DOC PREVIEW
Purdue PSY 12000 - Study Guide
Type Study Guide
Pages 12

This preview shows page 1-2-3-4 out of 12 pages.

Save
View full document
View full document
Premium Document
Do you want full access? Go Premium and unlock all 12 pages.
Access to all documents
Download any document
Ad free experience
View full document
Premium Document
Do you want full access? Go Premium and unlock all 12 pages.
Access to all documents
Download any document
Ad free experience
View full document
Premium Document
Do you want full access? Go Premium and unlock all 12 pages.
Access to all documents
Download any document
Ad free experience
View full document
Premium Document
Do you want full access? Go Premium and unlock all 12 pages.
Access to all documents
Download any document
Ad free experience
Premium Document
Do you want full access? Go Premium and unlock all 12 pages.
Access to all documents
Download any document
Ad free experience

Unformatted text preview:

Chapter 9Stanford-Binet TestIQMental and chronological age is the same then score 100If higher then “above average”If 2 standard deviations higher (130) “gifted”If 2 standard deviations lower (70) “impaired or delayed”Bayley ScaleFor children age 0 - 3Motor developmentCognitive developmentLanguage developmentSocial-emotional developmentTest not correlated with later IQ scoresWechsler Intelligence ScaleFor children age 6 - 16Wechsler Preschool and Primary ScaleFor children age 2 - 7Vocabulary tasksNonVerbal performance measures (puzzles etc)Get a verbal and performance IQ scoreTest highly correlated with later IQ scoresPsychometric ApproachOnly using tests to measure intelligenceTriarchic theory of intelligenceAnalytical, creative and practical skillsAnalytical involves coming up with right answer (IQ Tests)Also known as crystallized intelligence - better with ageCreative involves dealing with noveltyAlso known as fluid intelligence - better when youngPractical involves fitting into the real worldRarely measured by testsGardner’s Theory of multiple IntelligencesKinesthetic: dancers, acrobats and athletesInterpersonal: social skillsIntrapersonal: understanding of selfNaturalistic: understanding of natural worldExistential: deep understanding of spiritual conceptsPolymathKid who miss the captain of the volleyball team, class president, all round narcissist Spearman’s g / General IntelligenceRefutation of Gardner’s theoryPeople who show a correlation between different skillsFlynn EffectConstant increase in test scoresCognitive BiasesAnchoringToo much importance on one piece of informationAvailabilityThink of something as true/common since it is easy to come up with an exampleHyperbolic DiscountingBelieving you will make better choices in the future but never in the momentIKEA EffectWhen you value something you put together more than actual qualityLoss AversionHarder to give up something already acquiredMere ExposureLiking something because it is familiarNormalcyFailing to plan for something that never happened beforeOptimismOverestimating the likelihood of favorable outcomesZero-sumAssuming that for you to succeed someone else must failChapter 10Sensory StoreRaw sensory inputEverything that we see hear, taste and touch.Short-term StoreSite for ongoing activity and processingInformation stored for only a few millisecondsLong-term StoreRelatively permanent storehouse of informationHippocampus is the part of the brain where STM is consolidated into LTMAnterograde AmnesiaLoss of ability to make new memories after image to hippocampusRetrograde AmnesiaUnable to remember events from the pastInfantile AmnesiaTendency to forget events before the age of 1 or 2 years oldForgetting CurveLearned list of words and recorded ability to remembers themPrimacy EffectRemembering the first item in a listRecency EffectRemembering the last item in a listSavings EffectIf forgotten something, you will relearn it faster and for longerSpaced PracticeQuizzing yourself at regular intervalsMetacognitionThinking about thinkingRecognizing that you might forget about somethingRemembering StrategiesRehearsalRepeating items over and overAlong with Rehearsal children from 10 years of age start organizing items to be recalled and then rehearse in clusters (chunks of items)ElaborationInvolves expanding on a topic as a way of making the memory strongerMethod of LociInvolves association the fact to be remembered with a location in spaceMemory is reconstructive and gist basedRather than remembering everything about an event or a thing, we tend to use our existing knowledge to fill in the details — even through they might not have happened. This leads to False Memories.Autobiographical MemoryMemory of past eventsReading and Writing DevelopmentPre-reading SkillsRemembering letters and letter soundsPhonological AwarenessDecodingThe connection between individual words and their meaningAs decoding becomes automatic, reading becomes more fluentLogographic SystemUnique characters for whole words rather than lettersProcess of recognizingFamiliarityContextComprehending their meaningReading ComprehensionLonger sentences require better memoryMath DevelopmentAges 3 - 4Children learn the One-to-one PrincipleSay number for each object but are creative with orderAges 4 - 5Stable Order PrincipleSay number for each object in correct orderChildren understand the Carnality PrincipleThe last number is the number of objectsChildren start to do mental arithmeticBased on fact retrievalDifferences in Academic AbilitiesLearning DisabilitiesDyslexiaDifficulty readingDysgraphiaTrouble with handwritingDyscalculiaDifficulty with learning math and math factsAutomatic Processes Whole-word recognitionSpellingMath fact retrievalFunctional FixednessDoing a problem or using parts in their obvious previously practiced waysBest Educational SystemsLots of practiceWide range of problemsPractical hans-on experienceCognitive FlexibilityIf program emphasizes tests and practice it prioritizes crystallized over fluid intelligenceChapter 11Basic EmotionsEmotions such as happiness, fear, anger are recognized and reciprocated from the earliest agesFear sometimes turns into full-full-blown PhobiasFears that impairs normal functioning (dear of dark, monsters)Systematic DesensitizationCuring people from their PhobiasInvolves gradually exposing children to their fears in calm, controlled doses until they learn not to react so strongly. Social SmileTwo month olds will smile in response to a smileFour month olds laugh (first to physical things like tickling and later psychological things)Stranger Wariness (Fear)Six month olds are afraid of new things and new peopleFear sometimes turn into full blown PhobiasDisplay RulesDecide when it is appropriate to express emotionNot getting visibly angry if your boss berates youNot laugh at someone else’s sufferingComplex EmotionsGuilt, pride, embarrassmentDiffer across culturesRequire cognitive and cultural understandingSometimes called self-conscious emotions because the are linked to social standardsSocial ReferencingLooking at people around you to figure out how to reacthis is one way parents help create either a confident or anxious childJames-Lange Theory of EmotionEmotional reaction is caused by out emotional arousalLike jumping out of a plane, you might tell yourself to not get excited but you willCannon-Bard Theory of EmotionInterpretation and feeling are independent of each otherSchachter and


View Full Document

Purdue PSY 12000 - Study Guide

Type: Study Guide
Pages: 12
Documents in this Course
Therapy

Therapy

5 pages

Therapy

Therapy

11 pages

Memory

Memory

16 pages

Lecture 7

Lecture 7

11 pages

Load more
Download Study Guide
Our administrator received your request to download this document. We will send you the file to your email shortly.
Loading Unlocking...
Login

Join to view Study Guide and access 3M+ class-specific study document.

or
We will never post anything without your permission.
Don't have an account?
Sign Up

Join to view Study Guide 2 2 and access 3M+ class-specific study document.

or

By creating an account you agree to our Privacy Policy and Terms Of Use

Already a member?