Psychology Midterm Review
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Questions and Answers

Explain how the Flynn Effect might impact the interpretation of IQ scores across different generations.

The Flynn Effect suggests that IQ scores increase over time. Therefore, interpreting IQ scores without considering the generation the individual belongs to can lead to inaccurate comparisons. An individual's score might be high relative to their generation but average compared to a later generation.

How might Gardner's theory of multiple intelligences be applied in an educational setting to better cater to individual student needs?

Gardner's theory can be used to identify a student's strengths in different types of intelligence. Educators can create lessons that offer diverse activities and assessments that cater to linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic intelligences.

How do fluid and crystallized intelligence complement each other in problem-solving?

Fluid intelligence enables one to approach a novel problem and devise a strategy, while crystallized intelligence provides access to relevant knowledge and previously learned methods. Effective problem-solving involves using fluid intelligence to analyze the situation and then applying crystallized intelligence to implement solutions.

Describe a scenario where using chunking would be a beneficial memory strategy. Explain why it's helpful in that situation.

<p>When trying to remember a long phone number, chunking can be useful. For example, instead of remembering <code>5551234567</code> as individual digits, you can chunk it into <code>555-123-4567</code>. This reduces the amount of individual pieces of information to retain, making it easier to remember.</p> Signup and view all the answers

Explain how elaborative rehearsal differs from simple repetition in the context of memory encoding.

<p>Elaborative rehearsal involves linking new information to existing knowledge and creating meaningful connections. Simple repetition involves merely repeating the information without any attempt to understand it or relate it to other things you know. Elaborative rehearsal is more effective for long-term retention.</p> Signup and view all the answers

How can self-referencing improve memory retention compared to simply reading or hearing information?

<p>Self-referencing involves relating new information to one's personal experiences, thoughts, or beliefs, which creates more personal and emotionally relevant encoding. This enhances memory retention, as information becomes more meaningful and easier to retrieve due to stronger associations.</p> Signup and view all the answers

Why would habituation be a useful tool to assess intelligence in infants?

<p>Habituation is a useful tool to assess intelligence in infants because it measures how quickly an infant becomes bored with a repeated stimulus and how readily they respond to a new stimulus. Faster habituation and a stronger response to novelty are associated with higher cognitive abilities.</p> Signup and view all the answers

What are some possible explanations for why childhood amnesia occurs?

<p>Possible explanations include the immaturity of the hippocampus and prefrontal cortex (brain regions involved in memory formation), the lack of a fully developed sense of self (which aids in organizing memories), and differences in how infants encode memories compared to adults (e.g., nonverbal encoding).</p> Signup and view all the answers

How can prenatal exposure to sensory information, such as a mother's diet, influence a child's food preferences after birth? Provide an example.

<p>Fetuses experience tastes and smells through the amniotic fluid influenced by the mother's diet. This can lead to familiarity with certain flavors, resulting in preference for those flavors after birth.</p> Signup and view all the answers

Explain how the concepts of assimilation and accommodation work together to facilitate cognitive development, according to Piaget's theory.

<p>Assimilation involves incorporating new information into existing schemas, while accommodation involves modifying existing schemas to fit new information. They work together as a continuous process where new experiences are first assimilated and then, if necessary, schemas are accommodated to better understand these experiences, driving cognitive growth.</p> Signup and view all the answers

Describe a scenario illustrating the A-not-B error that a child might exhibit, and explain what this error suggests about their cognitive development.

<p>An infant watches a toy being hidden at location A, and repeatedly finds it there. The toy is then hidden at location B while the infant watches, but the infant still searches at location A. This error suggests incomplete object permanence, where the child understands objects exist when out of sight, but struggles with changing locations.</p> Signup and view all the answers

How would a child in Piaget's preoperational stage, characterized by egocentrism, likely respond in a situation requiring them to understand another person's perspective? Give a concrete example.

<p>A child in the preoperational stage would struggle to understand another person's perspective, assuming that others share their viewpoint and knowledge. For example, if they receive a gift they dislike, they might assume that the gift-giver also dislikes the gift.</p> Signup and view all the answers

Explain how a child demonstrating conservation understands that quantity remains the same despite changes in appearance. Provide an example.

<p>A child demonstrating conservation understands that the amount of something stays the same even if its appearance changes. For instance, they recognize that pouring water from a short, wide glass into a tall, thin glass doesn't change the amount of water, even though the water level looks higher.</p> Signup and view all the answers

Briefly describe how the development of fine motor skills differs from the development of gross motor skills in early childhood, providing an example of each.

<p>Fine motor skills involve small movements, like grasping small objects or writing, while gross motor skills involve larger movements, such as running or jumping. Fine motor skills often develop later than gross motor skills.</p> Signup and view all the answers

Define cross-modal perception. Provide an example of cross-modal perception?

