exam 2 human growth and development

scema

action or mental representation that organizes knowlege -a child concept of a dog includes features like fur and four legs . like they’ll think a cat is a dog -

operation

ability to flip things in your brain

• Flipping numbers: 12 × 21 = 21 × 12

• Turning objects in your mind: imagining a book upside down

• Reversing words: spelling “brain” backward → “niarb”

• Doing math in your head: 100 – 47 = 53

• Seeing things from another point of view: imagining what a room looks like from the other side

assimilation 

using existing schemas to incorporate new info

A child knows dogs have four legs. They see a cat for the first time and call it a dog. They’re using their “dog” schemato understand the new animal.

accomodation 

adjusting schemas to fit new info and experiences -

this is like the stereotype ,like not all basketball players are cheaters lol .

stages of development 

sensor motor 

preoperational 

concrete operation 

formal operation 

objective performance

once something is out of infants view they. think that it no longer exist ,its when they develop objective performance -develops during infancy !!!!!!

preoperaional stage 2-7

they do pretend play, drawings ,images .they can’t do hard things . they start to relate letters with objects (a is for apple )

egocentrism

when kids think everything belongs to them -”that my song, thats not your song its only for me -

anissim

when a kid thinks that their monkey would eat dinner with them at a young age during pre operational stage

intuitive thought

kids w tons of questions - unhealthy cognitive development -kylo asking a million of questions .

conservation

awareness -your not being fooled by anything - altering appearance of objects -Seeing a stick in water and knowing it looks bent but is actually straight.

seriation 

putting things in order step by steplike drawing a flower or a person

transituity

ability to understand the relational properties between objects and concepts 

• Understanding that a key opens a lock, or that a teacher helps students learn.

• Key idea: You don’t just see things separately—you understand their relationships.

formal operational stage

think more abstract and logical ways .hae the ability to make educated guesses and find best possible ways 

“I know you said I can’t go to the dance ,but my friend is going 

alsolescent egocentrism 

weighted self conscious of aldoscent *think someone is watching you or worried about you and it’s two types -imaginary audience and personal fable

imaginary audience 

center of attention ,like ur on stage or something , thinking people are worried bout you .

personal fable

I am special ,no one out there is like me =fictional story

zone of proximal development 

range of task too dififricult for children to do alone- learning how to ride a bike ..very hard for a kid

scaffolding

temporary support s teacher provides to a student help them learn something new -they more you get better the less you help them 

memory

retention of information overtime 

encoding

getting info into memory from senses

storage

retaining info over time

retrieval

taking info out of storage 

Analogy for the connection between cognition and the brain: _____

Computer-take in info,interaction between working memory (processor ) and long term memory -respond to stimuli

attention

focusing of mental resources

selective

focus on one relevant aspect while ignoring irrelevant aspects while ignoring  irrelevant aspects 

sustained

maintaining attention to a stimulus for prolonged period of time

divided attention 

focus on more than one task -least effective -divided the brain 

executive

planning actions, giving attention to goals ,detecting and compensating for errors ,monitoring progress and dealing with new circumstances

short term memory (30 seconds )

without rehearsal of info *rehersal is used to attempt to encode info long term -elaborative rehearsal and maintenance rehearsal 

long term memory

relatively permanent ,storing huge amounts of info for a long time (rehearsal )

Maintenance Rehearsal

• Definition: Repeating information over and over to keep it in your memory.

• Example: Saying a phone number to yourself until you dial it.

Elaborative Rehearsal

• Definition: Connecting new information to something you already know to remember it better.

• Example: Remembering someone’s name by linking it to a friend with the same name or a visual image.

implicit 

memory of skills and routine procedures -you don’t have to think about it -unconsious - like riding a bike or tying shoelaces.

dishabituation

recovery of responsiveness after repeated presentations -something your not used to -like uncomfy socks

episodic memory

retention of info about the where and when life happening -like where you got your first kiss -use for discussion

semantic memory

memory for fact-important plans and things-everyday knowledge

source memory

remember where something happened 0i lost my v card here 

prospective memory

remembering to do something in the fur “pick up prescription from drug store “

automaticity

processing w little effort-like playing family feud -doing it fast -

tip of the tongue

when you wanna say something but can’t spit it out lol

infantile amnesia

can barely rub anything from first 3 years of birth - I remember my mom closed my foot in the door pn accident and I remember our traumatic house fire 

children’s eyewitness testimony

may be false-kids saying things that makes no sense

metacognition

thinking about thinking or knowing about knowing -goal planning

metamemory

knowledge about memory itself and own memory 

theory of mind

awarnesss not ones mental process of others -thinking someone knows what you know .

