Psych 211 Final Exam

Front 1

LOCALIZAITON

Back 1

each part of the brain has a specific function, does a specific thing

eg. emotions happen here, hunger happens here

Front 2

LATERALIZATION

Back 2

left brain does left brain things like logic, reasoning, numbers

Front 3

dominant cerebral hemisphere

Back 3

carries out skilled motor action when looking at handedness

Front 4

cerebellum

Back 4

balance and coordination

Front 5

reticular formation

Back 5

sustained, controlled attention

Front 6

hippocampus

Back 6

emotional learning (fear)

Front 7

corpus callosum

Back 7

smooth communication between hemispheres

Front 8

pituitary gland

Back 8

releases hormones that induce growth

Front 9

Growth Hormone (GH)

Back 9

stimulates liver and epiphyses to release insulin-like growth factor 1 (IGF-1) which triggers cell duplication

Front 10

thyroid-stimulating hormone (TSH)

Back 10

prompts thyroid glands to release thyroxine, which is necessary for brain development and for GH to have full impact on body size

Front 11

shoe-tying, writing, and drawing

Back 11

show a connection between motor and cognitive development

Front 12

broca's aphasia

Back 12

speech and grammar: cannot speak fluently or at all, but can understand

Front 13

wernicke's aphasia

Back 13

no understanding of language, can speak fluently but it's all gibberish

Front 14

Rasmussen Disease

Back 14

1 hemisphere must be removed, but cognitive development in not impaired, slight impairment in other areas

Front 15

preoperational stage

Back 15

mental representation, symbolic activity, logical thought and categorization and then language

Front 16

dual representation

Back 16

viewing a symbolic object as both the object that it is AND a symbol (children in preoperational stage can do this)

Front 17

egocentrism

Back 17

being able to distinguish the viewpoints of others (children in preoperational stage can't do this)

Front 18

animistic thinking

Back 18

inanimate objects have lifelike qualities (because children in preoperational stage do not have egocentrism, they have this type of thought)

Front 19

Piaget's 3 Principles of Education

Back 19

1) must promote discovery learning

2) must be sensitive to children's readiness to learn

3) acceptance of children's individual differences

Front 20

intersubjectivity

Back 20

participants begin task with different understandings and arrive at a shared understanding

Front 21

scaffolding

Back 21

adjusting the support and help offered based on the child's needs, used to see growth of learning

Front 22

guided participation

Back 22

doing something together, a shared learning experience, like scaffolding but less structured

Front 23

overlapping wave theory

Back 23

trying out many different problem solving strategies and seeing which ones work best and worst

Front 24

min strategy

Back 24

select strategies for problem solving based on accuracy and speed

Front 25

emergent literacy

Back 25

active efforts to construct literacy knowledge through informal experiences (like reading books)

Front 26

phonological awareness

Back 26

reflect on and manipulate sound structures of language (purposefully breaking down words and how they're read, formal and structured)

Front 27

ordinality

Back 27

ordering relationships by quanitity (2<3)

Front 28

cardinality

Back 28

last number in counting set indicates the quantity of the set

Front 29

fast mapping

Back 29

connecting new words with underlying concepts after only a brief encounter (tilted picture example)

Front 30

mutual exclusivity bias

Back 30

assumption that words refer to entirely different concepts (everything has only one label)

Front 31

syntactic bootstrapping

Back 31

observing how words are used in syntax (structure of the sentence) to determine their meaning

Front 32

overregularization

Back 32

overextend rules to words that are exceptions (sitted instead of sat)

Front 33

semantic bootstrapping

Back 33

relying on word meanings to figure out grammatical rules (you know how to use it based on what it means)

Front 34

pragmatics

Back 34

practical, social side of language, how words are used in conversation

Front 35

Vygotsky and early childhood education

Back 35

1) assisted discovery

2) peer collaboration

3) make-believe play and private speech

Front 36

Brief P

Back 36

behaviour rating scale for executive functioning, preschool version

Front 37

initiative

Back 37

purposefulness, new tasks, discovery

Front 38

guilt

Back 38

threatened, criticized, punished

Front 39

effortful control

Back 39

putting effort into controlling your actions and emotions, predicts a child's ability to portray an emotion they don't feel

more cooperative, less behaviour problems associated with this

Front 40

empathy

Back 40

sharing of feelings of another person, motivator or prosocial and altruistic behaviour, relying more on words to communicate this, can sometimes lead to personal distress