<p>Cross-modal perception is when two or more senses interact with each other. Synesthesia is an example of it. For example, a person might perceive a specific color when they hear a certain musical note.</p> Signup and view all the answers

How does prenatal exposure to touch contribute to the sensory development of a fetus, and at what stage of pregnancy does this sense typically begin to develop?

<p>Prenatal exposure to touch helps to develop the fetus's sensory awareness and interaction with its environment inside the womb. The sense of touch typically starts developing around 7 weeks of pregnancy, making it the first sense to develop.</p> Signup and view all the answers

How might the Flynn effect influence the design and interpretation of standardized intelligence tests over time?

<p>The Flynn effect necessitates regular recalibration of test norms to prevent scores from artificially inflating, thus ensuring the test continues to accurately reflect current cognitive abilities.</p> Signup and view all the answers

Explain how understanding habituation can inform strategies for early childhood education.

<p>Understanding habituation helps educators to introduce novelty and variety in lessons to maintain engagement. Recognizing habituation as a potential early indicator of intelligence can also prompt tailored educational approaches.</p> Signup and view all the answers

Provide an example of how a child's performance on an A-not-B task might be influenced by factors other than object permanence.

<p>Factors like memory limitations, perseveration (tendency to repeat actions), or attentional difficulties can impact A-not-B task performance, independent of the child's understanding of object permanence.</p> Signup and view all the answers

In what ways might brain plasticity play a role in an adult recovering from a stroke?

<p>Brain plasticity allows the brain to reorganize neural pathways and functions, enabling the brain to compensate for damaged areas and regain lost abilities after a stroke.</p> Signup and view all the answers

Describe a situation where chunking could be effectively used to improve working memory and recall of a phone number.

<p>Chunking involves organizing the digits into meaningful groups, such as area code + three digits + four digits, which reduces the cognitive load and improves both working memory and recall.</p> Signup and view all the answers

If a person has a genotype with a dominant gene for brown eyes (BB or Bb) but expresses a phenotype of blue eyes, what concept is being violated? Why?

<p>This violates the basic concepts of genotype and phenotype. The phenotype (physical expression) should align with the dominant genotype, indicating an error in the stated information or an exception not covered by basic genetics.</p> Signup and view all the answers

How can the understanding of the fetal stage inform parental behavior and prenatal care practices?

<p>Knowledge of the fetal stage emphasizes the importance of proper nutrition, avoiding teratogens, and creating a supportive prenatal environment to optimize the fetus's development during this critical growth period.</p> Signup and view all the answers

Explain how Gardner's theory of multiple intelligences could be used to create a more inclusive and effective learning environment.

<p>Gardner's theory suggests providing diverse learning activities that cater to different intelligences, such as visual-spatial, bodily-kinesthetic, or musical, to engage a wider range of students and improve learning outcomes.</p> Signup and view all the answers

Flashcards

Sensory Memory

Brief memory of sights, sounds, smells, tastes, or touch. Lasts only seconds.

Short-Term Memory

Temporary storage that holds information for seconds to minutes; easily accessible.

Long-Term Memory

Mostly permanent storage space, holding information for years; retrieved consciously or unconsciously.

Episodic Memory

Remembering specific events and experiences from your life, including time, place, and details.

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Chunking

Dividing information into smaller units to improve recall.

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Mnemonics

Using rhymes, acronyms, or visuals to aid memory.

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Childhood Amnesia

Adults' difficulty recalling specific memories from early childhood (before age 3-4).

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Fluid Intelligence

Solve new problems, abstractly think without prior knowledge.

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Prenatal Sensory Exposure

Sensory input (taste, smell, touch, sound, light) a fetus receives in the womb.

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Cross-Modal Perception

When two or more senses interact and influence each other.

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Fine vs. Gross Motor Skills

Small movements (writing) vs. large movements (walking).

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Assimilation vs. Accommodation

Fitting new info into existing schemas vs. modifying existing schemas.

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A-not-B Error

Error when infants search for a hidden object in the wrong location (A instead of B).

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Conservation (Piaget)

Understanding properties stay the same despite appearance changes.

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Egocentrism (Piaget)

Inability to see a situation from another person's point of view.

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Object Permanence

Understanding objects exist even when they can't be seen.

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Emerging Adulthood

The transitional period from adolescence to adulthood, roughly ages 18-27.

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Genotype vs. Phenotype

Genotype is the genetic makeup (e.g., ZZ, Zz), while phenotype is the observable characteristics (e.g., blonde hair).

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Fetal Stage

Starts around 9-10 weeks of development and continues until birth.

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Brain Plasticity

The brain's ability to change and adapt by forming new neural connections throughout life.

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Habituation

Decreased response to a stimulus after repeated exposure.

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Chunking (Memorization)

Breaking down information into smaller, more manageable parts for easier memorization.

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Study Notes

  • Psychology Midterm Review

Emerging Adulthood

  • A period of transition from adolescence to adulthood, typically between 18-27 years.

Genotype vs. Phenotype

  • Genotype: The specific genetic makeup of an organism (e.g., ZZ, Zz).
  • Phenotype: The observable characteristics of an organism resulting from its genes (e.g., blonde hair, blue eyes).

