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PSYCH 350H EXAM 2 WITH COMPLETE SOLUTIONS
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executive functioning - ANSWER skills that are relevant to everyday life stroop test -functioning ANSWER a measure of the inhibitory control component of executive
inhibitory control (motor + cognitive) - ANSWER - prepotent responses
- highly salient stimuli cognitive flexibility - ANSWER shifting attention/concept focus core knowledge theories -evolutionary importance) ANSWER - innate knowledge (domains of special
- domain specific learning mechanism (rapidly + effortlessly acquiring more info in thatdomain)
- nativism
- constructivism nativism -important domains ANSWER infants have substantial innate knowledge of evolutionary
- inanimate objects and their mechanical interactions
- minds of people and animals capable of goal-directed actions
- numbers- spatial layouts
constructivism - ANSWER infants build increasingly advanced understanding
- combining basic innate knowledge with subsequent experiences- explain many phenomena in terms of a few fundamental principles
- explain events in terms of unobservable causes approximate number system (ANS) -of groupings, without use of language or symbols ANSWER - early sensitivity to differences in size
- distinctions can be made quickly socio-cultural theories -- intersubjectivity ANSWER - guided participation
- joint attention
- scaffolding guided participation -ways that allow less knowledgeable people to learn ANSWER more knowledgeable individuals organize activities in
intersubjectivity -communication ANSWER mutual understanding that people share during
joint attention -common referent in the external environment ANSWER process in which social partners intentionally focus on a
scaffolding -of another person ANSWER - temporary aid provided by one person to support the learning Example: autobiographical memories Dynamic Systems Theories - ANSWER - children innately motivated to explore the
smooth visual pursuit -serves to maintain focus on a moving visual target ANSWER consistent, unbroken tracking by the eyes, which
perceptual consistency -shape, color, etc., in spite of physical differences in the retinal image of the object ANSWER the perception of objects as being of constant size,
object segregation - ANSWER - identify separate objects in a visual array
- experience with specific objects helps infants understand physical properties externality effect -the external features of a complex stimulus and explore the internal features less ANSWER tendency for infants younger than two months to focus on systematically auditory localization -(improves as the infant grows) ANSWER perception of the location in space of a sound source
perceptual narrowing -fine-tunes the perceptual system ANSWER developmental changes in which experience
intermodal perception -sensory systems ANSWER the combining of information from two or more
- different sense modalities initially perceived as separate- unifies gradually
McGurk effect - ANSWER What we see overrides what we hear reflexes - ANSWER innate, fixed patterns of action that occur in response to particular
stimulation pre-reaching movements -towards objects they see ANSWER clumsy swiping movements by young infants
- at 7 months, ___________ becomes stable when infants sit independently
- influences visual development + motor development- enhances understanding of the world around them
scale errors -object that is impossible (due to the large discrepancy in the relative sizes of the child ANSWER attempts by young children to perform an action on a miniature and the object) types of learning - ANSWER - habituation
- perceptual learning- statistical learning
- classical conditioning
- instrumental/operant conditioning- observational learning/imitation
- rational learning
- active learning habituation (learning) - ANSWER respond less to frequent stimuli perceptual learning - ANSWER differentiation + affordances statistical learning - ANSWER regularity + redundancy classical conditioning -reflexive/natural response ANSWER neutral stimulus paired with a stimulus that evokes a
- located in the left frontal region
- expressive aphasia Expressive aphasia (Broca's) -language (trouble with speaking fluently) ANSWER loss of, or difficulty with the ability to produce
Wernicke's Area - ANSWER - controls language comprehension
- located in the left temporal region- receptive aphasia
receptive aphasia (Wernicke's aphasia) -use, speech (can produce jargon or nonsensical words/phrases) ANSWER loss of the ability to comprehend, or
overregularization -Example: ANSWER - young children over apply rules child: I used to wear diapers. When I growed up... Father: When you grew up?child: Yeah, when I grewed up, I wore underwear.
infant-directed talk (IDT) -talking to babies and very young children (aka 'motherese' or 'parentese') ANSWER - distinct mode of speech that adults adopt when
- warm and affectionate tone, high pitch, extreme intonation, slower speech,exaggerated facial expression
- common throughout the world (yet speaking to infants is not universal) American Middle-class belief - ANSWER children must be taught to speak Linguistic Theory (Chomsky) -human languages. ANSWER A theory of the principles that characterize all
Universal Grammar (Chomsky) -principles which predisposes children to discover the general linguistic properties of ANSWER innate system of language categories and any language concepts (conceptual devlopment) -events, qualities, or relations) ANSWER - general ideas that organize (objects,
- based on some similarity Nativist view of conceptual development -fundamental concepts (space, time, number, causality, mind) OR specialized learning ANSWER - born with some sense of mechnisms empiricist view of conceptual development -mechanisms (perceive, attend, associate, generalize, and remember) ANSWER - endowed with general learning
- formation of concepts arises from massive exposure to relevant experiences superordinate level - ANSWER the most general level within a category hierarchy
- inanimate objects
- people- living things
general level - ANSWER - furniture, vehicles...
