Psychology Test 2

Front 1

Patterns of behavior used to learn about the world

Back 1

Scheme

Front 2

Used current schemes to interpret world (new objects into existing world)

Back 2

assimilation

Front 3

Adjust old schemes or create new ones after noticing thinking doesn't fit environment

Back 3

accommodation

Front 4

Infants understand world through their actions on it (6 substages)

Back 4

sensorimotor

Front 5

Reflexive schemes

Back 5

infant reflexes -->1mo.

Front 6

primary circular reations

Back 6

repeat behaviors oriented toward own body that leads to satisfaction 1-4mo

Front 7

secondary circular reactions

Back 7

interesting effects of "accidental" actions on environment 4-8mo

Front 8

coordination of secondary reactions

Back 8

combine secondary reactions into complex action sequences 8-12mo

Front 9

tertiary circular reactions

Back 9

experimental and creative reactions 12-18mo

Front 10

mental representation

Back 10

create mental images (symbols) 18-24mo

Front 11

circular reactions

Back 11

repeated behaviors or interesting effects of accidental behaviors

Front 12

understanding that objects continue to exist when out of sight

Back 12

object permanence

Front 13

lack understanding that physical characteristics remain the same when appearance changes

Back 13

conservation

Front 14

cannot organize objects into classes and subclasses

Back 14

hierarchial

Front 15

process by which social becomes personal

Back 15

internalization

Front 16

adult adjusts assistance to fit child's current level of performance

Psychologist?

Back 16

scaffolding



Vygotsky

Front 17

range of tasks child cannot handle alone but can do with help of a more skilled partner

Back 17

zone of proximal development

Front 18

rules governing structure and sequencing of speech sounds

Back 18

phonology

Front 19

meaning of words and combinations

Back 19

semantics

Front 20

rules governing how words are arranged into sequences

Back 20

syntax

Front 21

rule determining how to engage in communication with other

Back 21

pragmatics

Front 22

dividing speech stream into appropriate segments

Back 22

speech segmentation

Front 23

tendency to hear continuously varying speech sounds as distinct categories

Back 23

categorical perception

Front 24

shape bias: using objects' shape to extend label to other examples

Back 24

perceptual features of objects

Front 25

observing how words used in sentences to figure out meaning

"this is dax""This is a daxy one"

Back 25

syntactic bootstrapping

Front 26

makes language more noticable- exaggerated intonation and loudness, simple words/phrases, emotionally expressive

Back 26

infant-directed speech

Front 27

nativist perspective of language dvlpmnt

*Chomsky

Back 27

language is biologically based- ability present at birth

Front 28

behaviorist perspective of language dvlpmt

*Skinner

Back 28

language is acquired through principles of learing

Front 29

Interactionist perspective of language dvlpmnt

Back 29

language is product of interaction between biology and experience

Front 30

awareness and understanding of thought -expands greatly during early-mdl childhood

Back 30

metacognition

Front 31

measure learning potential by having child learn something new with examiners help

Back 31

dynamic test

Front 32

if test culturally specific knowledge and skills that not all had equal opportunity to learn

Back 32

test bias

Front 33

the ability to deal adaptively with novel situations and problems

Back 33

creative thinking

Front 34

thinking in unusual directions

Back 34

divergent thinking

Front 35

ability to experience emotions of others 21-29 months

Back 35

empathy

Front 36

by 18-24 mo, recognize self as separate entity that exists

*Rouge Test (15mo)

Back 36

self awareness

Front 37

in uncertain situations, infants use emotional expression of parents to decide how to react

*visual cliff

Back 37

social referencing

Front 38

consistent style of reactivity and behavior

Back 38

temperament

Front 39

understand and use lable for self (2-3 yrs)

Back 39

gender labeling

Front 40

understand that girls become women and boys become men

Back 40

gender stability

Front 41

understand gender does not change

Back 41

gender constancy

Front 42

process by which children acquire motives, values, and behaviors appropriate for their gender

Back 42

gender typing

Front 43

set beliefs and expectations about males and females

Back 43

gender schemas

Front 44

2-7 years, language dvlpmnt, make believe play

Back 44

Preoperational stage

Front 45

egocentrism, animistic thinking, appearance, not capable of operations, not reversible, fail conservation tasks, lack hierarchial classification

Back 45

characteristics of preoperational stage

Front 46

infants and older people only sensitive to distinctions that have meaning in language they hear

Back 46

categorical perception

Front 47

language milestones

Back 47

2mo-cooing,
6mo-babbling,
12mo-first words(5new/day), 18mo-naming explosion, 24mo-combine words

Front 48

7-11 years, thought is flexible, logical, and organized when applied to present itesm

Back 48

concrete operational stage

Front 49

conservation, decentrartion, reversibility, can pass inclusion(beads)

Back 49

characteristics of concrete operational stage

Front 50

11 years and older, develop capactiy for abstract, scientific thinking (no longer need concrete objects or events)

Back 50

Formal operational stage

Front 51

rehersal(repeat), organization (chunks), elaboration (creating relationship) are examples of?

Back 51

memory strategies

Front 52

Multiple Intelligences is who's theory?

Back 52

Gardners

Front 53

What are the 9 multiple intelligences?

Back 53

linguistic,logico-mathematical, musical, spatial, body kinethetic, naturalists, interpersonal (others), intrapersonal(self), existential

Front 54

Statistics of IQ

Back 54

mean-100, SD-15, Normal Distribution 70-130

Front 55

What does IQ predict?

Back 55

Later IQ, scholastic performance

Front 56

IQ and SES Status

Back 56

US middle SES > low SES

Front 57

IQ and race/ethnicity

Back 57

Asian children > whites > hispanics > blacks

Front 58

IQ and gender

Back 58

females do better in language, males do better in spatial and math/science

Front 59

What is the Flynn Effect?

Back 59

IQ scores have gone up 15-20 points since 1950

Front 60

What are the environment and community influences on IQ?

Back 60

Family attitudes, parenting, availability of resources, lack of teratogens

Front 61

Development of emotional expression in infancy

Back 61

newborns express 2 general expressions -pleasure and distress, 8-9mo can express all basic emotions

Front 62

Social smiling in infants appears when?

Back 62

2-3mo

Front 63

Who came up with Infant Styles and what are they?

Back 63

Thomas and Chess

easy, difficult, slow to warm up

Front 64

Who came up with the Theory of Attachment?

Back 64

Bowlby

Front 65

What is the Strange Situation?

Ainsworth

Back 65

Put infants in mildly stressful situation to observe attachment behavior

Front 66

The four forms of attachment

Back 66

secure-may or may not cry,
avoidant-not distressed by sep.,
resistant/ambivalent-upset, disorganized-confused when sep.

Front 67

Development of play during the first 2 years

Back 67

solitary, parallel,
simple social, cooperative, sociodramatic