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PSYC3310-ex2
developmental psych exam 2
| Question | Answer |
|---|---|
| The Water - Stepping Pattern Exp. | Dr. Ester Thelen tested baby on treadmill/water (6mths) |
| The Gap Exp. | Dr. Karen Adolph height, depth - point of view changes with postures 9 mths- refuses to reach if too far while sitting, reaches while in crawling position |
| The Visual Cliff Exp. | Dr. Joe Campos fear of heights linked to peripheral vision |
| The Moving Room Exp. | Dr. Joe Campos walls move; new crawler ignores the perception of moving walls |
| Toy Car Experiment | Dr. David Anderson |
| Cruisers Exp. | Dr. Karen Adolph 11 mths- uses all surfaces available to cruise to destination; makes decisions about movement (crawl vs. stand) |
| The Slope Exp. | Dr. Karen Adolph 14 mths: decides to negotiate between the ramp and ground; incline |
| Face Recognition Exp. | Dr. Daphne Maurer - cards with face blobs New baby: prefers area of contrasts created by facial features 6 wks: prefers area of contrasts similar to facial pattern |
| Hidden Objects Exp. | Dr. Andrea Aguiar 6mth: find green crocodile-> covered with cloth -> can't find it remaining image, moving hand intent |
| Object Permanence Exp. | Dr. Andrea Aguilar 2.5 mth: moving doll, eyes tracking even though doll is not visible "things exist out of sight" 3.5mth: expects reappearance; tall objects behind shorter ones |
| Object Properties Exp. | Dr. Andrea Aguilar unexpected container for ball - width is different than height 7.5 mths: understands long object should not fit small container |
| Double Occlusion Exp. | Dr. Rachel Keen 9mth: screen and/or wall placed on track, no problem tracking path of ball with one both = still expects ball on the other side (from the screen) |
| Addition & Subtraction Exp. | Dr. Karen Wynn 6mth: "knows" toy should be two behind screen, stares at the 'impossible' |
| The Tool Lab Exp. | Dr. Amanda Woodward find, retrieve toy with cloth 11mth (yes) vs. 8mth (with repeat observation) |
| The Spoon Exp. | Dr. Rachel Keen change orientation of spoon with each trial 19mth = switch hands to solve problem |
| The Hand Rail Exp. | Dr. Karen Adolph 16mth: gauged need to use handrail solid wood vs cloth handrail |
| Intentions Exp. | Dr. Amanda Woodward judge human behavior by watching actions |
| Reading Other People's Minds Exp. | Dr. Andrew Meltzoff: comprehend other's tastes/thoughts/differences Dr. Reppacoli: crackers vs. brocolli 14mth - still gives crackers 18mth - gives brocolli |
| to 3-4 month reflexes | Sucking Reflex Rooting Reflex Moro Reflex Grasping Reflex |
| to 6-7 month reflexes | Swimming Reflex |
| to 9 month reflexes | Babinski Reflex |
| Sensation | occurs when information contacts sensory receptors |
| Perception | interpretation of sensation in prefrontal cortex |
| The Wechsler Scales | intelligence tests WAIS-IV: adults WISC-IV: children (overall IQ) |
| The Ecological View | Eleanor & James Gibson perceive information that exists around us; objects have "affordances" |
| Visual Preference Method | Robert Fantz determine whether infants can distinguish one stimulus from another by time attended to each stimuli |
| Dynamic Systems View | Esther Thelen explains how infants assemble motor skills for perceiving and acting |
| Assimilation | Piagetian concept in which children use existing schemes to incorporate new information |
| Accomodation | Piagetian concept of adjusting schemes to fit new information and experiences |
| A-not-B Error | Occurs when infants make the mistake of selecting the familiar hiding place (A) rather than the new hiding place (B) as they progress into substage 4 in Piaget's preoperational stage |
| Symbolic Function Substage | The 1st preoperational substage (2-4 yrs); child gains the ability to represent mentally an object that is not present |
| Intuitive Thought Substage | The 2nd substage of preoperational thought (4-7 yrs); children begin using primitive reasoning and want to know the answers to all sorts of questions |
| Centration | The focusing of attention on one characteristic to the exclusion of all others |
| Seriation | The concrete operation that involves ordering stimuli along a quantitative dimension (eg. length) |
| Transitivity | The ability to logically combine relations to understand certain conclusions; characteristic of concrete operational thought |
| Scaffolding | In cognitive development, Vygotsky used this term to describe the changing level of support over the course of a teaching session, with the more-skilled person adjusting guidance to fit the child's current performance level |
| Social Constructivist Approach | An emphasis on the social contexts of learning and the construction of knowledge through social interaction. (Vygotsky's Theory) |
| Automaticity | The ability to process information with little or no effort |
| Strategy Construction | Creation of new procedures for processing information |
| Attention | Focusing on mental resources |
| Selective Attention | Focusing on a specific aspect of experience that is relevant while ignoring others that are relevant |
