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126 Cards in this Set
- Front
- Back
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DEVELOPMENTAL-LEARNING
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CATEGORY
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What is the percentage of children diagnosed with Tourette's that are also diagnosed with ADHD?
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60% of those children with Tourette's will also meet criteria for ADHD.
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Which medication may cause an increase tics?
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Stimulant treatment (e.g., methylphenidate), particularly high doses, may cause an increase in motor and vocal tics.
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Name two popular neuropsych tests.
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1. Luria-Nebraska 2. Bender-Gestalt
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Early Developmental Milestones
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rolling over = 2.8 mos
sitting alone = 5.5 mos standing holding on = 5.8 mos walking holding on = 9.2 mos standing alone = 11.5 mos walking alone = 12.1 mos walking up stairs = 17.1 mos |
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Types of memory most affected by aging
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* greatest decline is in recent LTM, followed by decline in working memory
* remote LTM, memory span, & sensory memory are relatively unaffected * episodic memory is more negatively affected than semantic or procedural memory * some deficits in metamemory (older people less likely to use strategies) |
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Anaclitic depression
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withdrawal, developmental delays, unresponsiveness due to separation from a parent (especially 6 mos -1 yr)
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age that conformity to peers peaks:
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14-15, children are most susceptible to positive, negative, & neutral influence
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best predictor of reoffense in juvenile offenders
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age at first offense
(younger the age at first offense, higher the risk of recidivism) |
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Montessori Method
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based on assumption that learning stems from sense perception & can be maximized with instruction emphasizing the senses
designed for children with MR experiential learning, child-centered, at own pace |
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Leading causes of death in adolescents & young adults:
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1st - MVA's (36%)
2nd - homicide (but is 1st for African-Americans) 3rd - suicide (rates are increasing) |
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Scaffolding
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in Vygotsky's theory
working in the zone of proximal development, providing shaping & modeling what skills are needed for next stage of growth, when a child truly needs it |
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parental attention to what sense plays the most critical role in healthy infant development?
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tactile sense
e.g., Harlow's monkeys seeking comfort contact |
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Derived index is Estimated Learning Potential Scale
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Test-wideness
Not anything more than application of individuals general cognitive ability to test-taking task. Not a skill in itself. |
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Gifted children vs. non-gifted children
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Gifted achieve higher on measures of self-concept, especially in areas related to academics. Also better metacognitive skills. Process info more efficiently esp. on novel tasks.
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Components of effective schools
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1. strong leadership
2. structured, not oppressive atmosphere 3. teachers who participate in decision-making 4. high expectations of educational staff that kids will learn 5. emphasis on academics 6. frequent monitoring of student performance |
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small vs. large school
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small schools are more effective. More exposure to opportunities/social roles
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3 models of school consultation
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1. mental health model - focus on resolving a problem with child
2. behavioral model - focus on problem with consultee i.e. parent, teacher, admin 3. Adlerian model - emphasis on prevention, educate parents/teachers |
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school interventions most effective
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Those targeting the school environment rather than students directly.
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Curriculum-Based Assessment
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Assessment purpose is to identify progress of existing curriculum and any change of instruction (pace etc.) needed (not intended to bring about changes in curriculum itself)
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Montessori Teaching Method
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children are encouraged to take an active role in selecting own activities. Viewed as active learners who are naturally motivated to interact with their environment. Criticized for not providing cooperative/other-interactive activities.
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Head Start results
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Short term - increase IQ and academic achievement
Long term - decrease placement in SPED, increase probability grad high school, less delinquent behavior. |
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Bilingual Education
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individuals in quality bilingual programs learn as well as all English programs.
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Ability tracking
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Grouping children according to ability level - negative effects for moderate & low achievers, few or no positive effects for high achievers.
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Gender bias in school environment
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Both male and female teachers pay more attention to boys than girls. Both positive and negative biases.
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Jigsaw cooperative learning
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each student given piece of info on a topic whole group is learning. Must teach other group members the info.
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Research on cooperative learning
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positive effect on student achievement and cross-ethnic friendships.
Success depended on level of student accountability |
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Education for All Handicapped Children Act
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1.free public education available for all handicapped children ages 3-21
2. No single procedure shall be sole criterion for placement 3. IEP 4. When possible, mainstream 5. parents access to evals and reports |
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Buckley Amendment
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students 18+ and parents have right to access children's educational records and challenge content
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Issue of placement in special classes based on testing
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1. Larry p. v. Riles - banned use of IQ scores as criterion for placement
2. PACE v. Hannon - since IQ is only part of total assessment, does not imply bias in procedure - issue is presently unresolved |
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Terman is best known for
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Adapting the Binet intelligence tests for American use. Also, studies of gifted children
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stimulus generalization
re: classical conditioning |
responding with a CR not only to the CS, but to a stimuli similar to it
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stimulus discrimination
re: classical conditioning |
learning to respond only in the presence of the original CS
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experimental neurosis
re: classical conditioning |
results from making an organism make difficult discriminations between similar stimuli
characterized by restlessness, aggression & fear |
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higher-order/second-order conditioning
re: classical conditioning |
new CR produced by using previous CS as an US
e.g. light pared with bell to produce salivation |
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pseudoconditioning
re: classical conditioning |
when a neutral stimulus that hasn't been deliberately paired with US, elicits a response similar to the UR
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spontaneous recovery
re: classical conditioning |
once something is learned, it is never forgotten (only inhibited)
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sensate focus
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Masters & Johnson
pairing anxiety provoking situations with pleasurable physical sensations and relaxation |
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Schedules of reinforcement (4 - least effective to most effective)
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fixed interval; e.g. hourly wage
variable interval; e.g. pop quizzes fixed ratio; e.g piecework variable ratio; e.g. gambling |
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stimulus control
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whether or not a response will be reinforced is signaled by cues in the environment
e.g. pigeon reinforced for pecking keep when green light on (+ve discrim. stimulus) and red light off (-ve discrim. stimulus) |
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positive discriminative stimuli
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signals a behavior will be reinforced
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negative discriminative stimuli
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signals a behavior will not be reinforced
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thinning
re: operant conditioning |
reducing proportion of reinforcements
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fading
re: operant conditioning |
gradual removal of prompt
e.g. reminder to clean room |
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differential reinforcement
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positive reinforcement of all behaviors EXCEPT target behavior (e.g. tic)
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According to Rehm, 3 aspects of self-control increase a person's vulnerability to depression...
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self-monitoring - selective inattention
self-evaluation - inaccurate internal attributions self-reinforcement - low self-reward; high self-punishment |
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3 processes of memory acquisition and recall
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Encoding
Storage Retrieval |
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Information processing approach (3 stages)
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1. Sensory memory
2. STM - primary memory (5-9 units); working memory (chunking) 3. LTM |
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STM memory begins to fade after _____ (time)
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30 seconds
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Average capacity of STM is _____ (items)
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9
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anterograde amnesia
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cannot retain new information
i.e. info cannot be transferred from STM to LTM |
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Retrograde amnesia
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loss of memory for events before trauma
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serial position effect
re: memory |
items at beginning (LTM + rehearsal) and end (STM)of list are recalled better
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types of LTM (3)
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1. procedural or implicit- how to do things
2. declarative or explicit - facts (semantic & declarative) 3. Prospective - remembering things in future |
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types of declarative LTM (2)
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1. Semantic - knowledge about language; common sense knowledge, rules of logic
2. Episodic (autobiographical) - personal experiences |
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what type of memory is most affect by normal aging?
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episodic memory
- a type of LT declarative memory (vs. semantic) |
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theories about forgetting (3)
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trace decay theory
interference theory cue-dependent theory |
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trace decay theory
re: forgetting |
learning produces physiological change which decays over time as a result of disuse
BUT memory can survive without practice |
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interference theory
re: forgetting |
RETROACTIVE interference when newly-learned material interferes with previously-learned material
PROACTIVE interference when prior learning interferes with recall of subsequent material |
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cue-dependent forgetting
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when cues needed to retrieve info are insufficient or incomplete
e.g. tip-of-the-tongue phenomenon |
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What is biofeedback most effective for?
