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40 Cards in this Set
- Front
- Back
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G/g factor |
The single, general factor for mental ability assumed to unline intelligence in some early theories of intelligence |
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Fluid intelligence |
Ability to reason abstract |
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Crystallized intelligence |
Accumulation of information skills and strategies that are learned through experience and can be applied in problem solving situations |
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Theory of multiple intelligence |
Gardner's intelligence theory that proposes that there are 8 distinct spheres of intelligence |
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Musical intelligence |
Skills involved with music |
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Bodily kinesthetic intelligence |
Skills using the whole body |
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Logical-mathematical intelligence |
Skills in problem solving and scientific thinking |
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Linguistic intelligence |
Skills involved in the production and use of language |
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Spatial intelligence |
Skills involving spatial configurations such as those used by artists and architects |
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Interpersonal intelligence |
Skills in interacting with others such as sensitivity to the moods, temperate, motivations, and intentions of others |
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Intrapersonal intelligence |
Knowledge of internal aspects of oneself; access to one's own feelings and emotions |
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Naturalistic intelligence |
Ability to identify and classify patterns in nature |
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Intelligence test |
Test devised to quantify a person's level of intelligence |
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Mental age |
Age for which a given of performance is average or typical |
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Intelligence quotient |
Measure of intelligence that takes into account an individual mental and chronological ages |
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Motivation |
Factors that direct and energize the behavior of humans and other organisms |
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Instincts |
Inborn patterns of behavior that are biologically determines rather than learned |
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Drive-reductions approaches to motivation |
Theories suggesting that a lack of some basic biological need produces a drive to push an organism to satisfy that need |
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Drive |
Motivational tension or arousal that energizes behavior to fulfill need |
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Arousal approaches to motivation |
Belief that we try to maintain certain levels of stimulation activity |
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Incentive approaches to motivation |
Theories suggesting that motivation on stems from the desire to obtain valued external goals / incentives |
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Cognitive approaches to motivation |
Theories suggesting that motivation is a product of people's thoughts, expectations and goals |
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Self-actualization |
A state of self fulfillment in which people realize their highest potential in their own unique way |
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James-lange theory of emotion |
Belief that emotional experience is a reaction to bodily events occurring as a result of external situation ( I feel sad because I'm crying ) |
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Cannon-bard theory of emotion |
Belief that both physiological arousal and emotional experience are produced simultaneously by the same nerve stimulus |
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Schacter-singer theory |
Belief that emotions are determined jointly by a nonspecific kind of physiological arousal and it's interpretations based on environment |
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Developmental psychology |
Branch of psychology that studies the patterns of growth and change that occurs throughout life |
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Nature |
Heredity / based on individuals genetic makeup |
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Nurture |
Environment / influence of parents, siblings, friends etc |
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Attachment |
Positive emotional bond that develops between a child and particular individual |
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Authoritarian parent |
Parents who are rigid and punitive and value unquestioning obedience from their children |
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Permissive parent |
Parents who give their children relaxed / inconsistent direction and although they are warm, require little of them |
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Authoritative parents |
Parents who are firm, set, clear limits, reason with their children and explain things to them |
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Uninvolved parent |
Parents who show little interest in their children and are emotionally detached |
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Intrinsic motivation (has to do with cognitive approaches) |
Causes us to participate in an activity for our own enjoyment rather than for any concrete, tangible reward that it will bring us. |
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Extrinsic motivation (has to do with cognitive approaches ) |
Causes us to do something for money, a grade, or other concrete, tangible reward |
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Children securely attached |
Tend to be more socially and emotionally competent, playful, cooperative |
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Temperament |
A basic, inborn characteristic way of responding and behavioral style |
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Psychological development/ erikson |
Development of individuals interactions and understanding of each other and of their knowledge and understanding of themselves as members of society |
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Cognitive development/ piaget's |
The process by which a child's understanding of the world changes as a function of age and experience |
