Psych 202 Exam 3

cognition

thinking, encompasses processes associated with perception of knowledge, problem solving, organizing, and remembering

concepts

categories or groupings of linguistic information, images, ideas, or life experiences

prototype

abstract mixture of concepts of a category

exemplar

typical category member

natural concepts

concepts created through direct or indirect experiences

artificial concepts

concepts defined by a set of characteristics

schema

mental construct of related concepts

role schema

makes assumptions about how individuals in certain roles will behave

event schema/cognitive script

set of behaviors that feel like a routine

language

communication system that uses words and semantic rules to organize words and transmit

lexicon

words of a given language

grammar

set of rules in using the lexicon

phoneme

basic sound unit of a given language

morpheme

smallest unit of language that convey some type of meaning

semantics

process of deriving meanings from morphemes and words

syntax

way words are organized in sentences

overgeneralization rule

extension of a language rule to an exception of the rule

problem solving strategy

plan of action to find a solution

algorithm

problem solving formula

heuristic

general problem solving framework; mental shortcuts, rule of thumb

mental set

persist in approaching a problem in a way that has worked in the past but is clearly not working now

functional fixedness

cannot perceive an object being used for something other than what it was designed for

anchoring bias

focus on one piece of info when making a decision or problem solving

confirmation bias

tendency to focus on info that confirms your existing beliefs

hindsight bias

leads you to believe an event was predictable even though it wasn't

representative bias

unintentionally stereotype someone or something, assuming they can't do something

availability heuristic

make a decision based on an example of information readily available to you, might not be the best example

crystalized intelligence

acquired knowledge and the ability to retrieve it

fluid intelligence

ability to see complex relationships and solve problems

practical intelligence

street smarts and common sense

analytical intelligence

academic problem solving and computation

creative intelligence

imaginative and innovative problem solving

multiple intelligences theory

eight intelligences theory developed by Gardner; linguistic, logical-mathematical, musical, bodily kinesthetic, spatial, interpersonal, intrapersonal, naturalistic

emotional intelligence

ability to understand the emotions of yourself and others, show empathy, etc; combination of interpersonal and intrapersonal intelligences

cultural intelligence

how well you relate to the values of that culture

creativity

ability to generate, create, or discover new ideas, solutions and possibilities

divergent thinking

thinking outside the box

convergent thinking

ability to provide a correct or well-established answer to a probelm

standardization

manner of scoring and interpretation of tests is consistent

norming

giving a test to a large population so data can be compared

flynn effect

each generation has a slightly higher IQ than the last

dysgraphia

struggle to write legibly

dyslexia

inhibits ability to process letters

dyscalculia

difficulty understanding arithmetic

physical development

changes in the body and brain, the senses, motor skills, health and wellbeing

cognitive development

development in learning, attention, memory, language, thinking, reasoning, and creativity

psychosocial development

development of emotions, personalities and social relationships

normative approach

what is normal for development; general guidelines

developmental milestones

specific normative events

continuous development

a cumulative process of gradually improving on existing skills

discontinuous development

development at unique stages; specific development times or ages

psychosexual development

children's pleasure seeking urges are focused on a different area of the body called erogenous zones at each of the five stages of development

oral stage

baby's sucking activities (psychosexual development)

anal stage

children may enjoy holding and releasing urine and feces, toilet training is an issue (psychosexual development)

phallic stage

preschoolers supposedly take pleasure in genital stimulus, fall in love with the opposite-sex parent (oedipus/electra effect) (psychosexual development)

latency stage

sexual instincts die down and children acquire new social values from adults and same-sex peers (psychosexual development)

genital stage

with puberty, the goal is to marry, and have children (psychosexual development)

erikson's psychosocial development

emphasizes the social nature of our development rather than its sexual nature

trust vs mistrust

a baby's basic needs such as nourishment and affection are met, reliant on parents (psychosocial development)

autonomy vs shame/doubt

children develop a sense of independence in many tasks (psychosocial development)

initiative vs guilt

children take initiative on some activities and may develop guilt when unsuccessful (psychosocial development)

industry vs inferiority

develop self-confidence in abilities when competent and confident, sense of inferiority when not (psychosocial development)

identity vs confusion

teens experiment with and develop identity roles (psychosocial development)

intimacy vs isolation

20s you establish intimacy and relationships with others but need to develop self first (psychosocial development)

generativity vs stagnation

middle age you contribute to society and be part of a family vs feeling stuck (psychosocial development)

integrity vs despair

assess and make sense of life the meanings of your contributions (psychosocial development)

schemata

concepts used to categorize information

assimilation

import new info into existing schemata

accomodation

change schemata based on new info

sensorimotor stage

learning about the world through senses and motor behavior (Piaget cognitive development theory)

stranger anxiety

fear of unfamiliar people; sensorimotor stage

preoperational stage

using symbols to represent words, images, and ideas, engage in pretend play, begin to use language (piaget's cognitive development theory)

egocentricism

children cannot take perspective of others; thinks everyone sees, thinks, and feels just as they do; preoperational stage

concrete operational stage

able to think logically about events, firm grasp on use of numbers, start using memory strategies, perform mathematical operations (piaget's cognitive development theory)

reversibility

objects can be changed and reverted back to original form; concrete operational stage

conservation

even if you change the appearance of something it is still the same size as long as nothing is added or subtracted; concrete operational stage

formal operational stage

able to think logically about abstract and concrete events, problem solve, and look at alternative solutions and hypothetical situations (piaget's cognitive development theory)

post formal stage

decisions made based on situations, circumstances, and concepts (piaget's cognitive development theory)

preconventional morality

driven by avoiding punishment or self interest and rewards (kohlberg morality development)

conventional morality

driven by social approval, societal expectations, obeying authority and confirming social order (kohlberg moral development)

post-conventional morality

driven by balancing social order, individual rights, internal moral principles, bigger ideas (kohlberg moral development)

teratogen

any environmental agent that causes damage to the developing embryo or fetus

reflexes

inborn automatic responses to particular forms of stimulation

rooting reflex

when you stroke a baby's cheek it automatically turns its head and begins to suck

sucking reflex

a baby's automatic, unlearned sucking motions

grasping reflex

baby will automatically grasp anything that touches his palms

moro reflex

newborn response if it feels like falling - spread arms then pull back in and cry

fine motor skills

muscles in fingers, toes, and eyes, small, refined actions

gross motor skills

larger muscles, larger movements like running

theory of mind

understanding that people have thoughts, feelings, and beliefs different from your own, developed between 3 and 5 years old

attachment

long standing connection or bond with others

secure attachment

toddler prefers parent over strangers (strange situation)

disorganized attachment

toddler acts weirdly, usually kids who have been abused (strange situation)

authoritative parenting style

parent gives reasonable demands and consistent limits, expresses warmth and affection, listens to child's pov

authoritarian parenting style

parent places high value on conformity and obedience, strict, tightly monitored, usually little warmth

permissive parenting style

kids run the show, parents are very nurturing and loving but act more as a friend than as a parent

avoidant attachment

toddler is unresponsive to parent, but slow to show a positive reaction when they come back (strange situation)

resistant attachment

toddler displays clingy behavior but reject attachment figures attempts to interact, upset when they leave (strange situation)

uninvolved parenting style

indifferent, uninvolved, and sometimes neglectful parenting

temperament

innate traits that influence how one thinks, behaves, and reacts with the environment