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Reynaud’s disease
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overcorrection
re: operant technique |
positive punishment to eliminate undesirable behavior by:
1. restitution - correction of effects of behavior |
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Erikson’s Stages of Psychosexual Development:
1. _______ vs _______ (infancy) 2. _______ vs _______ (toddler) 3. _______ vs _______ (early childhood) 4. _______ vs _______ (school age) 5. _______ vs _______ (adolescence) 6. _______ vs _______ (young adulthood) 7. _______ vs _______ (middle adulthood) 8. _______ vs _______ (maturation/old age) |
Basic trust vs mistrust (infancy)
Autonomy vs shame and doubt (toddler) Initiative vs guilt (early childhood) Industry vs inferiority (school age) Identity vs role confusion (adolescence) Intimacy vs. Isolation (young adulthood) Generativity vs. stagnation (middle adulthood) Ego integrity vs. despair (maturation/old age) |
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What crisis did Erikson identify
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Identity crisis
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Levinson’s “Seasons of a Man’s Life”
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Early adult transition (leaving childhood)
Age 30 transition (fully enter adult world, “settle down”) Mid-Life Transition (increased awareness of mortality, “mid-life crisis” |
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Selye’s general adaptation syndrome (GAS)
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1. alarm reaction: hypothalamus activates adrenal medulla to give epinephrine release
2. Resistance: hypothalamus signals pituitary glad to release ACTH 3. Exhaustion: pituitary gland and adrenal cortx lose ability to maintain elevated hormone levls, physiological processes break down |
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James-Lange theory of emotion
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Emotions reflect perceptions of bodily reactions (“I’m scared because my knees are shaking)
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Cannon-Bard theory of emotion
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Emotion-provoking stimuli simultaneously produce subjective emotional experience and bodily reactions
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Elaboration Likelihood Model
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Persuasion can involve “central route” when listener finds message interesting and/or is in neg or neut. Mood or “peripheral route” when listener finds message uninteresting and/or is in positive mood—involves less mental effort and is influenced by factors like attractiveness of messenger
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Self-serving bias
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In causal attributions, the tendency to attribute one’s successes to internal factors and failures to external factors (except when depressed)
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Equilibration
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Piaget
combination of assimilation & accommodation, motivated by a drive for order or balance used to understand new information or event |
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Object Constancy
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Margaret Mahler
ability to maintain mother's image when she is absent AND the ability to unify the good & bad aspects of the mother into a whole representation |
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Model of Identity Development (Marcia, 1980)
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DIFFUSION: not yet in crisis or exploration of identity
FORECLOSURE: commitment to an identity formulated by a parent or other influential person MORATORIUM: identity crisis, exploring options ACHIEVEMENT: crisis resolved by evaluating alternatives & committing to an identity |
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Theory of Moral Development (Kohlberg)
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PRECONVENTIONAL (age 4-10): 1. Punishment-Obedience
2. Instrumental Hedonism CONVENTIONAL (age 10-13) 3. Goodboy/girl Orientation (desire to be liked) 4. Law & Order Orientation POSTCONVENTIONAL (sm adults) 5. Mor. of Contract, Indv. Rights, & Laws 6. Morality of Individual Principles of Conscience |
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Centration
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per Piaget, the young child's inability to focus on >1 aspect of an object (usually the most salient aspect)
occurs during preoperational stage |
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Kochanska et al - development of conscience
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conscience develops as a result of parenting style & child temperament
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Bronfenbrenner's Ecological Approach
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MICROSYSTEM: bidirectional relationships 1 has with different environments
MESOSYSTEM: interlocking influence of all microsystems EXOSYSTEM: relationship between several settings MACROSYSTEM: influence of culture, economy, etc CHRONOSYSTEM: role of passage of time in a person's life |
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Piaget's Theory of Moral Development
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Heteronomous (age 5-10): rules are decided by authority figures, can't be changed, must be followed
Autonomous (10->): rules are flexible, agreed upon by others, can be changed if necessary |
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Gilligan's Relational Crisis
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at 12-13 girls respond to pressure to fit cultural stereotypes by disconnecting from themselves; experience a "loss of voice" when they realize women's opinions aren't valued
consequences: drop in academic achievement, loss of self-esteem,increased vulnerability to MH problems |
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Gilligan's Theory of Moral Development
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tailored to girls, who are more influenced by caring for others;
Level 1: Orientation of Individual Survival Transition 1: Selfishness to Responsibility Level 2: Goodness as self-sacrifice Transition 2: Goodness to truth Level 3: Morality of nonviolence |
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Super’s theory of career development
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Self-concept
Life Span (5 stages of career development--“career maturity=ability to cope with developmental tasks of life stage, measured by Career Development Inventory Life Space: various social roles (e.g., child, worker)—Life-Career Rainbow=relates life roles to life stages |
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Holland
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Match individual’s personality to work environment
RIASEC: basic personality types (realistic, investigative, artistic, social, enterprising, conventional Best match is when person is differentiated: clear interests of one type, low interest in others |
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Roe
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Influenced by Maslow, links occupational choice to personality and basic needs, which are determined by early family atmosphere—develop basic orientation toward or away from other people
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Tiedeman and O’Hara
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Career identity development is aspect of ego development, which they describe in terms of Erikson’s psychological stages.
