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131 Cards in this Set
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a trait can be identified and measured
identify these traits, measure them, compare differences across individuals |
psychometric approach
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developed "factor analysis"
2 factors: g= general intelligence s= specific ability |
Spearman
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Came up with: spatial ability, perceptual speed, numeric reasoning, verbal meaning, word fluency, memory, inductive reasoning
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Thurstone's primary mental abilitites
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Contextual
Experimental Componential |
Sternberg's Triarchic Theory
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depends on the socialcultural context, adapting to the environment (street smart)
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Contextual (Triarchic Theory)
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based on experience, expectations vary with exposure
response to novelty; automatic processing |
experiential (triarchic theory)
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information processing, executive functioning, efficiency of strategies
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componential
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maintains that intelligence is the ability to solve problems, or create products that are valued within one or more cultural settings
intelligence is NOT a single mental entity, but different mental abilities that operate independently |
Gardner's multiple intelligence
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ability to solve novel problems
skills: reasoning seeing relationships, inferences etc. gets better with age, then tends to decrease in older adults free of cultural influences (mostly) |
Fluid intelligence
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knowledge from experiences and formal learning
general facts, vocab, math, reading, etc continues to increase with age |
Crystallized intelligence
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gets better with age, then tends to decrease in older adults
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How fluid intelligence is affected by age
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continues to increase with age
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how crystallized intelligence is affected by age
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MA
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Mental age- age at which you are mentally comprhending (level at which you perform)
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CA
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Chronological age-age in number of years
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Mental Age divided by Chronological Age X 100
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How to calculate IQ
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a symmetrical, bell shaped spread around the average score of 100
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Normal distribution
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Very high and low scores are rare
left side of bell graph-lower scores right side-higher scores left indicates mental retardation right-genius |
what is meant by the tails of IQ distribution
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fewer than 3% have IQs of 130 or above and of 70 or lower
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what % of people are in the "tails"
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Developmental Quotient (DQ)
similar to IQ:reflects level of functioning different kinds of abilities (more motor & sensory, less reasoning & abstract) |
how infant intelligence is measured
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Correlations with child IQ-very low
DQ does not well predict later IQ However, IQ at age 4+ well correlates with later IQ |
how infant intelligence is related to later intelligence
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DQ score is based on 4 scales: visual reception, fine motor, receptive language, expressive language
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how the measures used on infants is different than for children and adults
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parents foster achievement
neither strict nor lax parenting |
IQ gains for children
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poverty (cumulative-deficit hypotheis)
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IQ drops for children
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poor health
unstimulating lifestyle "use it or lose it!" |
factors predict declines in IQ in older adults
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average IQ score have increased in all countries
increase has amounted for 3-4 IQ points per decade |
Flynn effect
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genes account for 50%+
higher SES helps parental involvement and stimulation education firstborn and smaller family are advantages (slight) |
factors that influence IQ
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significantly below average intellectual functioning with limiations in areas of adaptive behavior such as self care and social skills originating before age 18
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mental retardation
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extraordinary talent in one area
musical, artistic, calculation abilities otherwise mentally retarded 50-100 people in the world |
common characteristics-Savant Syndrome
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high IQ >130
combination high IQ, creativity, and task commitment |
giftedness
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rapid learning
extensive vocab, good memory, long attention span, perfectionism, preference for older companions, excellent sense of humor, early interest in reading, strong ability with puzzles/mazes, perseverance and maturity |
characteristics of giftedness
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abilitiy to produce novel responses appropriate in context and valued by others
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creativity
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highly creative people rarely have below average IQ
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how is creativity related to intelligence?
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emerges in preschool years, dips in elementary school, rise after 12 years
increases in the 20s, 30s, and early 40s then declines |
how does creativity develop or change across the lifespan?