| Divided Attention | Concentrating on more than one activity at the same time |
| Sustained Attention | The ability to maintain attention to a selected stimulus for a prolonged period of time (vigilance) |
| Joint Attention | Occurs when individuals focus on the same object or event; requires an ability to track another's behavior, one individual directing another's attention, and reciprocal interaction |
| Schema Theory | States that people mold memories to fit information that already exists in their minds |
| Implicit Memory | Memory without conscious recollection - memory of skills and routine procedures that are performed automatically |
| Explicit Memory | Conscious memory of facts and experiences |
| Working Memory | A mental "workbench" where individuals manipulate and assemble information when making decisions, solving problems, and comprehending written and spoken language |
| Elaboration | Engaging in more extensive processing of information, benefiting memory |
| Fuzzy Trace Memory | States that memory is best understood by considering two types of memory representations (1) verbatim memory trace and (2) gist |
| Episodic Memory | Reflection on information about where and when of life's happenings |
| Semantic Memory | A person's knowledge about the world, including fields of expertise, general academic knowledge, and "everyday knowledge" about meaning of words, famous individuals, important places, and common things |
| Concepts | Categories that group objects, events, and characteristics on the basis of common properties |
| Thinking | Manipulating and transforming information in memory, in order to reason, reflect, think critically, evaluate ideas and solve problems, and make decisions |
| Critical Thinking | Thinking reflectively and productively, and evaluating the evidence |
| Reciprocal Thinking | Involves individuals taking turns leading small-group discussions |
| Theory of Mind | Thoughts about how one's own mental processes work and the mental processes of others |
| Intelligence | The ability to solve problems and to adapt to and learn from experiences |
| Mental Age (MA) | An individual's level of mental development relative to others |
| Intelligence Quotient (IQ) | An individual's mental age divided by chronological age multiplied by 100. (William Stern 1912) |
| Two-factor Theory | Spearman's theory that individuals have both general intelligence, which he called "g" and a number of specific abilities referred to as "s' |
| Factor Analysis | A statistical procedure that correlates test scores to identify underlying clusters or factors |
| Multiple Factor Theory | L. L. Thurstone's theory that intelligence consists of seven primary mental abilities: (1) verbal comprehension, (2) number abilities, (3) word fluency, (4) spatial visualization, (5) associative memory, (6) reasoning, (7) perceptual speed |
| Triarchic Theory of Intelligence | Sternberg's theory that intelligence consists of analytical, creative, and practical intelligence |
| Emotional Intelligence | The ability to perceive and express emotions accurately and adaptively, to understand emotion and emotional knowledge, to use feelings to facilitate thought, and to manage emotions in oneself/others |
| Heritability | The fraction of the variance in a population that is attributed to genetics |
| Culture-fair tests | Intelligence tests that are intended not to be culturally biased |
| Stereotype Threat | The anxiety that one's behavior might confirm a negative stereotype of one's group |
| Developmental Quotient (DP) | An overall developmental score that combines subscores on motor, language, adaptive, and personal-social domains in the Gessell assessment of infants |
| Bayley Scales of Development | Assesses infant development: (1) mental scale, (2) motor scale, (3) infant behavior profile. (Nancy Bayley) |
| Crystallized Intelligence | An individual's accumulated information and verbal skills, which continues to increase with age. (Horn) |
| Fluid Intelligence | The ability to reason abstractly, which begins to decline in middle adulthood. (Horn) |
| Cognitive Mechanics | The "hardware" of the mind; includes speed and accuracy of sensory input, visual and motor memory, discrimination, comparison, categorization |
| Cognitive Pragmatics | The culture-based "software programs" of the mind |
| Wisdom | Expert knowledge about the practical aspects of life that permits excellent judgement about important matters |
| Mental Retardation | Condition of limited mental ability in which the individual (1) has low IQ, 70 or below; (2) has difficulty adapting to everyday life; (3) has an onset of these characteristics by age 18 |
| Gifted | Having high intelligence (IQ of 130 or higher) or superior talent for something |
| Creativity | The ability to think in novel and unusual ways and come up with unique solutions to problems |
| Divergent Thinking | Thinking that produces many answers to same question; characteristic of creativity |
| Convergent Thinking | Thinking that produces one correct answer; characteristic of conventional intelligence tests |
Created by:
armybratkat
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