PSYC 101 Midterm 1

joint attention

the shared focus of 2+ people on something external to themselves, with the intention of interacting with each other

contingency

one person’s behavior relies on another person’s

T or F: babies show contingency only once they start talking

false

attribution

inferring why something happened

why are the “terrible twos” so terrible

children begin exploring independence

T or F: heritability of 0.6 means that 60% of the variability in the trait in a population is due to genetic differences

true

T or F: heritability of 0.6 means that a trait is caused 60% by genetic factors

false

heritability [increases/decreases] with age

increases

sensitive period

a time window when learning is especially efficient or likely

microsystem (ex)

direct interaction (family, peers, teachers)

mesosystem (ex)

connect microsystem (home-school relationships)

exosystem (ex)

indirect influence (parents’ workplace stress)

macrosystem (ex)

broader cultural and societal context 9cultural values, laws)

chronosystem (ex)

life and historical changes over time (when puberty happens, living through a pandemic)

one thing a parent should say to manage a child’s anger and disappointment

oh well, maybe next time

one thing a parent should not say to manage a child’s anger and disappointment

calm down

turtle technique and its effects

turtle puppet demonstrates his special technique for calming himself down; teaches children to manage impulsivity, impatience, and anger

what age group does the turtle technique work for

preschool children

narrative technique and its effects

narrate a memory of feeling angry; helps reframe the situation and your feelings on it to see it in a more positive light

what age group does the narrative technique work for

8-17

who does peer tutoring benefit

tutor and student

who do remedial programs benefit

elementary schoolers

who do attendance awards benefit

elementary schoolers

adaptive attributions

constructive ways of interpreting why an event happened

who benefits from adaptive attributions and why

middle schoolers; shows them that the challenges they are experiencing are are normal for this developmental period

nudges

subtle forms of encouragement or suggestions that influence behavior without restricting an individual’s freedom of choice

nudges [increase/decrease] friction for a desired outcome

decrease

nudges [increase/decrease] cognitive load by making good choices easier/more automatic

decrease

what determined which color coded ID card a student would carry around

performance on standardized test

naturalistic observation

observing someone in their natural environment

structured observation

observing someone in an environment set up by the experimenter

which type of observation gives higher ecological validity

naturalistic observation

which type of observation allows for more control

structured observation

self report

asking the person you are interested in about themselves

other report

asking other people about the person you are interested in

the dad putting toys away with the kid is an example of which experiment type?

structured observation

confounds

alternative explanations for findings

why do confounds occur

groups differ on something other than the intended manipulation

ways to reduce confounds

control for the relevant factor; random assignment

T or F: all experimental problems are confounds

false

presentation motives

people may alter how they behave when they believe they are being evaluated

in what experiment types do presentation motives matter the most

self/other reports and observations

curse of knowledge

assuming everyone shares the same knowledge or interprets questions in the same ways

some critiques of the newborn imitation video

• is this truly imitation, or is this just the only face newborns can make?

• is this truly imitation, or is this just the face newborns make when they’re excited?

• what is the time range for imitation (within 5 seconds? 1 minute? 1 hour?)

steps of the basic habituation paradigm

1. present a stimulus until a subject is bored

2. change the stimulus

3. observe their response (babies should attend more to a surprising outcome)

results of the lemur habituation study

• younger babies looked at the new lemur face because they realized it was different

• older babies did not attend to the new lemur face because they thought it was the same one

babies [lose/gain] their ability to differentiate between lemur faces as they age

lose

results of the sticky mittens study

• before sticky mittens, 3mo attend more to the change in path

• after sticky mittens, they attend more to the change in goal

do babies prefer [A] their own mother’s voice or [B] another mother’s voice?

A

do babies prefer [A] a story they haven’t heard before or [B] a story they heard prenatally?

