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Psych - Test 2
| Question | Answer |
|---|---|
| Social cognition | The way indviduals conceptualize and reason about their social worlds–the people they watch and interact with, their relationships with these people, the groups they participate in, and the way they reason about themselves and others. |
| Adolescent egocentrism | the heightened selfcontiousness of adolescents, which is reflected in their belief that others are as interested in them as they themselves are, and in their sense of personal uniqueness and invulnerability. |
| Psychometric/intelligence view | A view that emphasizes the importance if individual differences in intelligence; many advocates of this view also argue that intelligence should be assessed with intelligence tests. |
| Intelligence | The ability to solve problems and to adapt to and learn from everday experiences; not everyone agrees on what constitutes intelligence. |
| Mental Age (MA) | An individual's level of mental development relative to others; a concept developed by Binet. |
| Intelligence Quotient | A person's tested mental age divided by chronological age, multiplied by 100. |
| Normal Distribution | A symmetrical distribution of values or scores, with the majority of scores falling in the middle of the possible range of scores and few scores appearing toward the extremes of the range. |
| Triarchic theory of intelligence | Sternberg's view that intelligence comes in three main forms: analytical, creative, and practical. |
| Emotional intelligence | The ability to perceive and express emotion accurately and adaptively, to understand emotion and emotional knowledge, to use feelings to facilitate thought, and to manage emotions in oneself and others. |
| Learning Disability | Individuals with a learning disability are of normal intelligence or above, have difficulties in at least one academic area and usually several, and their difficulties cannot be attributed to any other diagnosed problem or disorder. |
| Attention Deficit Hyperactivity Disorder | A disability in which children and adolescents show one or more of the following characteristics over a period of time: inattention, hyperactivity, and impulsivity. |
| Public Law 94-142 | The Education for All Handicapped Children Act, which requires all students with disabilities to be given a free, appropriate public education. |
| Individuals with Disabilities Education Act (IDEA) | Spells out broad rules for services to all students with disabilities. These include evaluation and eligibility determination, appropriate education and an individualized education plan (IEP), and education in the least restrictive environment. |
| Least Restrictive Environment | A setting that is as similar as possible to the one in which the children or adolescents without a disability are educated; under the IDEA, the child or adolescent with a disability must be educated in this setting. |
| Inclusion | Educating a child or adolescent with special-education needs full time in the regular classroom. |
| Adolescents who are gifted | Adolescents who have above-average intelligence (usually defined as an IQ of 130 or higher) and/or superior talent in some domain, such as art, music, or mathematics. |
| Developmental career choice theory | Ginzberg's theory that children and adolescents go through three career choice stages: fantasy, tentative, and realistic. |
| Career Self-concept theory | Super's theory that an individual's self-concepts play a central role in his or her career choices and that in adolescence individuals first construct their career self-concept. |
| Personality type theory | Holland's thoery that an effort should be made to match an individual's career choice with his or her personality. |
| Schema | A mental concept or framework that is usefull in organizing and interpreting information. |
| assimilation | The incorporation of new information into existing knowledge or schema in order to attain equilibrium. |
| Accommodation | An adjustment of a schema to new information, modifying the schema in order to achieve equilibrium. |
| Equilibration | Part of Piaget's theory that explains the shift state of thought to the next. The shift occurs as they experience cognitive conflict in trying to understand the world. Eventually the individual resolves the conflict and reaches a balance of thought. |
| Sensorimotor Stage | Piaget's first stage of development, lasting from birth to about 2 years of age. In this stage, infants construct an understanding of the world by coodinating sensory experiences with physical, motoric action. |
| Preoperational Stage | Piaget's second stage, with lasts approximately from 2 to 7 years of age. In this stage, children begin to represent their world with words, images, and drawings. |
| Concrete Operational Stage | Piaget's third stage, which lasts approximately from 7 to 11 years of age. In this stage, children can perform operations. Logical reasoning replaces intuitive thought as long as the reasoning cn be applied to specific or concrete examples. |
| Formal operational stage | Piaget's fourth and final stage of cognitive development, which he argued emerges at 11 to 15 years of age. It is characterized by abstract,idealistic, and logical thought. |
| Hypothetical-deductive reasoning | Piaget's term for adolescents' ability, in the formal operational stage, to develop hypotheses, or best guesses, about ways to solve problem; they then systematically deduce, or conclude, the best path to follow in solving the problem. |
| Neo-piagetians | Believe Piaget got some things right but that his theory needs revision. In their revision, they give more emphasis to information-processing that involves attention, memory, and strategies; and seek to provide better explanations of cognitive changes. |
| postformal thought | Thought that is reflective, relativistic, and contextual; provisional; realistic; and open to emotions and subjective. |
| xone of proximal development (ZPD) | Vygotsky's concept that refers to the range of tasks that are too difficult for an individual to master alone, but that can be mastered with the guidance or assistance of adults or more skilled peers. |
| social constructive approach | emphasizes the social contexts of learning and the construction of knowledge through social interaction. |
| executive functioning | Higher-order, complex cognitive processes that include making decisions, reasoning, thinking critically, thinking creatively, and metacognition. |
| inductive reasoning | Reasoning from the specific to the general – that is, drawing conclusions about all members of a category based on observing only some of its members. |
| deductive reasoning | reasoning from the general to the specific. Critical thinking |
| Creativity | the ability to think in novel and unusual ways and discover unique solutions to problems. |
| Convergent thinking | a pattern of thinking in which individuals produce one correct answer; characteristic of the items on conventional intelligence tests; coined by Guilford. |
| Divergent thinking | a pattern of thinking in which individuals produce many answers to the same question; more characteristic of creativity than convergent thinking, coined by Guilford. |
| metacognition | cognition about cognition, or knowing about knowing. |
| self-regulatory learning | The self-generation and self-monitoring of one's thoughts, feelings, and behaviors in order to reach a goal. |
| critical thinking | Thinking reflectively and productively; evaluating the evidence. |
| The Cognitive Developmental View | Piaget's theory, the individual is constantly using organization and adaptation to work towards equilibrium. This theory incorporates for stages of life: sensorimotor, preoperationl, concrete operational, and formal operational. |
| The Information-Processing View | indv's manipulate info, monitor it, and strategize about it. Centralizes on processes of memory and thinking. indv's devlop a gradually increasing capacity for processing info which allows them to get increasingly complex knowledge and skills |
| The Psychometric/Intelligence View | Emphasizes the importance of indv differences in intelligence; many advocates of this view also argue that intelligence should be assessed with intelligence tests. |
| Social Cognition | the way indv's conceptualize and reason about their social worlds–the people they watch and interact with, their relationships with those people, the groups they participate in, and the way they reason about themselves and others. |
| Vygotsky's Cognitive Developmental Theory | Knowing is best advanced through interaction with others in cooperative learning. Involves ZPD. In Vy's view, parents, peers, and community play into cognition as well as school. uses social constructivist abbroach |
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