Term
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Definition
| correlational procedure identifying test items that cluster together |
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Term
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Definition
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Term
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Definition
| abstract reasoning capacity |
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Term
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Definition
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Term
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Definition
| depends on basic info processing skills |
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Term
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Definition
| skills that depend on acquired knowledge, experience, good judgement, and mastery of social customs |
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Term
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Definition
| identify relationships between aspects of information-processing and test performance |
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Term
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Definition
| inhibition, sustained attention, selective attention, working memory |
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Term
| sternberg's triarchic theory |
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Definition
| analytical intelligence, practical intelligence, and creative intelligence |
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Term
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Definition
| apply strategies, acquire task relevant info, and self-regulate |
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Term
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Definition
| adapt, modify, select environments that fit one's characteristics |
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Term
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Definition
| solve novel problems and automate processing |
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Term
| theory of multiple intelligences |
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Definition
| Howard Gardner dismisses "g", at least 8 independent intelligences, innate, shaped through development and neurological support |
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Term
| theory of multiple intelligences:the 8 intelligence |
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Definition
| naturalist, intrapersonal, musical, bodily-kinesthetic, linguistic, logico-mathematical, spatial, and interpersonal |
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Term
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Definition
| allows individuals to process and adapt to emotional info |
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Term
| emotional intelligence positive correlations |
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Definition
| self-esteem, empathy, prosocial behavior, cooperation, leadership skills |
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Term
| emotional intelligence negative correlations |
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Definition
| dependency, depression, and aggressive behavior |
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Term
| designed the first successful intelligence test (1905) |
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Definition
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Term
| binet's intelligence test |
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Definition
| identified students needing special education, mental age, and adapted to the U.S. Stanford-Binet Intelligence Scale |
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Term
| Stanford-Binet intelligence Scale |
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Definition
| from 2 to adults, verbal and nonverbal, measures: fluid reasoning, quantitative reasoning, knowledge, visual spatial processing, and working memory. |
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Term
| Wechsler intelligence scale for children |
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Definition
| 6-16 years old, most culture-fair, and measures: verbal reasoning, perceptual reasoning, working memory, and processing speed. |
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Term
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Definition
measure ability to learn, predictive
ex.: SAT, ACT |
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Term
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Definition
measures knowledge and skills already attained, what you have already learned
ex.: class exams |
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Term
| bayley scales of infant and toddler development |
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Definition
| 1 month to 3.5 years old, development quotient, poor predictor of IQ, and includes: cognitive scale, language scale, motor scale, social-emotional scale, and adaptive behavior scale |
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Term
| intelligence quotient (IQ) |
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Definition
| extent the raw score deviates from the mean for those of the same age. standardized mean always = 100 |
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Term
| IQ score stability: correlational stability |
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Definition
| compares scores relative to age-mates, from one test to the next, better correlations: when older at first testing and tests are close together; absolute scores: compare scores over repeated testing |
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Term
| environmental cumulative deficit hypothesis |
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Definition
| often see decline for children living in poverty, negative effects increases with longer duration |
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Term
| IQ as a predictor: academic achievement |
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Definition
| correlated wiht achievement test scores, grades, and staying in school |
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Term
| IQ as a predictor: occupational attainment |
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Definition
| good, not perfect prediction, personality, practical intelligence important |
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Term
| IQ as a predictor: psychological adjustment |
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Definition
| low IQ related to school failure, aggression, and delinquency |
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Term
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Definition
| racial differences in IQ reported,low-SES often composed of ethnic minorities, nature vs nurture, socioeconomic status: years of education, prestige of job, skill required, and income |
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Term
| IQ similarity among relatives |
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Definition
| highest is identical twins raised together |
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Term
| IQ correlation for identical and fraternal twins |
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Definition
| fraternal twins' IQ correlation drops around ages 16-20 while identical twins correlation stays the same |
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Term
| different seeds in different soil |
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Definition
