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Description
Flashcards by Paige Lane, updated more than 1 year ago
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Created by Paige Lane
over 4 years ago
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| Question | Answer |
| Galton | Reasoned that because people learn about the world from their senses, people with superior sensory ability would be able to learn more |
| Developmental Psychology | The study of human physical, cognitive, social and behavioural characteristics across the lifespan |
| Anthropometrics | The measurement of people |
| Binet | - Argued that intelligence should be indicated by more complex thinking processes, such as memory, attention and comprehension - Intelligence in this view reflects how well people are able to reason and solve problems plus their accumulated knowledge |
| Defn: Intelligence | The ability to think, understand, reason and adapt to overcome obstacles |
| Stanford- Binet Test | - Terman (1916) - a test measured intended to measure innate levels of intelligence |
| Deviation (IQ) | Calculated by comparing the person's test score with the average score for people of the same age |
| IQ | Calculated by taking a person's mental age dividing it by their chronological age and then multiplying by 100 |
| Raven's Progressive Matrices | An intelligence test that is based on pictures, not words, thus making it relatively unaffected by language and cultural background |
| Stereotype Threat | Occurs when negative stereotypes about a group cause group members to underperform on ability tests |
| Carol Dweck's 2 theories about the nature of intelligence | Entity theory: The belief that intelligence is a fixed characteristic and relatively difficult or impossible to change Incremental Theory: The belief that intelligence can be shaped by experiences, practice and effort |
| Savant | An individual with low mental capacity in most domains but extraordinary abilities in other specific areas such as music, mathematics or art |
| Factor Analysis | A statistical technique that examines correlations between variables to find clusters of related variables or "factors" |
| General Intelligence Factor (g) | according to spearman, g represented a person's "mental energy", reflecting his belief that some people's brains are simply more "powerful" than others |
| S | Specific level, skill based intelligence |
| Intelligence as Multiple Specific Abilities | - Louis Thurstone - He examined scores of general intelligence tests using factor analysis and found 7 different clusters of what he termed primary mental abilities - fluency - verbal comprehension - numeric abilities - spatial visualization - memory - perceptual speed - reasoning |
| Fluid Intelligence (Gf) | A type of intelligence used in learning new information and solving new problems not based on knowledge the person already possesses |
| Crystallized Intelligence (Gc) | A type of intelligence that draws upon past learning and experience |
| Sternberg's Triarchic Theory of Intelligence | A theory that divides intelligence into 3 distinct types: - Analytical: the ability to reason logically through a problem and to find solutions - Practical: the ability to find solutions to real world problems that are encountered in everyday life - Creative: the ability to generate new ideas and novel solutions to problems |
| Gardner's Theory of Multiple Intelligences | a model claiming that there are 7 (updated to 9) different forms of intelligence 1. verbal linguistic 2. logical mathematical 3. visuospatial 4. bodily kinesthetic 5. musical/rhythmical 6. interpersonal 7. self intrapersonal 8. naturalistic 9. existential |
| Gene knockout studies | removing a specific gene and comparing the characteristics of animals with and without that gene |
| Behavioural influences on intelligence | genetics-- twin and adoption studies the heritability of intelligence behaviour genomics |
| Environmental influences on intelligence | birth order, socioeconomic status. nutrition, stress, education |
| Behavioural Influences on intelligence | - brain training programs - nootropic drugs: believed to beneficially affect intelligence ex. caffeine, nicotine |
| Cross Sectional Design | Used to measure and compare samples of people at different ages at a given point in time |
| Longitudinal Design | Follows the development of the same set of individuals through time |
| Cohort Effects | Differences between people that result from being born in different time periods |
| Zygotes | The nuclei of egg + sperm fused |
| Prenatal Development Germinal Stage | (0-2 weeks)- conception leads to the formation of the zygote, after 6 days is called a blastocyst. Migration of the blastocyst from the fallopian tubes and its implantation in the uterus. Cellular divisions take place that lead to multiple organ, nervous system and skin tissues |
| Prenatal Development Embryonic Stage | (2-8 weeks)- stage in which basic cell layers become differentiated. The embryo begins developing major physical structures such as the heart and nervous system, as well as the beginnings of the arms, legs, hands and feet |
| Prenatal Development Fetal Stage | (week 8- birth)- the skeletal, organ and nervous systems become more developed and specialized |
| Teratogens | substances such as drugs or environmental toxins that impair the process of development |
| Fetal Alcohol Syndrome | Involves abnormalities in mental functioning, growth and facial development in the offspring of women who use alcohol during pregnancy |
| Preterm infants | Born earlier than 36 weeks |
