Lifespan Human Development
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| show | behavior that is ignored, or no longer reinforced, tends to become less frequent.
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| Thorndike & Law of Effect | show 🗑
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| Operant conditioning | show 🗑
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| Reinforcement (positive & negative) | show 🗑
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| Punishment | show 🗑
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| Bandura & observational learning (Bobo doll) and modeling | show 🗑
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| Sensory register | show 🗑
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| show | Meaning facts without reference to time or place of learning.
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| Episodic. | show 🗑
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| show | The ability to imitate a novel act after a delay, which clearly requires memory ability.
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| Rehearsal | show 🗑
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| show | Classifying items into meaningful groups before rehearsal. Not helpful in rehearsal until about age 9-10.
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| show | Adaptability. Success in school. Job success. Life success.
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| Intelligence Quotient (IQ) was created by who? | show 🗑
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| show | Divided single number scale for IQ. IQ= mental age X 100.
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| The Stanford-Binet was created by Terman – how did he change the content and the use of the test? | show 🗑
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| Army alpha tests: | show 🗑
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| Immigrant testing- 1913: | show 🗑
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| show | WPPSI-III 4yrs and 6/12 yrs.
WISC-IV 6-16
WAIS-IV adult
Overall score + verbal and performance scores.
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| WPPSI-III | show 🗑
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| show | 6-16yrs
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| show | adult
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| show | Verbal and Performance.
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| What is Spearman’s general ‘g’ factor and ‘s’ specific abilities? | show 🗑
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| show | an infant wants to master its environment and mastery motivation can be seen when an infant struggles to figure things out (open cabinets, take first steps, figure out how new toys work).
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| show | Drives: internal, physiological (hunger, thirst) and DRIVE behaviors of organism to REDUCE need. Incentives: external, positive/negative stimuli, curiosity. (Drives push…Incentive pull)
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| show | physiological (hunger, thirst) needs DRIVE behaviors of organism to REDUCE need
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| show | (bottom) Physiological→Safety→Belongingness and Love→Esteem→Self-Actualization (top)
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| achievement motivation | show 🗑
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| show | desire to control the environment; master tasks simply because they’re there; Mastery Motive; guides play in infancy: actions centered on body, actions on objects; influences on infancy: secure attachment, stimulation, responsive environment.
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| 6) What kind of tasks do high achievers select=> | show 🗑
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| 7) As a child what were high achievers like=> | show 🗑
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| 8) What is a | show 🗑
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| show | thrive on challenges and persist in the face of failure because of attributions that lead to belief that effort will pay off. Opposite of learned helplessness orientation. High achievers attribute success to internal ability or external task difficulty
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| show | aim to prove ability rather than improve it in order to get positive feedback from others.
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| show |
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| - ATI=> | show 🗑
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| -Goodness of fit=> | show 🗑
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| 10) What should preschools do=> | show 🗑
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| show | providing sensory stimulation, building a secure attachment relationship; stress and reinforce independence and encourage to do things on their own unless they know they can’t do it (achievement motivation); emphasize high standards of performance
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| -theory X: | show 🗑
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| show | social leadership, intrinsic motivation, people are hardworking and goal oriented, Sam’s Club and Wal-Mart, leaders are democratic, team spirit
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| show |
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