Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
174 Cards in this Set
- Front
- Back
|
What is intelligence |
- no universal definition -ability to acquire knowledge, to think and adapt to environment |
|
|
What is the psychometric approach to intelligence |
-trys to map structure of intellect -trys t9 specify kinds if mental abilities that underline test performance -focus on how well people do on standardized tests |
|
|
What is cognitive processes approach to intelligence |
-study specific thought processes that underline mental abilities |
|
|
How does the psychometric approach measure intelligence |
-The measunrnt of mental abilities, traits and processes -statistical study of psychological tests |
|
|
What is factor analysis in psychometrics |
-statistical method for analyzing the inyrrcortelations among various measure or test scores -scores that are highly correlates are assumes to ensure the same trait (factor) -tryd to decide what common underlying ability accounts for high correlations |
|
|
Where do theorists disagree on in the psychometric approach |
-on the nature of intelligence -a single global mental capability - not a unitary trait |
|
|
What is a unitary trait |
A set of specific abilities to do different types of thinking |
|
|
What is the g factor (who and when) |
-spearman (1923) -intelligence is s general ability -intelligence performance is governed |
|
|
What us intelligence performance governed by |
1) general intelligence -most important component -general intellectual ability asdumrf by theorist to info is specific mental abilities and talents 2) specifics abilities that might be required to perform a particular task |
|
|
What us thurstone's primary mental abilities |
-human mental performance governed by specific abilities not a general factor -seven primary mental abilities |
|
|
What are the 7 mental abilities |
S- space (reasoning for visual scenes) V- verbal comprehension (understanding statements) W- word fluency (producing statements) N- number facility (dealing with numbers) P- perceptual speed (recognizing patterns) M- rote memory (memorization) R- reasoning (dealing with novel problems) |
|
|
Spearman's g factor is decided into 2 abilities |
Crystallized intelligence -ability to apply previously learned knowledge to current problems Fluid intelligence -ability to deal with novel problem solving situations for which a personal experience does not provide a solution |
|
|
Who developed the first test that lead to modern intelligence tests |
Binet |
|
|
What did binet assume |
-mental abilities deveople with age -rate at which people gain metal competence is characteristic of the person and is fairly constant over time |
|
|
What was binet and Simon measure of intelligence |
-developed a standardized test made of problems that children were expected to be able to solve at certain ages -used to determine if a child is performing at correct mental level for age -scores called mental age |
|
|
What did binet and Simon test measure |
- memory -vocabulary -perceptual discrimination |
|
|
What did stern do |
-expanded on the concept of metal age -created s relative score for people of different ages |
|
|
What was stern IQ |
-intelligence quotient -mental age divided by chronological age times by a 100 -IQ of 100 means you are performing at your exact age |
|
|
Why don't we use the idea of mental age anymore |
-increases in mental age slow down after 16 -works for kids but not adults -some intellectual skills decline at advanced ages rather than growth addumrd by the idea of mental age |
|
|
What do we use noe to measure IQ |
-called deviation IQ -represents how much standard distance/ deviation a score is above or below the mean for a specific sample - are now derived from norms provided from standardized tests |
|
|
What are collection of norms |
Collection of test results derived from a large sample that represents a particular age segments of population -provide basis for interpreting an individual's score |
|
|
IQ distribution |
"Normally" -bell shaped curve -very high or low are rare -68% habe IQ between 85-115 -99.7% between 55-145 |
|
|
American intelligence tests |
Stanford-binet (1920) -lewis terman modified the binet-simon test to measure intelligence in American children -Wechsler adult intelligence scale(1939) -Wechsler intelligence scale for children (1955) -Wechsler preschool and primary scale of intelligence (1967) |
|
|
What did the Stanford-Binet test use |
-mostly verbal items -single IQ score |
|
|
What did Wechsler test use |
-overall IQ score -series of suggests that fall into 2 classes 1) general ability index 2) cognitive proficiency index |