| Richard Lewontin. within each group differences due to heredity. between groups differences due to environment |
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Term
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Definition
| substantial increase after adoption, black adopted children average 110-117 IQ |
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Term
| cultural bias in testing: biased |
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Definition
| cultural factors can undermine performance: communication styles, culture-specific content, and the stereotype threat (fear of being judged) |
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Term
| cultural bias in testing: not biased |
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Definition
| meant to represent success in common culture, fair because they predict academic achievement equally |
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Term
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Definition
| pretest-intervention-retest; dynamic assessment: focus on learning process, feedback provided, adult-child learning relationship cultivated |
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Term
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Definition
| the U.S. no child left behind act, teachers "teaching to tests", insensitive to student diversity, neglects gifted and talented, promotes fear and can be imprecise |
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Term
| home environmental influences |
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Definition
shared: affect all siblings similarly
non-shared: affects siblings differently from one another |
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Term
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Definition
| checklist for assessing quality of home life, environment predicts IQ and language |
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Term
| non-shared environmental influences |
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Definition
| possibly more important than shared influences on IQ |
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Term
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Definition
| 1-2 years of preschool for low-SES children, nutritional and health services, parent involvement, and currently more than 19,000 centers serving 909,000 children |
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Term
| what did high/scope perry preschool project do? |
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Definition
| tested high/scope preschool program and no intervention preschoolers throughout life |
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Term
| what was the outcome when the perry preschool project children grew up? |
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Definition
| no intervention ended up with a greater risk of prison sentence and lower marriage and home ownership |
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Term
|
Definition
| similar but not as strong as Perry's: more severe learning and behavior problems, program quality varies; higher quality leads to higher rates of high school graduation and college enrollment; lower rates of drug use and delinquency; IQ effects dissolve with early headstart |
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Term
| very cost effective future needs to aim for |
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Definition
| early start, well-educated, well-compensated teachers, small class sizes, intensive intervention, parent involvement, education, support, and focus on all aspects of child development |
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Term
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Definition
| novel project increases chances of creative, valuable product |
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Term
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Definition
| cognitive resources, personal resources, motivational resources, and environmental resources |
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Term
| language development theory: behaviorist |
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Definition
| skinner: language acquired through operant conditioning; imitation, difficulty explaining quick acquisition and novel use |
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Term
| language development theory: nativist |
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Definition
| Noam Chomsky. language acquisition device (LAD):innate, used to produce and comprehend, universal grammar; inborn rule base, applying to all languages |
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Term
| language development theory: nativism |
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Definition
| children's ability to invent new language systems; "homesign": deaf not exposed to sign language will create own complex gesture system |
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Term
|
Definition
| many attempts to teach language to animals, LAD appears to be specific to humans; localization of language in the broca's area and Wernicke's area |
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Term
|
Definition
| left frontal lobe, grammar processing, language production |
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Term
|
Definition
| left temporal lobe, comprehending word meaning |
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Term
| critical period hypothesis |
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Definition
| Erik Lenneberg proposed a sensitive period for language learning |
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Term
| interactionist perspective |
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Definition
| more modern view of language development, biological predisposition and environmental interact |
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Term
| interactionist perspective: information processing theories |
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Definition
| connectionist models simulate detection of linguistic patterns based on environmental input, have powerful, analytical cognitive capacities but are not language specific, and statistical learning in infants |
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Term
| interactionist perspective: social interactionist theories |
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Definition
| learn through native capacity and rich language environment: strong desire to understand and be understood |
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Term
| early receptivity to language |
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Definition
| break speech down into phonemes, statistical learning, and categorical speech perception: viewing sounds in a phonemic class as identical |
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Term
|
Definition
2 months: cooing
6 months: babbling
10 months: babbling has patterns of 1st words |
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Term
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Definition
| shared attention toward an object/event between child and adult |
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Term
| joint attention is associated with |
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Definition
| increased sustained attention, increased language comprehension, earlier word/gesture use, and increased vocabulary |
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Term
| early gestures: protodeclaritive |
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Definition
| gestures made while looking at others to get notice |
