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PSYCH WT1
winter term 1 test
| Question | Answer |
|---|---|
| what did Galton invent | Anthropometrics |
| what did Binet invent | Intelligence and Mental age |
| what did Terman invent | Stanford-Binet Test |
| what did Stern invent | Intelligence Quotient (IQ) |
| what is the mozart effect | the belief that mozart's music increased intelligence |
| how long did the mozart effect last | 15 minutes |
| why did they think that the mozart effect worked | music stimulated the brain and helped with solving complex problems |
| what did they conclude about the mozart effect | any type of music worked as long as its pleasurable cognitive arousal |
| what is the average IQ | 100 |
| how much lower than the average IQ do you have to be to be considered as mentally retarded | 1 or 2 SD below |
| why is the WAIS scale problematic | it needs proficiency in the language and knowledge about the content of the question |
| what does the full scale IQ from the WAIS test consist of | general ability index and cognitive proficiency index |
| what is involved in the general ability index | verbal comprehension and perceptual reasoning |
| what is involved in the cognitive proficiency index | working memory and processing speed |
| what are examples of processing speed index | symbol search and coding |
| what are examples of working memory index | arithmetic and digit span (recalling the order of numbers forward and reverse) |
| what is an example of perceptual reasoning index | block design (figuring out which pieces are needed to make a whole), matrix reasoning (using previous patterns to determine a blank), and visual puzzles |
| what is an example of verbal comprehension index | similarities (asking for how 2 things are alike), vocabulary (asking for definition) and information (asking a general question about the world) |
| what is Raven's Progressive Matrices | looking at a pattern with shapes and line through them and determining which shapes should go in the blank spots |
| what are the pros of RPM | minimizes language barrier and is culturally bias free |
| what is eugenics | eugenics is used to improve a population's genetic stock by encouraging those with good genes to reproduce |
| what is the controversy between race and IQ | culturally biased test content, culturally biased test process, and can invoke racial stereotypes (stereotype threat - individual fears they might confirm a negative stereotype about their social group) |
| what is the entity theory | the perception that intelligence is a fixed trait that is pre determined by nature |
| what is the incremental theory | the perception that intelligence is malleable trait that can be expanded through effort |
| what are the 2 theories that ppl have when they think about intelligence | entity and incremental theory |
| which mindset is better in terms of behaviour | having an incremental mindset affect behaviour more positively |
| who is Spearman | looked at intelligence as a single, general ability |
| what is the g factor | general intelligence factor, shared by all tasks |
| what are the effects of the g factor dependent on | being motivated to succeed -> better grades -> better IQ -> better performance |
| what is the s factor | skill or ability level for a given task, unique to the task |
| what is the hierarchical model of intelligence | nesting: certain abilities nest within something |
| who is Thurstone | 7 types of mental abilities |
| what are the 7 types of mental abilities | word fluency, verbal comprehension, numeric abilities, spatial visualization, memory, perceptual speed, and reasoning |
| what is fluid intelligence | knowledge is changing and dynamic -> 'figuring out what to do' |
| what is crystallized intelligence | knowledge is fixed and factual -> 'knowing what to do' |
| can fluid intelligence become crystallized intelligence | yes, after practicing the steps, fluid intelligence can become crystallized |
| is GF (g factor, fluid) a blend of several cognitive abilities | yes |
| are GF (g factor, fluid) and GC (g factor, crystallized) entirely separable | no since fluid intelligence can become crystallized |
| who is Gardener | proposed 9 forms of intelligence that's more holistic and inclusive |
| what are the 9 proposed forms of intelligence | ■ verbal/ linguistic ■ logical/ mathematical ■ visuospatial ■ bodily/ kinesthetic ■ musical/rhythmical ■ interpersonal ■ self/intrapersonal ■ naturalist ■ existential |
| what is verbal/ linguistic intelligence | the ability to read, write, and speak effectively |
| what is logical/mathematical intelligence | the ability to think with numbers and use abstract thought; the ability to use logic or mathematical operations to solve problems |
| what is visuospatial intelligence | the ability to create mental picture, manipulate them in the imagination, and use them to solve problems |
| what is bodily/kinesthetic intelligence | the ability to control body movements, to balance, and to sense how the body is situated |
| what is musical/rhythmical intelligence | the ability to produce and comprehend tonal and rhythmic patterns |