develops throughout childhood 

thinking someone knows what you know 

intelligence

ability to solve problems and adapt and learn from experiences 

intelligence test

tell whether a person can reason better than others who have taken the test(Individual differences ) includes mental and chronological age

mental age

individuals level of mental development relative to others 

chronological age

age of a [erson since birth

iq

individuals mental age divided by chronological age x 100

gifted iq

gifted person mental age is higher than chronological -characteriscs of children who are gifted- high info processing skills - often don’t know how to study in college 

kids hyper average focus on salient

something that stands out to kids (like halloween decor or anew hair color )

memory declines with

adulthood - worsens with dementia ofc

joint attention

2 or more people focus on same object or event 

average iq

is around 100,

problems with iq test

scores often fail to recognize those who are gifted in creative thinking 

Sternberg’s triarchic theory of intelligence

analytical -one answer, compare/contrast and Judge

creative intelligence -create design ,invent, originate and imagine 

practical intelligence -using common sense

analytic sense

one answer ,compare and contrast and judge

creative intelligence 

create ,design ,invent ,originate ,and imagine

practical intelligence

common sense

gardner’s theory of multiple intelligence 

verbal,nathematical ,spatial ,bodily kinesthetic, musical ,interpersonal,intrapersonal ,naturalist 

discussion -interpersonal skills 

I like people and I understand others emotions 

Flynn effect 

worldwide increase in scores over short time period -some tings influence iq,so nature and nature 

emotional intelligence 

emphasize interpersonal,intrapersonal and practical aspects -understand your emotions and others 

stereotype threat

ones behavior might confirm negative stereotype about ones type 0all football players are dumb - “im gonna fail my test ,then you end up failing -

wisdom

experience ,not necessarily age  that involves the ability to make sound judgments and decisions based on knowledge and understanding.

creativity 

ability to think about something in novel and unusual ways 

convergent thinking 

only one correct answer 

divergent 

many answers to one question

language

form of communication -spoken ,written or signed -based on symbols 

infinite generatively

ability to produce endless number of meaning sentences using a finite set of words and rules 

broca’s area

region of left frontal lobe involved in producing words 

wernicke’s area

region of left hemisphere involved in language comprehension 

phonology

sound system of language

phoneme

basic unit sound in language - s is for snake

morphology

the rules for units of meaning involved in word formation

morpheme 

meaningful units that can be combined into words

-sakes

-rebuild 

-unkindess 

syntax

ways in which words are combines to form acceptable phrases and sentences -

• Definition: The rules for how words are arranged to make sentences.

• Example:

  • Correct: The cat sat on the mat.

  • Incorrect: Cat the on mat sat.

semantic’s

meaning of words in sentences 

• Example:

  • “I’m feeling blue” → means “I’m sad,” not the color blue.

• In short: Syntax is how words are arranged, and semantics is what they mean.

pragmatics

appropriate use of language in different context

• Example:

  • Saying “Can you pass the salt?” means you want the salt, not asking if the person is able to pass it.

• In short: Pragmatics is knowing what people really mean by what they say.

overextension

tendency to apply a word to objects that are inappropriate for the words meaning -Definition: When a child uses one word for too many things because they don’t know the right word yet.

• Example:

  • A child calls all animals “dog” because they learned that word first.

under extension

applying a word too narrowly -kid not understanding that a rubber duck and a real duck are both still ducks 

whole language approach

recognizes whole words or sentences and uses context clues to guess the meaning of words - Example:

• Children learn to read by reading stories, recognizing words in context, and connecting them to real life—rather than breaking words into sounds (phonics).

• In short: Learning to read by seeing words as a whole and focusing on meaning, not just letters and sounds.

phonics approach

teaches basic rules for translating written symbols int sounds -spunding out words 

language development during adolescence 

older adults experience difficulty in retrieving words and in understanding language -hearing loss may contribute to these difficulties

bilingualism

fluency in two languages

dual language approach