- Europeans, Asians...
- Animals, plants... Basic (medium) level - ANSWER - chairs, tables...
- Spaniards, Finns...- Cats, dogs...
3-5 years (developmental progression TOM) -mental states, desire, belief, and false belief ANSWER learn to understand range of
6-10 years (developmental progression TOM) -understand and use metaphors like "my mind was racing" ANSWER age where kids can
10+ years (developmental progression TOM) -mental states are more difficult to control than others ("wanting" or "fearing") ANSWER kids understand that some
1 year (knowledge of living things) -people from animals + inanimate objects ANSWER age where kids start to distinguish
essentialism -makes them what they are ANSWER the view that living things have an essence inside them that
preschoolers (knowledge of living things) -properties of living + nonliving things ANSWER age that children begin to assess
7 to 9 years (knowledge of living things) -are living things ANSWER age where children realize plants
- children from rural areas realize this sooner nativists (how do children acquire biological knowledge?) -"biology module" that helps children learn quickly about living things ANSWER born with a
- crucial for survival during early periods of evolution- globally children are fascinated by plants + animals, and organize info about plants + animals similarly empiricists (how do children acquire biological knowledge?) -understanding comes from observations and information received from parents, ANSWER biological teachers, and culture
3 views of intelligence - ANSWER 1) single trait
- more than a single trait3) numerous, distinct processes
fluid intelligence - ANSWER our ability to think on the spot to solve problems crsytallized intelligence - ANSWER our knowledge of the world three-stratum model of intelligence -middle, specific processes at the bottom ANSWER g at the top, general abilities in the
Wechsler Intelligence Scale for Children (WISC) -intelligence testing instrument for children 6 years and older ANSWER - most widely used
- test results in an overall score, plus separate scores on four moderately generalabilities
intelligence quotient (IQ) - ANSWER numerical score received on an intelligence test
- individuals who score above 2 standard deviations are considered exceptional deviation IQ -standardization sample ANSWER computed by comparing child's performance with a
test bias -adequately measure the competencies of children from diverse cultural backgrounds ANSWER idea that the content of traditional standardized tests do not
factors implicated for consistent IQ scores -(e.g. once a month vs every few years) ANSWER - if IQ tests given closer in time
- testing when the child is older (e.g., 8+9 years old, vs 4+5 years old)
- basic trust vs mistrust (0-1 year)
- Autonomy vs. shame (1-3 years)
- initiative vs guilt (3-6 years)- industry vs inferiority (6-12 years)
- identity vs role confusion (12-19 years)- intimacy vs isolation (20-25 years)
- generativity vs stagnation (26-64 years)
- integrity vs despair (65+)foundation for research on adolescence
Watson's learning theory -conditioning ANSWER development determined by social environment +
- founder of behaviorism
- classical conditioning - 'Little Albert' systematic desensitization (Watson) -fear) to a given stimulus are gradually deconditioned ANSWER initially debilitating responses (i.e.
- widely used to rid people of phobias Skinner's Learning theory -- attention important ANSWER behavior is under environmental control
- difficult to extinguish behavior that is intermittently reinforced behavior modification (Skinner) -promote more adaptive behavior ANSWER reinforcement contingencies altered to
Bandura's Social Learning Theory -and imitation ANSWER learning is social, based on observation
vicarious reinforcement (Bandura) -reward or punishment ANSWER observing someone else receive a
reciprocal determinism (Bandura) -influences operate in both directions ANSWER concept that child-environment
Social Cognitive Theory -information ANSWER children are active processors of social
self-socialization -socialization through their activity preferences, friendship choices, etc. ANSWER the idea that children play a very active role in their own
role taking (Selman) -think about something from another's point of view ANSWER ability to adopt perspective of another person and
Selman's stage 1 (6-8 years) -different info ANSWER learn differing perspectives, attribute to
Selman's stage 2 (8-10 years) -view ANSWER children can think about another's point of
Selman's stage 3 (10-12 years) -of view ANSWER children can systematically compare points
- take a multitude of points of view
- increase the complexity of this skill Selman's stage 4 (12+ years) -'other' ANSWER compare person perspective to a generalized
Dodge - ANSWER information processing, focus on aggression
entity/helpless orientation -self ANSWER - attribute success and failure to aspects of the
- give up when fail incremental theory - ANSWER intelligence grows as a function of experience incremental/mastery orientation -expended, persist when fail ANSWER attribute success and failure to effort
