Chapter 11
Psychology 001 with Kelley at Dartmouth College
About this deck
By: lindsay haut
Textbook:
Psychological Science (Third Edition)
Created: 2011-02-22
Size: 76 flashcards
Views: 9
Textbook:
Psychological Science (Third Edition)Created: 2011-02-22
Size: 76 flashcards
Views: 9
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Teratogens
environmental agents that can impair development in fetus or embryo
fetal alcohol syndrome
detrimental effects alcohol can have on fetus--mental retardation, birth defects, underweight, behavioral and cognitive problems
systemizers
tend to be male
focus on if-then logic, details, physical laws, relations (systems), technical, natural, abstract, motoric, organizable
focus on if-then logic, details, physical laws, relations (systems), technical, natural, abstract, motoric, organizable
empathizers
tend to be female
focus on how others are feeling, understand the social environment, predict others' thoughts and behaviors, respond appropriately
focus on how others are feeling, understand the social environment, predict others' thoughts and behaviors, respond appropriately
myelination
the coating of neurons with a myelin sheath, speeds up processing
synaptic pruning
the process of weeding out the synaptic connections which are not of use, preserve those that are frequently used
density highest in visual cortex around age 3, auditory around 1-2, and prefrontal around age 6
density highest in visual cortex around age 3, auditory around 1-2, and prefrontal around age 6
baron-cohen theory
there are two styles of modeling the world: systemizing and emphathizing
critical periods
proposed by Lenneberg--certain activities can only be learned during certain periods of development
sensitive periods
biologically determined periods of when a behavior can develop MOST EASILY (ex: Genie)
attachment
strong emotional connection between peopel that persists over time and across circumstances
beneficial for survival
beneficial for survival
social smile
enhances feelings of love between caregiver and child, first displayed around 4-6 weeks
imprinting
when a newborn attaches to an adult soon after birth, even if it is not the parent
separation anxiety
when an infant becomes disstressed when they are separated from attachment figures
strange-situation test
Ainsworth: observes child, caregiver, and friendly stranger through a mirror and watches interactions as caregiver leaves and returns
secure attachment
child is friendly to stranger when caregiver is there, upset when caregiver leaves but happy upon their return
avoidant attachment
child is friendly when caregiver is there, not disturbed by departure but ignores caregiver upon return
anxious/ambivalent attachment
child becomes very upset when caregiver leaves, rejects caregiver when he/she returns
preferential looking technique
infant looks longer at the thing that interests it most
orienting reflex
infants look longer at and pay more attention to new stimuli than to which they have become habituated
visual acuity
measures how well an infant can see
event-related potentials
used to compare adult and infant responses to speech and nonspeech--shows that 3 month old infants displayed similar neural responses to adults
infantile amnesia
inability to remember things from early childgood
Rovee-Collier
infants posess some types of memory from a young age
frontal lobes
source memory
assimilation
process by which new stimuli is incorporated into pre-existing schema
accommidation
proccess by which new schema is created for a new stimuli that does not fit other schema
Piaget
four stages of development:
sensorimotor
preoperational
concrete operational
formal operational
sensorimotor
preoperational
concrete operational
formal operational
sensorimotor
0-2 years
information through senses and actions
can suck and control eyes
interest-->habituation-->dishabituation
0-4mos: control reflexes into larger behaviors
4-8mo: object permanence
8-12: A not B error (look where things were before not where previously hidden)
12-14: increase memory, language, immitation
information through senses and actions
can suck and control eyes
interest-->habituation-->dishabituation
0-4mos: control reflexes into larger behaviors
4-8mo: object permanence
8-12: A not B error (look where things were before not where previously hidden)
12-14: increase memory, language, immitation
preoperational
2-7 years
egocentrism
internally represent world w/ language and mental images, new perspectives and theories
appearance = reality
conservation errors
egocentrism
internally represent world w/ language and mental images, new perspectives and theories
appearance = reality
conservation errors
concrete operational
7-12 years
think logically not just intuitively
events influenced by many factors
understand conservation
no longer egocentric
cannot abstract rules or see data patterns
understand actions are reversible
think logically not just intuitively
events influenced by many factors
understand conservation
no longer egocentric
cannot abstract rules or see data patterns
understand actions are reversible
formal operational stage
12- (some adults never reach it)
can reason about what may be as well as what is, think systematically, imagine alternate worlds
formulate and test hypothesis through deductive logic
can reason about what may be as well as what is, think systematically, imagine alternate worlds
