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Psychology Test #2 A
Psychology
| Question | Answer |
|---|---|
| Language | A system for communicating with others using signals that convey meaning and are combined according to rules of grammar. - rules of morphology. - rules of syntax. |
| Phoneme | The smallest unit of sound that is recognizable as speech rather than as random noise. (sounds of the individual letters as we use them) ex. A is “ah”, B is “buh” |
| Morphemes | The smallest meaningful units of language. (It is made up of two or more letters of sounds) Ex. I – has a meaning to it as its self and as an alphabet, Root words,Prefix, suffix can also be phonemes |
| Grammar | A set of rules that specify how the units of language can be combined to produce meaningful messages. |
| Deep Structure | The meaning of a sentence. |
| Surface Structure | How a sentence is worded. |
| Fast Mapping | The fact that children can map a word onto an underlying concept after only a single exposure. |
| Nativist Theory | The view of language development is best explained as an innate, biological capacity. |
| Language Acquisition Device (LAD) | A collection of processes that facilitate language learning |
| Genetic Dysphasia | A syndrome characterized by an inability to learn the grammatical structure of language despite having otherwise normal intelligence. |
| Aphasia | Difficulty in producing or comprehending language. |
| Concept | A mental representation that groups or categorizes shares features of related objects, events or other stimuli. |
| Category-Specific Deficit | A neurological syndrome that is characterized by an inability to recognize objects that belong to a particular category while leaving the ability to recognize objects outside the category undisturbed. |
| Family Resemblance Theory | Members of a category have features that appear to be characteristic of category members but may not be possessed by every member. |
| Prototype | The "best" or "most typical member" of a category |
| Exemplar Theory | A theory of categorization that argues that we make category judgement by comparing a new instance with stored memories for other instances of the category. |
| Rational Choice Theory | The classical view that we make decisions by determining how likely something is to happen, judging the value of the outcome, and them multiplying the two |
| Conjunction Fallacy | When people think that two events are more likely to occur together than either individual event. |
| Framing Effects | When people give different answers to the same problem depending on how the prob;em is phrased (or framed) |
| Sunk-Cost Fallacy | A framing effect in which people make decisions about a current situation based on what they have previously invested in the situation. |
| Prospect Theory | Proposed that people choose to take on risk when evaluating potential losses and avoid risks when evaluating potential gains. |
| Intellience | A hypothetical mental ability that enables people to direct their thinking, adapt to their circumstances, and learn from their experiences. |
| Ratio IQ | A statistic obtained by dividing a person's mental age by the person's physical age and then multiplying the quotient by 100. |
| Deviation IQ | A statistic obtained by dividing a person's test score by the average test score of people in the same age group and then multiply the quotient by 100. |
| Factor Analysis | A statistical technique that explains a large number of correlation in terms of a small number of underlying factors. |
| Two-Factor Theory of Intelligence | Spearman's theory suggesting that every task requires a combination of general ability (which he called 'g') and skills that are specific to the task (which he called 's') |
| Fluid Intelligence | The ability to process information |
| Crystallized Intelligence | The accuracy and amount of information available for processing. |
| Prodigy | A person of normal intelligence who has an extraordinary ability |
| Savant | A person of low intelligence who has an extraordinary ability. |
| Identical Twins (Monozygotic Twins) | Twins who develop from the splitting of a single egg that was fertilized by a single sperm |
| Fraternal Twins(Dizygotic Twins) | Twins who develop from two different eggs that were fertilized by two different sperm. |
| Heritability Coefficient | A statistical (commonly denoted as h2) that describes the proportion of the difference between people's scores that can be explained by differences in their genetic makeup. |
| Semantic | Meaning that we derive from words, sentences and morphemes. Same word can have different meanings according to different sentences EX. I lost my marbles - literal meaning AND can also be referred to I am losing my mind |
| Pragmatic | Differ from culture to culture, the social meaning that you take from what is being said to you. Ex. hand gesture, intonations, face expression, cadence Ex. The “okay” hand sign, here is means okay while in Brazil it means ass hole |
| Three Characteristics of Language Development | 1.Children learn language in a rapid rate 2.Children make few errors when learning to speak, only errors made are grammatical errors 3.Children’s passive mastery (Comprehension) develops much faster than the Child's active mastery (Ability to speak) |
| Critical Period for Learning Language | A time frame as to when to learn language. Ex. Victor the feral child – Passed the critical period in able to learn language therefore unable to learn the language properly |
| Theories of Language Development | Behaviorist explanation Skinner – children acquire language though operant conditioning.Learned through modeling and reinforcement Nativist explanation Chomsky: language is an innate, biological capacity. Our brains are wired for language. Brain has LAD |
| Interactionist Theory | Parents will tailor the way they interact with their child (ex. speaking slowly with children, annunciate words, uses simpler sentences) – social interaction improve the ability to learn language |
| First Few Months | Infants start cooing (vocalized vowel sounds) |
| 6 Months | Being babbling (repetition of phonemes ‘ma, ma, ma…’ – start using constants) |
| 8 Months | Start to phoneme sounds related to the language spoken at home |
| 12 Months + | Use 1 word to function as a sentence (ex. “Milk” = I want milk) |
| 18-20 Months | Two word stage and telegraphic speech uses nouns, verbs in 2 words stage (ex. “want milk” = I want milk) Able to start articulating by tone. - If the child is not doing any of this by age 3 - then there is a problem |
| Telegraphic Speech | 2 ½ - sentences 3 or more words (one that contains the absolute essential words – plurals, articles prepositions are left out) |
| Alfred Binet | Created the IQ (Intelligence Quotient) Test |
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