and relationships
generativity vs stagnation
contribute to society, part of a family
integrity vs despair
assess and make sense of life and meaning of contributions
cognitive development, believed thinking is central to development, theory that cognitive abilities develop through specific stages, discontinuous
jean piaget
incorporate new info into existing schema
assimilation
change schemata based on new info, create new shcema
accommodation
birth-2 years, learn through senses and motor behavior, object permanence, stranger anxiety
sensorimotor stage
2-7, use symbols, use language, don’t have conservation, display egocentrism
preoperational stage
changed appearance of something is still equal in size
conservation
children cannot take perspective of others
egocentrism
7-11, think logically, mathematical operations, understand reversibility
concrete operational stage
objects can be changed and returned to their original form
reversibility
11- adulthood, think logically, deal with abstract ideas, moral reasoning
formal operational stage
decisions based on situations and circumstances, logic is integrated with emotion as adults develop principles that depend on contexts
suggested fifth postformal stage
obedience and punishment, individual interest
preconventional morality
interpersonal, social approval, authority driven
conventional morality
social contract, universal ethics
post conventional morality
1-2 weeks, mother and father pass DNA, zygote forms, mitosis,
germinal stage
3-8 weeks, embryo, placenta formed, basic structures start toform
embryonic stage
9-40 weeks, organs differentiate, brain develops, teratogens influence
fetal stage
any environmental agent that causes damage to developing fetus
teratogen
all healthy babies are born with
reflexes (automatic responses to stimulation)
when you stroke cheek, turn head that direction and suck
rooting reflex
automatic and unlearned
sucking reflex
newborn grasps with hands
grasping reflex
response if feels like falling, baby spread arm
moro reflex
baby motor development follows
orderly sequence, trunk out
ability to move body and manipulate objects
motor skills
use muscles in fingers, toes, eyes, coordination
fine motor skills
use large muscle groups that control arms and legs
gross motor skills
6-9 month cognitive milestones
shake head no, hide and seek, verbal requests
preschool age cognitive milestones
count, colors, name, age, basic time, predict story, enjoy humor, enjoy symbolic thought (play pretend)
3-5 year cognitive milestones
theory of mind, recognize false belief, ex = crayon box
middle and late childhood cognitive development
skills expand, though processes become logical, past, present, future, form attachments
long standing connection or bond with others
attachment
monkey experiments, feelings of comfort and security are critical components of bonding
harry harlow
attachment is affectionate bond or tie, helps with normal social and emotional development, secure base
john bowlby
caregiver must be responsive to childs needs, engage in mutuatally enjoyable interactions
secure base
researched if children differ in ways they bond, strange situation procedure
ainsworth
three types of attachment
secure, avoidant, resistant
distressed when mother leaves, happy when reunited
secure (most common)
child unresponsive to parent, does not care if leave, slow to show positive response upon return
avoidant
display clingy behavior, reject attachment figures attempt to interact, don’t explore toys, angry at parent returns, difficult to comfort
resistant
behave oddly, freeze, run around, run away, indicates abuse
disorganized
primary psychosocial milesone
development of self concept
parent gives reasonable demands and limits, expresses warmth, listens to child, sets rules and explains
authoritative
parents place high value on conformity and obedience, strict, little warmth, creates anxious kids
authoritatarian
kids run show, anything goes, few demands, nurturing and loving, more of a friend
permissive
parents indifferent, referred to as neglectful
uninvolved
innate traits that influence how one thinks, behaves, and reacts with the environment
temperament
positive emotions, adapt well to change, regulate emotions
easy temperaments
negative emotions, difficulty adapting, difficulty regulating emotions
difficult temperaments
time to develop independence from parents while remaining connected
adolescence
maturing of adrenal and sex glands
adrenarche, gonadarche
organs for reproduction
primary sexual characteristics
physical signs of sexual maturation
secondary sexual characteristics
brain growth continues into 20s, meaning
increased risk taking and emotional outbursts
adolescent cognitive development
more complex thinking, cognitive empathy, question authority
ability to take others perspective and feel concern
cognitive empathy
adolescent psychosocial development
refine sense of self, adopt values and roles, peer relationships central