formulate and test hypothesis through deductive logic
Mehler and Bever
argued children under age 3 can understand more than/less than contrary to Piaget's arguments
theory of mind
Premack
understanding that other people have different thoughts than your own, ability to predict behavior of others by recognizing their mental states
understanding that other people have different thoughts than your own, ability to predict behavior of others by recognizing their mental states
false-belief test
measures children's ability to preduct actions, must be able to understand that people can act on basis of false information
Sally/naughty Anne
Sally/naughty Anne
precursors to theory of mind
imitate people's (not robot's) actions
attend to emotional expression
monitor gaze
attend to emotional expression
monitor gaze
12-18 months: early theory of mind
dumbbell task--try to imitate goal not action, can understand goal
variables effecting theory of mind development
siblings
play experiences
play experiences
second order false belief
6 years
understand that someone thinks someone else thinks something
understand that someone thinks someone else thinks something
faux-pas
9 years old
gender diff 7-11 years
gender diff 7-11 years
theory of mind depends on maturation of
frontal lobes
moral reasoning
depends on cognitive processes
moral emotions
can translate into moral behaviors, enhance moral reasoning
Kohlberg-stage theory--preconventional level
explain action in terms of self-interest or pleasureable outcomes (he should steal it because he likes his wife
conventional level
explain in terms of rules and opinions of others (he should not steal it because it is breaking the law and others will not like him anymore)
post conventional level
responses center around complex reasoning about abstract principles and values (sometimes people have to break the law if the law is unjust)
inductive reasoning
specific-->general
deductive reasoning
general-->specific
empathy
feeling with someone
sympathy
feeling for someone
damage to prefrontal cortex
somantic markers not engaged, people fail to become emotionally involved in decision making
frontal lobes
support capacity for morality
joint attention
infants and caregivers attend to objects together, facilitates language learning
performatives
words a baby learns in context but does not know meaning of
true words
clearly represent meaning and concept
telegraphic speech
rudimentary sentences that are missing words but still follow logical syntax
overgeneralizations
think that they can add -ed to the end of any word
universal grammar
innate knowledge of a set of universal and specifically linguistic elements and relations that form the heart of all human languages
deep structure
implicit meanings of sentences regardless of word order
language acquisition devive
humans are born with one that contains universal grammar but exposure to a native language narrows down grammar that a person learns
phonics
association between letters and sounds
whole-language approach
emphasize words' meanings and how words are connected in sentences
social development
maturation of skills and abilities that enable people to ineract with others
biocultural systems theory
the way biology and cultural systems interact to affect development
microsystem
most immediate effects (family, cultural factors in classroom)
exosystem
less direct influences (church, parents' workplaces)
macrosystem
larger sociocultural context in which child was raised
chronosystem
norms and rules of historical time period
group socialization theory
children learn two sets of behaviors: one for home and one for friends
gender identity
whether you think og yourself as female or male
gender roles
culturally defined norms that differentiate behaviors and attitudes according to gender
gender schemas
cognitive structures that influence how people perceive the behaviors of females and males
dementia
thinking, memory, and behavior deteriorate
lobe responsible for memory that shrinks with age
frontal lobes
socioemotional selectivity theory
cartensen
as people grow older, the perceive time to be limited and adjust priorities to emphasize emotionally meaningful events, experience, and goals
as people grow older, the perceive time to be limited and adjust priorities to emphasize emotionally meaningful events, experience, and goals
fluid intelligence
ability to process new info without priod knowledge (recognizing patterns)--decreases with age
crystallized intelligence
specific knowledge, must be memorized (vocab)--increases throughout life
About this deck
By: lindsay haut
Textbook: Psychological Science (Third Edition)
Created: 2011-02-22
Size: 76 flashcards
Views: 9
Textbook:
Psychological Science (Third Edition)Created: 2011-02-22
Size: 76 flashcards
Views: 9
About StudyBlue
STUDYBLUE makes things that make you better at school.
Things like online flashcards with photos and audio.
Things like personalized quizzes and friendly reminders about when (and what) to study next.
Think of it as a digital backpack™: access to all of your study materials online and on your phone.
STUDYBLUE exists to make studying efficient and effective for every student, for free. Join us.
“I have used this website for three exams, and I see a huge difference in my test results.”
Naj
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