Cognitive development test review

what is the 2 factor theory

spearmans theory that intelligence consists of a general factor (g) such as problem solving and specific factors (s) for different skills such as math and verbal skills.

thurstones theory of intelligence

-didnt believe in general intelligence

-believed intelligence needed to be a measurement of all 7 mental abilities

what are the 7 mental abilities

-inductive reasoning

-verbal comprehension

-numerical ability

-spatial relations

-perceptual speed

-word fluency

-memory

gardners theory of multiple intelligences

proposes that intelligence is not a single entity, but rather consists of multiple distinct types, including linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic intelligences.

sternbergs 3 intelligences

analytical, creative, and practical intelligence.

what is practical intelligence

required for everyday tasks which may be ill defined with multiple solutions (management)

what is creative intelligence

adaptability to novel situations and generating novel ideas

what is analytical intelligence

(academic problem solving) assessed by IQ tests. single correct answer

emotional intelligence

combination of gardners interpersonal and intrapersonal intelligences

4 components

-perceiving emotions; to recognize them in faces music and stories

-understanding emotions; to know how to express them and how they change and blend

-managing emotions; to know how to express then in varied situations

-using emotions to enable adaptive or creative thinking

language phonemes

-phonemes are basic units of sound in a language (ie. ch/a/b/t/th/r/oo/ay

-different phonemes are combined to form words

-babies are born with the capacity to make all phoneme sounds (130) however as we learn languages we lose the capacity to produce some phonemes

infant directed speech

-also referred as motherese

-a type of speech often used by parents (adults) when they talk to babies

-higher pitch and simple words and sentences

whole object constraint

-children behave according to a whole object constraint

-they assume that a new word refers to the entire object we are paying attention to

telegraphic speech

-young children use short, precise words to communicate. 2 and 3 word utterances are characteristic of this phase

over-extension

-an over extension is to use a word to refer to more than its intended referent

under-extension

-an under extension is to use a word to refer to less than its intended referent

aspects of pragmatics

-turn taking

-politeness

-sarcasm and irony

-non verbal communication

pragmatics

-the ability to use background knowledge and context to understand language is called pragmatics

-pragmatics refers to the social language skills we use in our daily interactions with others

aspects of pragmatics; what is turn taking

when engaging in conversations, individuals allow each participant to contribute their ideas

aspects of pragmatics; what is politeness

involves using language and gestures to show respect and avoid conflict

aspects of pragmatics; what is sarcasm and irony

refers to when the intended meaning differs from the literal meaning of the words used

aspects of pragmatics; non verbal communication

facial expressions and body language

Memory; recognition

identifying items previously learned. it involves a cue. a multiple choice question on a test is attempting to test your recognition

memory: recall

retrieving information that us not currently in your conscious awareness but was learned at an earlier time. it is the mental search for information and does not include a cue. a fill in the blank question tests your recall

reconstruction process

reconstructive memory is the omission or addition of details to a recalled event based on an individuals personal experience

eidetic memory

the ability to remember with great accuracy, visual information based on short term exposure

ex photographic memory

state -dependant learning

learning is the phenomenon where people remember more information if their physical or mental state is the same at time of encoding and time of recall

selective attention

capacity to focus on task-relevant aspects of experience while ignoring irrelevant or distracting information

selective inattention

failing to see visible objects when our attention is directed elsewhere. at the level of conscious awareness we are “blind” to all but a tiny sliver of visual stimuli

reticular formation

is an area of the brain responsible for attention. it is not fully developed until puberty

what is cognitive learning

form of altering behaviour that involves mental processes and may result from observation or imitation. focused on how information is obtained, processed and organized

latent learning

latent learning refers to learning that is only exhibited at a later date. for instance, a child might learn a new words, but not use it until a week later

ex: becoming our parents; when a teenager becomes a parent and is as caring as his mother was when he was younger

learned helplessness

if a person has numerous experiences in which his or her action have no effect, he or she may learn a general strategy of helplessness or laziness

3 important important elements of learned helplessness

stability

globality

internality

stability

refers to the persons belief that the state of helplessness results from permanent characteristics

globality

charcterizing their failure as a reflection of the whole person not a specific deficit

internality

the focus on an internal reasons for failure

mimicry

witnessing the behaviour of others simply increases the chances that we will simply follow their lead and do the same thing

observational learning

you watch someone perform a behaviour and is later able to reproduce it closely, though the observer was unable to do this before he or she observed the actions of the model

ex bobo dolls

disinhibition

when an observer watched someone else engage in a threatening activity without being punished, the observer may find it easier to engage in that behaviour later

what is cognitive development

age related changes that occur in mental activities such as attending, perceiving, learning, thinking and remembering

generalization

the tendency to respond in the same way to different but similar stimuli

this can be adaptive; toddlers might be afraid of moving cars, but they are also afraid of moving trucks and motorcycles

discrimination

the learned ability to distinguish between CS and other irrelevant stimuli

ex: confronted with a guard dog may rise your heart rate but with a guide dog it may not

extinction

when a conditioned stimulus is presented alone without an unconditioned stimulus, the conditioned response will eventually cease

ex: pavlov’s dog experiment and how when the bell was repeatedly presented without the presentation of food, the salivation response eventually became extinct

variable interval

reinforces a response at unpredictable times

fixed interval

reinforces a response only after a specified time has elapsed

variable ratio

reinforces a response only after a unpredictable number of responses

fixed ratio

reinforce a response after a specified number of responses

operant conditioning

learning in which a certain action is reinforced or punished, resulting in corresponding increases decreases in occurrence

use the term consequence for both reinforcement and punishment