PSYCH EXAM: Thinking, Intelligence, Human Development

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PSYCH EXAM: Thinking, Intelligence, Human Development

101 Terms

1

cognition

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

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2

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

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3

concepts

  • linguistic info, images, memories, life experiences

  • big ideas from observing details

    • informed by semantic memory

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4

prototype

  • representation of a concept

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

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5

natural concepts

  • occours through experinces in life

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

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6

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

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7

schema

  • mental construct of related concepts

  • organizes info for effiency in brain

    • assumptions about person/objects

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8

role schemea

  • assumptions about how indivialds in certain roles will behave

    • eg: frat boys- loud and annoying

      • fire figthers: brave and strong

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9

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

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10

language

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

    • vital in relationships and social development

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11

lexicon

  • words of a language

    • vocab

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12

grammer

rules used to convey meaning

ed= past tense

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13

phenome

basic sound unit in a language

varys on langauge

eg: “ah”, “eh”

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14

morphemes

  • smallest unit of lanauge

  • phenomes combine to form morphemes

    • syllables

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15

semantics

  • process which we derive meaning from words

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16

syntax

way words are organized in sentances

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17

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

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18

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

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19

Sapir and Whorf

proposed that language determines thought (1941/1964)

  • researches have since proved this view is too absoloute

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20

problem solving strategy

  • plan of action used to find a soloution

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21

trail and error

continue trying diffrent soloutions until problem is solved

  • eg: restarting phone

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22

algorithm

  • step by step problem solving formula

    • eg: insutrctional video

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23

heuristic

  • general problem solving framework

  • strategies learnt

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

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24

mental set

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

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25

functional fixedness

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

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26

anchoring bias

  • individual focuses heavilly on first information presented

    • focuses on one peice of info

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27

conformation bais

  • focus on info that confirms pre-existing belifs

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28

hindsight bias

belif that event was predictable even though it wasnt

  • insiting you know a team would win

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29

representative bias

faulty way of thinking/ unintentional stereotypes

eg: assuming professors spend their time reading and shi

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30

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

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31

crystallized intelligence

  • straightforward, concrete problems

  • acquired knowledge and the ability to retreive it

    • eg: learning and recalling information

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32

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

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33

Triarchic theory of intelligence- Robert Sternberg

  1. Practical intellegance

  2. Analytical Intelligence

  3. Creative intellegance

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34
  1. Practical Intelligence

  1. Street smarts, applying knowledge

    • separate than traditional IQ

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35

2.. Analytical Intelligence

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

  • eg: learning anatomy or math

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36
  1. Creative intellegance

  • inventing or imagining a soloution to a situation

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37

Multiple Intelligences Theory- Howard Gardner

  1. linguistic

  2. logical-mathematical

  3. musical

  4. bodily kinesthetic

  5. spatial

  6. interpersonal

  7. intrapersonal

  8. naturalistic

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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

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39

creativity

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

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40

divergent thinking

  • thinking outside the box

  • eg: planning a robbery

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41

convergent thinking

  • provide correct or well established solution or answer

  • eg: solving algebra

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42

IQ

  • intelligence quotient

  • developed by David Wechsler

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43

standardization

  • manner of administration is standard and consitant

    • scoring and interpretation of results

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44

norming

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

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45

flynn effect

observation that each generation has higher IQ than the one before

  • higher IQ scores dosent mean higher intellegance

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46

representative sample

  • subset of the population that accuratley represents the general population

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standard deviations

  • describe how data are dispersed in a population

  • give context to large data sets

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48

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

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49

dysgraphia

  • struggle to write legibly

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50

Dyslexia

  • most common

  • inability to correctly process letters

    • affects sound- letter correspondance

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51

Dyscalculia

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

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52

arthur jensen

  • intelligence due to genetics

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

    • racist mf

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53

physical development

  • growth and changes in thebody brain

    • senses, morotr skills health and wellnessc

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54

cognative development

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

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55

psychological development

emotions, personality, social relationshops

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56

normative devlopments

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

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57

developmental milestones

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

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58

continuous development

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

  • gradual change

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59

discontinious development

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

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60

psychosexual development

  • sigmund freud

  • oral

  • anal

  • phallic

  • latency

  • genetial

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

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61

jean piaget

  • childrens cogantive growth

  • children are naturally inqisitive

    • occours in stages

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62

schemata

  • concepts (mental models)

  • used to catagorize info

    • fully developed by adulthood

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63

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

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64

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

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65

piaget stages- sensoritmotor

world exerinced through sense and actions

  • object permance

  • stranger anxiety

    • ages 0-2 years

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66

preoperational stage

words and images to represent things

lacks logical

egocentrism

language devlopment

pretend play

age 2-6

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67

concrete operational

understands concrete events and analogilies

math

law of conservation

age 7-11

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68

formal operational

abstract reasoning

moral reasoning

age 12+

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69

object permanace

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

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70

conservation

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

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71

egocentrism

  • kid dont know others perspectives ecist

    • thinks others like what they like

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72

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

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73

kholberg stages of moral devlopment

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74

preconventional

  • obediance and punishment

  • self intrest/individualism

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75

post conventional

social contract, universal ethics

indiviudal rights

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76

conventional morality:

interpersonal, social approval,authority, maintaining law and order

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77

conception

when a sperm fertilizes and egg and forms a zygote

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78

zygote

one cell structure created when a sperm and egg merge

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79

mitosis

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

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80

germinal stage (weeks 1-2)

mitosis

mass of cells has yet to attatch to lining of uterus

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81

embryonic stage (week 3-8)

  • after zygote divides it travells down fallopian tubes

  • impantation occours

  • embroyo

  • placentra forms

    • heart begins to beat

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fetal stage (weeks 9-40)

  • embryo is called a fetus

  • sex organs formed

  • internal organs formed

  • birth becomes imminent

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83

prenatal influences

  • genetic and enviromental factos can affect devlopment

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84

teratogen

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

eg: alcohol and most drugs

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85

fetal alc syndrome

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

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86

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

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attachment

  • long standing connection or bond with others

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

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88

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

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secure attachment

  • most common and healthy type of attachmenta

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90

avoidant attachment

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

    • insensitive and inattentive parent

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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

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92

disorganized attachment

often in kids who have been abused

disrupts child’s ability to regulate emotions

behaved in erratic manner

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93

authoritative style

reasonable demands and consistent limits

expresses warmth and affection

flexible

child: high self esteem and social skills

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94

authoritarian style

  • parent place high value on conformity and obedience

  • strict and little warmth

    • results in anxious withdrawn and unhappy kids

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95

permissive style

kids run the show, anything goes

lacj of punsihment

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

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ininvolved style

  • indiffrent, uninvoled and neglectful

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

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97

temperment

innate traits that infleunce how one thinks

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98

Adolescence

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

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99

adrenarche and gonardarche

maturation of he adrendal and sex glands

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100

cognative empathy

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

    • increases in adolecnese

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