| Reflexes | Involuntary muscular reactions to specific types of stimulation |
| The Rooting Reflex | elicited by stimulation to the corners of the mouth, which causes infants to orient themselves toward the stimulation and makes sucking sounds - helps the infants begin feeding immediately after birth |
| The Moro Reflex | Occurs when infants lose support of their head. Infants grimace and reach their arms outward and then inward in a hugging motion - allows the infant to hold on to the mother when support is suddenly lost |
| The Grasping Reflex | Elicited by stimulating the infant's palm - facilitates safely holding on to one's caregiver |
| Synaptogenesis | The forming of new synaptic connections |
| Synaptic Pruning | The loss of weak nerve cell connections |
| Sensitive Period | A window of time during which exposure to a specific type of environmental stimulation is needed for normal development of a specific ability |
| Cognitive Development | The study of changes in memory, thought and reasoning processes that occur throughout the lifespan |
| Assimilation | Fitting new information into the belief system one already possesses |
| Accommodation | A creative process whereby people modify their belief structures based on experience |
| Piaget's Stages of Cognitive Development Sensorimotor | (0-2 years) -Cognitive experience is based on direct sensory experience with the world, as well as motor movements that allow infants to interact with the world |
| Object Permanence | The ability to understand that objects exist when they cannot be directly perceived |
| Piaget's Stages of Cognitive Development Preoperational | (2-7 years) - Thinking moves beyond the immediate appearance of objects. The child understands physical conservation and that symbols, language and drawings can be used to represent ideas |
| Conservation | The knowledge that the quantity or amount of an object is not the same as the physical arrangement and appearance of that object |
| Piaget's Stages of Cognitive Development Concrete Operational Thought | (7-11 years) - the ability to perform mental transformations on objects that are physically present emerges. Thinking becomes logical and organized |
| Piaget's Stages of Cognitive Development Formal Operational | (11- adulthood) - the capacity for abstract and hypothetical thinking develops, scientific reasoning becomes possible |
| Core Knowledge Hypothesis | Infants have inborn abilities fro understanding some key aspects of their environment |
| Habituation | Refers to a decrease in responding with repeated exposure to an event |
| Dishabituation | An increase in responsiveness with the presentation of a new stimulus |
| Zone of Proximal Development | Lev Vygotsky (1978) Proposed that development is ideal when children attempt skills and activities that are just beyond what they can do alone, but they have guidance from adults who are attentive to their progress |
| Scaffolding | A highly attentive approach to teaching in which the teacher matches guidance to the learner's needs |
| Attachment | The enduring emotional bond formed between individuals initially between infants and caregivers ex: harlow monkeys experiment |
| Strange Situation | Ainsworth (1978) - a way of measuring infant attachment by observing how infants behave when exposed to different experiences that involve anxiety and comfort |
| Strange situation 3 attachment styles | Secure- the caregiver is a secure base that the child turns toward occasionally "checking in". The child shows some distress when caregiver leaves, and avoids the stranger. When the caregiver returns the child seeks comfort and their distress is relieved. |
| Strange Situation 3 attachment styles | Insecure Attachment- 2 types Anxious/Ambivalent: The caregiver is a base of security but the child depends too strongly on their caregiver, exhibiting "clingy behaviours" rather than being comfortable exploring the room on their own. The child is very upset when the caregiver leaves and is quite fearful toward the stranger Avoidant- The child behaves as though they do not need the caregiver at all, and plays as though they are oblivious to the caregiver. The child is not upset when the caregiver leaves, and does not seek contact then they return |
| Strange Situation 3 attachment styles | Disorganized- best characterized by instability, the child has learned (typically through abusive and inconsistent experiences) that caregivers are both sources of comfort and fear, leaving the child to oscillate between seeking comfort and wanting to get away. The child experiences a strong ambivalence and reinforces this through inconsistent behaviour, seeking closeness and then pulling away or often freezing, paralyzed in indecision |
| Psychosocial Development | 1. Infancy- trust vs mistrust 2. Toddlerhood- autonomy vs shame 3. Early childhood- Initiative vs guilt 4. Childhood- Industry vs inferiority |
| Self Awareness | The ability to recognize one's individuality |
| Egocentric | Meaning that they only consider their own perspective |
| Theory of mind | The ability to understand that other people have thoughts, beliefs and perspectives that may be different from one's own |
| Attachment Behavioural System | Focused on meeting our own needs for security |
| Caregiving Behavioural System | Focused on meeting the needs of others |
| Introjection | The internalization of the conditional regard of significant others |
| Inductive discipline | Involves explaining the consequences of a child's actions on other people, activating empathy for others feelings |
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