Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Lifespan and Developmental Psychology > Week 6 Lecture > Flashcards

Week 6 Lecture Flashcards

You may prefer our related Brainscape-certified flashcards:
AP® Psychology flashcards Psychology 101 flashcards GRE® Psychology flashcards
1
Q

What is theory of mind?

A

Ability to reflect on own thoughts and reasise they’re not necessarily the same and others’.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What did Piaget believe about theory of mind?

A

That it didn’t emerge until 8 years old.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What does more recent research uncover that Piaget thought differently on?

A

That it develops much earlier .

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What does the theory of mind begin with?

A

Joint attention and social referencing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What was one study used to measure if theory of mind has developed?

A

Brocolli and goldfish crackers. Researcher makes obvious that they like broccoli and doesn’t like crackers. Then pushes them toward the child and says “give me some”. If the child has a theory of mind, they’ll give the researcher what they enjoyed and not what the child likes.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What did the theory of mind task with the broccoli and goldfish reveal about 14 months old and 18 months old?

A

14 months gave the researcher what they personally liked, while 18 months had developed theory of mind and gave the experimenter the broccoli.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What is understanding false belief?

A

Ability to understand that someone else may have a false belief: a key development in understanding other minds

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What does the ability to reason about a false belief reflect?

A

The emergence of a representational theory of mind

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What is a representational theory of mind?

A

The understanding that the mind is a representation device and may misrepresent

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Is a representational theory of mind the same or difference across culture?

A

It is stable across all cultures

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Do 3 year olds have false belief?

A

NO

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

At what age to children tend to develop an understanding of false belief?

A

Around 4

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

How can we test an understanding of false belief?

A

The Sally Anne task - where will Sally look for her ball?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What is one exception to why some people can develop completely properly yet not understand the theory of false belief?

A

Autistic kids - struggle to understand that children don’t think the same as you do

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

What age does Piaget’s formal operations stage start?

A

around 11-12 years old

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What happens in the formal operational stage?

A

mental actions on ideas. More hypothetical, abstract thought. Can mentally manipulate internal representation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

At what age does hypothetico-deductive reasoning start (as in formal operations stage)?

A

around 13 years old

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

What happens when you develop hypothetico deductive reasoning (in Piaget’s formal operational stage)?

A

start to make systematically test observation based hypotheses

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

What is one way to test hypothetico deductive reasoning (In Piaget’s formal operational stage)?

A

Using the pendulum/strong problem

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

What is propositional reasoning (in Piaget’s formal operational stage)?

A

Proposition is presented as being true.

need to make logical inference that the concluding statement is therefore also true.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Can concrete operational children accept an untrue proposition?

A

No they can’t. they won’t accept a “logical” made up proposition.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Describe the gradual processes forming in the typical order in the formal operational stage:

A
  • first: simple abstract and hypothetical problem solving skills
  • Second (some years later): ability to systematically devise and test variables
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

What are some positive outcomes in developing the formal operational stage?

A
  • thinking critically and scientifically
  • gain own sense of identity
  • understand others better
  • assimilate cultural knowledge and values
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

What are some negative outcomes in developing formal operation thinking?

A
  • question authority
  • ability to imagine alternatives
  • don’t see practical barriers to the perfect world
  • simple solutions for complex problems
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

What are the two forms of adolescent of egocentrism (in formal operational stage)

A
  1. Imaginary audience

2. personal fable

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Why is there a sense of egocentrism in adolescents?

A

because they have an enhanced ability to reflect ton own and others’ thoughts

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

What does an ‘imaginary audience’ mean? (formal operational stage)

A

differentiating too little between own thought and those of hypothesised audience (everyone is looking at my massive forehead)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

What does ‘personal fable’ mean? (formal operational stage)

A

differentiating too much between own self and others (no one would possibly be able to understand how terrible I feel)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

What is one thing that the development of formal operations depends on?

A

It depends on socio-cultural context as much as on assimilation/accomodation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

What is the main implication of Piagets theory to do with competence vs. performance?

A

Piaget might have underestimated what infants do, and overestimate what teenagers do.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Adolescents seem convinced that there’s a logical answer to every question, while adults:

A

better able to answer more complex questions with more flexibility.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

What is relativistic thinking, that emerges in adults past the formal operation stage?

A

Knowledge depends on context and the person’s own subjective perspective.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

What is dialectic thinking, that adults seem to have and adolescents don’t?

A

Detecting and reconciling inconsistencies/recognises that problems are multifaceted. Recognise parts that don’t make sense at first.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

What are 2 broad types of views of cognitive development, which are alternative to Piaget’s?

A
  1. Domain general approaches

2. Domain specific approaches

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

What is a domain-general approach to cognitive development?

A

Development is driven by underlying changes in nature of children’s cognition. (stage based versions referred to as neopiagetian theories).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

What are domain-specific approaches to cognitive development?

A

Different mechanisms assumed to drive development in different domains of knowledge.

37
Q

What are neo-piagetian approaches to cognitive development?

A

More modern views that still assume children go through stage-like development. Transition through stages driven by fundamental changes in structure of cognition.

38
Q

What are 3 examples of neo-piagetian approaches to cognitive learning?

A
  1. cognitive capacity model
  2. processing efficiency theory
  3. cognitive complexity theory
39
Q

What was Lev Vygotsky’s sociocultural theory?

A

Children’s cognitive development progresses within their zone of proximal development.

40
Q

What is social scaffolding (in Vygotsky’s sociocultural theory)

A

Believed that active participation in small group problem solving benefits learning.

41
Q

What is one of Vygotsky’s teaching methods, reciprocal teaching?

A

teacher models role of expert, child plays role of teacher helps children to learn.