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a system for combing arbitary symbols to produce an infinite number of meaningful statements
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language
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to communicate
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primary function of language
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the sound system
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phonology
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forming words from sounds
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morphology
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system of rules in a language that enables us to communicate with and understand others
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grammar
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the set of rules by which we derive meaning from morphemes, words, and sentences in a given language
meaning can be literal or nonliteral |
semantics
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context appropriate use-social use of language
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pragmatics
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face, tone, gestures
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nonverbal
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the rules for combining words into grammatically sensible sentences in a give language
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syntax
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using a greeting
changing language level, background, environment following rules-turn taking, staying on topic |
3 major skills of pragmatics
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in a spoken language, the smallest distinctive sound unit
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phoneme
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in a language, the smallest unit that carries meaning
may be a word or part of a wrd (such as a prefix or suffix) |
morpheme
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start with sounds from birth
cooing (6-8 weeks) babbling (4-6 months) home language phonemes (8 months) comprehension before production (10-12 months) joint attention (12+ months) |
typical developmental course of language development
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single words as a sentence
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holophrases (1st year)
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nonverbal information-gestures
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1st year development of language
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question, request, deman
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inntonation (1st year)
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nouns 1st naming objects and people
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1st year development of language
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too broad in language
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overextension-1st mistakes in language
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too narrow in language
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underextension-1st mistakes in language
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applying rules:
"foots or goed" found in other languages suggests an understanding of grammatical rules |
overregularization-1st mistakes in language
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we learn language by imitating what we hear
accounts for phonology and semantics cannot account for syntax or novelty Bandura |
learning perspective
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Language Acquistion Device (LAD)-inborn mechanism (brain structure)
language in a sense of genetics; some part of our brain made spcially for language universality of stages and errors Noam Chomski |
Nativist perspective
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says that nature and nurture both important
related to other capacities (perception, cognition, motor, social, emotion) must actively particpate in language child directed speech is best adult expansion is helpful Piaget and Vygotsky |
interactionist perspective
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time during which language must be developed, or else it will not occur (feral children)
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critical period
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time during which language will be easiest to acquire
younger learn more easily (all languages) second language learners |
sensitive period
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an intrinsic need to master one's environment
manipulate toyes, make things work etc pleasure derived from success |
mastery motivaiton
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individual differences
parents who provide sensory stimulation, responsive environment indpendence and self reliance set high standards |
factors that influnce infant mastery motivation
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mastery orientation
success attribution is internal and stable failure-external factors or internal factors they can control |
high achievers
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learned helplessness
success attribution is external (luck) failure internal and stable |
low achievers
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declining achievement and self esteem
negative school attitudes |
changes in achievement moticationn during adolscence
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deemphasize grades and focus on learning
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contributions to achievement motivation in school age from infancy
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greater knowledge and financial management
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pros of working during school in adolsence
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lower gpa
disengaged and anxiety alienation and bored lower math and science achievement more likely to use alcohol and drugs |
cons of working during school in adolsence
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an organized combination of attributes, motives, values and behaviors
unique to each individual traits are consistent across situations and time |
personality
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3 parts of the personality: selfish Id, Rational Ego, Moralist superego
Freud |
Psychoanalytic Theory
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biological: ends at sexual maturity
personality formed in 1st 5 years child anxieties become adult traits |
stages of psychosexual development
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personality: a set of behavior tendencies, shaped by interactions, found in specific social situations
no universal stages not enduring traits Bandura |
social learning theory
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Big 5 universal and stable
personality is a set of traits |
McCrae and Costa-Trait theory
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your perceptions of your traits-can be accurate or inaccurate
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self concept
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your evaluation of your self concepts
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self esteem
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overall sense of who you are
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identity
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tendencies to respond in predictable ways
building blocks of personality seen even in early infancy highly genetically based |
temperament
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emotionality-reactive or stable
activity-active or inactive socialibility-sociable or standoffish |
Buss and Plomin
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overall pattern of temperamental qualities (mood, biological function regularity, approach and withdraw, emotional intensity, adaptability) results in a classificatio of easy, difficult, slow to warm up
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Thomas and Chess
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goodness of fit (temperament and environment)
parenting techniques, learning to interpet cues, sensitive responding |
Thomas and Chess
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easy-Thomas and chess
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40%
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difficult-Thomas and chess
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10%
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slow to warm up-Thomas and chess
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15%
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tendency to be extremely shy, restrained, or distressed in response to unfamiliar situations and/or people
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behavioral inhibition
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4 months old:fussy in response to novel stimuli
21 months-slow to warm up to stranger, retreat from novel objects, cling to parents |
signs of inhibition
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starts around age 2
use of words like I me mine you describe self in certain ways like physical characteristics, possessions, physical activities & accomplishments, preferences, may use global terms like good or nice |
childhood self
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by age 8:
social identity, personality trait terms used, social comparsions; can describe self compared to others |
childhood self
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Harter's self perception scales
2 aspects (preschool)-competence and personal adequacy 5 aspects of self worth (elementary school)-scholastic competence, social acceptance, behaviroal conduct, athletic competence, physical appearance |
childhood self-esteem
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dynamic period of developing self-time to find yourself
self awareness increases; descriptions become more psychological |
adolescent self
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decreases from childhood-more so in white females (body image)
more common in those who base self-esteem on others perceptions move to middle school-often difficult most readily regain high self esteem after adolescence |
adolescent self esteem
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cognitive growth-formal operations
relationships with parents-identification with parents helps affection and freedom at home closeness, mutual respect, can disagree, same gender parent relationship important |
what factors influence the development of identity during adolescence?
