psyc 101 last midterm

syntax

the structure of sentences

Subject Verb Order

words rearranged have a different meaning

semantics

illegal sentences

“colorless green ideas sleep furiously”

context: bank (river or money)

pragmatics

coordinating with other minds, common ground, shared knowledge

ex: eye contact, turn taking, & pointing

understanding speech - do you know the time?

mutual exclusivity

new name means new object

bilinguals might not use it

phonology

bat vs cat

one thing can change it a lot

phoneme perception

newborns hear all possible distinctions

experiment: pink bunny

6 month old - can distinguish different sounds

10 month old - doesn’t hear difference

demonstrated by anticipatory looking via universal listening ability

passive learning

receiving information without overtly doing anything else related to learning

new knowledge is encoded - disconnected from other knowledge

active learning

some form of action taken

highlighting / copying solution

constructive

learners generate something new like a concept map/ explaining what the info means to them

interactive

both partners’ utterances are constructive & taking turns

temperament

biologically based individual differences

fearful inhibition

how much approach/ avoidance you have of things (general tendency)

irritable distress

general negative emotions, blocked goal

attention span & persistence

babies have easier time focusing on things

activity level

prenatally predicts how much they move

positive affect/ approach

positive emotions, smiling babies

temperament

irritable distress, attention span & persistence, activity level, positive affect/ approach, fearful inhibition

12 months

one-word utterances, social referencing

18 months

concern with standard & mirror self-recognition, self-conscious emotions

understand false belief, word gap exposure based on SES apparent

unexpected transfer test

42-month-old failing

3-year-old do poorly

5-year-old do well

young children are more successful if the task involves helping trick someone

dual representation

one room represents another room

retrieval task

2 year olds don’t understand

3 year olds are good at it UNDERSTAND REPRESENTATION

popular

liked by many, disliked by few if any

good at emotional regulation, don’t burst into tears randomly

rejected

actively disliked

most stable & problematic category

two types withdrawn & aggressive

rejected withdrawn

isolated & anxious

little confidence in social skills

blame themselves for social failures

rejection —> anxiety —> rejection

rejected aggressive

prone to aggression & bullying

overestimate their social competence

hostile attribution bias

higher risk for delinquency problems & substance abuse

hostile attribution bias

interpret ambiguous social stimuli as hostile & threatening

neglected

ignored

less disruptive than average, few long-term problems

controversial

liked by many and disliked by many

disruptive & social (snobbish)

executive function

mental flexibility

air traffic control

candy sellers

executive function assessments

say opposite of correct answer - ability to inhibit automatized or distractors

flexibility to switch between rules - card sorting test

executive function training

most fail, do not replicate/ generalize

training in one context has little effect in other context

dual representation

the ability to understand that one thing symbolizes another and being able to separate them mentally

phoneme

smallest unit of sound

think individual letter sounds

morpheme

the smallest meaningful unit of language

bound and free

pretend play

peaks around 4-6 years old

theory of mind

understand that people have different desires, thoughts, and beliefs than you

people can operate under false beliefs

overextension

making generalizations with one word (i.e. calling all animals “doggy”

overregularization

adding “ed” to anything to make it past tense

gramatically incorrect

cooing

sounds shortly after birth

mostly vowel sounds

babbling

comes after cooing, a mix between vowels & consonants

shrinking room

2.5 years old believe room shrunk more through music than symbolic representation —> more successful retrieval of hidden object

less than 7 years old - more trusting

older than 7 years old - less trusting

unexpected transfer task Sally-Anne

doll placed somewhere → moved → “where will she expect it to be?”

3 year old fails

5 year old succeeds - correct theory of mind/ perspective-taking

deceiving contents

crayon box has animal crackers

kid revises old belief and claims they knew it was animal crackers all along

social media article

increase in screen use among teens

negative exposure concerns about content

recommend setting screen time limits

temperament can predict

behavioral problems

temperament of cultural expectations & effects on school outcomes

affect attention span & persistence

delay of gratification

marshmallow task

predicts later academic achieve

strategies: picturing the marshmallow as something else

factors: trust and whether someone finds out how long they waited

coping with negative emotions

self-soothing, distraction, rethinking, meaning of events

bowlby

instinctive bond between infant and parent that motivates their connection & shapes relationship

ainsworth

development of different attachment styles with lifelong implications

strange situation

infant is separated from parent in unfamiliar room

behavior during absence/ return of parent is observed

secure

distress when separated, comforted when reunited

better long term outcomes

insecure/ resistant

distress when separated, not comforted when reunited

insecure/ avoidant

ignored parent

contingent responsiveness

still face

head-lightbulb study

hands occupied use head to copy

do-gooder derogation

negative impact of helping people

you might not help yourself

5 years old

can blame other for taking credit for something they didn’t do

public generosity is better than private generosity

don’t see how bragging can backfire

adolescents value

status and respect

adolescent interventions can backfire

if they are too heavy handed or disrespectful

no nagging allowed

hiding game study

only way to win is to learn to lie

developed cognitive skills → better performance in study

lying to be kind

not telling someone about a mark on their face is they think it is a permanent thing

telling them if it is an accidental mark

lying to be modest

Chinese children don’t take credit for cleaning

Canadian children do almost instantly

guessing game study

guessing card number or guessing animal sound

good reputation → cheated less

smart reputation → more likely to cheat