Front 41

sympathy

Back 41

feeling of concern and sorrow for another's plight, those with poor emotional regulation have difficulty with this

Front 42

foundations of morality: Psychoanalytic theory

Back 42

emphasizes the emotional side - guilt, fear of punishment, and loss of love are motivators for moral action

Front 43

induction

Back 43

adults help children become aware of feelings by pointing out the effects of their actions

Front 44

foundations of morality: Social Learning Theory

Back 44

learn moral behaviour through modelling and reinforcement

Front 45

foundations of morality: Cognitive-Development Approach

Back 45

children are active thinkers about social rules, distinguishing between moral imperatives and social conventions

Front 46

moral imperatives

Back 46

protect people's rights and welfare

Front 47

social conventions

Back 47

manners and customs

Front 48

proactive aggression

Back 48

- acts to fulfill desires, like hitting someone because you want their toy

- use this type of aggression for the advancement of own goals

- declines in middle childhood

Front 49

reactive aggression

Back 49

- defensive responses, if you're yelled at or hit, you'll do it back in return

- see hostility where it doesn't exist, may cause unprovoked attacks

- increases in middle childhood

Front 50

emergence of childhood identity: social learning theory

Back 50

first gender-typed responses through modelling and reinforcements (being told they look nice in a dress, seeing what parents wear, etc.)

Front 51

emergence of childhood identity: cognitive development theory

Back 51

gender constancy must be mastered before children develop gender-typed behaviour, weak evidence for this

Front 52

emergence of childhood identity: gender schema theory

Back 52

combines social learning theory and cognitive development theory . as children acquire gender-stereotyped preferences and behaviours, they form masculine and feminine categories that they apply to themselves and their world

Front 53

grey matter

Back 53

cell bodies, leads to better coordination, more connections between cells means better coordination

Front 54

white matter

Back 54

axons, help with motor skills, more connections between cells means better motor skills

Front 55

decentration

Back 55

focusing on several aspects of problems and relating them

Front 56

transitive inference

Back 56

the ability to seriate mentally

Front 57

second order false beliefs

Back 57

having a false belief about what another person is thinking

Front 58

recursive thoughts

Back 58

ability to view situation from at least 2 different perspectives

Front 59

stanford binet Intelligence scale

Back 59

age 2-adulthood

focusing on 5 aspects: general knowledge, quantitative reasoning, visual-spatial reasoning, working memory, basic information processing

potentially culturally biased, because of verbal and nonverbal sections

Front 60

Wechsler Intelligence scale

Back 60

6-11 years old

4 factors: verbal reasoning, perceptual reasoning, working memory, processing speed

used before the Stanford test

Front 61

Sturnberg's Triarchic theory

Back 61

views intelligence as an interaction between analytical, creative, and practical intelligences

Front 62

Gardener's theory of multiple intelligence

Back 62

identifies at least 8 mental abilities

helpful for emotional intelligence

Front 63

divergent thinking

Back 63

coming up with many possible solutions/answers

Front 64

convergent thinking

Back 64

coming up with one correct solution

Front 65

learned helplessness

Back 65

attribute success to external factors, and believes failures are due to low ability which cannot be modified

Front 66

person praise

Back 66

promotes learned helplessness and fixed abilities (you're either good or you're not and it can't be changed)

Front 67

process praise

Back 67

promotes mastery-oriented approach (skill has increments, and can be improved upon) focus is on behaviour and effort

Front 68

neglected children

Back 68

arouse little reaction but are usually well-adjusted

Front 69

popular prosocial children

Back 69

academically and socially competent

Front 70

popular antisocial children

Back 70

aggressive but admired, perhaps for athletic ability, sophisticated but devious social skills

Front 71

rejected aggressive children

Back 71

high in conflict and hostility

Front 72

rejected withdrawn children

Back 72

passive, socially awkward, usually the target of a bully