| what is interpersonal intelligence | the ability to detect another person's emotional states, motive, and thoughts |
| what is delf/intrapersonal intelligence | self-awareness; the ability to accurately judge your own abilities, and identify your own emotions and motives |
| what is naturalist intelligence | the ability to recognize and identify processes in the natural world (plants, animals) |
| what is existential intelligence | the tendency and ability to ask question about purpose in life and the meaning of human existence |
| what is CHRONIC TRAUMATIC ENCALOPATHY | a degenerative brain condition associated with memory loss, dementia, mood disorders, and suicidality. gained from head injuries |
| is there a difference in intelligence based on sex | no |
| do males and females have unique cognitive abilities | females are better with communication, memory and emotions men are better with visuospatial |
| what is heritability based on | nature and nurture |
| what is behavioural genomics | focuses on identifying genes that are related to increases of decreases in certain types of learning and problem solving |
| is genetic makeup related to IQ | yes, the more similar in genetics and upbringing, the more similar IQ |
| what are the issues with explaining that genes cause differences in intelligence | 1. genes dont operate in isolation from the environment, environmental factors determine how genes express themselves and influence the organism 2. genes that influence intelligence do it indirectly |
| is general cognitive ability influenced by one gene or a pool of genes | a pool of genes |
| how is intelligence related to brain size | more convolutions (brain folds) = more surface area = more grey matter = higher intelligence scores - smooth brain = dumber |
| what is a third variable problem | third party factor (ex. having better verbal training) |
| what are brain size and IQ used for | used to understand clinical conditions (prolonged anorexia nervosa or alcohol abuse) |
| what are the 6 environmental processes related to intelligence | ■ birth order ■ socioeconomic status ■ nutrition ■ stress ■ nootropic drugs ■ education |
| how does birth order relate to intelligence | attention and resources given by parents |
| how does SES relate to intelligence | certain salary displays social class -> affects resources |
| how does nutrition relate to intelligence | malnutrition negatively affects brain function and intelligence |
| how does stress relate to intelligence | negative impact since is gives cortisol that affect brain functioning |
| how does nootropic drugs relate to intelligence | 'smart drugs' |
| how does education relate to intelligence | difference in IQ upbringing |
| what is the Flynn Effect | rise in IQ scores |
| what is developmental psychology | how early development influences later behaviours |
| what is a longitudinal study | same group of ppl over a long period of time |
| what are the cons of a longitudinal study | participant dropping out of story, finding no more value, expensive, time consuming |
| what are the pros of a longitudinal study | low variation, consistent |
| what is a cross-sectional study | diff groups of people just once |
| what are the pros of a cross-sectional study | more data, time efficient, diverse |
| when is the germinal stage | 0-2 weeks |
| what are the major events for the germinal stage | sperm meets egg = blastocyte, travels thru fallopian tubes and goes to uterus, develops into organs |
| when is the embryonic stage | 2-8 weeks |
| what are the major events for the embryonic stage | starts to have embryonic shape, head, heart, hands and feet emerge, attach to placenta for air and poop |
| when is the fetal stage | 8 weeks to birth |
| what are the major events for the fetal stage | start to have baby shape, development in brain region and systems develop, sex organs appear |
| when are the major regions of the brain detectable during gestation | 4 weeks |
| what causes embryo malformation (teratogen) | alcohol, cigarettes, stress |
| what dont we know about premature birth | early birth = underdeveloped brain = low chance of survival |
| what sensories do embryos have (before birth) | story recall |
| what vision do children have at birth | 30 cm or less, but 20/20 by 12 months |
| what smell do children have at birth | cringe at foul odours, can tell differences between breastmilk |
| do babies respond more to a face-like stimulus? why/why not | yes bc they recognize the organization of a face |
| what is the visual cliff test | test to see the development of depth perception |
| what are the 4 key reflexes for an infant | ■ rooting reflex ■ moro/startle reflex ■ grasping reflex ■ stepping reflex |
| what is the rooting reflex | happens with stimulation to the corners of the mouth, causes infant to orient themselves toward the stimulation and make sucking motions |
| why is the rooting reflex needed | helps infant begin feeding immediately after birth |
| what is the moro/startle reflex | happens when infant loses support of their head and try to reach their arms outward and inward in a hugging motion |
