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79 Cards in this Set
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psychometric
factor analysis |
1 measure the mind/psychological tests sat acy iq test
2 analyzing relationships b/w test scores common constructs |
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cognitive approach
(unified and ultiple) |
ability to process info how fast how accurate ect.
unified- single intell more common diversified-multiple independent of each other coming in multiple forms |
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Unified theories
Sir Francis Galton |
fatherr of mental testing,ist to make systematic attempt,humans born eoth big brain/ sensory discrimination ex.hearing tests- bellshape curve-normal
eugenics propagation of healthy genes ex particular ffspring in cattle |
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unified theories
charles spearman |
invented factor analysis
"g" general underlies or contributes to performance on a varietyof mental tests similarites across an individuals test score "s" specific unique to a particular kind of test differences across an individuals test score |
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unified theories
Cattell (fluid&crystalized) |
F- abiltiy to percieve relationships indeped. of previous practices-non verbal practices culturally reduced test decline over time
C-knowledge and abiltiy derived from previous experience-develop. through school gets better over time |
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Diversified theories (multiple)
Steinbergs triarchic theory |
3 seperate intell.
analytical-mental operations b/w planning and executionof specialized tasks ex. book smart creative intell-problem solving/creative or novel approach to completing tasks practical intell-putting ability to use in everyday environment |
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Diversified Theories
Gardner |
intelligences all over the place, abilitiy or set of abilities that permits an individual to solve problems or fashion products that are valued in a cultural setting
8 intelligences musical, bodily kinesthetic, logical math,linguistic,spatial,interpersonal,naturalist |
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musical
body kinesthetic logical math spatial |
1easily infer others moods temperments,intentions,motivations(reading other ppl)
2great insight to ones own feelings& emotions/ emotional intelligence-interpersonal and intrapersonal 3abiltiy to recognize overall patterns in nature 4 involves the potential to recognize and use the patterns of wide space and more confined areas. |
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interpersonal
intrapersonal linguistic natuaralist |
1is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counsellors all need a well-developed interpersonal intelligence.
2entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations. In Howard Gardner's view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives. 3involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence. 4 enables human beings to recognize, categorize and draw upon certa |
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intelligence testing
achievement vs. aptitude |
Aptitude tests and achievement tests measure different things. Aptitude tests can have application to both adults and school-age children. Aptitude tests are considered predictive, a way of indicating the likely future performance of the individual tested in a particular subject area or discipline. Aptitude tests in school settings ten to progress from generalized to more specific in correlation with lower to higher grade levels. Achievement tests, in comparison, test an individual's knowledge in subject areas the individual has studied and measure the actual acquired knowledge of that subject area. In the United States, six standardized achievement tests are most commonly used.
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stanford-binet test
mental age original iq derivation |
Binet-Simon Test France, 1905
intelligence = collection of higher-order mental abilities loosely related to one another intelligence is nurtured by interaction with environment mental level = the age at which an “average” child has the abilities that you have -was inspiration for the I.Q. measure, but binet wouldn’t have liked implications Retardation = IQ of 70 or below Giftedness = IQ above 130 |
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statistical assumptions of normal curve
retatrdation and giftedness range |
Statistical assumptions are general assumptions about statistical populations.
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testing issues
test retest internal consistency |
The test-retest reliability of a survey instrument, like a psychological test, is estimated by performing the same survey with the same respondents at different moments of time. The closer the results, the greater the test-retest reliability of the survey instrument.
2treats the two halves of a measure as alternate forms. This "halves reliability" estimate is then stepped up to the full test length using the Spearman-Brown prediction formula. This is sometimes referred to as the coefficient of internal consistency. The most common internal consistency measure is Cronbach's alpha, which is usually interpreted as the mean of all possible split-half coefficients.[1] Cronbach's alpha is a generalization of an earlier form of estimating internal consistency, Kuder-Richardson Formula 20.[1] |
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validity
content predictive construct |
1In psychometrics, content validity (also known as logical validity) refers to the extent to which a measure represents all facets of a given social construct. For example, a depression scale may lack content validity if it only assesses the affective dimension of depression but fails to take into account the behavioral dimension.