|
|
What are the general ability index and cognitive proficiency index |
GAI -taps into a person's intellectual abilities without placing so much emphasis on how fast they can solve the problem CPI - more cognitive resources devoted to reasoning and problem solving reflect a higher IQ |
|
|
Know |
|
|
Intelligence tests and culture |
Early tests tended to favour certain groups -urban or rural -white over non white -middle class over poor |
|
|
Why did trying to make culture free tests backfire |
-different cultures emphasize different problem solving strategies -culture influences do many things |
|
|
What is the Raven progressive matrices |
Intelligence test that is based on pictures not words -created by John raven I'm 1930 -culture fee test -measure the extent to which test takes can see patterns in the shaped and colours within a matrix and determine which shape or colour would complete the pattern |
|
|
What did Darwin do |
With his work on the origin of species firmly established the idea of evolution by natural selection The social Darwinism that emerged gave rise to eugenics (good genes) |
|
|
Racial differences |
We see Asian then white then Latino and blacks |
|
|
What are the 3 problems with racial superiority interpretation |
1) culturally biased test content 2)culturally biased test process 3)stereotype threat |
|
|
Culturally biased test content |
Tests are culturally biased Differences remained between groups in terms of IQ scores even when tried to create unbiased tests |
|
|
Culturally biased test process |
Process of testing is biased Cultural values and experiences affect a person's -familiarity with testing -attitude towards exams -comfort in test settings -motivation -time fovudinh during test -rapport with test provider -competitiveness -was of independent problem solving |
|
|
Stereotype threat |
Burden of doubt one feels about his or her performance due to negative stereotypes about their groups ability -scored are affected by our expectations for performance |
|
|
What are the kinda of beliefs that affect test scores |
Entity theory -belief that intelligence is a fixed charactrtisitiv and relatively difficult to change Incremental theory -belief that intelligence can be shaped by experiences, practice, effort |
|
|
Experiment |
|
|
|
What is the cognitive approach |
Explored information processing and cognitive processes used when thinking about a problem and coming up with a solution -examines many kinds of intelligence |
|
|
What are the 2 elements of intelligence in cognitive approach |
1)working memory -capacity that enables you to manipulate information retrieved from long term memory and interpret it for a task -focus on relevant info -do well on tasks that require to shift focus 2)metacognition -knowledge or awareness of one's own cognitive process and ability to monitor and control them -realistic about performance -understand when they don't know |
|
|
Know |
|
|
Hierarchical model of intelligence |
Described how our lowest level abilities are nested within a middle level that roughly corresponds to thurstone's primary mental abilities and these are nested with a general intelligence |
|
|
2 parts of intelligence in cognitive approach |
Fluid intelligence -used to adapt to bed situations and solve new problems without previous knowledge Crystallized intelligence -relied on extensive experience and knowledge and tends to be relatively stable and robust |
|
|
What is Sternberg's Triarchic theory idea of intelligence |
The Skills and knowledge needed for success on life according to ones own definition of success within ones sociocultural context |
|
|
What are Sternberg Triarchic theory 3 manifestations |
1) componential intelligence 2) experiential or creative intelligence 3)contextual or partical intelligence |
|
|
Componential (analytic) |
-higher order processes -info processing strategies used when thinking intelligently about a problem -kinds of academically oriented problem solving skills assessed by intelligence tests -involed meta-cognition |
|
|
Experimental (creative) |
-mental skills required to respond adaptively to novel problems (Tranfering skills, designing solutions to new problems) |
|
|
Contextual (practical) |
-Skills needed to cope with everyday demands -tacit knowledge -practical applications of intelligence |
|
|
What are tacit knowledge |
Strategies for success that are not explicitly taught but instead be inferred |
|
|
What does contextual knowledge involve |
Knowing when - to adapt to environment - to change environments -fix the situation |
|
|
What is multiple intelligences |
-by Gardner -suggested should explain the domains of intelligence -6 relatively independent intelligences (9 now) |
