Psych Test #2 study guide PDF

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Covering exam #2 information for PSYCH 280...

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Language Development What is the purpose of babbling? Earliest development of language as babies try to copy language sounds, it begins to sound more like words, deaf babies who are taught sign language babble with their hands. An expressive language.

Expressive vs. Receptive language distinction Expressive language is being able to communicate/express verbal thoughts Receptive language is being able to understand Babies can understand language better than they can express it

Phonemes Basic vowel and consonant sounds, infants all make the same sounds but eventually the different sounds they hear from their surrounding language are the only sounds they repeat

Morphemes Shortest unit of language that carries meaning (-ed, -s, -ing)

Holophrastic Speech Single words, same word used for different meanings (mama? mama!) Infants demonstrate object permanence when they distinguish themselves from others and call for a parent that they cannot see

Telegraphic Speech 2-3 word sentences, follows grammar rules

Pivot words and X-words (no mommy, no dolly, no kitty) pivot word is used multiple times as the X-word is changed out

Behavioral/Social Learning view We provide models to children and then we shape their language through reinforcement WRONG because we do not punish/reward children for everything they say

Chomsky’s Language Acquisition Device and Universal Grammar Innate capacity to learn languages 1. Children make very few mistakes when speaking 2. They follow grammar rules 3. Even their errors follow rules

Brain Lateralization Children’s brains get more lateralized as they get older, language isn’t always concentrated on just one side when they are children

Broca’s vs Wernicke’s Area Broca’s area: grammatical processing and language production (like “boca”) Wernicke’s area: comprehending word meaning

Referential vs expressive style Referential: using mostly nouns, vocab develops faster Expressive: uses pronouns and social formulas, vocab develops slower

Piaget’s Cognitive Development Schemata Organized mental representation/category

Assimilation Understanding things based on existing schemata, babies put everything in their mouth as a solution

Accommodation Establishing a new schemata to respond more appropriately to an object or situation, rolling a ball instead of eating it

Disequilibrium When assimilation does not work for a situation or object, the child becomes confused and upset

Organization of physical Advancement of looking while grasping

Organization of psychological Childrens brains are not as organized like the file cabinet brains of adults

Sensorimotor stage: birth-18 months No use of language, actions are used to understand the world, 0-1: reflexes- not much cognitive use 1-4: primary circular reactions- self focus, not much intention 4-6: secondary circular reactions- interaction with objects, intention 6-10:coordination of secondary circular reactions- solving simple problems, object permanence 10-18: tertiary circular reactions- exploring objects potential

Circular reaction Having a new experience and then repeating the event to make sense of it

A not B search error Babbys will search for things in the first hiding place even if they saw it was moved

Video deficit effect Poorer performance after a video rather than a live performance

Preoperational stage:

18months-7years

Development of make-believe play and drawings

6 limitations of the preoperational stage 1.lacks generalities- thinking in terms of particulars, not classes or categories 2.thinking is egocentric- 3 mountains task, they cannot imagine others viewpoints 3. Failure to conserve- they center(focus on one aspect), cannot reverse their thinking 4. Class inclusion- cannot put objects into multiple categories 5.Cannot comprehend the concept of relations- seriation task and rabbit race

6. 1:1 correspondence

Zone of proximal development Good at learning when the task is challenging but not too difficult, Kids who are at similar stages are good teachers for each other

Coping models People are more helpful if they’ve gone through the same experiences, AA meetings

Concrete operations stage:

7-11 years They can now do everything the preoperational children can’t except they do not master the skills all at one time, good at maps now

Transitive inference Ability to seriate mentally

Limitation of concrete operations stage Children still want to see things done concretely, can only think logically when dealing with concrete info they can perceive directly

Formal Operational Stage:

11+

Thinking in terms of abstracts, hypothetic-deductive reasoning(pendulum task), propositional thought(green red poker chips), influenced by immediate rewards

Imaginary audience Adolescents belief that they are the focus of everyone's attention

Personal fable Inflated opinion of their own importance, they think they are special and unique, no one else is going through the same thing

Core Knowledge perspective Theory that children are born with innate core domains of thought 1. Physical- objects and their effects on one another 2. Linguistic 3. Numerical- keeping track of multiple objects 4. Psychological- orientation towards people 5. Biological- bodily processes