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Term
| early gestures: protoimperative |
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Definition
| gesture made to get another to do something |
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Term
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Definition
| ability to attend to sound sequences, produce sounds, combine into words and phrases; great progress 1-4 years |
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Term
| early phonological development |
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Definition
| 1st words from babbling, begin experimenting with pronunciation in 2nd year, and understands more than able to produce |
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Term
| understanding pronunciation |
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Definition
| when shown baby picture and hear baby they look longer when hear vaby or raby |
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Term
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Definition
| vocabulary; 1st word around 12 months; 6 years ~10,000 words; comprehension develops before production |
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Term
| early semantic development |
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Definition
| 1st word: object words, emotional influence |
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Term
|
Definition
| ability to connect new word with meaning after brief exposure |
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Term
| joint attention and semantic development |
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Definition
| infant focuses on what the adult focuses on and can figure out stuff based on the adult's focus |
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Term
| comprehension vs production |
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Definition
| comprehension of language before production |
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Term
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Definition
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Term
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Definition
| asked to do; comprehend more than produce |
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Term
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Definition
| object attributes and functions, possession |
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Term
| preschoolers' semantiics: underextension |
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Definition
|
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Term
| preschoolers' semantics: overextension |
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Definition
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Term
| preschoolers' semantics: word coinages |
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Definition
| create new words based on known words |
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Term
| preschoolers' semantics: metaphors |
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Definition
| usually concrete, sensory comparisons |
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Term
|
Definition
| 1.5-2.5 years, two word utterances focusing on high-content words |
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Term
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Definition
| 3 word sentences: subject-verb- object |
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Term
|
Definition
| applying rules without appropriate exceptions |
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Term
|
Definition
| development of appropriate and effective use of language in social contexts |
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Term
| conversational skills: turnabout |
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Definition
| comments on what was said and adds request for partner response (2-5 years) |
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Term
| conversational skills: shading |
|
Definition
| initiating gradual change in topic (5-9 years) |
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Term
| conversational skills: illocutionary content |
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Definition
| what is meant to be the speaker, even if the utterance is not perfectly consistent |
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Term
| learning 2 languages at the same time |
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Definition
| no problem with language development, good at both by preschool |
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Term
| learn one language then the other |
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Definition
| takes 3-5 years to be as good as same-age native speakers of second language |
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Term
| metalinguistic intelligence |
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Definition
| ability to think about language as a system; early understanding in 4-5 year olds, develops more fully in middle childhood; and is advanced in bilinguals |
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Term
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Definition
| affefctive state of consciousness, complex psychophysiological experience; and rapid appraisal of the personal significance of a situation |
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Term
|
Definition
| emotion is functional, energizes behavior aimed at accomplishing goals, emotions aid in development of self-awareness, increase emotional self-regulation |
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Term
| dynamic systems perspective |
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Definition
| emotions develop over first 6 months, muscle control, CNS maturation, experience, and may be accelerated by mirroring |
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Term
|
Definition
| seen in humans and other primates, evolutionary adaptive, interpreted through facial expression. ex.: happy, mad, sad |
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Term
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Definition
| injure or enhance sense of self, develop based on:cultural cues, adult feedback, self-evaluation, inner standards. |
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Term
| emotional self-regulation |
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Definition
| adjusting our emotional state to a comfortable level to achieve goals |
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Term
| development of self-regulation: infancy |
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Definition
| turn away from unpleasant stimulation, suck/mouth; require soothing from others |
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Term
| development of self-regulation: early childhood |
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Definition
| talk about feelings, actively try to control emotion - fewer outbursts |
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Term
| development of self-regulation: middle childhood and adolescence |
|
Definition
| strategies more varied, flexible, sophisticated; problem-centered coping; emotion-centered coping |
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Term
|
Definition
| when, where, how it is appropriate to express emotions; sex differences; cultural differences |
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Term
| understanding emotion in others |
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Definition
| ability to express emotion is tied to ability to interpret emotion; emotional contagion |