42
Q

What is the core knowledge, domain specific approach of cognitive learning?

A

Children develop specialised ways of learning about specific domains. Children have naive theories, then gradually replace with more complex theories.

43
Q

What is the information processing approach of cognitive development (the most recent?)
How is human cognition seen in this approach?

A

Child seen to process stimuli.

Seen as a complex system of storage and retrieval, with process including attention, encoding, memory and thinking.

44
Q

What is development seen as in the information processing approach?

A

Seen as continuous

45
Q

Current researchers have moving away from a ——- like view of cognitive development

A

stage like

46
Q

What is attention?

A

The ability to focus on the most relevant stimuli in the environment

47
Q

When does attention improve markedly?

A

During middle childhood, and especially during adolescence

48
Q

What is selective attention?

A

When you can pay attention to certain stimuli that you need to

49
Q

What is sustained attention?

A

Remaining attentive for a longer period of time

50
Q

What is divided attention?

A

Going from one thing to the other

51
Q

What are some cultural difference in childhood attention?

A

After about the age 6, American children are better at focusing on one task, while Japanese children are better at focusing on multiple tasks.

52
Q

What can habituation tell us about infant memory?

A

newborns can remember a stimulus for only a few seconds

53
Q

What can habituation tell us about memory at 3 months old?

A

3 month old can remember moving images up to three month

54
Q

What can habituation tell us about 5 month olds?

A

5 year olds can remember faces even after only 5-10 seconds of exposure

55
Q

How can we test habituation at infancy?

A

Through operant conditioning - tying a string to infants legs which is attached to a mobile.

56
Q

Using the operant conditioning, habituation task where string is ties to an infants leg, what have we discovered about memory in 2 months old, 3 months old and 6 months old?

A
  1. two months old can remember for three days
  2. three months old can remember for 8 days
  3. six months old can remember for three weeks
57
Q

What is an influence in memory in the infant operant conditioning string task?

A

context dependence - the colour of the cloth helps them to remember

58
Q

Infants can form memories, but they must be:

A

nonverbal. It’s not yet understood if memory improves because of word development.

59
Q

What are memory strategies?

A

Techniques for improving storage and retrieval.

60
Q

When are memory strategies used more, ad what strategies can be used?

A

Used more during middle strategies. Techniques include:

  • rehearsal
  • organisation
  • elaboration
61
Q

What memory strategies do children experiment with?

A

mnemonic strategies

62
Q

Can younger children use memory strategies?

A

Yes, younger than 5-6 years can, but they don’t think to do so

63
Q

What is constructive memroy?

A

we use our knowledge to encode and retrieve complex information

64
Q

Constructive memory can be either positive or problematic. Why is this?

A
  1. Better memory for domains where we’re expert

2. we can form incorrect memories

65
Q

What is metamemory?

A

knowledge about you own memory in general

66
Q

What is a characteristic of metamemory?

A

improves remarkably with age

67
Q

What does adaptive behaviour look like in adaptive memory?

A

Those who overestimate their own memory are more motivated to improve, and do improve more than those who don’t

68
Q

What happens in your short term memory during adolescence?

A

significant increase in short term (working) memory occurs during adolescence

69
Q

What evidence demonstrates that short term memory significantly improves during adolescence?

A

in a digit span task

70
Q

As we age, what are the two major intellectual categories that we examine to determine how memory is going?

A
  1. cognitive mechanics (content free)

2. cognitive pragmatics (knowledge rich)

71
Q

What are cognitive mechanics?

A

basic memory processes that decline in late adulthood

72
Q

What are cognitive pragmatics?

A

needed to solve intellectual problems with sulture based knowledge and skills (wisdom), need cultural knowledge

73
Q

What are the age affects of congitive pragmatics?

A

Usually remains fairly stable during adulthood and late adulthood, declines at a fairly older age

74
Q

What did Baltes’ use to assess wisdom (using cognitive pragmatics)

A
  • factual knowledge
  • procedural knowledge
  • lifespan contextualism
  • relativism
  • uncertainty
75
Q

What is cognitive plasticity?

A

ability of other neurons to take over that functions of lost/damaged neurons

76
Q

What is the effect of brain training in later adults?

A

observable up to 5 years later, but little evidence of improvement transfer outside tasks

77
Q

What is the best type of brain plasticity enrichment in older adults?

A

ones that involve movement

78
Q

What happens in brain mass during adulthood?

A

Gradually decreases

79
Q

What is a fact about 80 year old brains?

A

They generally weight 18% less than a 30 year old brain (more physical, the less this occurs)

80
Q

During adulthood, what happens in intelligence

A

fluid intelligence steadily decreases while there is an increase in crystallised intelligence

81
Q

What happens to dendritic branches as we get older?

A

They shorten

82
Q

What are some age related changes in the brain as we get older?

A
  • less blood flow to brain (blockage, rupture or death of neurons)
  • neurotransmitters change
  • organic brain syndromes
83
Q

What is one of the leading forms of dementia in adults?

A

multi-infarct dementia, account for 10-20% of organic brain syndrome in adults

84
Q

What are some risk factors of multi-infarct dementia?

A
  • hypertension (high blood pressure)
  • diabetes
  • advanced age
  • male
  • smoking
85
Q

What accounts for 50-60% of organic brain syndrome in patients over 65 years of age?

A

Alzheimer’s disease

86
Q

What is the prevalence rate of Alzheimer’s in 64 year olds?

A

1%

87
Q

What is the prevalence rate of Alzheimer’s for 85 year olds?

A

24-36%

88
Q

What is the course of Alzheimer’s disease?

A

usually 7-10 years

89
Q

What is the main risk factor for Alzheimer’s disease??

A

chronological age

Lifespan and Developmental Psychology (11 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions