Flashcards
PSYC 100 - Cognitive Development
Cards in this deck (30)
- 1Basic-level categoryThe neutral, preferred category for a given object, at an intermediate level of specificity. (e.g., dog, deer, chair)
- 2Superordinate level categoryThe general term, uncommonly used in casual conversation (e.g., mammal, fish)
- 3Subordinate level categoryThe specific label for things, typically used by experts. (e.g., terrier or spaniel instead of dog)
- 4CategoryA set of entities that are equivalent in some way, usually items that are similar to each other.
- 5ConceptThe mental representation of a category
- 6ExemplarAn example in memory that is labeled as being in a particular category
- 7Psychological essentialismThe belief that members in a category have an unseen property that causes them to be in the category and to have the properties associated with it
- 8Typicalityhow "good" a category member is, ranging from the most typical (prototype) to borderline members
- 9Concrete operations stagePiagetian stage between ages 7 and 12 when children can think logically about concrete situations but not engage in systematic scientific reasoning
- 10Conservation problemsProblems pioneered by Piaget in which physical transformation of an object or set of objects changes a perceptually salient dimension but not the quantity that is being asked about. (e.g., a child thinks that a ball of clay that is rolled out into a snake shape is now more clay than before; age 2-7)
- 11Continuous developmentWays in which development occurs in a gradual incremental manner, rather than through sudden jumps
- 12Depth perceptionthe ability to actively perceive the distance from oneself of objects in the environment
- 13Discontinuous developmentDevelopment that does not occur in a gradual incremental manner
- 14Formal operations stagePiagetian stage starting at 12 years and continuing for the rest of life, in which adolescents may gain the reasoning power of educated adults
- 15Information processing theoriesTheories that focus on describing the cognitive process that underlie thinking at any one age, and cognitive growth over time
- 16NatureThe genes that children have, which influence all aspects of their development
- 17NurtureThe environments that influence all aspects of children's development (starting in the womb)
- 18Numerical magnitudesThe sizes of numbers
- 19Object permanence taskPiagetian task in which infants below 9 months of age fail to search for an object that is removed from their sight, and act as if they do not know that it continues to exist
- 20Phonemic awarenessAwareness of the component sounds within words
- 21Piaget's theoryTheory that development occurs through a sequence of discontinuous stages: the sensorimotor, preoperational, concrete operational, and formal operational stages
- 22Pre-operational reasoning stagePiagets theory of development (2-7 years), children can represent objects through drawing and language but cannot solve logical reasoning problems, such as the conservation problems (rolling out a ball of clay and child thinking there is more clay)
- 23Qualitative changesGradual, incremental change, as in the growth of a pine tree's girth
- 24Sensorimotor stagePiagets theory of development (birth to 2 years) where children come to represent the enduring reality of objects (object permanence task)
- 25Sociocultural theoriesTheory founded largely by Lev Vygotsky that emphasizes how other people and the attitudes, values, and beliefs of the surrounding culture influence children's development.
- 26EndophenotypesGenetic liability for disease, and a basic component of a complex clinical presentation. Less developmentally malleable than overt behaviour (observable)
- 27Event-related potentialsMeasures the firing of groups of neurons in the cortex. As a person views or listens to specific types of information, neuronal activity creates small electrical currents that can be recorded by non-invasive sensors. ERP provides information about the timing of processing (temporal resolution)
- 28fMRIEntails the use of powerful magnets to measure the levels of oxygen within the brain that vary with changes in neural activity. As the neurons in specific brain regions 'work harder' when performing a specific task, they require more oxygen. (excellent spatial information)
By having people view or listen to things in an MRI scanner, fMRI specifies the brain regions that show an increase in blood flow. - 29Social brainThe net of neuroanatomical structures that allow us to understand the actions and intentions of other people
- 30Autism (ASD)- emerges in the first three years, and persists through life
- symptoms fall into three categories, with each case of autism exhibit these in varying degrees (phenotypic heterogeneity)
- profound difficulties in social interaction and communication, combined with the presence of repetitive or restricted interests, cognitions, and behaviours
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- Psychology Flashcards on PSYC 100 - Cognitive Development , created by Madison Budge on 21/03/2024.
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- Madison Budge
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