PSYCH EXAM: Thinking, Intelligence, Human Development

PSYCH EXAM: Thinking, Intelligence, Human Development

cognition

thinking, perception, knowledge, problem solving, judgmen, langauge and memory

cognative psychology

• field of psychology dedicated to examining how people think

• studies interactions of human thinking, emotion, creativity, langauge and problem solving etc

  • determine and measure intellegance

concepts

• linguistic info, images, memories, life experiences

• big ideas from observing details

  • informed by semantic memory

prototype

• representation of a concept

  • eg: dog (concept) makes you think of a golden retriever, that is your prototype

natural concepts

• occours through experinces in life

  • eg: understanding snow from living in canada compared to guyana

artificial concepts

• understood by set characteristics

• eg: math formulars, knowing a triangle is has 3 sides etc, area of a square

  • concepts are building blocks for complex thoughts

schema

• mental construct of related concepts

• organizes info for effiency in brain

  • assumptions about person/objects

role schemea

• assumptions about how indivialds in certain roles will behave

  • eg: frat boys- loud and annoying

    • fire figthers: brave and strong

event schema

• cognative script

• behavoirs like a routine, automatic

• eg: what to do when entering an elevator, handshakes when greeting

  • varys with culture

    • creates habits eg texting which are hard to break

language

• communication system using words and systemtic rules to oranize and transmit information to others

  • vital in relationships and social development

lexicon

• words of a language

  • vocab

grammer

rules used to convey meaning

ed= past tense

phenome

basic sound unit in a language

varys on langauge

eg: “ah”, “eh”

morphemes

• smallest unit of lanauge

• phenomes combine to form morphemes

  • syllables

semantics

• process which we derive meaning from words

syntax

way words are organized in sentances

Stages of Language and Communication Development

stage	age	dev
1	0–3 months	Reflexive communication
2	3–8 months	Reflexive communication; interest in others
3	8–13 months	Intentional communication; sociability
4	12–18 months	First words
5	18–24 months	Simple sentences of two words
6	2–3 years	Sentences of three or more words
7	3–5 years	Complex sentences; has conversations

overgeneralization

to an extension of a language rule to an exception to the rule

eg: kids will say 2 gooses (instead of geese) after learning “s” indicuates plurality

Sapir and Whorf

proposed that language determines thought (1941/1964)

• researches have since proved this view is too absoloute

problem solving strategy

• plan of action used to find a soloution

trail and error

continue trying diffrent soloutions until problem is solved

• eg: restarting phone

algorithm

• step by step problem solving formula

  • eg: insutrctional video

heuristic

• general problem solving framework

• strategies learnt

  • “rule of thumb” breaking a task into steps, working backwards

mental set

• persisting in approaching a problem because it worked in the past even tho it aint working now

functional fixedness

• cannot percive object being used for something other than its designated use

anchoring bias

• individual focuses heavilly on first information presented

  • focuses on one peice of info

conformation bais

• focus on info that confirms pre-existing belifs

hindsight bias

belif that event was predictable even though it wasnt

• insiting you know a team would win

representative bias

faulty way of thinking/ unintentional stereotypes

eg: assuming professors spend their time reading and shi

availability heuristic

• decision based on info that is readily available which may not be representative of the truth

  • eg: the news reporting mainly plane crashes rather than car crashes, leading you to believe there are more plane crashes

crystallized intelligence

• straightforward, concrete problems

• acquired knowledge and the ability to retreive it

  • eg: learning and recalling information

fluid intellegance

• tackles abstract and complex challanges

• ability to see complex relationships and solve problems

• eg: navigating your way home using a different route relys on fluid intelligence

Triarchic theory of intelligence- Robert Sternberg

1. Practical intellegance

2. Analytical Intelligence

3. Creative intellegance

1. Practical Intelligence

1. Street smarts, applying knowledge

   • separate than traditional IQ

2.. Analytical Intelligence

• academic, computing, analyze, evaluate, judge, compare, contrast

• eg: learning anatomy or math

3. Creative intellegance

• inventing or imagining a soloution to a situation

Multiple Intelligences Theory- Howard Gardner

1. linguistic

2. logical-mathematical

3. musical

4. bodily kinesthetic

5. spatial

6. interpersonal

7. intrapersonal

8. naturalistic

emotional intellegance

• social cues, relationships, empathy, understanding ones emotions and others

• researches argue that its more an indicator of success than typical intellegance

  • inconsistant to define, describe and measure empircally

creativity

• ability to generate, create or discover new ideas and probelm solving

divergent thinking

• thinking outside the box

• eg: planning a robbery

convergent thinking

• provide correct or well established solution or answer

• eg: solving algebra

IQ

• intelligence quotient

• developed by David Wechsler

standardization

• manner of administration is standard and consitant

  • scoring and interpretation of results

norming

giving a test to a large population so data can be collected comparing groups such as age

flynn effect

observation that each generation has higher IQ than the one before

• higher IQ scores dosent mean higher intellegance

representative sample

• subset of the population that accuratley represents the general population

standard deviations

• describe how data are dispersed in a population

• give context to large data sets

range of reaction

• each person response to the enviroment uniqley based on their genetic makeup

  • eg: being raised in a intelectually stimulating envuroment will allow them to develop better