|
|
What are the 6 intelligences |
1)linguistic 2)mathematical 3)visual-spatial (There 3 tested by current intelligence tests) 4)musical 5)body-kinesthetic 6)personal (understanding us and others) |
|
|
What is emotional intelligence |
Ability to -identify yours and others emotions accurately -express your emotions clearly -Regulate emotions in yourslef and others |
|
|
What happens to emotional intelligence if damage to frontal lobe |
-incapable if experiencing strong feelings -make irrational decisions about their lives because have problem reading their own and other emotions |
|
|
What are the adaptive advantage in managing emotions |
-stronger emotional bonds - greater success -less depression, anger, anxiety |
|
|
What has broading defintiins of intelligence done |
-forced us to think more critically about what intelligence is -has led to a focus on teaching children partical strategies for improving their abilities (writing,reading) |
|
|
Myths in learning styles |
1) the notion of multiple intelligences to promote the idea of learning styles 2)learning styles can be tested scientifically with a simple hypothesis 3)dozens of studies have failed to show and benefit from studying according to an individiuals learning style |
|
|
Differences in sex intelligence |
- No differences found -male scores are mor3 variability -females: verbal, memory, emotions -males: visuospatial Stereotype -can affect performance on tests |
|
|
Twin studies |
-shown that genetic similarity contributes to intelligence scores -as genetic relations increase so do similarity in IQ -environment plays a role -twins correlation .85 when raised together and .80 when apart |
|
|
Heritability estimates of intelligence |
-between 0.4 and 0.8 -determine how much the differences in intelligence amongst people in a group are the to differences in genetics -estimate is dependent in sample being tested -influences by how similar the environment is for people in group |
|
|
What us behavioural genomics |
To search for specific genes related to intelligence - the study of how specific genes in their interactions with environment influence behaviour |
|
|
What does behavioural genomics focus on |
On identifying genes that are related to increased and decreases in certain types of learning and problem solving -suggests individuals inherit a collection of genes that pool together in influence general cognitive ability -have devol0ed mouse models of intelligence using gene knockout |
|
|
What is gene knockout |
Studied involve removing a specific gene throught to be involved in a trait a d testing the effects by comparing bet about of animals without the then with those with it |
|
|
Brain and size |
|
|
|
What us the gyri |
The convoluted surface of the brain composed of the outer part of cerebral cortex -its size is greater in species with complex cognitive and social lives -Differences can be found in humans with the degree of convolution accounting for 25% of variability in WAIS |
|
|
Brain |
|
|
|
Heath and nutrition on intelligence |
-Diet and lifestyle influences intelligence -high saturated fat lead to decljbed in cognitive functioning -low in such fats and high in fruits, fish, whole grains are associated with higher cognitive functioning |
|
|
Socioeconomic status on intelligence |
Children have higher IQ then children living in poverty -have more enriching and supportive of children intellectual development |
|
|
What do high SES parents do |
-talk to children more -have books and magazines -more access to computers -take them on outside learning experiences -less punitive toward their kids |
|
|
Stress in intelligence |
-high levels of stress in poor population us a major factor in explaing the rich and poor IQ gap -stresses increase stress hormones and related to poorer cognitive -effects working memory -chronic stress shoe up on braun as well as damaging the neural circuitry of the prefrontal cortex and hippocampus |
|
|
Intelligence and IQ |
First born tend to have higher IQ -older children tutor younger |
|
|
Intelligence and education |
Shows that children IQ scores are significantly lower if they are not attending school |
|
|
Are people getting smarter |
-performance in intelligence tests have been improving at a steady pace -may be because nutrition, new generations are better at test taking, or technological advances |
|
|
What us the Flynn effect |
Refers to the steady population level increases in intelligence tests scored over time |
|
|
What is development psychology |