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Term
|
Definition
| automatic process of emotion detection (all ages see happy, feel happy |
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Term
| understanding emotion in infancy: 3-4 months |
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Definition
| sensitive to structure of interaction |
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Term
| understanding emotion in infancy: 5 months |
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Definition
| match voice and expression based on emotion |
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Term
|
Definition
| rely on anothers reaction to appraise an uncertain situation; emerges 8-10 months; affects: wariness of strangers, play with unfamiliar toy, willingness to cross visual cliff |
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Term
| role of cognitive development: 4-5 years |
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Definition
| accurately guess cause of basic emotions: emphasize external over internal causes, effectively relieve negative emotions |
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Term
| role of cognitive development: middle childhood |
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Definition
| able to construct conflicting cues: more than one emotion can be present at once, expressions may not reflect feelings |
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Term
| role of social experience: caregivers |
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Definition
| teach about emotions, scaffold emotional thought |
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Term
| role of social experience: siblings and friends |
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Definition
| negotiate and act out emotions in play |
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Term
|
Definition
| ability to detect emotions and take others' perspective, motivates altruistic behavior in preschool, or can lead to personal distress |
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Term
|
Definition
| feelings of concern or sorrow for another |
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Term
| individual differences: temperament |
|
Definition
| social, warm, good emotional regulation -> high empathy |
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Term
| individual differences: parenting |
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Definition
| warm, sensitive, emphatic parents encourage high empathy |
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Term
|
Definition
| early-appearing stable individual differences in reactivity and self-regulation |
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Term
| new york longitudinal study |
|
Definition
| temperament tied to: psychological problems, protection from negative life events; can be modified by parenting. |
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Term
| temperament based on activity level |
|
Definition
| ratio of active to inactive periods |
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Term
| temperament based on rhythmicity |
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Definition
| regularity of body functions |
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Term
| temperament based on distractibility |
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Definition
| degree environmental stimulation alters behavior |
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Term
| temperament based on approach/withdrawal |
|
Definition
| response to new object, food, person |
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Term
| temperament based on adaptability |
|
Definition
| ease responding to environmental changes |
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|
Term
| temperament based on attention span/persistence |
|
Definition
| time devoted to an activity |
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Term
| temperament based on intensity of reaction |
|
Definition
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|
Term
| temperament based on threshold of responsiveness |
|
Definition
| intensity of stimulation required to evoke a response |
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Term
| temperament based on quality of mood |
|
Definition
| amount of pleasant vs. unpleasant behavior |
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Term
|
Definition
| 40%; quick establish routines, cheerful, adapt easily |
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Term
|
Definition
| 10%; irregular routines slow to accept new, negative/intense reactions |
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|
Term
| slow-to-warm-up temperament |
|
Definition
| 15% inactive, mild reactions, negative affect, adjusts slowly |
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Term
|
Definition
|
|
Term
|
Definition
| combine overlapping dimensions, introduce effortful control: suppressing a dominant response to plan and execute a more adaptive one |
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Term
|
Definition
| low to moderate correlation, long-term predictions best after age 3, unlikely to move from one end of the spectrum to the other |
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Term
|
Definition
| monozygotic twins more similar than dizygotic and less heritability before temperament has stabilized |
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Term
| temperament and the environment |
|
Definition
| nutritional/emotional development deprivation alter temperament and home environment: institutionalization is associated with inattention and poor impulse control |
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Term
|
Definition
| temperament/environment interaction, shape environment to recognize temperament and encourage adaptive functioning |
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Term
|
Definition
| strong, affectionate tie between child and caregiver |
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Term
|
Definition
| feeding as root of attachment; Freud: emotional tie to mother is foundation for all later relationships |
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Term
|
Definition
| attachment is learned and prefer mother based on pairing: pairing with relieved tension and hunger satiation |
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Term
|
Definition
| attachment does not depend on hunger satisfaction and disproved the idea that feeding is what is necessary in attachment |
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Term
| bowlby's ethological theory |
|
Definition
| attachment is an evolved response promoting survival and born with set of behaviors that keep parents nearby: ensures safety and innate signals lead to affectionate bond |
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Term
| Bowlby's Ethology theory: preattachment |
|
Definition
| innate signals keep caregivers close |
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Term
| Bowlby's ethology theory: attachment in the making |
|
Definition
| respond differently to familiar than unfamiliar |
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Term
| bowlby's ethology theory: clear-cut attachment |
|
Definition
| attachment evident; display separation anxiety |
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|
Term
| bowlby's ethology theory: formation of reciprocal relationship |
|
Definition
| separation anxiety declines with increased understanding and depend less on physical proximity and more on confidence of presence in time of need |
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|
