PSYC 206
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
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| Schemes | show 🗑
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| Assimilation | show 🗑
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| show | Piagetian concept of adjusting schemes to fit new information and experiences
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| Organization | show 🗑
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| show | A mechanism that Piaget proposed to explain how children shift from one stage of thought to the next
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| show | The first of Piaget's stages, which lasts from birth to about 2 years of age, during which an infant constructs an understanding of the world by coordinating sensory experiences (seeing/hearing) with physical, motoric actions
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| show | Mental
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| Object Permanence | show 🗑
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| Eventually children learn not to put everything in their mouths. This is an example of ________. | show 🗑
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| A-not-B Error | show 🗑
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| Core Knowledge Approach | show 🗑
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| According to Piaget, what is a child's motivation to change? | show 🗑
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| show | The second stage of Piaget's development which lasts from 2-7 years of age; children begin to represent the world with words, drawings, and images
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| Operations | show 🗑
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| What is the order of Piaget's stages? | show 🗑
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| Symbolic Function Substage | show 🗑
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| Egocentrism | show 🗑
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| What is the main difference between a reflex and a habit? | show 🗑
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| show | A facet of preoperational thought- the belief that inanimate objects have lifelike qualities and are capable of action on their own
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| Centration | show 🗑
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| Intuitive Thought Substage | show 🗑
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| Conservation | show 🗑
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| Which of Piaget's stages lasts from birth to about 2 years of age? | show 🗑
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| show | The third Piagetian stage, which lasts from approximately 7-11 year; children can perform concrete operations, and logical reasoning replaces intuitive reasoning as long as the reasoning can be applied to specific or concrete examples
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| show | The concrete operation that involves ordering stimuli along a quantitative dimension (such as length)
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| show | Object Permanence
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| Transitivity | show 🗑
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| Formal Operational Stage | show 🗑
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| show | Cannot yet perform operations-reversible mental actions- that they are able to do physically
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| Hypothetical-Deductive Reasoning | show 🗑
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| Adolescent Egocentrisim | show 🗑
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| show | That aspect of adolescent egocentrism that involves feeling that one is the center of attention and sensing that one is on stage
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| Personal Fable | show 🗑
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| show | Developmentalists who have elaborates on Piaget's theory, emphasizing attention to children's strategies; information-processing speed; the task involved; and division of the problem into more precise smaller steps
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| show | Distinguish among different or real perspectives
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| show | Vygotsky's term for tasks that are too difficult for children to master alone but can be mastered with guidance and assistance from adults or more-skilled children
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| show | In cognitive development, a term Vygotsky used 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
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| show | An emphasis on the social contexts of learning and construction of knowledge through social interaction; Vygotsky's theory reflects this approach
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| show | Thinking that is reflective, relativistic, and contextual; provisional ; realistic; and influenced by emotions
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| show | Conservation
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| show | 7 through 11
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| Halene is sure that all of her classmates are staring at her new haircut; this is an example of ________. | show 🗑
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| Like Piaget, Vygotsky believed that children _______. | show 🗑
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| show | The zone of proximal development
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| show | An important tool of though in early childhood years
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| show | Leave the student alone to figure things out by himself
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| According to William Perry, compared to adolescent thinking, adult thinking is _______. | show 🗑
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| Artificial Intelligence (AI) | show 🗑
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| Information-Processing Approach | show 🗑
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| Encoding | show 🗑
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| show | The ability to process information with little or no effort
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| Strategy Construction | show 🗑
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| Metacognition | show 🗑
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| show | How people encode, manipulate, monitor, and create strategies to manage information
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| Attention | show 🗑
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| show | Focusing on a specific aspect of experience that is relevant while ignoring others that are irrelevant
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| Divided Attention | show 🗑
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| Sustained Attention | show 🗑
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| Executive Attention | show 🗑
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| show | Automaticity
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| show | Focus by individuals on the same object or event; requires an ability to track another's behavior, one individual to direct another's attention and reciprocal interaction
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| show | Salient vs Relevant Dimensions (play attention to flashy things)
Planfulness (children's planning improves with advances in executive attention)
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| Which of the following statements accurately describes processing speed? | show 🗑
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| Memory | show 🗑
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| Schema Theory | show 🗑
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| Schemas | show 🗑
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| Implicit Memory | show 🗑
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| Explicit Memory | show 🗑
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| Long-Term Memory | show 🗑
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| show | Retention of information for up to 15 - 30 seconds, without rehearsal of the information; using rehearsal help individuals can information longer in short-term memory
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| show | Getting information into memory
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| show | Retaining the information over time
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| What is memory retrieval? | show 🗑
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| Stacy is vigilant in watching her baby for any change in her breathing. This is an example of ________ attention. | show 🗑
