Exam 2

Front 1

Scheme

Back 1

How humans gain knowledge. Organized inter-related memories, thoughts, and strategies which organize behavior to respond to the environment.

Front 2

Assimilation:

Back 2

incorporation of elements in the environment into existing schemes. Child has a scheme about what birds are, sees a bat and calls it a bird.

Front 3

Accommodation:

Back 3

Modification of existing schemes due to environmental demands. Child sees a bat, calls it a bird, is corrected, and now calls them bats.

Front 4

Development of object permanence:

Back 4

Objects continue to exist even when they are not directly observed.

Front 5

Progression of development:

Back 5

looks for objects only when directly available

looks at location where object disappeared

looks for object where hidden, but not if displaced more than once.

looks for objects through multiple-displacements

Front 6

Object permanence appears at about:

Back 6

8-12 months

Front 7

Object permanence is completed by about:

Back 7

18-24 mos

Front 8

Sensorimotor:

Back 8

Birth-2. Progression from reflexive action at birth to the beginning of symbolic thought. Understanding of the world is constructed by coordinating sensory experiences with physical actions. This is composed of 6 substages,

Front 9

Simple reflexes:

Back 9

stage 1 undergo modification with experience.

Front 10

Primary circular reactions:

Back 10

stage 2 centers on own body. ex: opening or closing fist.

Front 11

Secondary circular reactions:

Back 11

stage 3. centers around objects in the environment. ex: accidentally kicks mobile and repeats kicking while observing movement.

Front 12

Coordination of secondary schemes:

Back 12

stage 4. ex: uses a pattern of action to achieve a goal. Pushing an obstacle away to get a toy;clear intention.

Front 13

Tertiary circular reactions:

Back 13

stage 5 repeats actions to observe effect--moving a pillow with hands, feet, head. Clearly experimenting through trial and error.

Front 14

Emergence of symbolic thought

Back 14

Stage 6. ability to represent or symbolize actions or events without having to act them out.

Front 15

Preoperational

Back 15

Children begin to represent the world with words and images These words and images reflect increased symbolic thinking and go beyond the connection of sensory information with physical action.

Front 16

Concrete operations:

Back 16

Children can now reason logically about concrete events and classify objects into different sets

Front 17

Formal operations:

Back 17

Adolescents reason in more abstract and logical ways; thought is more idealistic flexible deal with problems in several ways. Not overwhelmed by unexpected results.

Front 18

Decentrate:

Back 18

look at properties simultaneously

Front 19

reverse:

Back 19

mentally undo action

Front 20

Conservation tasks:

Back 20

number, mass, length, liquids, area, weight, volume.

Front 21

Why some adolescents and adults fail to display formal operational thought:

Back 21

non-stimulating environment. may only be used in situations that are viewed as interesting and important. limited o observation procedures.

Front 22

Analogy of how memory functions similarly to hardware and software:

Back 22

The mind as a computer. Information flows through a limited-capacity system of mental hardware and software.

Front 23

hardware:

Back 23

is the brain and nervous system

Front 24

Software:

Back 24

refers to mental rules and strategies

Front 25

sensory store:

Back 25

All information is lost between a half a second and three seconds. Were info is first put. Where sights, sounds, etc (raw sensory data) are represented directly and held separate store fore each sense. Large amounts of information held for a very limited time.

Front 26

Short-term memory:

Back 26

Maintenance rehearsal. "working store" Unrehearsed information is lost in ten to fifteen minutes. actively operate on a limited amount of information. Holds about 7 plus or minus 2 chunks of information. 5-7 pieces. information is lost if nothing is done with it

Front 27

Long-term memory:

Back 27

is our permanent store. Capacity is vast relatively permanent. Control processes or executive functions. Involved in planning, monitoring what is attended to what is done with information.

Front 28

Medacognition:

Back 28

refers to knowledge of ones cognitive abilities and processes related to thinking.

Front 29

Difference between sensory and short term memory:

Back 29

attention is fundamental. determines the information that will be considered. Attention increases with development; becomes more sustained. Better at deliberately focusing on aspects relevant to goal. Ignore irrelevant information. (inhibition.)

Front 30

Rehearsal:

Back 30

is repeating information to retain it. Older children use this more efficiently. Younger children have limited capacity to do this.

Front 31

Organization:

Back 31

another strategy. remembering information by grouping it into meaningful "chunks" or related categories. Improves memory drastically. Young children can be trained to do this. Experience with materials that form clear categories helps them organize more effectively, notice the strategy, and apply under less obvious tasks.

Front 32

Elaboration:

Back 32

Creating a relationship between two or more pieces of information that are not members of the same category, late-developing skill that usually appears at about age 11-12. Once children discover this technique, its so effective that tends to replace other strategies. Children's working memories must expand before they translate items into symbols. think of a relationship between them at the same time.

Front 33

Recognition:

Back 33

Noticing that a stimulus is the same or similar to one previously experienced. Simplest form of retrieval. Material to be remembered is present to serve as its own retrieval cue. Young infants capable of recognition. Shown by habituation-dis-habituation.

Front 34

Free-recall:

Back 34

More challenging. require is generating a mental image of absent stimulus; not prompted by specific cues may be only a few cues or none at all beyond context in which the information was previously experienced.

Front 35

Cued-recall:

Back 35

appears before 1 year of age if memories are strongly cued. older children recall information more accurately and completely.

Front 36

Reconstruction:

Back 36

When given complex material to remember the following occur. Condensations, additions Distortions appear because we store interpretations, not copies of reality.

Front 37

Credibility in young children:

Back 37

recall few precise details. Generally accurate, central to event. Prompting yields more correct and incorrect facts. younger than 9-10 very susceptible to memory distortions (suggestibility). Come to believe events created by suggestion.

Front 38

Meaning of G and S:

Back 38

General factor

many specific factors

Front 39

Carrolls view of the major components/processes of intelligence:

Back 39

His work suggests a three stratum hierarchy. G at the top of pyramid. eight broad abilities at second level. Narrow third stratum abilities. People vary in both Overall G Proficiency in specific aspects of cognitive functioning.

Front 40

Gardenrs view:

Back 40

Nine types of intelligence. Each with own developmental path. each is indepenent of the others. This point is controversial; some intelligence are moderately correlated. Linguistic. Logical-mathematical. Spatial. Musical. bodily-kinesthetic. Naturalist. Intrapersonal. interpersonal. spiritual/existential.

Front 41

Infant intelligence tests:

Back 41

Bayley scales. categorizing, search for objects, following directions scale, motor scale. tests for at risk children for abnormal development.

Front 42

Chronical age and mental age on Binet test:

Back 42

Chronical age is what age you are. Mental age is what age you scored at. (higher age or younger age)

Front 43

Average IQ score (mean)

Back 43

100