Term
| Bowlby internal working model |
|
Definition
| set of expectations about: availability of attachment figures, likelihood of support of interactions and guide for all future relationships |
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Term
|
Definition
| quality of relationship differs; strange situation: Ainsworth lab technique for measuring quality; with proper attachment should see parent as a secure base |
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Term
|
Definition
| 60%; parent as secure base, immediately calmed when parent returns |
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Term
|
Definition
| unresponsive to parent when parent when present, avoid/slow to greet returning parent |
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Term
|
Definition
| 10%; seek closeness with parent, distressed by absence upon return cling with resistance/anger |
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|
Term
| disorganized/disoriented attachment |
|
Definition
| 15%; greatest insecurity, show inconsistent behaviors |
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Term
|
Definition
| secure attachment more stable than insecure except disorganized/disoriented (stable); and short-term instability common |
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Term
| cultural variations in attachment |
|
Definition
| higher than 60% secure infant-mother attachment |
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Term
| opportunity for attachment |
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Definition
| orphaned children: prevented from forming attachment, emotional difficulties, form first attachment as late as 4-6 years old |
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Term
| quality of caregiving: sensitive caregiving |
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Definition
| prompt and consistent response and appropriate and tender care |
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Term
| quality of caregiving: interactional synchrony |
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Definition
| responses well-timed, rhythmic and match emotional states |
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Term
|
Definition
| linked to insecurity and parental patience/time |
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Term
|
Definition
| difficult more likely to be insecure and caregiving may override |
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Term
|
Definition
| impact of nonshared experience |
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Term
|
Definition
| special needs, temperament, not heritable, and goodness of fit |
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Term
|
Definition
| alleviated by social support; stressors can undermine attachment: interfere with parental sensitivity |
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|
Term
| parents' internal working models |
|
Definition
| parents' attachment model affects relationship |
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Term
|
Definition
| caregiving and interactional synchrony affect security, father as playmate, impact of mother in workforce, and role of marriage |
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|
Term
| attachment and later development: school years |
|
Definition
secure: positive outcomes
disorganized/disoriented: high hostility and aggression |
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|
Term
| attachment and later development: effects are conditional |
|
Definition
| depend on quality of future relationships and continued parenting |
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|
Term
|
Definition
| initial attachment quality; 60% mothers of children under 2 are employed; quality of child care; and developmentally appropriate practice |
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|
Term
|
Definition
mediocre-poor: negative effects
good: can reduce negative impact of stressed home life
middle-SES often worse care |
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|
Term
| development of social cognition |
|
Definition
| how children come to understand their social world, development of thinking about he self and others |
|
|
Term
| development of social cognition with age |
|
Definition
| progress from concrete to abstract, becomes better organized, acknowledge more complex causes of behavior, and metacognitive understanding |
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Term
|
Definition
early signs: rooting reflex stronger to external than self-stimulation;
3-4 months: distinguish own image from other stimuli |
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Term
|
Definition
| ID of self as physically unique being; marker mirror test; 3 years: recognize own shadow; secure attachment and joint attention |
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Term
|
Definition
| understanding of self and others' private thoughts; desire theory of mind; belief-desire theory of mind |
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Term
|
Definition
| belief act consistently with desires |
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|
Term
| belief-desire theory of mind |
|
Definition
| beliefs and desires determine action and false belief tasks |
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Term
|
Definition
| ask what is in the box and what others think is in the box (dumb till 5) |
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|
Term
| factors affecting theory of mind:language |
|
Definition
| more mental state words, better false belief performance |
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|
Term
| factors affecting theory of mind: cognitive abilities |
|
Definition
| inhibition, planning, flexible thinking associated with false belief |
|
|
Term
| factors affecting theory of mind: secure attachment |
|
Definition
| secure infants exposed to more discussion of mental states |
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|
Term
| factors affecting theory of mind: make believe play |
|
Definition
| offers rich context for thinking about the mind |
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|
Term
| factors affecting theory of mind: social interactions |
|
Definition
| talk about mental status with siblings/friends |
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Term
|
Definition
| attributes, abilities, attitudes, and values an individual believes defines them |
|
|
Term
| self-concept: preschoolers |
|
Definition
|
|
Term
| self-concept: middle childhood |
|
Definition
| competencies, personality, social comparisons |
|
|
Term
| self-concept: adolescence |
|
Definition
| traits vary with social context |
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|
Term
|
Definition
| judgements and feelings about own worth and affects emotional experiences, future behavior, and long-term adjustment |
|
|
Term
| hierarchical structure of self-esteem |
|
Definition
| general self-esteem: academic competence, social competence, physical/athletic competence, and physical appearance |
|
|
Term
|
Definition
| language arts, math, and other school subjects |
|
|
Term
|
Definition
| relationship with peers and relationship with parents |
|
|
Term
| physical/athletic competence |
|
Definition
| outdoor games and various sports |
|
|
Term
| changes in self-esteem:elementary school |
|
Definition
| self-esteem declines: view ability as very high and underestimate task difficulty become more realistic with development of social comparison |
|
|
Term
| changes in self-esteem: 4th grade on |
|
Definition
| self-esteem increases and remains high |
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|
