PSYC C1000 Exam #3

vocab

Phonemes

Semantics

Grammar

syntax, morphemes

Pragmatics

Infant Hearing

Infant Directed Speech

Development of Speech Sounds

Semantic Development

Vocabulary Explosion

Fast Mapping

Telegraphic Speech

Learning Theory Approach

Epigenetic Theory

Bilingualism

Intelligence

mental potential to learn from experience, solve problems, and use knowledge to adapt to new situations

Independent Factors Model

Thurstone, Gardner, Sternberg

• relatively independent categories of intelligence, no underlying g-factor, performance on one type of intelligence does not predict performance on another type

G-factor

or little g; general intelligence, general mental capacity

• Potential aspects: processing speed, executive function, planning, attention

Spearman’s Model of Intelligence

people with more g-factor tend to be better across a wide range of types of intelligence compared to people with less

Gardner’s Multiple Intelligences Model

Sternberg’s Triarchic Theory of Intelligence

includes analytical intelligence, creative intelligence, and practical intelligence

Analytical Intelligence

ability to analyze and evaluate ideas, solve problems, and make decisions

Creative Intelligence

ability to intellectually flexible and imaginative

Practical Intelligence

ability to adapt to the demands of a situation; apply one’s knowledge

Standardization

• test has to be the same for everyone with the same procedures

• each person’s score is compared to standardized pretested norms

• pretested group needs to be representative of the population to be tested, if not, then it is not a fair comparison group

• normal distribution curve

Reliability

ensuring that the test’s measurements are consistent and stable

• Ways to assess: test-retest, forms of the test

• ONLY assesses consistency, not whether the scores are accurate

Validity

ensuring that the test measures what it is supposed to measure

• Predictive Validity - do test scores accurately measure performance on the dimension assessed?

• tests only valid for a specific concept and for participants who are similar to the pretested group

Alfred Binet

tested underlying mental ability (Spearman’s g-factor) to determine which kids should be pulled out for special education

• age differentiation, mental age

Age Differentiation

kids at different ages have different abilites

Mental Age

measurement of one’s mental ability compared to the average person’s ability at that age

Intelligence Quotient (IQ)

IQ = Mental Age (MA) / Chronological Age (CA) x 100

• Major problem: hard to assess adults

• Improved format: deviation IQ (mean score for each age set to 100 and standard deviation set to 15)

Intelligence Test Bias

Yes Bias: test content and correct answers may reflect cultural knowledge, phrasing of questions

No Bias: biased tests are better predictors of school performance than are “culturally-fair” tests, higher validity

Cumulative deficit hypothesis

low social economic standing (SES) children are at risk of falling behind their peers

Head Start

program designed to provide early education opportunities for low-income families

• boosts literacy, math, IQ scores in early childhood

• greatest effects for the poorest families, those with disabilities, and/or live in rural areas

Creativity

ability to produce new valuable ideas

• Divergent thinking, Convergent thinking

Divergent Thinking

expands the number of possible problem solutions

Convergent Thinking

narrows the available problem solutions to determine the single best solution

Continunity vs. Discontinunity

• individuals changing or remaining the same over time

• development a slow continuous growth

• quantitative improvement over time (changes in amount)

• development occur in stages

Nature-Nurture Debate

development due to genetics (genes inherited) or due to experience (what you have learned, treated, types of food ate, etc.)

Longitudinal Design

track a group of participants over time to note changes as they age

• Strengths: assess developmental change over time, examine relationship between early and late differences

• Weaknesses: time to run the study, practice effects, selective attrition, cohort effects

Cross Sectional Design

groups of people of varying ages are studied at the same time

• Strengths: run study quickly, do not have to worry about selective attrition and practice effects

• Weaknesses: can not assess developmental changes over time, cohort effects

Gamete

reproductive cell, sperm or ovum

Zygote

single cell formed from the fusing of a sperm and an ovum, 23 pairs of chromosomes (46 strands)

Kinship Studies

• identical twins (share 100% of genes)

• fraternal twins (share 50% of genes)

• non-twin siblings (share 50% of genes)

• half siblings (share 25% of genes)

Adoption Studies

examines the similarity between a child’s attributes, their biological parents’ attributes, and their adoptive parents’ attributes

Prenatal Development

Germinal Period:

• conception through week 2

• zygote (fertilized egg)

• blastocyst develops and attaches to uterine wall

Embryo Period

lasts around 3-8 weeks where the fertilized egg transforms from a simple cluster of cells into a multi-layered structure with the foundational shapes of all major internal organs and external body parts

Embryo Life Support

Placenta, Umbilical Cord, Amnion

• embryo’s and the mother’s blood DON’T mix in the placenta

Fetal Period

from week 9 after conception to birth

Piaget’s Cognitive Development Theory

Stage theory, children are active in the learning process

• Organization - creating schemes about the world

• Adaptation - change what we know

  • Assimilation - minor changes that don’t make a huge difference

  • Accommodation - major changes that do make a difference

• Stages: Sensorimotor, Preoperational, Concrete Operations, Formal Operations

Sensorimotor

birth to 2 years old; children learn about their senses and how to manipulate objects, objects permanence

Preoperational

2-7 years old; children develop mental representation, but lack logical rules, egocentric (have a hard time viewing opinions/ideas in another perspective)

Concrete Operations

7-12 years old; ability to think logically about concrete events, can pass conservation tasks

Formal Operations

12+ years old; ability to reason abstractly

Theory of Mind

understanding that people have mental states (feelings, thoughts), False Belief Task

False Belief Task

the ability to understand that other people have beliefs, desires, and knowledge that are different from one's own and from reality

Baumrind’s Parenting Styles

Demand for Maturity || Responsive (Warmth) || Unresponsive (Cold, Aloof)

---

High || Authoritative || Authoritarian

---

Low || Permissive || Uninvolved

Puberty

primary and secondary sexual characteristics emerge, girls start around age 11-12 and boys start around age 12

Menarche

Factors: genetics, body fat, body mass, health, secular trend, ethnicity

Erikson’s Psychosocial Developmental Stages

• Infancy - Trust vs. Mistrust

• Todderhood - Autonomy vs. Shame and Doubt

• Early Childhood - Initiative vs. Guilt

• finish