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
Practical intellegance
Analytical Intelligence
Creative intellegance
Practical Intelligence
Street smarts, applying knowledge
separate than traditional IQ
2.. Analytical Intelligence
academic, computing, analyze, evaluate, judge, compare, contrast
eg: learning anatomy or math
Creative intellegance
inventing or imagining a soloution to a situation
Multiple Intelligences Theory- Howard Gardner
linguistic
logical-mathematical
musical
bodily kinesthetic
spatial
interpersonal
intrapersonal
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