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