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104 Cards in this Set
- Front
- Back
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intelligence |
A set of cognitive skills that include abstract thinking, reasoning, problem solving, and the ability to acquire knowledge |
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Gardners Linguistic Intelligence |
Ability to learn, understand, and use both spoken and written language |
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Gardners Logical-Mathematical Intelligence |
Ability to analyze information and problems logically and to perform mathematical operations |
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Gardners Musical Intelligence |
Ability in performing, composing or appreciating musical patterns |
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Gardners Bodily-Kinesthetic Intelligence |
Ability to use one’s body or parts of it to solve problems or create products |
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Gardners Spatial Intelligence |
Ability to think about and solve problems in three-dimensional space. |
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Gardners Interpersonal Intelligence |
Ability to understand and be aware of other people’s intentions, motivations, thoughts, and desires; also the ability to work well with and get along with others |
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Gardners Intrapersonal Intelligence |
Ability to be aware of, understand, and regulate one’s own behaviour, thoughts, feelings and motivations |
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Gardners Naturalistic Intelligence |
Ability to recognize, classify, and understand the plants and animals in ones environment |
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Cattels Fluid intelligence |
Raw mental ability, pattern recognition, and abstract reasoning |
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Cattels Crystallized intelligence |
Knowledge from experience, learning, education, and practice. How quickly you can learn new things |
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Charles Spearmans Theory of Intelligence - g-factor |
General factor made up of specific components. Asks “how intelligent are you?” |
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Severe IQ Range |
20-35 |
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Moderate IQ Range |
35-50 |
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Mild IQ Range |
50-70 |
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Profound IQ Range |
Below 20 |
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Giftedness IQ Range |
130-140 |
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Test-retest Reliability |
The extent to which scores on a test are similar over time. |
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Internal Consistency |
The extent to which items within a test correlate with one another. |
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Construct Validity |
The degree to which a test measures the concept it claims to measure, such as intelligence. |
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Predictive Validity |
The degree to which intelligence test scores are positively related to real-world outcomes, such as school achievement or job success, and thus have predictive value. |
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genetic influence on intelligence and reaction range |
*The more genetically related people are, the more similar they are in IQ.*50% nature, 40% nurture |
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Reaction Range |
The genetically determined range of responses by an individual to his or her environment. (The concept of reaction range suggests that heredity places upper and lower limits on an individual’s potential, but environment determines whether the individual reaches the upper limit and the lower limit.) |
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Convergent Thinking Problems |
Problems that have known solutions and require analytical thinking and crystallized intelligence to come up with the correct answer. |
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Divergent Thinking Problems |
Problems that have no known solution and require novel solutions. |
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Mental Set |
A tendency to continue to use problem-solving strategies that have worked in the past, even if better solutions are available. |
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Functional Fixedness |
Mind-set in which one is blind to unusual uses of common everyday things or procedures |
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Creativity |
Thinking and/or behaviour that is both novel-original and useful-adaptive |
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1. Preparation |
stages of creativity - Discovering and defining the problem and then attempting to solve it |
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2. Incubation |
stages of creativity - Putting the problem aside for a while to work on something else. |
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3. Insight |
stages of creativity - Eureka insight; in which the solution comes immediately to mind. |
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4. Verification-elaboration |
stages of creativity - use those critical thinking skills to think about your audience and craft your message or idea |
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ideational fluency |
ability to produce many ideas |
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Flexibility of thought |
Ability to come up with many different categories of ideas and think of other responses besides the obvious |
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Originality |
Ability to come up with unusual and novel ideas |
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Longitudinal research design |
same people over time at various age. |
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Advantage of longitudinal design |
real age-related change |
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Disadvantage of longitudinal design |
costly, time-consuming, selective attrition, history effects |
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Cross-sectional design |
different age groups at the same point in time |
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Advantages of cross-sectional design |
quick, inexpensive |
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Disadvantages of cross-sectional design |
cohort* effects (*a group of people banded together or treated as a group.) |
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1. Germinal stage |
conception to 2 weeks - zygote, 30-50% of pregnancies end during this stage without knowledge of the pregnancy. |
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2. Embryonic stage |
2 to 8 weeks, formation of major organs. |
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3. Fetal stage |
8 weeks through birth, formation of bone cells, heartbeat is detectable between 8 and 12 weeks. |
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threats to prenatal development |
maternal nutrition, teratogens - viruses, the flu, alcohol, nicotine and prescription drugs (antidepressants). |
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sense at birth |
hearing is fully developed, vision is 20-600. |
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epigenetics |
heritable changes in gene expression (active versus inactive genes) that does not involve changes to the underlying DNA sequence; a change in phenotype without a change in genotype. |
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visual cliff |
created by Gibson and Walk, used to test depth perception in babies who have learned to crawl. |
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schemas |
mental frameworks that develop from our experiences with particular people, objects or events. |
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assimilation |
process by which people incorporate new information into already existing schemas. |
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accommodation |
process by which people change existing schemas to incorporate new information |
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piagets sensorimotor stage |
0-2, knowledge is through senses, object permanence develops between 4 and 9 months |
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object permanence |
the ability to realize that objects still exist when they are not being sensed |
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piagets preoperational stage |
2-5, verbal and egocentric thinking develop, can do mentally what once could only do physically. |
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egocentrism |
viewing the world from one’s own perspective and not being capable of seeing things from another person’s perspective |