-our past and future selves The study of human physical, cognitive, social and behavioural characteristics across a lifespan - how they might be affected by culture, circumstance and experience |
|
|
What us developmental psychology focused on |
-mental and social development including socialization -adolescents -adults -aging |
|
|
What us socialization |
The process which children learn the rules and behaviour exoected if them by society |
|
|
What are the 4 research designs |
1) Cohort (group born at same time) 2) cross sectional (compare different ages at the same time) 3)longitudinal (test same cohort at different times) 4)sequential (test several cohorts as they age) |
|
|
5 ways processes change in developmental functions |
1)no change -remains constant across life span 2)continuous -gradual change, ability not present at birth 3)stages -discontinuous changes 4)inverted u shaped -emerges early, peaks, diminished with age 5) u shaped fiction -emerges early, disappears, reamerges |
|
|
What are the 3 stages of physical growth |
1) Germinal stage -starts at conception -first 2 weeks -zygote attaches to unterine wall |
|
|
2 |
Embryonic stage -2nd to 8th week -cell mass=embryo -placenta and umbilical cord develop -week 8 heart is beating |
|
|
3 |
Fertal stage -begins st 9th week -call fetus -continues till birth |
|
|
What does y chromosome contain |
TDF gene (testisdetermining factor) -initiates development of testes (6-8weeks) -testes secrete androgens |
|
|
When is the critical period |
6-8 weeks Insufficient androgen activity creates females |
|
|
Brain development |
Brain can be seen during the embryonic stage -cells migrate to their spots and into nerve cells |
|
|
Brain development |
2 weeks- neural tube forms and feveoold into brain and spinal cord 4 weeks- first sign of major divisions if the brain 7 weeks-neurons and synapses develop into the spinal could so movement is possible |
|
|
Brain development in fetal stage |
11 weeks -gestation, differentiations between cerebral hemispheres, cerebellum, brain stem End if 2nd trimester -ridges and folds appears on outer layer of cerebral cortex -myelination (Fatty tissues building up around nerve cells) |
|
|
About brain |
-most rapidly developing organ -25% of adult weight -100 billion neurons -6 months us 50% of adult weight |
|
|
What does the brain get heavier |
-Cells became larger -Development of myelin sheath and axons -neural networks form |
|
|
Children's brains |
High degree of plasticity so whatever envirinments the child endures while growing up their brain will be able to develop and learn to perceive and adapt to environment |
|
|
Stages of brain development |
First -lie deep in braun and regulate basic survival functions such as breathing Last -associative areas of cortex which are important for highest level cognitive functions (thinking) |
|
|
Growth rate if the brain |
-Slows in later childhood -5 years is 90% if adult size -between ages 5-10 continued maturation and new synapses, more specialized |
|
|
Environmental influences (9) |
1 Teratogens -can cause abnormal fetal development -substances like drugs it environmental toxins that impair the process if development |
|
|
2) |
Maternal malnutrition -low birth rate 'Problems with emotional regulation -increased risk of developing psychological disorders |
|
|
3) |
Maternal stress -premature birth -infant irritability -attentional deficits |
|
|
4) |
Rubella (German measle) -can damage developing nervous system -cause blindness - deafness -mental retardation -heart defects |
|
|
5) |
X rays - can cause deformities and fetal abnormalities |
|
|
6) |
Std -Brain damage -blindness -deafness -HIV positive |
|
|
7) |
Smoking -miscarriage -increased rates for Stds -problems with emotional development and impulse control -interference in development of brain regions involved in self control |
|
|
8) |
Alcohol -fetal alcohol syndrome (small malformed brains, decreased mental function, impulsivity, facial defotmities) -fetal alcohol effects (Have only some firms of deficits seen in FAS) |
|
|
9) |
Drugs -harmful to fetus -includes legal and illegal substances |
|
|
Vaccinations and autism |
1990 claim the MMR vaccine linked to autism -one does given at year 1 -second at starting school -many parents refused to vaccinate children Lack of scientific evidence -artificial retracted 2010 -could not replicate finding |
|
|
Sensory development before birth |
-4 months gestation, brain receiving signals from eyes and ears -7 to 8 months gestation, fetus actively listening |
|
|
Sensory development |
-tactile, auditory and chemical perceptual sense operating at birth -cringe at foul odours -discriminate mothers breast milk -orient to significant stimuli -visual system is port developed |
