Unformatted text preview:

Psych Final Exam Review1. What are three historical/philosophical views of childhood?• Tabula rasa: John Locke; children are like blank tablets; childhood experiences determine adult characteristics• Original sin: during the Middle Ages; children were born into the world as evil beings and were basically bad; goal was to remove sin from the child’s life• Innate goodness: Jean-Jacques Rousseau; children are inherently good; they should be permitted to grow naturally, without monitoring or constraint2. Nature vs. nurture: debate about what primarily influences development• Nature: an organism’s biological inheritance• Nurture: environmental experiences3. What is the discontinuity (or stage) concept? What is the continuity concept?• Discontinuity: development involves distinct stages; nature• Continuity: based on gradual, cumulative change; nurture4. Phenotypes vs. genotypes• Genotype: person’s genetic heritage; actual genetic material• Phenotype: way an individual’s genotype is expressed in observable and measurable characteristics5. Zone of proximal development: Vygostsky; the range of tasks that are too difficult for children to master alone but that can be mastered with the guidance and assistance of adults or more-skilled children• Scaffolding: changing the level of support to fit the child’s performance6. Piaget’s sensorimotor development theory: from birth to 2 years; infants construct an understanding of the world by coordinating sensory experiences with physical, motoric actions1) Simple reflexes: 1st month after birth; sensation and reaction are coordinated primarily through reflexes2) 1st habits and primary circular reactions: habits (scheme based on a reflex that has become completely separated from its eliciting stimulus) and primary circular reactions (scheme based on the attempt to reproduce an event that initially occurred by chance); infants’ body remains the center of attentiono Circular reaction: repetitive action3) Secondary circular reactions: between 4 and 8 months; infant becomes more object-oriented, moving beyond the self; imitate some simple actions; schemes are not intentional or goal-oriented4) Coordination of secondary circular reactions: between 8 and 12 months; infant must coordinate vision and touch; actions become more outwardly directed; coordination of schemes and intentionality5) Tertiary circular reactions, novelty and curiosity: between 12 and 18 months; tertiary circular reactions (schemes in which infant purposely explores new possibilities with objects, continually doing new things to them and exploring the results); start of curiosity and interest in novelty6) Internalization of schemes: between 18 and 24 months; ability to use primitive symbols (internalized sensory images or words that represent and event)allowing the infant to manipulate and transform the represented events in simple ways• Conservation: the awareness that altering an object’s appearance does not change is basic properties (water in glasses)• Centration: centering of attention on one characteristic to the exclusion of all others7. Aspects of cognitive development:• Theory of mind: awareness of one’s own mental processes and the mental processes of others• Object permanence: the understanding that objects and events continue to exist even when they cannot be seen, heard or touched• Egocentrism: the inability to distinguish between one’s own perspective and someone else’s perspective (view of mountains task)8. Aspects of infantile attention:• Habituation: decreased responsiveness to a stimulus after repeated presentations• Dishabituation: recovery of a habituated response after a change in stimulation• Joint attention: individuals focus on the same object or evento Requires an ability to track another’s behavior, one person directing another’s attention, and reciprocal interaction9. Intelligence: the ability to solve problems; the capacity to adapt and learn from experience; creativity and interpersonal skills• Intelligence quotient (IQ): mental age, divided by actual age, times 100• Measure of giftedness vs. mental retardationo Mental retardation: limited mental ability; IQ below 70; difficulty adapting to life Mild: 55-70 Moderate: 40-54 Severe: 25-39 Profound: below 25o Giftedness: IQ above 130; superior talent for something10. Aspects of grammar:• Phoneme: language’s sound system; syllables• Morpheme: unit of meaning involved in word formation• Syntax: forming acceptable phrases and syntax• Semantics: meaning of words and sentences• Pragmatics: appropriate use of language in different contexts • Metalinguistic awareness: knowledge about language, knowing what a verb is or discussing language sounds11. Chomsky’s language acquisition device: a biological endowment that enables the child to detect certain features and rules of language; ability to acquire or develop language skills12. Memory tools:• Imagery: creating mental images• Rehearsal: restating information repeatedly for short-term memory• Elaboration: more extensive processing of information• Organization: putting information in an order or categories13. Parenting styles:• Authoritarian: restrictive, punitive style in which parents make the child follow their directions and respect their work and effort• Authoritative: encourages children to be independent but still places limits and controls on their actions• Indulgent: parents are highly involved but place few demands or controls on them• Neglectful: uninvolved parents14. Concepts of self:• Self-concept: domain-specific evaluations of the self• Self-esteem: person’s self-worth or self-image; global evaluation of the self• Possible self: what adolescents hope to be (ideal), an actual self, as well as what they dread they will become• Perspective taking: taking another’s point of view; ability to assume other people’s perspectives and understand thoughts and feelings15. James Marcia periods of self identification:• Moratorium vs. crisiso Moratorium: the gap between childhood security and adult autonomy during which societies leave adolescents relatively free of responsibility; free to try out different identitieso Crisis: period of identity development during which the adolescent explores alternatives• Identity diffusion: individuals who have not yet experienced a crisis or made any commitments• Identity foreclosure: individuals who


View Full Document

FSU DEP 3103 - Psych Final Exam Review

Documents in this Course
Chapter 1

Chapter 1

23 pages

Chapter 1

Chapter 1

14 pages

Unit Two

Unit Two

22 pages

Chapter 3

Chapter 3

17 pages

Chapter 1

Chapter 1

11 pages

Emotions

Emotions

38 pages

Chapter 4

Chapter 4

15 pages

Chapter 1

Chapter 1

14 pages

Exam 1

Exam 1

10 pages

Exam 2

Exam 2

11 pages

Exam 3

Exam 3

14 pages

Exam 1

Exam 1

8 pages

Exam 3

Exam 3

24 pages

EXAM 2

EXAM 2

12 pages

Exam 2

Exam 2

46 pages

Exam 1

Exam 1

73 pages

Exam 2

Exam 2

13 pages

Test 3

Test 3

16 pages

Exam 2

Exam 2

9 pages

Exam 3

Exam 3

22 pages

Chapter 3

Chapter 3

28 pages

Chapter 3

Chapter 3

29 pages

Test 3

Test 3

18 pages

Test 3

Test 3

18 pages

Gender

Gender

24 pages

Gender

Gender

14 pages

Exam 4

Exam 4

12 pages

Gender

Gender

10 pages

Exam 3

Exam 3

20 pages

Language

Language

14 pages

Test 2

Test 2

33 pages

Test 1

Test 1

18 pages

Ch. 11

Ch. 11

28 pages

Chapter 3

Chapter 3

19 pages

Notes

Notes

9 pages

Chapter 1

Chapter 1

12 pages

Notes

Notes

2 pages

Notes

Notes

22 pages

Load more
Download Psych Final Exam Review
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 Psych Final Exam Review 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 Psych Final Exam Review 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?