2In psychometrics, predictive validity is the extent to which a score on a scale or test predicts scores on some criterion measure.[1] For example, the validity of a cognitive test for job performance is the correlation between test scores and, for example, supervisor performance ratings. Such a cognitive test would have predictive validity if the observed correlation were statistically significant. 3In social science and psychometrics, construct validity refers to whether a scale measures or correlates with the theorized psychological construct (e.g., "fluid intelligence") that it purports to measure. It is related to the theoretical ideas behind the trait under consideration, |
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nature v.nurture
social problems, twin-studies, influencing environmental factors, genotypes and phenotypes: heritability |
Typical argument, ala Bell curve (Hernstein & Murray, 1994); Jensen & Schockley earlier
- Find differences among racial & cultural groups on IQ American Blacks score about 15 points lower than Whites IQ is highly heritable, about 50 or 73 percent Therefore, because differences in race are due to genetics (which is a logical flaw) and genes control IQ, race controls IQ Problem 1: a measure of variability does not explain the difference between 2 means from 2 different populations. It is a guess, but not an established fact. Moreover, there are crucial situations in which genetic traits are controlled by envirn. Japanese males in cali versus Japan. Heritability still high. Problem 2: ethics of applying population findings to individuals. There is a fair amount of overlap between distributions. Hernstein and Murray suggests quite radical political/educational reforms that will adversely affect thousands of persons that would overlap even given the conclusion that there argument is completel |
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human developement:
preference novelty |
1babies prefer certain stimuli over others ex 2types of facial expressions which style baby prefers 7 how long baby gazes at image
2habituation babies prefer new things when presented to them ex used to study babies perceptual ability/ decline in response to a stimulus that one has been repeatedly exposed to |
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reward use
longitudinal |
learn to do something that is rewarding to them
2collect data from same group off people from diff points in time/long time to collect data/expensive and impractical |
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visual cliff
cross sectional design |
6 months before cross over to mother on table
percieve depth understand it could be dangerous use heart rate to monitor 2preferred/multiple age groups/immediate recall young group/delayed recognition about the same immediate remember recognize |
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cognitive developement
piaget |
active mind, mind is constanly changing
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schema
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mental structure that processes information,perceptions or experiences, as we grow more sophisticated-generic process of info
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assimilation
accomodation equilibration |
1process of making new info part of your exhisting schema
2accomodate new info by modifying schema, changing our thought processs when a new concept doesnt fot an exhisting schema 3process in which we seek balance between environment &our own structure of thought |
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piaget 4 stages of developement:
1 sensorimotor stage |
birth to 2 yrs/motor movements/ action schmata:thought=overt action looking around, grasping, putting things in their mouth/ no symbolic thought/ no object permanence at first/ objects still exhist when not in sight when develope object permanence enjoy peek a boo
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preoperational stage
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2-7 yrs/ gain ability to talk/little bit of symbolic thought/learning world through actions OVERLY CONCRETE IRREVERSIBLE EGOCENTRIC thinking/ think everyone percieveds world as they do / failure of conservation thik in a smaller glass more juice/cant classify things dont realize blocks are toys circles look bigger when spread out
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concrete operational
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7-12 years/classifying skills there dog vs. many types of dogs
understand conservation principle/ lack of abstract thinking |
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formal operational
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rest of life/reason hypothetically form ideals & principles, realistic/ take on other p.o.v/adolescent egocentrism choosing to view world from our own unique perspective
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criticisms on Piagets theory
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children/infants more sophisticated than 1st believed likewise object permanence
continuous process role of culture overlooked (language & environment) still learning theory on cognitive developement |
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Kohlberg:morality
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moral reasoning/moral ladder thinking that occurs when we consider right and wrong
3drums on ladder pre conventional conventional post conventional |
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preconventional
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young to 9yrs
morality of self interest child obeys to aviod punishment or to recieve |
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conventional
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level of maorality that upholds laws and social order b/c they are laws and social rules
retaining social order |
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post conventional
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principle level
affirms ppl agreed upon rights ethical reasoning may be gender specific |
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attachment
harlow(monkey moms) |
intense emotional bond b/w infant and care giver:
idea new born basis of attachment to mother/mother provides nourishment hypothesis or warm& softmess prefer comfort contact despite no nourishment |
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ainsworth & bowlby
"the secure base" styles of attachment strange situation technique secure and insecure |
1 child & mother enter room by themselves see behavior in child ex. wander off