Vygotsky’s Sociocultural theory Children born with basic perceptual, attention and memory capacities, growth through social contact and language learning, emphasis on make-believe play

Private speech Children talk to themselves outloud to guide themselves in moderately challenging tasks, disappears with age

Intersubjectivity Two people with different understandings arrive at a shared understanding, such as when a parent dumbs down language for a child to understand

Scaffolding Adjusting the support a child receives to fit child’s performance level

Information Processing Theory: Store model 1.Sensory register 2. Short term memory 3. Long Term memory

Sensory register Received through the senses, Iconic, Echoic and Haptic memories store information for different lengths of time (0-9 seconds)

Short term memory (15-30 seconds) Information stored but not manipulated, Children can store 2 items here

Working memory Information in short term memory that is being manipulated, a smaller mental workspace, affects reading and math capabilities

Long term memory 1. Episodic- events 2. Semantic- general knowledge of “what” 3. Procedural- how to do something

3 types of Retrieval 1. Recognition (multiple choice) 2. Recall (short answer) 3. Reconstruction (retelling a story)

Central Executive Manages activity, filters out unwanted stimuli, induces automatic processes, controls attention

Improving memory storage Rehearsal- repeating information Organization- sorting and associating information together Elaboration- relating information to prior knowledge

Case’s Neo-Piagetian Theory Movement to higher stages is because of efficiency in working memory capacity Children improve due to physical brain development and practice (automization) frees up working memory space

Siegler’s Model of Strategy Choice Natural selection of cognitive learning strategies

Fuzzy-trace theory When we encode information it is reconstructed creating vague versions of that memory

Autobiographical memories Memories that have personal meaning and are long lasting

Elaborative conversational style

Asking specific and guiding questions to children as they are recalling memories helps them remember more details

Role of Play in Cognitive Development Psychodynamic perspective Play is wish fulfillment, shows intrapsychic conflicts and helps them master their problems

Piaget perspective Play helps children expand their schemata

Robert White theory Play is inherent, children have a desire to effect their environment, children’s needs must be met before they explore and play

Convergent thinking When thinking becomes more specific, associated with structured learning

Divergent thinking When thinking becomes more broad, associated with play and creativity, correlation between playfulness and creativity

Social class differences Low SES parents do not encourage play as much as middle SES parents, low SES children tend not to engage with imaginary friends

Sociodramatic play training A teacher starts the plot/situation and lets children continue, increases verbal production, spontaneity, creativity and attention span

Intelligence Stability of Intelligence tests Tests taken at age 10+ are good predictors for older intelligence

Misuses and Abuses of IQ tests Used to stop people from immigration

Wechsler Intelligence scale for children Verbal, picture and block arrangement test

Spearman General intelligence (g)

Gardner “Multiple Intelligences” Linguistic, logical-math, musical, spatial, interpersonal, intrapersonal, naturalistic, bodily

Triarchic Theory of Successful intelligence Sternberg’s 3 part theory 1. Analytical intelligence- applying strategies 2. Creative intelligence- solving novel problems

3. Practical intelligence- adapting to

Aptitude test Tests a person’s potential to learn a specialized activity

Achievement test Tests a person's actual knowledge and skills learned

Flynn Effect IQ’s increase from one generation to the next

B.I.T.C.H test Social statement of the white-middle-class-midwest bias IQ tests have

Criticisms Intelligence is too broad to be tested Intelligence tests test what you already know, not your ability to learn Some tests are culturally biased

Discussion Questions day before test: Accommodation vs assimilation:

sticking everything in their mouth, calling everyone

who is big with white hair “grandpa”

Effectance motivation: kids want to have an affect on their world, play and make-believe is a way to do this, humans play at a level that other humans do not (White)

Know: the sequence of language: phonemes, morphemes etc…., chomsky, sequence from crying-cooing-babbling, expressive vs receptive, disequilibrium, organization, the stages and the limitations through the stages, case’s neo-piagetian theory, siegler’s model of strategy choice, convergent vs divergent thinking, vygotsky’s zone of proximal development, coping models, middle SES parents encourage play over lower SES parents, Galton’s intelligence theory, Spearman’s intelligence theory, gardner’s intelligence theory...