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PSY 3350 Exam #3
Lifespan Human Development
| Question | Answer |
|---|---|
| Extinction | behavior that is ignored, or no longer reinforced, tends to become less frequent. |
| Thorndike & Law of Effect | The response to a stimulus s affected by the consequences of that behavior. Trial and error learning results in some behaviors being stamped in(positive reinforcers), while others are stamped out (negative reinforcers). |
| Operant conditioning | a learners behavior becomes either more or less probable depending on the consequences it produces. |
| Reinforcement (positive & negative) | occurs when a consequence strengthens a response, or makes it more likely to occur. Positive reinforcement is adding something. Negative reinforcement is taking something away. |
| Punishment | decreases the strength of the behavior or weakens it. Positive punishment occurs when an unpleased event is added to the situation following the behavior, ex. Spankings. Negative punishment occurs when something pleasant is removed following the behavior. |
| Bandura & observational learning (Bobo doll) and modeling | Bandura is the founder of the social cognitive theory. Observational learning is learning by observing the behavior of other people and imitating it. Ex. Bobo doll experiment. Modeling is the imitation of behaviors learned through observation. |
| Sensory register | a log of something said or done that your memory holds an afterimage or echo of. Much that strikes the sensory register quickly disappears without farther processing. |
| Semantic | Meaning facts without reference to time or place of learning. |
| Episodic. | Personal, specific experience at a particular time, in a particular space |
| Deferred imitation & sequenced imitation | The ability to imitate a novel act after a delay, which clearly requires memory ability. |
| Rehearsal | The repeating of items they are trying to learn and remember. Rarely used by most 3-4 year olds. More than half of 7 year olds and 85% of 10 year olds will use. |
| Chunking (organization): | Classifying items into meaningful groups before rehearsal. Not helpful in rehearsal until about age 9-10. |
| What are some of the ways IQ is commonly defined? | Adaptability. Success in school. Job success. Life success. |
| Intelligence Quotient (IQ) was created by who? | William Stern. |
| What is the formula for calculating ‘IQ’? | Divided single number scale for IQ. IQ= mental age X 100. |
| The Stanford-Binet was created by Terman – how did he change the content and the use of the test? | Translated, adapted and revised the Binet scale; created new age norms for American children. Extended upper age range to adults. Used test to measure inherited intelligence. |
| Army alpha tests: | Lewis Terman and Arthur Otis. Too many recruits fro WWI. Used to stratify foot soldiers vs. officers. Very culture biased. |
| Immigrant testing- 1913: | H.H. Goddard research psychologist at school for mentally retarded. Used tests to limit immigrants. A lot of cultural bias. |
| What are the Wechsler scales – know which version of the scale is used for what age group.? | WPPSI-III 4yrs and 6/12 yrs. WISC-IV 6-16 WAIS-IV adult Overall score + verbal and performance scores. |
| WPPSI-III | 4yrs and 6/12 yrs. |
| WISC-IV | 6-16yrs |
| WAIS-IV | adult |
| What are the two big subscales on IQ tests? | Verbal and Performance. |
| What is Spearman’s general ‘g’ factor and ‘s’ specific abilities? | general intelligence “g”. →A general factor that interlaces any and all specific mental abilities. Is measured by every task on an IQ test. Special abilities “s”→Specific to a particular test. |
| Mastery motivation | an infant wants to master its environment and mastery motivation can be seen when an infant struggles to figure things out (open cabinets, take first steps, figure out how new toys work). |
| Drives vs. incentives | Drives: internal, physiological (hunger, thirst) and DRIVE behaviors of organism to REDUCE need. Incentives: external, positive/negative stimuli, curiosity. (Drives push…Incentive pull) |
| Drive-reduction theory | physiological (hunger, thirst) needs DRIVE behaviors of organism to REDUCE need |
| Maslow's hierarchy of needs | (bottom) Physiological→Safety→Belongingness and Love→Esteem→Self-Actualization (top) |
| achievement motivation | desire for accomplishment, mastery, attain high standards, control. Learned motive to compete and strive for excellence. Sense of Agency. In a 2 mo. old: reorganizing that actions produce certain outcomes; String Pulling Experiment. |
| effectance motivation (define & know what promotes it) => | desire to control the environment; master tasks simply because they’re there; Mastery Motive; guides play in infancy: actions centered on body, actions on objects; influences on infancy: secure attachment, stimulation, responsive environment. |
| 6) What kind of tasks do high achievers select=> | moderately difficult tasks |
| 7) As a child what were high achievers like=> | Mastery goal oriented (children > 7) -> do task well but not to show off, |
| 8) What is a | |
| - mastery orientation=> | thrive on challenges and persist in the face of failure because of attributions that lead to belief that effort will pay off. Opposite of learned helplessness orientation. High achievers attribute success to internal ability or external task difficulty |
| -performance orientation=> | aim to prove ability rather than improve it in order to get positive feedback from others. |
| 9) What is: | |
| - ATI=> | Aptitude Treatment Interaction( Cronbach and Snow): there are various levels of learning, ability, and personality style; no one teaching method. |
| -Goodness of fit=> | (Thomas and Chess); good relationship between person (child) and environment (child’s social environment) |
| 10) What should preschools do=> | (Martin Covington); Create an environment that promotes learning and downplays competitive race for the best grade in class and not just end at a bad grade. |
| 11) What should parents do and what should schools do to promote high achievement=> | providing sensory stimulation, building a secure attachment relationship; stress and reinforce independence and encourage to do things on their own unless they know they can’t do it (achievement motivation); emphasize high standards of performance |
| -theory X: | task leadership, extrinsic motivation, people are lazy and error prone, leaders are goal oriented and focus on the task and are direct and must give good orders |
| -theory Y: | social leadership, intrinsic motivation, people are hardworking and goal oriented, Sam’s Club and Wal-Mart, leaders are democratic, team spirit |
Created by:
Jenni_B
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