2 mother leaves child alone- how does child react 3friendly stranger enters play room child behavior 4mother re enters room-how child reacts? |
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4 resulting attachment styles
secure avoidant |
1.60-70%
baby explore room happily when mother is present/mothr leaves baby cries/stranger baby still distressed/mother returns no more stress 2.20-25% no strong attachment to mother in any conditions/ not bothered when mother leaves/ acts coldly when mother returns |
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4 resulting attachment styles
resistant disorganized |
3. 10% infants act to stress in ambiguous/ lack of trust for parent/ stay close to mother/ distressed when mother leaves
distressed wuth stranger traumatized when mother returns 4. 5-8% history of child abuse inconsistent responses w/ dealing w/ their care giver |
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eriksons social conflicts
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biological drives to develope social relationships to survive
stages of psychosocial developement happening over entire life span/resolve conflict positively/ negatively could go on to more stages/ if conflict is not resolves will be repeated |
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trust v mistrust
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1 yr
dependent on oerson needs met = trust needs not met = distrust |
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autonomy v shame and doubt
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1-3 yr
experience new found independence=autonomy overly restrained punished harshly= shame exercise will do to things |
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initiative v guilt
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3-5 yrs
modeling & plans carry out plans wider social world greater responsibilty carry out plans=initiative overly restrained made to feel guilt= guilty |
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industry v inferiority
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5-12 yrs
early school years surrounds mastery of knowledge joy in learning new things achieve learning= competence/industry bad at spelling= inferiority |
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identity v identity confusion
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teens- early 20s who and what we identify with take on diff. types of roles
integrate roles from single identity identity=hat we do in life confusion=identity confusion |
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intimacy v isolation
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young adulthood
looking for mate build intimate relationships w/ other unable to build bond =isolation |
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generativity v stagnation
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middle ages
moved up career ladders build families caring for others discover sense of contributing to the world wasting life while could be makinf contribution |
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integrity v despair
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elderly
looking at life broad truth have wisdom advise younger generation life incomplte=despair/lonliness |
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personality
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enduring dispostional characteristics that together explain a persons behavior
or dispositonal characteristics are diff across ppl & consistent within a person across situations or distinguishing pattern of psychological charac. that defferentiate us from others & leads us to act consistently across situations |
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traits
assesment of traits |
stable predispostions to act or behave in a certain way
trait descriptors-adj in a language lexicon describe other ppl to make good predictions about behavior each trait is a presons specific demension in personality ex friendly aggresive empathetic-cries not empathetic-steps on flowers predicts behavior |
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personality test
self report |
respondant answers groups pf questions that measure traits in ppl
16 pf NEO-pi-r big 5 mmpi clinical creates personality profile |
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projective tests
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unstructured or ambiguous stimuli interpret
project true thoughts and fellings rorshaks inkblot -diff drops of ink to make patterns TAT thematic apperception test -reveals aspect of persons personality |
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factor analysis
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occupational personality
find traits to see if person is able to work in specific atmosphere can mark diff answers to distort outcome hiring for job |
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cattells 16 pf source traits
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16 primary factors total
relaxed to tense conservative to experimenting forthwright to shrwed reserved to outgoing |
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eysencks super factors
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3 total
extroversion to introversion (out going - reserved) neuroticism to emotionalbly stable (worries- content) moody 3 psycoticism to incentism |
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Big 5 traits
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clusters of related traits
1 extroversion (high/low) 2 neuroticism (anxious/emotionalbly stable) 3 agreebleness (sympathetic work well/not good leader) 4 conscientiousness (ideal employee-dependable ethically minded,achievement oriented, preference of order) 5 openess to experience 9intellectual, broad interests, creative, try new things High/low conservative) emerge consistently most attention w/ model research |
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idiographic perspective
allports theory |
relating to individual/ case study methodology
1 CARDINAL certain indivduals rare, ruling passions that dominate individuals right ex ear lots of money bill gates 2 CENTRAL -traits shared by all/descriptive traits to describe someone you know well 5-10 3 SECONDARY traits -occasional |
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Freud- Structures of mind
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ID- desires, drive, unconcious, cannot distinguish b/w reality and fantasy born
EGO- concious self understands reality logic mediate what id wants & constraint of reality, suffer guilt from superego SUPEREGO- right from wrong, idealistic-ethical principle, induce guilt on ego/defense mechanism for ego shows diff. personalities ex iceberg parts you can see and exhisting parts underneath the water |