18-20 years old, early middle and late
adulthood
physical maturation complete, physical abilities peak
early adulthood
skin loses elasticity, lost fertility, gain weight, hair thinning
middle adulthood
lose brain mass and fluid intelligence in
late adulthood
adult psychosocial development
social connectedness, meaning through work and family, stable marriage,
social support and friendships dwindle in number, remain close
socioemotional selectivity theory
denial, anger, bargaining, depression, acceptance
five stages of grief
studied death and dying
elizabeth kubler ross
long standing traits and patterns that propel individuals to consistently think, feel behave, not easily changed
personality
theorized personality traits based on body fluids
hippocrates
yellow bile, passionate, ambitious, bold
choleric
black bile, reserved, anxious, sad
melancholic
red blood, joyful, eager, optimistic
sanguine
white phlegm, calm reliable, thoughtful
phlegmatic
suggested diseases and personality differences are explained by imbalanced humors (fluids)
galen
distances between bumps on skull reveal personality and mental ability
franz gall
everyone sorted in 1 of 4 temperaments
immanuel kant, no overlap
personality described with 2 major axes, emotional/not, changeable/not
wundt
neurologist, discovered allowing Anna to talk symptoms brought relief, talking cure,
freud
aware of small amount of minds activities, freudian slip, ego, superego, ID
psychodynamic perspective
balances aggressive pleasure seeking drives of ID with superego
ego
unconscious, drives and urges, pleasure principle
ID
develops through social interaction, moral compass, strives for perfection, success=pride
superego
rational part of personality, seen by others
ego
operates in ways to distort reality, defense mechanism
unconscious ego
lead to childs pleasure seeking urges
psychosexual stages if development
founded individual psych focused on drive to compensate for inferiority, inferiority complex, occupational, societal, and love tasks, neofreudian
adler
shapes personality, older sibling overachiever
birth order
eight stages, each represents a conflict or developmental task, neofreudian
erikson
analytical psych (conscious v unconscious), continuous learning process, collective unconscious
jung
mainly in second half of life, become aware of unconscious elements
continuous learning process
universal version of personal unconscious, holding mental patterns, common to all, themes, ancestral memories
collective unconscious
proposed extroversion and introversion, self realization
jung
energized by people
extrovert
balance between extroversion and introversion
self realization
mask adopted, compromise between ideal and real self
persona
basis of myer briggs type indicator
extroversion and introversion
each individual has potential for self realization, no penis envy, normal growth blocked by loneliness or isolation
horney
Horney styles of coping
moving toward people, against people, or away form people
relies on affiliation and dependence
moving toward people
relies on aggression and assertiveness
moving against people
centers on detachment and isolation
moving away from people
personality traits not genetic, shaped by reinforcements and consequences, change with new situations
behavioral perspective
bandura, personality develops through learning, learning and cognition lead to differences, reciprocal determinism, observational learning, self efficacy
social cognitive perspective
cognitive processes, behavior, and context interact and influence each other
reciprocal determinism
level of confidence in our own abilities, developed through social experiences, high believe goals attainable, challenges are tasks to master
self efficacy
locus of control
julian rotter
beliefs about power we have over our lives
locus of control
believe most outcomes are a direct result of efforts
internal locus
believe outcomes controlled by other people, luck, chance
external locus
identifying a goal, pursuing, both internal and external feedback, delaying gratification
self regulation
examined healthy, creative, and productive people, hierarchy of needs
maslow
thoughts and feelings about ourselves
self concept, carl rogers
inherited predispositions and physiological processes explain personality
biological approach
how we respond to new or challenging stimuli
reactivity
ability to control repsonse
self regulation
all people have certain traits or characteristic ways of behaving
tenant
traits exist on continuum, 16PF, eysencks believe genetics influences
trait theorists
ensenycks
believed people have two dimensions of personality, intro/extroversion and neuroticism/stability
five factor model
openness, conscientiousness, extroversion, agreeableness, neuroticism
imagination, feelings, actions, ideas
openness
competence, self discipline, thoughtfulness, achievement
conscientiousness
social, assertive
extroversion
pleasant, cooperative
agreeableness
negative emotions, reactive
neuroticism