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| Working Memory | show 🗑
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| Elaboration | show 🗑
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| show | States that memory is best understood by considering two types of memory representations: 1) verbatim memory trace 2) gist
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| What are two strategies that adults can use to guide children's retention of memory? | show 🗑
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| show | Verbal dialog between the two parties
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| show | Retention of information about the where and when of life's happening
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| Semantic Memory | show 🗑
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| show | The ability to remember where something was learned
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| show | Remembering to do something in the future
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| Thinking | show 🗑
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| show | Cognitive groupings of similar objects, events, people, or ideas
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| Executive Function | show 🗑
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| show | Encoding, storage, and retrieval
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| show | Thinking reflectively and productively, and evaluating the evidence
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| show | States that decision making is influenced by two systems- "verbatim" analytical (literal and precise) and gist-based intuition (simple bottom-line meaning)- which operate in parallel; in this model, gist-based intuition benefits adolescent decision making
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| Which of the following statements characterizes the schema theory of memory? | show 🗑
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| Expertise | show 🗑
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| show | Implicit memory
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| show | Knowledge about memory
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| Theory of Mind | show 🗑
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| What three things do children between the ages of 1 1/2-3 years of age begin to understand? | show 🗑
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| show | The place where information is manipulated and assembled when people make decisions or solve problems
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| show | 68
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| While reading a book for literature class, Kelly tried to relate to the character's struggles and note how they are similar and different from her own life so that she can remember the events in the book better. Kelly is using the ________ strategy. | show 🗑
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| show | Adults remember more events from the second and third decades of their life than any other; which may be the most positive memories
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| Anna is trying to remember a quote she learned years ago. She can remember the professor who quoted it but not the actual quote. She succeeded in ________, but failed in ________. | show 🗑
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| show | Concepts
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| show | involves goal-setting and cognitive flexibility
includes executive attention
involves cognitive inhibition and delay gratification
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| show | Adolescents tend to make better decisions when they are emotionally aroused.
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| show | Dwayne listens to easy-listening music for 2 hours everyday
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| show | An individual's level of mental development relative to that of others
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| Intelligence Quotient (IQ) | show 🗑
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| show | Intelligence can be measured easily, similar to taking someone's height
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| Normal Distribution | show 🗑
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| show | Sternberg's theory that intelligence consists of analytical intelligence, creative intelligence, and practical intelligence
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| show | The ability to solve problems and to adapt and learn from experiences
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| What are the content areas of the current Stanford-Binet intelligence test? | show 🗑
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| show | 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 and others
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| What does the Gardner test focus on? | show 🗑
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| show | Analytical, practical, and creative intelligence
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| show | Emotional intelligence
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| Who developed the WISC, WAIS, and WWPSI intelligence tests? | show 🗑
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| Stereotype Threat | show 🗑
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| show | Intelligence tests that are designed to avoid cultural bias
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| show | Widely used scales, developed by Nancy Bayley, for assessing infant development; current version (Bayley-III) has five scales: cognitive, language, and motor to the infant with socioemotional and adaptive to the caregiver
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| show | Considered as just one of several aspects of evaluation in conjunction with other information about the individual
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| Crystallized Intelligence | show 🗑
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| show | The ability to reason abstractly, which begins to decline in middle adulthood
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| show | Bodily-kinesthetic
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| show | The "hardware" of the mind, reflecting the neurophysiological architecture of the brain as developed through evolution, cognitive mechanics involves the speed and accuracy of the processes involving sensory input, visual and motor memory, etc.
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| Cognitive Pragmatics | show 🗑
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| Brain imaging studies show that which part of the brain is MOST linked with higher intelligence? | show 🗑
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| Wisdom | show 🗑
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| show | A condition of limited mental ability in which an individual has a low IQ, usually below 70 on a traditional test of intelligence, and has difficulty adapting to the demands of everyday life
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| Giftedness | show 🗑
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| show | Culturally biased; reflect the cultures of some test-takers more than others.
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| show | The ability to think in novel and unusual ways and to come up with unique solutions to problems
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| Divergent Thinking | show 🗑
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| Convergent Thinking | show 🗑
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| show | Technique in which individuals are encouraged to come up with creative ideas in a group, play off each other's ideas, and say practically whatever comes to mind that is relevant to a particular issue
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| According to John Horn, the ability to reason abstractly is ________ intelligence. | show 🗑
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| What are the five steps in the creative process? | show 🗑
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| show | Longitudinal
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| show | Wisdom
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| A genetic disorder or lower level of mental functioning caused by brain damage is called ________ intellectual disability. | show 🗑
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| Highly gifted individuals _________. | show 🗑
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| What type of thinking do standardized tests in schools measure? | show 🗑
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| Which of the following is NOT a characteristic that is typical of creative thinkers? | show 🗑
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