|
|
What is preferential looking procedure |
-measure how long infant looks at a stimulus (look longer at things they find interesting) -determine when detail become a interesting |
|
|
Vision in babies |
-limited at birth (20/800) -prefer patterned stimuli -prefer mom's face -prefer faces in general |
|
|
Visual habitation in babies |
-looking times declines 50% -new stimulus presented and looking time increases |
|
|
Colour vison in babies |
-newborns appear to see in colour -Or deveopls by 2 months By 8 months infants can see shapes and objects as well as adults |
|
|
Vision at 6 and 3-4 months |
6 months -20/100 -develops in continuous fashion 3-4 months -pattern perception organized according to gestalt principles (closure) -discriminate internal features of face -develops in a stage like fashion |
|
|
What is the proper development of visual system |
-infant experiencing a world if diverse visual input -interaction with world |
|
|
Audition in babies |
-new norms prefer mothers voice -phoneme discrimination (Exceeds that of an adult, can discriminate between phonemes not in parents language) dissapreas st age 1 |
|
|
Sound localization |
U sgaprf function -didapprreas at 2 months -reappears at 4-5 months |
|
|
What are reflexes |
Involuntary muscular reactions to specific types of stimulation |
|
|
Motor development |
By 5 a fetus begging to have control of voluntary motor movements - in last month and first month of life mucles develop enough to demonstrate basic reflexes -for feeding and interacting with their caregivers |
|
|
What are the 7 reflexes babies have |
-rooting (turn head to touch on cheek) -sucking -swallowing -Moro (throw arms outward and arch back in response to kind noise or psychsical shock) -babinski ( splay ties our word and curl then to touch) -grasp -stepping( someone holding up) |
|
|
What did motor skills rely on |
Practice and deliberate effort |
|
|
Stages of moving |
Crawling -standing Walking Over the first 12 to 18 months |
|
|
What are the 2 key events that happen at the synapses level |
Synaptogrnesis - forming of new synaptic connections Synaptic pruning- loss of weak nerve cells connections Happens in infancy and childhood and tapers off until adolescence |
|
|
Changes in braun development correspond with what |
With the development of motor and cognitive abilities through late childhood |
|
|
What is maturation |
Genetically programmed biological process that governs our growth |
|
|
2 biological principles that quidr development |
1)cephalocaudal principle -development proceeds from head to foot (head is large growth goes to lower body) 2) procimodistal principle -development proceeds from innermost to outermost (Arms before fingers) 2) |
|
|
What are sensitive period and What are the sensitive periods |
-a window of time during such exposure to a specific type of environment stimulation is needed for normal development of a specific ability -language fluency -depth perception -balance -recognition of parents -identifying with a culture |
|
|
What is cognitive development |
The study of changing abilities and processes of memory, thought and reasoning that happen throughout the life span -langue -thinking |
|
|
What is language |
System that combines meaningless events to firm structured utterances that give meaning |
|
|
Speech in babies |
Acquisition starts in first months * responsive to pitch, emotions in voices -4-6 months recognize names -6-1 year start babbling |
|
|
Language in babies |
11 months use symbolic gestures 12 months use words to label 18-24 telegraphic speech (2 or 3 words) 6 years vocabulary between 8000 and 14000 words |
|
|
What is piagets stage model |
Brajn buulfd schemas to understand -cognitive development happens when someone acquired new schemas and existing ones become more complex |
|
|
What has to happen for cognitive development to happen because people acquire be a schemas and existing ones become more complex through |
Assimilation -new experience incorporated into existing schemas (New kind of dog added to category) Accommodation -new experiences cause existing schemas to change (Kid calls a bat a bird) |
|
|
What is piagets stage theory |
-beloved all kids go through 4 stages |
|
|
Stages 1 |
Sendirimotor stage -birth to 2 -understand world though we sensory and physical interactions -start language |
|
|
Stage 2 |
Preoperational stage -2 to 7 -world represented symbolically through words and images -symbolic thinking leads to pretend play -focused on children thinking limitations -Can't reason |
|
|
Definition |
Irreverdibility (can't mentally reverse) Contraction ( focusing) Animism( like like qualities to objects) Egocrntrism( can't view world from others view) |