Fetal Stage

  • Begins about 9-10 weeks into development and continues until birth
  • Before this stage, the term is embryo
  • After birth the term is baby

Brain Plasticity

  • Brain's ability to change and adapt due to injury, experiences, or learning.
  • Involves forming new neural connections or strengthening existing ones.

Habituation

  • Decreased response to a stimulus after repeated exposure.
  • May be an early indicator of intelligence.

Object Permanence

  • Understanding that objects continue to exist even when out of sight.
  • Babies typically do not develop until later.

Chunking (for Memorization)

  • Breaking information into smaller parts to make it easier to memorize.

IQ Formula

  • Mental age / Chronological age x 100

Development

  • Continuous process of physical, cognitive, and psychosocial changes throughout life
  • Occurs from conception to death.
  • Encompasses growth, learning, maturation, and adaptation.

Domains of Development

  • Physical: Development of motor skills, changes in height or weight.
  • Cognitive: Changes in thinking or reasoning.
  • Socio-emotional: Development of relationships with others and empathy.

Goals of Developmental Psychology

  • Describe, explain, and optimize development.

Theory Definition

  • Psychological theory: Explains mental and behavioral patterns within a societal and cultural context.
  • Supported by evidence and reasoning.

Types of Experimental Designs

  • Cross-sectional: Data collected from a group of participants at a single point in time.
  • Longitudinal: Same group of participants followed over an extended period.
  • Sequential: Combines cross-sectional and longitudinal by studying multiple cohorts at different times.

Variables

  • Independent variable: The variable a researcher changes or controls.
  • Dependent variable: The variable being measured, will change in response to manipulation of the independent variable.

Nature vs. Nurture Debate

  • Examines which impacts development more: Genetics or upbringing.

Continuity-Discontinuity Debate

  • Examines whether development is a continuous process or occurs in distinct stages.

Basic Genetic Structures

  • DNA: Double-stranded molecule storing genetic information (adenine, thymine, guanine, cytosine).
  • Genes: DNA sequence encoding instructions for proteins and traits.
  • Chromosomes: Structures carrying genetic information (tightly coiled DNA).

Twin Cell Division

  • A fertilized egg splits into two embryos, resulting in identical twins
  • Requires a single egg cell fertilized by a single sperm cell
  • The resulting zygote splits into two separate cell masses

Incomplete Dominance

  • Gene interaction where alleles are partially expressed, creating an intermediate phenotype.

Heritability

  • Proportion of trait variation due to inherited genetic factors.

Teratogens Definition

  • Substances causing harm to a developing fetus (e.g., alcohol, smoking).

Stages of Prenatal Development

  • Germinal Stage: From fertilization to implantation (first two weeks).
  • Embryonic Stage: Major organs and structures develop (weeks 3-8).
  • Fetal Stage: Continued growth and maturation of systems (week 9 to birth).

Age of Viability

  • When a fetus has a reasonable chance of survival outside the womb.
  • Generally around 24 weeks of gestation

Myelin

  • Insulating layer/sheath around nerves, including in the brain and spinal cord.

Risky Behavior Brain Area

  • Prefrontal cortex is still developing in adolescence.

Language Brain Area

  • Broca's Area: Speech production.
  • Wernicke's Area: Language comprehension.

Reflexes

  • Involuntary responses to stimuli (e.g., sucking and rooting reflexes in infants).

Synaptic Pruning

  • Elimination of unused synapses to improve neural efficiency.

Sensation

  • Process of detecting and responding to sensory information.

Prenatal Sensory Exposure

  • Sensory experiences fetus receives in the womb.
  • Includes taste, smell, touch, sound, and light.
  • First sense to develop: Touch around 7 weeks.

Cross-Modal Perception

  • Interaction between two or more senses (e.g., Synesthesia).

Fine vs. Gross Motor Skills

  • Fine: Small movements (e.g., writing).
  • Gross: Larger movements (e.g., walking).

Assimilation vs. Accommodation

  • Assimilation: Fitting new information into existing schemas.
  • Accommodation: Modifying existing schemas.

A-not-B Error

  • Infants search for a hidden object in the location they previously found it, not the new location.
  • Tests object permanence.

Conservation

  • Understanding object properties remain the same after appearance changes.
  • Children develop it during concrete operational stage (ages 7-11).

Egocentrism - Piaget

  • Inability to distinguish one's own perspective from others.
  • Children in preoperational stage exhibit egocentrism (ages 2-7).

Sensory Memory

  • Briefly holds what you've seen, heard, smelled, tasted, or touched, a highly detailed memory
  • Lasts only a few seconds

Short-Term Memory

  • A temporary space that holds information for a few seconds to minutes
  • Easily accessible

Long-Term Memory

  • A mostly permanent storage space that can hold information for years
  • Can be retrieved consciously or unconsciously

Episodic Memory

  • