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Child Psych Exam 2
| Question | Answer |
|---|---|
| comes from computer science and refers to the way that computers code info into computer symbols and how they sort, store, retrieve, and use the symbols | where does the term information processing come from |
| computer's central processing unit (CPU)-info enters computer's system using various input devices and is coded so it can be understood; working memory-holds info and can transform it in various ways depending on software programs being used | what influences speed and processing |
| depends on size of computer's internal hard drive and capacity of any external storage devices | influences on amount of info that can be stored and retrieved |
| also enters info and codes it to be understood; stored in short-term and long-term; transformed in various ways depending on strategies used; speed and processing, how much info can be processed at once, and specific strategies | how does the brain compare to computers |
| they do work differently but the information-processing approach helps us to consider how humans think and has expanded our understanding of cognition and its development | how are humans and computers different |
| brains have a limited capacity to process info | important assumption of info-processing view |
| amount of info a person can remember or think about at 1 time | processing capacity |
| by representing a series of info very quickly and counting how many items a person can remember in exact order, shows regular increases throughout childhood and into early adulthood | how do researchers measure processing capacity |
| as kids get older, children increase their ability to inhibit responses to irrelevant stimuli | what ability allows children to be better at sustaining their attention |
| learning new info on a known topic means that a person is more likely to notice details and relationships and are better able to group the info in useful ways | effects of having a strong knowledge base |
| young children can be described as this, they know less than older kids | universal novices meaning |
| since young kids have less knowledge, what they do have is less connected and limited info is organized by surface features rather than underlying meaning; these features lead to poorer memory and less efficient cognitive processing in younger kids | differences in organizing info in different ages |
| have some metamemory knowledge, especially simple tasks and ones in familiar contexts; have an easier time remembering few items vs. many; easier to relearn vs. learn new things; useful to use external memory devices (writing things down) | what metacognitive skills do younger kids have |
| repetitive body motions-self stimulating activities such as rocking their body, routines-inflexible with daily routines and become upset with changes, intelligence-tend to score low on IQ tests, exceptional abilities, language skills tend to be delayed | symptoms of ASD pt. 1 |
| may repeat back words or phrases (echolalia) they hear and don't seem to understand what they're saying | symptoms of ASD pt. 2 |
| strong genetic component (shared btw twins); researchers are starting to understand brain mechanisms related to it-early evidence indicates immaturity in limbic system (frontal and midbrain) | believed causes of ASD |
| which gender is 4x more likely to have ASD | men |
| regulates attention, emotional perception, and control of planning and thought processes | limbic system |
| ~16/10,000 kids have ASD but has increased in recent years | prevalence of ASD |
| what type of statements do production systems utilize that state the specific actions a person will take under certain conditions | "if, then" |
| decides which production to implement and when; what happens when the conditions of 1+ productions are met, what do you do when non of the conditions are met, what do you do when any other complicating situations exist | what do decision rules need to account for |
| what are the 2 factors in Spearman's 2-factor theory of intelligence | general intelligence and specific intelligence |
| broad ability that applies to some extent to all intellectual tasks, ability to see how things relate and fit together, thought to be neurologically-based and seen as driving force behind most intellectual accomplishments | general intelligence (g) |
| refers to abilities that people have in particular areas such as reading, verbal, and special skills | specific intelligence (s) |
| number of intelligences - J. P. Guilford id'd at least 150 and Louis Thurstone id'd 7 | biggest are of disagreement among different psychometric theories |
| what are the 2 broad factors of intelligence proposed by Cattell and Horn | fluid ability and crystalized ability |
| biologically-based ability to think, essentially the ability to perceive relationships among elements, peaks ~age 18 | fluid ability |
| knowledge and skills acquired in a particular culture; can include things like number ability, mechanical skills, vocab; can increase through adulthood | crystalized ability |
| leaders in this field began to challenge the idea that a g factor could adequately explain differences among individual's intellectual performance | important point to remember about later psychometric theories |
| static indicators of intelligence such as facts and vocab and disregard the cognitive process involved in intelligent thought | what do psychometric theories focus on too much |
| subtheory of Sternberg's, describes how mental processes work together to give us an intelligent thought | componential subtheory |
| knowledge-acquisition components, performance components, metacomponents | types of components |
| type of component; selectively encode, combine, and pair info and allows us to acquire new knowledge | knowledge-acquisition components |
| type of component; perform tasks such as sorting, classifying, remembering, or processing info | performance components |
| type of component, supervise and evaluate the functioning of the other components | metacomponents |
| subtheory of Sternberg's, describes ability to show intelligent behavior in real-life contexts | contextual subtheory |
| adapting to, selecting, and shaping real-life situations | 3 processes of contextual subtheory |
| alternative names for contextual subtheory | common sense, street smarts, or practical intelligence |
| 1 of the 8 intelligences; occupations are lawyers, speakers, writers, and poets | linguistic |
| 1 of the 8 intelligences; occupations are mathematicians, computer programmers, accountants, engineers | logical-mathematical |
| 1 of the 8 intelligences; occupations are composers, conductors, performers, and audio engineers | musical |
| 1 of the 8 intelligences; occupations are dancers, athletes, and surgeons | bodily-kinesthetic |
| 1 of the 8 intelligences; occupations are sailors, pilots, engineers, surgeons, and sculptors | spatial-visual |
| 1 of the 8 intelligences; occupations are salespeople, politicians, teachers, and clinicians | interpersonal |
| 1 of the 8 intelligences; occupations are writers and therapists | intrapersonal |
| 1 of the 8 intelligences; occupations are biologists, environmentalists, and farmers | naturalist |
| who initially coined the term IQ in 1912 and suggested that each child's mental level be adjusted by age to show their mental standing | William Stern |
| [mental age (MA)/chronological age (CA)] x 100 | current formula for IQ |
| average score for kids' IQ, below this is below typical and higher than that is above average | 100 |
| refers to consistency of scores when a test is repeated under the same/similar conditions | reliability |
| method 1-having the same groups retake the test and find correlations to determine how similar the scores are across the groups, method 2-split a test in 2 equivalent halves and see if the scores are similar | how is reliability assessed |
| what are the 2 predictors of success | familiarity with letters and English as a 1st language |
| before memorizing words, kids invent their own spellings | inventive spelling |
| "two" as "tu" | example of inventive spelling |
| should not discourage, no evidence it interferes with kids' ability to learn to spell words later on, instead they gain practice with letter sounds and blends enhancing their phonemic awareness, correlates with later success in spelling and reading | should educators discourage inventive spelling |
| represents thoughts, objects, and events through specific and abstract symbols | semanticity |
| "baby" doesn't look like a baby or sound like one | example of semanticity |
| people can be creative in communication, no limit to number and types of utterances people can create | productive language |
| an arbitrary system of symbols/words that is rule-governed and allows communication about things in the present but also distant in time or space, can also communicate without words | language |
| individual unit of speech sound, every language has specific ones | phoneme |
| how many phonemes exist in English | ~45 |
| smallest unit of meaning in a language, made up of phonemes | morpheme |
| when can kids produce correct past tense and plurals | preschoolers and first graders |
| way a language combines words to form phrases and sentences, consists of rules of grammar and enables speakers to generate almost infinite sentences/phrases | syntax |
| basic rules developed in early childhood and mastered in school years or later | when do kids develop syntax |
| system of meanings associated with words, vocab | semantics |
| many words have 1+ meaning and meanings can be subtly different dependent on linguistic and social context surrounding a word's use | why is developing semantics difficult |
| deals with how to use language to communicate effectively, expresses thoughts and feelings | pragmatics |
| pragmatic skills examples | knowing when and how much to talk |
| brain mechanism specialized for detecting and learning rules of language, born with it | what is language acquisition device (LAD) |
| kids must hear some language but not an extensive amount | how much language is necessary to activate LAD |
| studies found that apes can understand many semantic relations between linguistic symbols | apes language ability |
| understanding syntax, rarely gives new info, showed little understanding of pragmatics | what language skills do apes lack |
| does not seem to be an are in the brain, more of a "constellation" of different areas | where is the LAD located |
| have to learn language by a certain age if you want to be a fluent speaker, age is ~7 years old | support for sensitive period of language |
| kid acquires at least a partial understanding of a word after a single exposure | fast mapping |
| ~18 months of age if both the kid and caregiver are tending to object being labelled | when do children show fast mapping |
| overextensions-frequently shown, kids expand a word's meaning to include more objects than it should; and underextension-less frequent, kids use a word too narrowly | errors in early language development |
| overextension example | parrot = any bird |
| underextension example | parrot = one specific bird and no others |
| single word that conveys idea of entire sentence | holophrase |
| holophrase example | "hot" can be a demand, statement, or question |
| consistent and systematic variety of a single language that's shared by a subgroup of speakers | dialect |
| developed in social and cultural conditions | how do dialects develop |
Created by:
emma.scarmon-coyotes
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