|
|
What is object permanence |
Understanding objects continue to exist even when they can no longer be seen ( in sensorimotor stage) |
|
|
Stages 3 |
Concrete operational stage -7 to 12 -perform basic mental operations -understand conservation and cause and effect |
|
|
Stages 4 |
Formal operations stage -12 to adulthood -acpable of abstract reasoning like Comparing, forming hypothesis, future thinking |
|
|
What's wrong with piagets theory |
Cognitive develops in stages but some children performed some task at one stage and another at another stage meaing development may not happen in distinct stages - He overlooked sociocultural and biological elements |
|
|
What is the theory of mind |
A system of beliefs about the way ones own mind any others work and how cognition and feelings affect behaviour |
|
|
What us vygitsky theory |
Emphasized the sociocultural influences on children cognitive development (teachers parents peers) -develops representations of world through culture and language -adults play a bug role |
|
|
What is vygostys theory zone of proximal development and scaffolding |
Proximal -development is ideal she a child trys skills that r beyond what they can do aline but have guidance Scaffolding - the approach to teaching where the teacher matches quudancr to the learners needs |
|
|
Current views on cognitive development |
Happens in overlapping waves not steps -kids understand more then piaget thought when young Depends on education and culture -paget overestimated your adults |
|
|
What is imprinting and attachment and contact comfort |
Imprinting -biologically primed attachment Attachment child Contact comfort -string emotional bond between parents and child Contact comfort-pleasure from close phycial contact basis to first attachment child Contact comfort-pleasure from close phycial contact basis to first attachment -pleasure from close phycial contact basis to first attachment |
|
|
What is bowlby attachment process |
1)indiscriminate attachment behaviour (emits behaviours to everyone which evokes caregiving) 2) discriminate attachment behaviour ( more towards familiar caregivers instead of strangers) 3) specific attachment behaviour (Develop meaningful attachment to specific caregiver |
|
|
What are the 2 forms of anxiety as attachment becomes focused |
1) stranger anxiety (6-8 months) ( distress over contact with unfamiliar people) 2) separation anxiety (Distress of being same rate from caregiver and left with stranger) |
|
|
What are the 4 types if attachment |
1) secure attachment (scared when parent leaves and good when back) 2 types of insecure attachment (Anxious-ambivalent, avoidant 2) anxious or ambivalent (scared when parent is present) 3) avoidant ( show few signs of attachment, parent and strangers the same) 4) disorganized (no consistent pattern when mother leaves) |
|
|
Attachemtn |
Firmed by how parents and infants emotional and communitivue responses - closely coordinated makes secure attachments -parents inconsisitenly to infant created insecure |
|
|
Who is Erik Erikson |
-modern theorist to suggest lifespan approach -suggested all kids and adults progress through stages -8 stages -each has its own challenge |
|
|
What are Eriksons 4 stages of childhood |
1) basic trust and mistrust (0-1) -based on if needs are met and love 2) autonomy vs shame and doubt (1-2) - depends on parents restrictions in kid 3) initiative vs guilt (3-5) - based on how allowed to explore, may feel guilt for desires 4) competence vs inferiority (6-12) develop industry if encouraged to master task, failure leads to inferiority |
|
|
What us conditioning principles |
Parent uses punishment and authority to correct behaviour -children may resent parents |
|
|
What is introduction |
Refers to the intrrnalizatiin if the conditional regard if significant others |
|
|
What is induction parenting |
Appeals to a child's own abilities, responsibility and feelings for others to correct behaviour - children feel bad hurting others - parents listen and provide emotional support |
|
|
Sex and gender |
Sex -physiological attribute of males and females Gender -cultural and psychological attributes that children learn for the sexes |
|
|
What is gender identity and gender typing |
Gender identity -fundemtnal sense if being male or female Gender typing -process of kids learning abilities, interests and behaviours associated with being female or male |
|
|
Biilogical factirs on gender development |
-belive thst early play and toy preference have a basis in hormones, genes or brain organization - gender identity depends on genes, prenatal hormones, anatomical structures and life experiences |
