PSYC 4220: Test 3
70 Cards in this Set
| Front | Back |
|---|---|
|
Appearance/Reality Distinction
|
Children concrete in thinking, assume if appearance changes, so do underlying qualities
|
|
Lack of Conservation
|
Don't understand that quantity is unrelated to arrangement, physical appearance of objects
|
|
Decentration
|
Ability to focus on two aspects of reality or dimensions of a problem simultaneously
|
|
Centration
|
Focus on a single aspect of reality/problem
|
|
Reversibility
|
Process of mental undoing or reversing an action
|
|
Egocentrism
|
Tendency to view world solely from one's own perspective
|
|
Three mountains task
|
Shows children assume everyone sees what they see from their perspectives
|
|
Theory of mind
|
Knowledge and beliefs about how the mind works and influences behaviors
|
|
Fast mapping
|
connecting a new word with its meaning after only a brief encounter
|
|
Syntactical bootstrapping
|
Figure out meaning of words by observing how they're used in structure of sentence
|
|
Overregularization
|
Applying rules of grammar to exceptions where rules don't apply
|
|
Autonomy vs Shame and Self-doubt (18-36mo)
|
Need to exercise will, develop abilities to do things independently or doubt abilities
|
|
Initiative vs Guilt (3-6 yrs)
|
Need to initiate, carry out tasks successfully or will feel guilty because of their dependence
|
|
Self-Concept
|
A person's identity or set of beliefs about what one is like as an individual
|
|
Categorical self
|
Classifying oneself into social categories
|
|
Sex
|
Biological aspect of being male or female
|
|
Gender
|
behavioral, psychological, and social characteristics of males or females
|
|
Gender Identity
|
One's awareness of one's gender and implications of gender
|
|
Kohlberg's Cognitive Development Theory
|
Gender role development depends on cognitive development. Children actively socialize themselves.
1) Basic gender identity (2-3 yrs)- Children label their own gender
2) Gender Stability (4yr)- understanding that gender is stable over time
3) Gender Constancy (5-7 yrs)- understanding th…
|
|
Gender Typing
|
Acquisition of info concerning sex-based characteristics that culture sets for males and females
|
|
Gender stereotypes
|
Overgeneralizations or beliefs about diferences between males and females
Men- instrumental- acting upon the world
Women- expressive- having characteristics associated with emotions or relationships
|
|
Gender Segregation
|
Tendency to play with one's own sex and think of the opposite sex as out group
|
|
Perspectives on Gender- Biological
|
Biological differences between sexes lead to gender differences
|
|
Perspectives on Gender: social learning
|
Gender roles develop through reinforcement, punishment, and observational learning/imitation
|
|
Direct Tuition
|
Reinforcing appropriate behaviors, punishing inappropriate behaviors, punishing inappropriate ones
|
|
Perspectives on gender- Gender schema theory
|
Gender role development occurs as children create gender schemes
|
|
Next form in-group/out-group schema
|
Label some things as for own gender and some thing as for other gender
|
|
Vygotsky's Sociocultural Perspective
|
Cognitive development highly influenced by social interaction, culture
|
|
Tools of intellectual adaptation
|
Methods of thinking, problem solving passed on in a culture because tools, values, beliefs of cultures are different, cognitive development not universal
|
|
Zone of Proximal Development
|
Gap between what person can accomplish alone vs with assistance of skilled partner
|
|
Scaffolding
|
Carefully tailoring help to level of learner
|
|
Egocentric Speech
|
Young children's speech that is not directed at other people
|
|
Private speech
|
Speech directed to self that guides thoughts and behaviors
|
|
Evidence for Vygotsky
|
Private speech starts as instructions given by more experienced person
|
|
Concrete Operations
|
7--11 yrs, can perform mental actions on objects, as long as they are not abstract... Understand conservation, decentration, acquire reversibility of thought
|
|
Horizontal decalage
|
Not all skills of each stage are mastered at once
|
|
Relational Logic
|
Logic used to understand relationships between objects
Seriation
Transitivity
|
|
Seriation
|
Mentally order objects along quantifiable dimension
|
|
Transitivity
|
Understand logic relationship of objects in a series
|
|
Major Limitation
|
Organized, logical thinking only when dealing with concrete, physical world
|
|
Class Size
|
More effective
Teachers spend more time teaching, giving individual attention
Students have better concentration, class participation, attitudes towards school
|
|
Traditional Education
|
Teacher is authoritative figure, has all the knowledge, students are evaluated the same way
|
|
Constructivist
|
Students construct own knowledge, students are active learning, guiding own learning
|
|
Standardized tests
|
Individual performance evaluated by comparing score to average score of large number of similar individuals
|
|
Achievement Tests
|
Tests designed to assess specific info learned in school
|
|
Effective teachers
|
Effective teachers typically similar to authoritative parents,
Caring relationships important to kids from low SES, at risk of learning difficulties
|
|
Obesity
|
Body weight 20% above average weight for age, height,
1 out of 8 kids in the US
|
|
Causes of Obesity
|
Genetics: at least one parent is obese.
Poor eating habits
Not enough exercise
|
|
Treatment for Obesity
|
Usually require family wide changes
Usually focuses on improving eating habits
Increasing physical activity
Limiting TV time
|
|
Gross Motor Skill
|
Improvement in balance, agility, force, reaction time
|
|
Intelligence
|
Capacity to understand the world, think rationally, use resources effectively
|
|
Binet & Simon
|
Created forerunner to modern IQ tests, assume general intelligence underlies performance on variety of tasks
|
|
Sternberg's Triarchic Theory of Intelligence
|
Componential intelligence
Experiential Intelligence
Contextual Intelligence
|
|
Componential Intelligence
|
Efficiency of analyzing and processing information
|
|
Experiential Intelligence
|
Insightful, creative intelligence
|
|
Contextual Intelligence
|
Practical intelligence needed to meet everyday challenges
|
|
Autobiographical Memory
|
Memory of a particular event of ones own life, achieves little accuracy until after 3 years old
|
|
Scripts
|
Broad representations in memory of events and the order in which they occur
|
|
Moral Development
|
Refers to changes in people's sense of justice and of what is right and wrong, and in their behavior related to moral issues
|
|
Heteronomous Morality
|
Rules are seen as invariant and unchangeable, ages 4-7
|
|
Incipient cooperation Stage
|
Children games become more social, learn actual formal rules of a game, play according to this shared knowledge, ages 7-10
|
|
Autonomous Cooperation Stage
|
Become fully aware of the game rules and that they can be modified if the people who play them agree, ages 10
|
|
Encoding
|
Child intially records the info in a form of usable memory
|
|
Stored
|
Places and maintained in the memory system
|
|
Retrieval
|
Materiel in memory storage is located, brought to awareness, and used
|
|
Sensory Memory
|
Refers to initial, momentary storage of info that lasts only an instant
|
|
Short Term Memory
|
Info is stored for 15-20 secs according to its meaning
|
|
Long Term Memory
|
Info stored relatively permanently, may be difficult to retrieve
|
|
Metamemory
|
An understanding about the processes that underlie memory, also emerges and improves during middle childhood
|
|
Control Strategies
|
Conscious, intentionally used tactics to improve cognitive processing
|
PSYC 4220: TEST 1