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Defense Mechanisms
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unconciousness proccesses used by ego to ward off anxiety that comes from confrontation
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repression
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bearing anxiety producing thoughts & feelings in the uncon.sex drive root of all behavior rpessing unacceptable sexual urges-sexually repressed
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denial
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refusing to believe info thata is contrary to your belief that causes anxiety
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projection
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contributing own unacceptable feelings or wishes upon others ex. worker quick temper projects on to boss
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reaction formation
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transforming anxiety producing wishes or feelings into an opposite ex. latent homosexual desires become homophobic-american beauty
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sublimation
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channeling unacceptable impulses into socially acceotable activities ex. agressive later becomes boxer
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rationalization
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creating logical explanations w/ threatening thoughts or actions
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erogeneous zones
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sensitive to pleasure
sex drive controls everything |
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stages of psychosexual developement
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5 stages
oral anal phallic latent genital |
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oral
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yr 1 baby placing things in mouth causes sexual pleasure/child resolves conflict of oral stage to move onto the next
fixation-stall out in stage cant resolve long lasting effects for personality-orally fixated |
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anal
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yr 2 pleasure derived through defication/ elimination of holding it in/ anally retentive neat, fussy or opposite/from unsuccesful resolution
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phallic
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3-5 pleasure gained from self stimulation desires directed to parent of opposite sex, afffection & resentment feelings towards parents could cause male- oedipus complex strong for mother
female-electra complex strong for father |
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latent
(psychosexual lull) |
5 to onset of puberty
use time to develope socially/ friendships develope w/ same sex |
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genital
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develope mature sexual relationshiops w/ members of opposite sex
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post freudian
alfred adler |
emphasis on inferiority early students/ born feeling inferior
-inferiority complex-when we org. thoughts emotions & behaviors on the basis of percieved mistakes & short comings basic drive for competence/supriority birth right - 1st born more succesful |
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Jung
symbolism |
emphasis on symbolism
archetypes universal inherited human tendency to perrcieve and act on things in a particular way ex GOD mother earth water wiseman hero personal unconcious stores each persons unique experiences & repressed memories collective unconcious 2nd layer conatains memory and pre disposition inherited from common ancestors & inherited past |
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horney
security |
1st woman post freudian emphasis on security
basic anxiety born w/ basic feeling of isolation & helpless to a world concieved of that is potentially hostile drive is for security |
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social cognitve approach
cognitive behavioral approach |
human experience & interpretation that lead to diff. personalites
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locus of control
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meaning person assignss to experience smount of control person feels he/she has over the rewards & punishments from the environment
internal caouse of behavioral consequences result of indivdual concious external causes of behavioral consequences originate from environment-car crash bad luck |
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self efficacy
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albert bandera- beliefs we hold about own ability to perform a task or acomplish a goal
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determinism
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variables effect 1 another
personal variable behavior - 3 reciprocal determinism environmemnt |
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humanistic approach
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ppls unique capacity for choice responsibilty & growth
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carl rogers
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person centered emphasis self & perception of it
self concept- org set of perceptions that we hold about our own abilities & characteristics/interactions with other ppl parents/siblings we seek positive regard -value what others think of us approval love |
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rogers cont.
conditons of worth incongruence |
1expectations or standards that we believe others have placed on us
2discrepancy b/w image we hold of ourselves and the sum of our experiences |
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Maslow
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self actualization- natural desire to reach ones true potential needs hiearchy motivated to fulfil the lowest order need that has not been fulfilled
physiological safety love esteem self actualization |
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criticisms
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vaque concepts difficult to define, measure
where come from how do they influence no comprehensive model lack of adequate testability too optomistic too extreme p.o.v of human anature |