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Krumboltz
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Social-learning theory of career decision making: 4 factors: genetic endowment, environmental conditions, learning experiences, task approach skills
Does not emphasize matching individual to job but instead developing continual learning and self-development |
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Brousseau and Driver
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Career Concept: career decisions and motives, can be linear, expert, spiral, or transitory
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Theory X vs. Theory Y
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Theory X managers think everyone is motivated to avoid work and must be controlled. Theory Y believe that “work is natural as play”
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Fielder’s contingency theory
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Least preferred co-worker (LPC) scale
High LPC: evaluate LPC favorably, do best in moderately favorable situations (when have moderate amount of influence) Low LPC: do best in very high or low favorable situations |
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Situational Leadership
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4 leadership styles characterized by different combo of task and relationship orientation :
Telling: high task, low rel., best for employees low in ability and willingness Selling: high task, high relationship, best for low ability, high willing Participating: low task, high relation: best for high ability, low willing Delegating: low task, low relation; best for high ability, high willing |
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Galton
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1. pioneer in measurement of individual differences
2. believed intelligence is unitary faculty, inherited trait, and distributed normally in population |
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Spearman
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Two-factor theory of intelligence
1. g = general ability, common to all intell. tasks 2. s = specific ability, specific to a given task |
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Thurstone
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Primary Mental Abilities (word fluency, memory, spatial rel., reasoning)
Developed method of factor analysis |
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Guilford
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120 elements comprise intell.
Most well known dimensions: 1. divergent thinking - ability generate new ideas 2. convergent thinking - ability group and synthesize new ideas into unifying concept |
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Cattell
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1. Fluid intelligence - on-the-spot reasoning. Independent of education. Most susceptible to aging/brain damage
2. Crystallized intelligence - what learn in school. Remain stable w/age. |
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Wechsler
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Viewed intelligence as global. Wechsler scales measure diff ways intell can manifest itself not diff types of intell
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Heredity vs. Environment in intelligence
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50% heredity, 50% environ
- correlation coefficient of .50 for parent and child intelligence -identical vs. fraternal twin studies -individual attention affects IQ scores of retarded infants (Skeels) |
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Predictibility of intelligence (infants)
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Low predictibility except in low-scoring babies. May help identify high risk for delays.
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Gender differences in intelligence
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Do not differ in general intell but in specific abilities. Females - verbal skills higher, Males - spatial ability higher.
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Confluence Model
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Zajonc. As number of children in family increases, intellectual stim and resources for each child declines.
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Stanford-Binet Intelligence Scale
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Includes verbal and performance items grouped by age levels, age 2-adult (32.5).
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Stanfort-Binet higher-level and content factors
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3 higher level with 4 content factors:
1. Crystallized abilities -a. Verbal reasoning -b. Quantitative Reasoning 2. Fluid Analytic -c. Abstract/Visual Reasoning 3. Short-Term Memory -d. Short-Term Memory Reasoning |
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Ratio IQ vs. Deviation IQ
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Ways intelligence is determined by Stanford-Binet.