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a time during the high school and college years when they are relatively free of responsibilities and can experiment with different roles to find themselves
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moratorium period
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the individual has not yet thought about or resolved identity issues and has failed to chart directions in life-no crisis experience
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diffusion status
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the individual seems to kow who he or she is but has latched onto an identity prematurely with little though-no crisis is experienced
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foreclosure status
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the individual is experiencing an identity crisis, actively raising questions and seeking answers-crisis experienced
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moratorium status
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the individual has resolved his/her identity crisis and made commitments to particular goals, beliefs, and values-crisis experienced
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identity achievement status
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no crisis-diffusion and foreclosure
crisis-moratorium and achieved |
maria's identity statuses
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Fantasy-10 yrs or less
Tentative-11-18 Realistic-18-22 years+ |
Ginzberg's 3 phases vocational development
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think we can do anything-put little thought into what we want to do
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Fantasy-10 yrs or less
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may change due to physical abilities
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Tentative-11-18 years
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collge aged, more realistic about our abilites
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realistic-18-22 yrs+
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building a life structure, then questioning it and altering it
does not seem to reflect changes in emotional health, well being or job satisfaction |
midlife crisis
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pattern of behavior that females and males should adopt in a particular society
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gender roles
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overgeneralizations and largely inaccurate beliefs about what males and females are like
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gender stereotypes
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females slightly higher
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verbal
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males higher
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spatial
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males highest and lowest
females slightly better overall |
math
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females
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memory
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developmental vulnerability
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males
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aggression and phsical activity
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males
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compliant, tactful, cooperative
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females
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nurturant, empathic, anxious
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females
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differences in the roles that men and women play in society do a lot to create and maintain gender-role stereotypes
context and culture important |
Social Role hypothesis-Eagly
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yes, certain traits being expressed because of the role we are playing
traits change when reversed |
can we display traits outside our gender role?
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when is basic gender identity first exhibited?
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infancy
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even when objective examinations reveal no such differences between boys and girls at birht, adults perceive boys as strong, large featureed, coordinated and view girls as weaker, finer featured, and more awkward
the use of pink and blue calling boys "tiger" "big guy" and girls "sweetie" or "angel" |
differential treatment
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when do children acquire gender role stereotypes?
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age 3
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what ways do children exhibit gender-typed behavior?
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favor gender appropriate toys
same sex playmate can predict gender based on hair, clothes, toys and activities |
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biological development influences how others interact with a person which shapes gender role
presence of Y chromosome testosterone masculinizes brain and nervous system treated as center gendered based on genitals social influences and labeling at birth |
biosocial theory
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Money and Ehrhardt
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biosocial theory
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strong emphasis on gender role development in the early years
Oedipus and Electra complex leads to identification with same sex parent |
psychoanalyic theory-Freud
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Does research support the pyschoanaltytic theory?
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not really-mostly just that preschool years are important, identification with same sex parent, importance for father for both
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rewarded and punished based on gender-appropriate behaviors
parents play the largest role; also hold different expectations |
social learning theory-Bandura
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observational learning-adopt attitudes and behaviors of same sex models
less rigid gender role ideas if raised in more neutral or reversed environment peers, media, books, definielty play a large role in gender role development |
social learning theory-Bandura
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how do gender roles change throughout the stages of adulthood?
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less difference in gender roles in early adulthood
at marriage:greater differentiation-households and employment roles, different parent roles are often necessary birth of child-it increases more |
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balancing or blending of both masculine-stereotype traitsand feminine stereotype traits
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androgyny
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what happens later in adulthood that relates to androogyny?
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middle age and older-roles shift but does not switch
qualities were there all along; we are able to intergrate them and to express them |
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when are we first capable of sexual arousal?
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infancy
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when do we have our 1st sexual thoughts?
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10 years old
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when is sexual orientation established?
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adolescents
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what are adolescents sexual atitudes/behaviors today in comparision with the past?
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more frequent and happening earlier
higher rates of oral sex younger parent=earlier sex in child protection used but infrequently greater fear of pregnancy than STDs becoming more liberal double standard still exists but is fading |
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what changes occur in sexual activity during adulthood?
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most are married more than 90%
gradual declines married have more sex males sexual peak:18 females:38 |
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what about elderly sexual activity?
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physiologically able to in old age
reality: slight decline 90% like sex 80% still active lack of a partner inhibited by stereotypes and social opinions |