  • eg poeple in poverty may prefom less due to stress and lack of oppuriunities

dysgraphia

• struggle to write legibly

Dyslexia

• most common

• inability to correctly process letters

  • affects sound- letter correspondance

Dyscalculia

difficulty learning or comprehending arithmetic, math facts, organize numbers and symbols

arthur jensen

• intelligence due to genetics

• supposed that level II types of intellegance varied among ethnic groups

  • racist mf

physical development

• growth and changes in thebody brain

  • senses, morotr skills health and wellnessc

cognative development

• involves learning attention, memory, language, thinking, reasoning, creatitivity

psychological development

emotions, personality, social relationshops

normative devlopments

• studied large numbers of children to find what is normal devlopment

developmental milestones

crawling, walking,wrtiging, dressing, speaking in setnaces, puberty

continuous development

• tjheorists view development as cumulative process, gradually imprpving exisitng skills

• gradual change

discontinious development

believe development occours in stages, sudden, at specfic time or ages

psychosexual development

• sigmund freud

• oral

• anal

• phallic

• latency

• genetial

  • without proper nurterance in certain stages we become stuck later in life

jean piaget

• childrens cogantive growth

• children are naturally inqisitive

  • occours in stages

schemata

• concepts (mental models)

• used to catagorize info

  • fully developed by adulthood

assimilation

• take in new info that is compareable to what they already know

  • eg: kid sees a dog IRL after leanring about it, identifiys it

accomodation

kid changes schema based on new info

• eg: first assumes a cat is a dog because it has 4 legs

  • mom tells kid its a cat, kid adjusts scheme

piaget stages- sensoritmotor

world exerinced through sense and actions

• object permance

• stranger anxiety

  • ages 0-2 years

preoperational stage

words and images to represent things

lacks logical

egocentrism

language devlopment

pretend play

age 2-6

concrete operational

understands concrete events and analogilies

math

law of conservation

age 7-11

formal operational

abstract reasoning

moral reasoning

age 12+

object permanace

• understanding that if somethings out of sight, it still exists

conservation

even if you change the appearance of something it is still equal in size as long as nothing has been removed or added

egocentrism

• kid dont know others perspectives ecist

  • thinks others like what they like

principle of reversablility

• objects can be changed and returned to their original form

eg: pour water from fat glass to the thin glass and have same amount

kholberg stages of moral devlopment

preconventional

• obediance and punishment

• self intrest/individualism

post conventional

social contract, universal ethics

indiviudal rights

conventional morality:

interpersonal, social approval,authority, maintaining law and order

conception

when a sperm fertilizes and egg and forms a zygote

zygote

one cell structure created when a sperm and egg merge

mitosis

process in which the zygote splits/multiplies creating more specalized cells

germinal stage (weeks 1-2)

mitosis

mass of cells has yet to attatch to lining of uterus

embryonic stage (week 3-8)

• after zygote divides it travells down fallopian tubes

• impantation occours

• embroyo

• placentra forms

  • heart begins to beat

fetal stage (weeks 9-40)

• embryo is called a fetus

• sex organs formed

• internal organs formed

• birth becomes imminent

prenatal influences

• genetic and enviromental factos can affect devlopment

teratogen

any envurometial agent- biological, chemical or physical that causes damage to the developing embryo or fetus

eg: alcohol and most drugs

fetal alc syndrome

smaller head smaller eyes, thin upper lip, small than average midface size

newborn reflexes

• sucking reflex: touch check infant looks to suck

• grasping reflex: touching the palm of hand

• moro reflex: response to falling, limbs out, back in, cries

attachment

• long standing connection or bond with others

• Harry Harlow, John Bowlby, and Mary Ainsworth- monkey study where babies chose warm mother over food

secure base

is a parental presences that gives the child a sense of saftey as it explores its surroundinsg

• parent must be responsible for emotional,mental, social, physical needs

secure attachment

• most common and healthy type of attachmenta

avoidant attachment

• child is unresponsive to parents, parent is not a secure base, dosen’t care if they leave

  • insensitive and inattentive parent

resistant attachment

• children tend to show clingy behavior but then reject parens figures attempts to interact

  • results of inconsistent level of response to their child

disorganized attachment

often in kids who have been abused

disrupts child’s ability to regulate emotions

behaved in erratic manner

authoritative style

reasonable demands and consistent limits

expresses warmth and affection

flexible

child: high self esteem and social skills

authoritarian style

• parent place high value on conformity and obedience

• strict and little warmth

  • results in anxious withdrawn and unhappy kids

permissive style

kids run the show, anything goes

lacj of punsihment

kids tend to lack self-discipline, and other risky behavoirs,

ininvolved style

• indiffrent, uninvoled and neglectful

  • results in children as emotionally withdrawn, fearfulm anxious and perform poorly in school

temperment

innate traits that infleunce how one thinks

Adolescence

the period of development that begins at puberty and ends at emerging adulthood,

adrenarche and gonardarche

maturation of he adrendal and sex glands

cognative empathy

• abulity to take the perspective of others and feel concern for others

  • increases in adolecnese