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71 Cards in this Set
- Front
- Back
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Critical Periods
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a period of time where environmental stimuli must be presented to the learner or the ability will not develop
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Problem Solving
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Structuring of problem
Solution attempt Impasse Restructuring? |
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Mental Sets
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becoming entrenched in a particular problem-solving strategy that inhibits the generation of an alternative approach
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Functional Fixedness
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difficulty conceptualizing that an object typically used for one purpose could be used for another
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Top-down processing
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prior experience
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Domain general
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Intelligence is underlying ability --> performance
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Domain specific
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intelligence is a tool applied to specific domains (chemistry, psychology). Talent v. practice
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Savantism
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Some autistic children demonstrate incredible abilities
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Analytical Intelligence
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ability to reason logically
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Practical Intelligence
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ability to solve real-world problems, especially people problems
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Creative Intelligence
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ability to come up with novel and effective answers to questions
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Divergent Thinking
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the capacity to generate many solutions to problems
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Gardner's Multiple Intelligences
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Linguistic
Quantitative Spatial Musical Bodily-kinesthetic Interpersonal Intrapersonal Naturalistic |
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Deviation IQ
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expression of IQ relative to same aged peers
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Mild Retardation
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85% of retardation cases
Most can be mainstreamed into regular classes |
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Alfred Binet and Henri Simon
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Creators of the first intelligence test
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Sir Francis Galton
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stated that Sensory capacity is innate (inborn) so is intelligence
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Problems with Reliability and Validity of IQ
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IQ is mostly stable across age and across retesting
-Prior to age 3 does not predict adult IQ IQ can predict school grades -Mainly for middle and bottom of the distribution IQ is confounded by socioeconomic and cultural factors -Tests mainly focus on caucasion issues |
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Early theories agreed on these factors
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Abstract reasoning
Adapt to novel environmental circumstances Acquire knowledge Benefit from experience |
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fluid intelligence
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capacity to learn new ways of solving problems
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crystallized intelligence
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accumulated knowledge of the world over time
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Intelligence Quotient
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Systematic method of quantifying differences among people in their intelligence
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mental age
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age corresponding to the average individual's performance on an intelligence test.
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Weschler Adult Intelligence Scale (WAIS)
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most widely used intelligence test for adults today, consisting of 14 subtests to assess different types of mental abilities
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Heritability
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percentage of the variability in a trait across individuals that is due to genes
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Language
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laregely arbitrary system of communication that combines symbols in rule-based ways to create meaning
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Morphemes
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smallest meaningful units of speech
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Phonemes
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categories of sounds our vocal apparatus makes
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Syntax
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Grammatical rules that govern how words are compsed into meaningful strings
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Semantics (Semantic memory)
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our knowledge of facts about the world
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babbling
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intential vocalization that lacks meaning
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Holophrases
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single-world phrases used in early language development to convey an entire thought
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Bilingualism
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proficient and fluent at speaking and comprehending two different languages
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Sign Language
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language developed by members of deaf communities that uses visual rather than auditory communication
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Categories
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collections of real or imagined objects, actions, and characteristics that share properties
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Schema
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organized knowledge structure or mental model that we've stored in memory
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Problem Solving
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generating a cognitive strategy to accomplish a goal
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Developmental Psychology
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the study of how behavior changes over time
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Cross-sectional Design
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people of different ages at a single time point
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Longitudinal Design
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track the development of the same group of people over time.
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Infant Determinism
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assumption that extremely early experiences are more influential in our development than later experiences
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Teratogen
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environmental factor that can harm development
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Down's Syndrome
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(extra chromosome)
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Rooting Reflex
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Babies turn toward something on face
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Jean Piaget
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Creator of Constructivist theory: children construct an understanding of their world based on observations of the effects of behavior.
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Lev Vygotsky
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Scientist: Social and Cultural Influences on Learning
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Assimilation
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(Piaget) Absorbing new information into current knowledge
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Object Permanence
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knowing an object exists even when you can not see it. (cup example)
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Egocentrism
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an inability to see the world from others’ perspective (e.g. the Three Mountain Task)
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Conservation
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despite transformation, the amount remains the same (liquid, pennies, etc)
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Scaffolding
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learning mechanism in which parents provide initial guidance in child’s learning then gradually remove structure.
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Zone of Proximal development
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phase of learning which children can benefit from instruction.
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Stranger anxiety
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of strangers developing around 8 months, same in all cultures
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Attachment
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emotional connection we share with those to whom we feel closest
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Imprinting
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phenomenon observed in birds in which babies begin to follow around and attach themselves to any large moving object in the vicinity during the hours immediately after hatching.
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Infant Bonding
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Harlow’s Monkeys- studied infant rhesus monkeys separated from mother after birth
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Contact Comfort
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positive emotions afforded by touch
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Kohlberg's Scheme of Moral Development
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PreconventionalMorality/Conventional Morality/Postconventional morality
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Gender Indentity
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individuals’ sense of being male or female
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Gender Identity Disorder
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transsexualism
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Gender Roles
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behaviors that tend to be associated with being male or female
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Imitation Account of Word Learning
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learn by imitatio
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Nativist Account of Word Learning
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children come into the world knowing how language works
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Social Pragmatics Account of Word Learning
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particular aspects of the social environment help structure language learning
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General Cognitive Processing Account
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Result of general skills across a broad range of subjects
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Sensorimotor Stage
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Birth to 2 years
Children only know what they can see Lack object permanence Lack defined imitation- an inability to perform an action that the child observed previously. |
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Preoperational Stage
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2 to 7 years
Able to construct mental representation of experiences, but unable to perform mental transformations or operations Object permanence develops Egocentric |
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Concrete Operational Stage
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7 to 11 years
Can perform mental operations for actual events Can perform conservation tasks Still poor at performing mental operations in abstract situations (need physical experience. |
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Formal Operational Stage
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11 years to adulthood
Ability to perform hypothetical reasoning Pendulum task Ability to use logic in new situations |
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Insecure-Avoidant Attachment
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(15-20%) upset when gone, not paying attention when return
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Insecure-Anxious attachment
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(15-20%) upset when gone, attachment when return
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