|
|
Cognitive factors of gender development |
Suggest that you preference and gender separation are based on gender schemas (mental network knowledge and belifes if what it mean to be a male and female) Must understand 2 genders before having a gender schemas |
|
|
What are sex role stereotypes and sex typing |
Role - believes about characteristics and beviout appropriate for boys and girls Typing -treating people differently based on sex |
|
|
Learning factors on gender development |
-Gender appropriate play may be rienfourcrf by parents teachers peers 'Gender socialization instills messages about what girls and boys are supposed to do |
|
|
What us adolescence |
From puberty to adulthood -length varies |
|
|
What is puberty |
She when a person becomes capable of sexual reproduction Boys= androgens Girls=estrogen Primary traits=parts that help with reproductions Secondary traits=changes in body not to deal with reproduction Full neurological and cognitive maturity happens around 25 |
|
|
What is cognitive reframing and ability to delay gratification |
Both help with dealing with emotions Reframing- learn to look at our experiences through a different frame Gratification- putting off immediate temptations in order to focus in longer term goals |
|
|
Three problems that are most Likly in adolescence |
Conflict with parents Mood swings and depression Higher rates of rule breaking and risky behaviour |
|
|
What are the 3 levels of moral development by Kohlberg |
Level 1- preconventional moral reasoning (righy or wrong based on punishments and rewards. Not on moral values) Level 2- conventional moral reasoning (10 or 11, based on conformity to expectations of group, adopts othours values) Level 3- postconventional moral reasoning (based on well thought out and principles, person's values, not everyone reaches this stage) |
|
|
Moral behaviour |
-children ability to behave morally is based of the development of moral emotions like shame |
|
|
Adolescent egocdntrims by Elkind |
Thinking is very self focused Personal fable - overestimation of uniqueness of feelings and experiences (people don't understand) Imaginary audience - ovrrdrnsitivity to social evaluation (everyone is staring) |
|
|
Identity and identity versus role confusion |
Identity- clear sense of what kind of person they are, who they belong with, what roles they play in society Confusion -trying to figure out desired careers, personal identities, religious views (Many have many identity crises) |
|
|
4 states an adolescent can be in during their search for identity (Marcia ) |
Identity diffusion (no identity crisis, no role) Foreclosure (got role with our crisis, get values through peers) Moratorium (current crisis) Identity achievement (had crisis and resolved it) |
|
|
Adulthood |
18-25 emerging adult (between adolescent and adult hood) 25-30 adulthood ( time of peek physical life) |
|
|
Erikson psychosocial development |
Intimacy vs isolation (20-40, share with others and make commitments) Gernerativity vs stagnation (40-65, pursuit to produce something of value for future generations) Ego integrity vs despair (65 and older, review life and meaning) His work was important because he identified the important issues in adulthood |
|
|
What are the 4 communication patterns that led to divorce |
Criticism Defensiveness Contempt (sarcasm comments) Stonewalling (shutting down verbally) |
|
|
What is socioemotional selectivity theory |
How older people -learn to select more positive experiences -better able to pay more attention to positive experiences -take part in activities that emphasizes positive emotions |
|
|
Physical changes with age |
-grey and white matter in cerebral cortex as well as memory reduce -better risk for neurodegenerative conditions -dementia (71 and older 14% have) (Memory loss, poor judgment and decision making) (10% have a kind call Alzheimer's which causes severe damage to whole brain, die after 7-10 years) |
|
|
What causes Alzheimer's |
Buildup of certain proteins that clump together in spaced between neurons (30-60 is heritability is strongest) |
|
|
Aging and cognitive change |
Fluid intelligence decreases with age and crystallized intelligence remains -older brains show general non specific activation for solving tasks -episodic and working memory decline more rapid rate with age |
|
|
What are the different types of memory |
Episodic (events) Semantic (meaing and structure facts) Procedural (motor skills) |
|
|
Many aspects of again are treatable |
Senility is caused by medication and malnutrition -depression is loss of meaningful activity Weakness is caused by sedentary lifestyles |