| why is the moro reflex needed | protective reflex that allows the infant to hold onto mother when support is suddenly lost |
| what is the grasping reflex | happens with stimulation to the infant's palm |
| why is the grasping reflex needed | lets infant safely hold on to caregiver |
| what is the stepping reflex | happens when infants sense pressure on the sole of a foot and leg straightens |
| why is the stepping reflex needed | basis for leaning how to walk |
| what is the order of stages that the motor skills develop in | 1. raising head 2. rolling 3. propping up 4. sitting up 5. crawling 6. walking |
| at birth, what are neurons | neurons are just neurons with no dendrite = no connections |
| after the first year, what happens to the neurons | with more exposure and experiences, dendrite increase in number and try to connect to each other |
| what is synaptic pruning | active connections are strengthened while useless ones are eliminated |
| what is a sensitive period | when sensory experiences have a greater influence on behaviour and brain structure |
| what are examples of when you can have a sensitive period | ■ language fluency ■ perception ■ balance ■ recognitions of parents ■ identifying with a culture |
| what are piagets stages of cognitive development | 1. sensorimotor 2. preoperational 3. concrete operational 4. formal operational |
| what is the sensorimotor stage | cognitive experience is based on direct sensory experiences with the world and physical movement. infant becomes egocentric |
| what does egocentric mean | inability to understand that theres other perspectives of the world apart from their own |
| what is the significant milestone for the sensorimotor stage | object permanence |
| what is the preoperational stage | thinking is mainly categorized through symbolic functions and intuitive thoughts, unable to apply specific cognitive operations, still egocentric, symbols, language and drawings can be used to represent ideas |
| what is the concrete operational stage | discover logic and develop cognitive operations (sorting, inductive reasoning). learn to perform mental transformations on objects that are physically present |
| what is the formal operational stage | ability to think more rationally, allows us to understand abstract concepts (success, failure), deeper understanding of ourselves, more compassionate, scientific reasoning, systematic planning |
| what are the cognitive abilities in infants | core knowledge, habituation, dishabituation |
| who is vygotsky and why is he significant | thought that community and language play a central part in learning and infants developed independently of stages as a result of social interactions |
| what is the zone of proximal development | growth is more ideal if child is trying to learn something that is just beyond with proper guidance and support |
| what is scaffolding | an approach to teaching in which the teacher matches guidance to the learners' needs |
| what is attachment | emotional and physical bond formed between an infant and a caregiver - learn emotional attachment through contact comfort |
| what is the significance with harlow and his monkeys | money spent more time with clothed mother bc she feels warmer = more contact comfort = more attachment |
| what is the strange situation test | mom and child are in room and then mom leaves the room and baby is left with stranger |
| why is the strange situation test important | infants' attachment style can be organized by responses of mom leaving and returning |
| what are the types of attachment | ■ secure ■ insecure |
| what is secure attachment | infant is fine when mom returns, grows up to have more trust, become more successful, has positive self image, can make friends and develop optimism |
| what is insecure attachment | infant acts ambivalent, avoidant, cant stop crying, or refuse to continue playing, grows up to have less trust, lack social skills, have trouble forming relationships, might not understand themselves |
| what are the types of insecure attachment | ■ disorganized ■ anxious/ambivalent ■ avoidant |
| what is disorganized attachment | infant is indifferent when mom comes back but is insecure, grows up to have very negative self image, thinks of themselves as unworthy of love, unorganized brain (anxious abt ppl she receives comfort from) |
| what is anxious/ambivalent attachment | happy when mom returns but gets angry and might ignore mom, grows up to have less positive self image, may be seen as moody, becomes clingy |
| what is avoidant attachment | keep ignoring mom even after mom pampers infant, grows up to have negative self image |
| what are the types of parenting styles | ■ attachment behavioural ■ caregiving behavioural ■ operant conditioning ■ introjection ■ inductive discipline |
| what is the attachment behavioural system | focused on meeting our own needs for security |
| what is the caregiving behavioural system | focused on meeting the needs of others |
| what is operant conditioning | behaviours learned through reinforcement and punishment |
| what is introjection | internalization of conditional regard of significant others (incorporating the opinions of important ppl in your life) |