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piagets concrete operational stage |
6-11, conservation of shape, number, liquid are now possible, logic and reasoning develop but only what can be seen and concretely observed. |
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Conservation |
Recognition that when some properties (such as shape) of an object change, other properties (such as volume) remain constant. |
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piagets formal operational stage |
12 and up, abstract reasoning--priciples and ideals develop, systematic problem solving (no longer trial and error), ability to think about and reflect upon one’s own thinking, scientific reasoning |
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vygotskys zone of proximal development |
a range of tasks to difficult for a child to perform alone but possible with the help of others |
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scaffolding |
adjusting the level of support to fit a child's current level of performance on a task |
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kohlbergs preconventional moral level |
focus on avoiding punishment or maximizing rewards |
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kohlbergs conventional moral level |
values caring, trust and relationships as well as the social order and lawfulness |
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kohlbergs postconventional moral level |
recognizes universal moral rules that may trump unjust or immoral local rules |
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temperament |
biologically based tendency to behave in particular ways from early in life |
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difficult child |
10%, unpredictable in daily functions, unhappy often, slow to adapt to new situations |
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slow to warm up child |
15%, mildly intense in his or her reactions to new situations, mildly irregular in the daily patterns of eating, sleeping and eliminating |
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easy child |
40%, predictable, happy, adaptable |
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separation anxiety |
the distressed reaction shown by babies when they are separated from their primary caregiver, typically shown around 9 months of age |
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secure attachment |
characterized by infants who will gradually explore new situations when the caregiver leaves and initiate contact when the caregiver returns after separation |
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anxious resistant attachment |
characterized by infants who are ambivalent when separated and reunited with their caregiver |
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anxious avoidant |
characterized by infants who stay calm when caregiver leaves and who ignore and avoid her when she returns |
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Eriksons Infancy Stage |
1st. Hope. Basic trust vs. basic mistrust. |
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Eriksons Early Childhood Stage |
2nd. Will. Autonomy vs. shame and doubt. |
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Eriksons Play Stage |
3rd. Purpose. Initiative vs. guilt. |
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Eriksons School Age Stage |
4th. Competence. Industry vs. Inferiority. |
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Eriksons Adolescent Stage |
5th. Fidelity. Identity vs. identity confusion. An identity crisis that provides the potential for adaptive or maladaptive adjustment. |
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Eriksons Young Adulthood Stage |
6th. Love. Intimacy vs. Isolation. |
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Eriksons Adulthood Stage |
7th. Care. Generativity vs. stagnation |
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Eriksons Old Age Stage |
8th. Wisdom. Integrity vs. despair. |
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How to combat/prevent cognitive decline with age? |
physical activity |
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stages of grief |
1. Denial 2. Anger 3. Bargaining 4. Depression 5. Acceptance |
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Hunger Center in the Brain |
Lateral hypothalamus |
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Fullness Center in the Brain |
Ventromedial hypothalamus. |
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Stimulation of the Lateral Hypothalamus |
Promotes feeding |
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Destruction of the Lateral Hypothalamus |
Reduction in feeding |
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Destruction of the Ventromedial Hypothalamus |
Overfeeding and weight gain |
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Anorexia Nervosa |
An eating disorder in which people cannot maintain 85% of their ideal body weight for their height, have an intense fear of eating, and have a distorted body image. |
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Bulimia Nervosa |
Characterized by binge eating and a perceived lack of control during the eating session. |
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Basic Emotions |
Anger, Disgust, Fear, Happiness, Sadness and Surprise.
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Self-Conscious Emotions |
Emotions that occur as a function of how well we live up to expectations of ourselves, others, and society. Shame, Guilt, Humiliation, Embarrassment and Pride.
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Emotion regulation |
The cognitive and behavioural efforts people make to modify their emotions.
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Reappraisal |
An emotion regulation strategy in which one re-evaluates an antecedent event so that a different emotion results.
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Expressive-Suppression |
A response-focused strategy for regulating emotion that involves the deliberate attempt to inhibit the outward manifestation of an emotion.
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Sympathetic branch of ANS |
Survival and protection from harm, such as fear, organized response. Heart pumps blood rapidly to muscles, oxygen intake in the lungs increases, shut down digestion.
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Parasympathetic branch of ANS |
Positive emotions, return body to relaxed responsive state.
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The amygdala and emotion |
Plays a very important role in appraisal of the emotional significance of stimuli, with a specialized function for noticing fear relevant information.
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Prefrontal Cortex and emotion |
Plays an important role in the appraisal and reappraisal of emotion. Damage to the left prefrontal cortex results in depression.
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Anterior Cingulate Cortex (ACC) and emotion
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Recall and imagine emotional experiences. Physical pain and pain of rejection or exclusion.
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Hypothalamus and emotion
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Pleasure reward center.
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Insula and emotion
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Most involved in introception or perception of sensations arising in the body.
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The evolutionary model of motivation |
The purpose of any living organism is to perpetuate itself. Major motives all involve basic survival and reproduction needs and drives. HungerThirst, Body-temperature regulation, Oxygen, Sex
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The Drive Reduction Model of Motivation |
Behaviour is driven by need to balance physiological systems when depleted. (Homeostasis Physiological equilibrium or balance around an optimal set point Ideal fixed setting of a particular physiological system) |
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Optimal Arousal Model of Motivation |
York and Dodson, both low arousal and high arousal lead to poor performance, whereas moderate levels of arousal lead to optimal performance. Mihaly Csikszentmihalyi introduced the concept of flow to describe the fact that people perform best and are most creative when they are optimally challenged relative to their abilities. Needs such as curiosity, learning, interest, beauty-aesthetics, competence, challenge, flow states and optimal experiences are motivated by the desire to be optimally aroused. |
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The Hierarchical Model |
Most basic - physiological Highest - psychological needs for growth and fulfillment. Lower level needs must be satisfied before we can focus on achieving self-actualization. (Physiological - Safety and Security - Love and belongingness - Esteem needs - Self-actualization) |
