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psych test 3

Terms in this set (91)

fluid intelligence
ability to learn new ways to solve problems
crystallized intelligence
accumulated knowledge of the world acquired over time
Sternberg's Triarchic Theory
analytical intelligence (book smarts), creative intelligence (creativity), practical intelligence (street smarts)
Deviation IQ
individual IQ relative to same aged peers
Wechsler Adult Intelligence Scale (WAIS)
15 subtests, measured 5 major scores
five major scores of WAIS
overall IQ, verbal comprehension, perceptual reasoning, working memory, processing speed
theory of mind
ability to put yourself into other's shoes
Spearman's Two-Factor Theory
G-factor (general intelligence) and s-factor (task specific abilities in certain areas)
Stanford-Binet IQ test
-divide mental age by chronological age, then multiply by 100
-allowed us to compare individuals of same age
Restriction of Range Error
there's a stronger correlation between grades and scores when we examine the full range of scores
convergent thinking
ability to generate the single best solution to a problem
divergent thinking
capacity to generate many different solutions to problems
gene-environment interaction
situation in which the effects of genes depend on the environment in which they are expressed
nature via nurture
tendency of individuals with certain genetic predispositions to seek out environments that permit the expression of those predispositions
gene expression
activation/deactivation of genes by environmental influences
epigenetics
environment can cause day to day changes in genes that shape development
cross sectional design (doesn't account for cohort effects)
research design that examines people of different ages at a single point in time
cohort effect
groups or participants grew up during different times leading to systematic differences
longitudinal study design
track development of same group over period of time
post hoc fallacy
false assumption that because one event occurred before another event, it must have caused that event
bidirectional influences
Children's development influences their experiences, but their experiences also influence their development
zygote
fertilized egg
germinal stage
first two weeks after conception, blastocyst
embryonic stage
weeks 3-8, embryo, cells become specialized/development of limbs and different features
fetal stage
week 9 until pregnancy, major organs formed, heartbeat
when does brain development begin
18 days after fertilization
first 6 months of brain development
rapid formation of neurons
4th month of brain development
neurons begin to organize
Teratogens
environmental factors that influence development (such as substance abuse, mother's mental health)
premature birth
birth prior to 36 weeks. viability point = 25 weeks
primary sex characteristic
a physical feature such as the reproductive organs and genitals that distinguish the sexes
secondary sex characteristic
a sex-differentiating characteristic that doesn't relate directly to reproduction, such as breast enlargement in women and deepening voices in men
stranger anxiety
begins around 8-9 months, peaks/begins to decrease around 12-15 months
4 types of attachment
secure, avoidant, anxious, disorganized
secure attachment
a relationship in which an infant obtains both comfort and confidence from the presence of his or her caregiver
insecure-avoidant attachment
an anxious emotional bond marked by a tendency to avoid reunion with a parent or caregiver
insecure anxious attachment
panic when mom leaves, bittersweet when she comes back
disorganized attachment
inconsistent responses, sometimes dazed at events
4 types of parenting
authoritative (best), authoritarian, permissive, uninvolved
Kohlberg's 3 stages of moral development
pre-conventional, conventional, post-conventional
pre-conventional morality
concern on avoiding punishment and obtaining reward
conventional morality
concern about societal norms/ how society views something
post conventional morality
concerned with greater good of humanity, internal moral principles
domain general cognitive development
cognitive skills develop together
domain specific cognitive development
cognitive skills develop independently
Equilibration (Piaget)
search for mental balance between one's experiences and their understanding of those experiences
Assimilation
fitting new information into existing schemes
accommodation
adapting our current understandings (schemas) to incorporate new information
Piaget's 4 stages of development
sensorimotor, preoperational, concrete operational, formal operational
sensorimotor stage
from birth to 2 years old, learning is driven by physical interaction
mental representation
ability to think about things that are absent from immediate surroundings
object permanence
ability to remember objects even when you can't see them
deffered imitation
repeat others behavior that you observe
preoperational stage
2-7 years old, children can form mental representations, but cannot perform mental operations
mental operations
mental process of transforming information in a logical manner
Egocentrism (Piaget)
inability to see another person's point of view -- preoperational stage
conservation error
inability to realize that a physical transformation doesn't change the object itself
concrete operational stage
7-11 years old, can perform mental operations but lack abstract thinking
formal operational stage
11-adulthood, can use hypothetical reasoning and understand abstract concepts
Vygotsky's theory
scaffolding and zone of proximal development
modular accounts theory
emphasize domain-specific learning
Duchenne smile
genuine smile
nonverbal leakage
unconscious spillover of emotions into nonverbal behavior
discrete emotions theory
we experience a small number of basic biological emotions, and combine them to form more complex emotions
display rules
cross-cultural guidelines for how and when to express emotions
cognitive theories of emotions
propose that emotions are products of thought
James-Lange Theory
emotions result from our interpretations of our bodily reactions to stimuli
somatic marker theory
we use our gut reactions to help us determine how we should act
Cannon-Bard Theory
emotion and physiological reactions occur simultaneously
two factor theory of emotion
there are two physiological events required to trigger emotion:
1. emotions trigger state of arousal
2. this produces an explanation for that arousal in the form of emotion
mere exposure effect
the tendency for liking to increase with the frequency of exposure
facial feedback hypothesis
theory that facial expressions can influence our emotions
broaden and build theory
theory proposing that happiness predisposes us to think more openly
affective forecasting
ability to predict our own and others' happiness
durability bias
belief that both our good and bad moods will last longer than they do
sociometer theory
we use self esteem as a gauge of how well we are accepted by others
terror management theory
self esteem is a buffer for our fear of mortality
drive reduction/motivation theory
people are motivated by certain drives to achieve a state of homeostasis
Yerkes-Dodson Law
people perform best when under moderate arousal
incentive theories
theories proposing that we're often motivated by positive goals
instrinsic motivation
a desire to perform a behavior effectively for its own sake
extrinsic motivation
a desire to perform a behavior due to promised rewards or threats of punishment
Maslow's Hierarchy of Needs
physiological, safety, social, esteem, self-actualization
self-actualization
finding meaning beyond your life/cirumstances
influences on attraction
proximity, similarity, reciprocity, physical attraction
Sternberg's Theory of Love
intimacy, passion, commitment; these dimensions mix to create different forms of love
Redlining
state sponsored system of segregation, forced black families out of new neighborhoods by denying them fair mortgages
white flight
the move of white city-dwellers to the suburbs to escape the influx of minorities
SES determinants
income, wealth, occupation, education, power
influence of low income on intelligence
- parents not always there to help children develop
-less access to resources/achievement opportunities
-neural networks may not develop fully
Case of Larry P
-overrepresentation of black students in learning disabled class
-ruling banned culturally biased IQ tests in Cali
-some parents disagreed bc they wanted their kids to best tested the same as other kids
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