psych 160 final exam/claire lyons
General intelligence
(g) sees intelligence just as general cognitive ability that is part of our intellectual functioning.
Industry v.s. inferiority
industry is desire to learn the skills & knowledge valued in society. feeling inferior b/c one has difficulty learning these skills
What is working memory?
it is where info is held for a short period of time while the person works with it.
Object Permanence
knowledge that an object still exists even though we can't see it
Gross Motor Skills
large movements of the body and typically begins w/ being able to lift the head
Authoratative parenting style
leading instead of bossing. Negotiable, more concerned w/ helping child develop. Behavioral control
Fluid intelligence
learn and acquire new info. quick and flexible. (Ex: solving a puzzle you've never seen before)
Multiple intelligences
lots of skills and abilities that are culturally important and should be considered intelligences
Permissive parenting style
lots of warmth little demands
Rejecting-neglecting parenting style
low warmth, low demands
Three attachment phases
most people, some people, then main attachment figures
Self esteem
my evaluation of my self worth
Gender schema
one of the ways we look at the world is through gender
What is a scheme?
organized way of looking at the world
Passive Gene Environment Interactions
person is passive and things just happen
Insecure Avoidant
plays happily, not upset in caregivers absence, strangers can comfort
Secondary emotions
pride, shame, embarrassment
Encoding
process by which we store info in our memory
Fine Motor Skills
small movements
Parenting practices
specific behaviors parents engage in
What is a psychological tool and an example?
symbol systems that help children deal with the world and are often related to communication and information. Example: numbers, language
Initiative v.s. guilt
taking initiative in choosing what to do. may feel guilty for ones goals
Temperament
tendencies we have to react to others and to the world around us in a certain way
Central nervous system consists of
the brain and spinal cord
Language Acquisition Support System
the way in which the environment can facilitate the development of language
Metacognition
thinking about our own thinking
Conservation
understanding certain properties of physical objects remain the same even though others change
Insecure Ambivalent/Resistant
unsure in playroom, upset when caregiver leaves, unsure how to act at reunion, caregiver difficult to comfort
Synaptic Pruning
unused synapses die off
Least developed sense at birth
vision
Vicarious learning (source of self-efficacy)
watching others do well; external motivators
Self awareness
what i know about myself
Emotional reactions(source of self-efficacy)
whether or not there is a feeling of worry or anxiousness
Self efficacy
My belief in my effectiveness
Mesosystem
Not directly affecting person but still affects them in a way. (ex: the way my parents interact w/ my friend)
What kind of theorist was Piaget compared to Vygotsky?
Piaget was a constructivist theorist while Vyogotsky was a social constructivist theorist.
Piaget's second stage of development
Preoperational stage
Synaptogenesis?
Process of the formation of connections b/t neurons
Circular Reactions
Repeating an action to help the child understand the world around them
What stage are humans in during the first two years of life according to Piaget?
Sensorimotor stage
Information first goes where?
Sensory register
Who believed we learn language through operant conditioning?
Skinner
What are children like at the preoperational stage?
children are able to represent actions and objects internally but can't think logically yet
What can children do at the concrete stage?
children can now think logically about concrete objects and events
Egocentrism
children center on themselves
Piaget's theory of internalization
children internalize what they've learned into a mental representation
Crystallized intelligence
comes from prior learning/experiences. more set. (Ex: understanding vocabulary)
Executive function
controller of our conscious info processing systems along with our actions. Helps us solve problems.
Accommodation
creating a new schema/or modifying an existing schema to deal w/ new situation
Cross Sectional/Cohort study
diff groups of people of different ages
Experience not fitting into our schema
disequilibrium
Private speech
egocentric speech gets internalized and it helps form thoughts
Parenting styles
emotional climate a parent creates for their child
Goodness-of-fit
environment matches temperament
Experience fitting into our schema
equilibrium
Trust v.s. mistrust
eriksons first stage. this is during the first year of life. In this stage an infant must deal with attachment to guardian figures. learn how to trust their body/world around them/people
Autonomy v.s. shame/doubt
eriksons second stage. child must begin doing things for themselves. shame can arise when they feel bad about their mistakes
Previous performance (source of self-efficacy)p
if i have done well before (prior success measured)
3 parts of working memory
1. visuospatial: visual and spatial info 2. phonological: verbal info 3. central executive: manages the memory process
Active Gene Environment Interactions
Actively seeking out aspects that match their abilities
Piaget's third stage of development
Concrete stage
Macrosystem
Broader political & cultural system
What is operant conditioning?
Children being reinforced for producing language. they get positive responses so it encourages them to speak.
Static Reasoning
Children find it hard to understand change
What is it like during the sensorimotor stage?
Children have not fully mastered language and their interaction with the world around them is based on their actions
Cross-Sequential
Diff groups of ppl of different ages and tracks them over time
Evocative Gene Environment Interactions
Environment responds to a behavior that a person exhibits b.c of their genetic makeup
The Zone of Proximal Development is the difference between?
Growth that is possible for the child at a given time
Chronosystem
Historical time period in which the person grows up
Exosystem
Institutions in which the person is not an active participant (schools, churches, parents workplaces affecting children)
Microsystem
Those relationships the person actively takes part in
Longitudinal
Tracks changes in a group of people over time
In Vyogotsky's theory growth happens as the child moves through what?
Zone of proximal development
Scaffolding
adult or peer helps child as they need it and withdraws when child becomes more competent
Sex
biological distinctions(genitalia and chromosomes)
Insecure Disorganized
bizarre or unusual behavior, cautious in playroom
Verbal encouragement (source of self-efficacy)
boosts feelings of own ability
Irreversibility
can't understand an action can be reversed
Vygotsky's theory of internalization
child experiences the world with others and internalizes that understanding
Egocentric speech
child isn't trying to communicate with others instead they talk to themselves
Strange Situation
experiment used to determine the type of attachment a child has
Secure Attachment
explore in presence of caregiver, can get upset at separation, only soothed by caregiver, readily comforted
Assimilation
extend or add to an existing schema
Effortful Control
extent to which an infant can focus attention and show inhibitory control
Negative Affectivity
extent to which an infant is fussy, shows anger, fear, or social discomfort
Behavioral Inhibition
extent to which an infant reacts with fear to new situations
Surgency-extraversion
extent to which an infant seeks out new sensations
Primary emotions
fear, distress, joy
Authoritarian parenting style
focused on their authority, low warmth, high demands with psychological and behavioral control
Centration
focusing on one aspect of a situation at a time
Most developed sense at birth
hearing
Socialization parenting style
help children learn the values, skills, and knowledge of their social context and culture
Humanistic Theory
how our desire to meet our needs and fulfill our potential drives our behavior(rogers, maslow)
Psychoanalytic Theory
how our development is driven by the interaction b/t our unconscious desires and our environment (Freud, Erikson)
Social Cognitive Theory
how our personal experiences and our enviorment shape our interpretations of the world around us and influence our behavior (bandura)
Biopsychological Theory
how physiological, genetic, neurological and evolutionary factors interact w. our environment to shape our behavior
Behavioral Theory
how responses to behavior increase the frequency of behavior & on how behavior becomes associated with cues in the env. (Pavlov, Skinner)
Cognitive Theory
how thinking develops & how the way we think affects our behavior(Piaget, Vygotsky)
Gender identity
how we see ourselves/what our gender means to us
Information processing
how we take in, use, and store info