1. Ratio-IQ - mental age (as determined by passed items)/chronological age X 100 (earlier way) 2. Scores are standardized with same mean and standard deviation across age levels. Advantage - scores can be compared across ages |
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Major changes in 1986 revision of Stanford-Binet
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1. IQ replaced with SAS (standard age scores)
2. similar items grouped under subtests (like Wechsler) 3. entry level for subtest determined by score on vocab - helps differentiate between MR and LD. |
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Wechsler scales vs. Stanford Binet
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Stanford-Binet better to administer to people on extreme ends of intelligence continuum i.e. gifted or severely MR
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WAIS and Alzheimer's
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V>P
Predictible pattern of scores on indexes |
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WAIS and Hearing Impairment
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P>V, lowest digit span
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WAIS and Alcoholism
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In intermediate-stage alcoholism, V>P with verbal in normal range. VCI>POI
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Culture and the WAIS-III
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African Americans and members of other ethnic groups on average perform more poorly than Caucasians.
Should supplement when testing non-Caucasians with other tests of non-verbal intelligence such as the Raven Progressive Matrices (like Matrix Reasoning test). |
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Gesell Developmental Schedules
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measure of infant and early childhood development (4 wks-6yrs). Based on observations by caretaker and compared to established norms. Useful for suspected neuro or organic disorders.
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Bayley Scales of Infant Development
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Measure of development ages 2 mos-2.5 yrs. Considered best assessment measure of infant development. Mental scale and Motor scale.
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Denver Developmental Scale
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Screening test for developmental delays administered to infants and preschoolers. Typically used in medical settings.
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Importance of non-verbal tests
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1. To test intelligence for children with motor dysfunctions (i.e. cerebral palsy) and severe speech dysfunctions.
2. English second-language, including bilingual 3. Attempts to reduce cultural factors |
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Success of culture-free tests on measures of intelligence for minority children
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Minority children have been found to do NO BETTER on non-verbal tests and they do on standard measures of intelligence
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Columbia Mental Maturity Scale
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Which of set pics doesn't belong. IQ for 3.5 to 9.11 yrs. Approp for: children w/sensorimotor disorders & difficulties speaking/reading
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Hiskey-Nebraska Test
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Developed and standardized for deaf and hearing-impaired children, 3-16yrs.
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Leiter International Performance Scale
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Match blocks w/holes in pictures. Directions given nonverbally. Approp for: children w/reading or speaking problems, new immigrants, autism or selective mutism. Age 2-18.
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Culture Fair Intelligence Test
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Cattell. Age 4-16. Respond to picture and pattern stimuli.
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Raven's Progressive Matrices
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Used as assessment of perceptual ability and spatial logic (advanced levels). all ages.
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System of Multicultural Pluralistic Assessment (SOMPA)
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Measures both adaptive and cognitive abilities. Ages 5-11. Battery includes 6 measures:
1. adaptive behavior inventory 2. sociocultural scales 3. health inventory 4. WISC-III, WPPSI-R 5. Bender-Gestalt 6. Set physical dexterity tasks |
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1. Rational-Economic Model (classical decision theory)
Herbert Simon’s Bounded Rationality |
1.Exhaustively compile all relevant info before making an informed decision
2. Administrative decision model; behavioral decision model; In the “real world,” people tend to satisfice: choose first acceptable solution |
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Deep vs. surface dyslexia
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Deep: semantic errors: misread word as one with similar meaning
Surface: can’t recognize words, so always tried to use sounding out; can’t read irregular words |
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Melanie Klein
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Object-relations therapist; focused on identifying and modifying impact of problematic attachment relationships
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Anna Freud
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Ego psychology; Focused on capacities for integration and adaptation and what is interfering with these processes
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1. Reciprocity hypothesis
2. Complementary hypothesis 1. Matching hypothesis |
People tend to like others who like them
2. People chose partners who are different from them in personality in ways that complement them People of approximately equal physical attractiveness will like each other |
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Re Rorschach
1. Developmental quality 1. Form quality |
Degree of integration of the response
Degree of accuracy with which the shape of response matches the blot |
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Sequence of acquisition of gender role development
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Gender identity (2-3), gender stability, gender constancy (by 6 or 7)
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