A

babies will look for [more/less] time at objects that do not resemble human faces

less

babies will look for [more/less] time at less probable events

less

longitudinal designs

test the same sample repeatedly over time

disadvantages of longitudinal design

• costly

• time intensive

• dropout rates

• repeat testing may have effects

• changes could be due to factors other than aging

cross-sectional design

test different age groups at the same time

which experimental design is more common for looking at age-related change

cross-sectional

disadvantages of cross-sectional designs

• cant’t look at change in individuals

• changes could be due to factors other than age

in the Romanian orphan study, which age group suffered lasting deficits based on how old they were at adoption?

after 6mo

what lasting deficits did Romanion orphans after 6mo of age experience

attachment difficulties, attention seeking, overfamiliarity with strangers

limitation of the Romanion orphan study

• orphans were not randomly assigned to age of adoption

• some kids who seemed more “adoptable” might just have better temperaments and thus better life outcomes

according to the TED Talk, what are some ways that parents can improve their kids’ life outcomes in early childhood (correlational)?

• talking time

• reading to them

• teaching them numbers and ABCs

• bedtime routines

tight cultures (ex)

strong social norms and low tolerance for rule-breaking (Pakistan, Singapore)

loose cultures (ex)

weak social norms and high tolerance for rule-breaking (France, Netherlands)

individualism

• focus on rights and concerns of each person

• independence, self-expression, and assertiveness are encouraged

collectivism

• focus on group harmony and shared responsibility

• relationship self-conception (your actions reflect on your family)

T or F: people in collectivism societies are generally nicer and more generous

false

[individualism/collectivism] sees not wanting kids as unacceptable

collectivism

results of the broken toy study

• american child confesses that the parent broke the toy

  • individualistic children see themselves and their parent as separate entities

• chinese child lies to protect their parent

  • collectivistic children believe they are equally responsible for their parents’ actions

T or F: two cultures can be similarly collectivistic yet differ in how tight/loose they are

true

LOPI acronym

learning by observing and pitching in

LOPI

• inclusion of children in community activities

• children’s motivation derives from their interest in contributing and belonging

assembly-line instruction

• separating child and adult worlds

• tests students in contexts separate from the learning process and from contexts of productive use

LOPI is more common in ___, while assembly-line instruction is more common in ___

indigenous communities; the West

T or F: culture is static

false

in which culture [american/japanese/chinese] do teachers intervene early in conflicts?

american

in which culture [american/japanese/chinese] do teachers not intervene in conflicts?

japanese

which culture [american/japanese/chinese] has mixed-age interactions?

japanese

in which culture [american/japanese/chinese] did students have the most independence?

japanese

in which culture [american/japanese/chinese] did students have the least independence?

chinese

according to the independence podcast, what frameworks allow for japanese children to experience safety in their neighborhoods?

• collectivist society; everyone takes care of the kids

• integrated zoning

• schools in the center of neighborhoods

• narrower streets + no overnight street parking → less traffic

• walking school bus system

T or F: when strangers are in need of help, human infants spontaneously provide it

true

paternalism

interference of a state or an individual with another person, against their will, and defended or motivated by a claim that the person interfered with will better off or protected from harm

paternalistic helping

overriding a recipient’s desires if they conflict with the recipient’s best interests

when the experimenter points to the dysfunctional object, a [paternalistic/non paternalistic] should help by giving the dysfunctional object

non paternalistic

the 3yo [did/did not] help paternalistically in most situations by handing the [functional/dysfunctional] object

did; functional

when Ben asks for chocolate, a [paternalistic/non paternalistic] 5yo should give him fruit snacks

paternalistic

when Ben asks for chocolate, a paternalistic 5yo will give him [carrots/chocolate]

chocolate

when Ben asks for chocolate, a non paternalistic 5yo will give him [carrots/chocolate]

chocolate

T or F: when the alternative snack is not as desirable (chocolate vs carrots), both paternalistic and non paternalistic helpers will give the more desirable snack, regardless of consequences

true

T or F: paternalistic helping emerges later in development

false

T or F: humans simply try to help fulfill other’s desires rather than what they need

false