Chapter 6-10
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63 terms
Terms | Definitions |
|---|---|
 information processing approaches | approaches to cognitive development that seek to identify the ways that individuals take in, use, and store information |
| information processing | process by which information is encoded, stored, and retrieved |
| encoding | process by which information is initially recorded in a form usable to memory |
| storage | refers to the maintenance of material saved in memory |
| retrieval | process by which material in memory storage is located, brought into awareness, and used. |
| short-term memory | the short-duration, limited capacity memory component in which selected input from the memory stored is worked on. |
| long-term memory | memory component in which information is stored on a relatively permanent basis |
| ADHD | a learning disability marked by inattention, impulsiveness, a low tolerance for frustration, and generally a great deal of inappropriate activity |
| infantile amnesia | the lack of memory for experiences that occurred prior to 3 years of age |
| code-based approaches | (to reading) present the basic skills that underlie reading...emphasize processing sounds and letters and combining them into words and meanings |
| whole-language approaches | children are encouraged to make guesses about the meaning of words based on the context in which they appear through trial and error |
| code-based | which is superior? |
| language | the systematic, meaningful arrangement of symbols, and provides the basis for communication |
| semantics | the rules that govern the meaning of words and sentences |
| prelinguistic communication | communication through sounds, facial expressions, gestures, imitations, and other nonlinguistic means |
| babbling | when infants make speech-like but meaningless sounds at about 2 to 3 months of age, and continuing to about 1 year |
| telegraphic speech | occurs when words not critical to the message are left out |
| underextension | using words too restrictively, is common |
| overextension | using words too broadly |
| learning theory approach | proposes that language acquisition follows the basic laws of reinforcement and conditioning |
| nativist approach | proposes that a genetically determined, innate mechanism directs language development |
| infant-directed speech | a type of speech directed towards infants, characterized by short, simple sentences |
| intelligence | the capacity to understand the world, think rationally, and use resources effectively when faced with challenges |
| mental age | a measure of one's performance on an intelligence test |
| reliability | when a test measures consistently what it is trying to measure |
| validity | when the test actually measures what it is supposed to measure |
| fluid intelligence | the ability to deal with new problems and situations; solving problems by ingenuity, not by past learning or experience |
| crystallized intelligence | the store of information, skills, and strategies that people have acquired through education and prior experiences, and through their previous use of fluid intelligence |
| triarchic theory of intelligence | states that intelligence consists of 3 aspects of information processing: componential, experimental, and contextual |
| componential element | reflects how people process and analyze information. selecting and using formulas; choosing problem-solving strategies; using what was learned in the past environments; traditional IQ tests tend to focus on this aspect |
| experimental element | the insightful component. relationships between intelligence, prior experience, and coping with new situations; can combine and relate facts in a novel and creative ways |
| contextual deals | demands of the everyday. Increasing evidence suggests that this a useful measure when comparing and predicting adult success |
| practical intelligence | intelligence that is learned primarily by observing others and modeling their behavior; have good social radar |
| emotional intelligence | the set of skills that underlie the accurate assessment, evaluation, expression, and regulation of emotions; allows us to get along well with others |
| achievement test | a test intended to determine an individuals level of knowledge in a given subject area |
| aptitude test | tests designed to predict ability in a particular subject area or line of work (SAT and ACT) |
| selective optimization | people concentrate on particular skill areas to compensate for losses in other areas. |
| attachment | forming social bonds |
| secure attachment pattern | a style of attachment in which children use mother as a home base and are at ease as long as she is present, when she leaves, they become upset and go to her as soon as she returns |
| avoidant attachment pattern | a style of attachment in which children do not seek proximity to the mother; after the mother has left, they seem to avoid her when returns as if they are angered by her behavior |
| ambivalent attachment pattern | a style of attachment in which the children display a combination of positive and negative reactions to their mother; they show great distress when the mother leaves, but upon return they may simultaneously seek close contact but also hit and kick her. |
| disorganized-disoriented attachment pattern | a style of attachment in which children show inconsistency often contradictory behavior, such as approaching the mother when she returns but not looking at her. least securely attached of them all |
| reactive attachment disorder | psychological problem in forming attachments to others, occurs usually when the child's development of attachments has been severely disrupted |
| stranger anxiety | cognitive abilities develop as the brain matures. when something happens they don't expect, they get upset |
| separation anxiety | the distress displayed by infants when a customary care provider departs. 7-14 months |
| social referencing | the intentional search for information about others feelings which helps to make sense of uncertainties. involves knowing how to act and react |
| easy babies | have a positive disposition; their bodily functions operate regularly and they are adaptable. (40%) |
| difficult babies | have negative moods and are slow to adapt to new situations; when confronted with a new situation, they tend to withdraw (10%) |
| slow-to-learn babies | are inactive, showing regularly calm reactions to their environment; their moods are generally negative, and they withdraw from new situations, adapting slowly. (35%) |
| goodness of fit | the degree of match between children's temperaments and the nature and demands of the environment in which they are being raised. |
| self-awareness | knowledge of oneself |
| collectivistic orientation | promoting the notion of interdependence, blending in, and being responsible |
| individualistic orientation | emphasizes personal identity, uniqueness, and autonomous |
| identity achievement | adolescents consider and explore various alternatives without commitment |
| identity foreclosure | adolescents here did not do adequate personal exploration, but made a commitment...rigid strength |
| moratorium | adolescents explore and do not commit to an option, and that creates anxiety and conflict. An identity is usually defined later, after a struggle |
| cultural assimilation model | cultural identities should be assimilated into a unified culture |
| pluralistic society models | society is made up of diverse, coequal cultural groups that should preserve their individual cultural features |
| bicultural identity | adolescents can draw from their own culture while integrating themselves into the dominant culture |
| social clock | the psychological timepiece that records the major milestones in people's lives |
| self-esteem | an individual's overall and specific positive and negative evaluation |
| extrinsic motivation | motivation that drives people to obtain tangible rewards, such as money or prestige |
| intrinsic motivation | motivation that causes people to work for their own enjoyment, not for the rewards work may bring |
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