| what is inductive discipline | explaining the consequences of a child's actions on other ppl -> gain empathy |
| what is the mountain test | test made by piaget ■ test to see if child can understand that other perspectives exist apart from their own - if they can see other perspectives = not egocentric |
| what is theory of mind | the ability to recognize the thoughts, beliefs, and expectations of others, and to understand that these can be different from their own |
| what is the false belief task | kid in one room, friend in the other room, item in drawer ■ if kid says that their friend in the other room CAN see what's in the drawer, they have not developed theory of mind, they are still egocentric |
| what are the psychosocial development in infants and toddlers | ■ can identify when someone needs help and have a preference for helpers ■ understand fairness (waiting their turn) ■ 'helper stage' |
| what part of the brain continues to develop during adolescence and young adulthood | prefrontal cortex (pfc) |
| what does the pfc do | helps us do our executive functioning and decision making |
| is it more common for a teenager to take risks alone or if they're with others? why? | yes bc of peer pressure or group thinking |
| what are kohlberg's stages of moral development in order | ■ preconventional ■ conventional ■ postconventional |
| what is preconventional morality | make decisions based on obedience and punishment or self interest -> judge what's right or wrong based on direct consequences they expect for themselves and not by social norms |
| what is conventional morality | make decisions based on societal norms |
| what is postconventional morality | consider rules and laws when making decisions -> solve issues through compassion |
| are our moral judgements guided based on reason? | no, it is also driven by our emotions and intuitive reactions |
| what age is considered emerging adulthood | 18-24 |
| what are the 3 main areas of personal growth during the emerging adulthood stage | relatedness, autonomy, and competence |
| what is the main life event during middle adulthood | menopause |
| does marriage always associate with happiness? | most commonly associated to longer life and happiness but can also result in conflict and divorce |
| does become a parent cause a shift in lifestyle | yes |
| what does the term "sandwich generation" mean | having older parents while also having young children alive at the same time ■ can lead to tensions and pressure since both need effort and attention |
| what is the "empty nest" myth | older parent dies and children no longer a baby = no more need for attention to anything |
| what are the 5 styles of parenting | ■ authoritarian ■ permissive ■ authoritative ■ neglective ■ overinvolved |
| what is the authoritarian style of parenting | controlling, demand obedience without considering child's pov -> but doesnt know her own identity and starts doing things that please |
| what are the effects of authoritarian parenting | child learns to suppress their emotions, doesnt know their own identity, and only does things to please others |
| what is the permissive style of parenting | loving but no control, no rules, full freedom, never tells child "no" |
| what are the effects of permissive parenting | doesnt know how to cope with conflict, cant control emotions, makes them a sore loser, inconsiderate, doesnt know their limits |
| what is the authoritative style of parenting | firm but loving, encourages independence within limits, rules are laid down, parent listens to child |
| what are the effects of authoritative parenting | develops strength to endure hardships, continues following passions and interests, can express opinions in an appropriate manner, can understand rules |
| what is the neglective style of parenting | uninvolved and dont care about child, parents not present |
| what are the effects of neglective parenting | child feels alone, lacks attention, lack of attention leads to lack of trust in herself and others, insecurely attaches to others, unable to form healthy relationships, negative self image |
| what is the overinvolved style of parenting | parents are present in every part of child's life, parents remove obstacles out of their kids' path, micromanage every aspect of child's life, wont let child do anything alone |
| what are the effect of overinvolved parenting | child cant learnt to overcome challenges by themselves = donesnt want to solve things by themself, lack perseverance, procrastinate stuff that requires a lot of effort |
| what type of memories do older ppl tend to remember | happier memories |
| what type of memories do younger ppl tend to remember | happy and sad memories, equally |
| what does the brain look like for alzheimers | loss of white and grey matter, large buildup of proteins, and neurofibril tangles (buildup of proteins, blocks synaptic communications |
| what happens to fluid intelligence for older people | declines |
| what happens to crystallized intelligence for older people | remains intact |
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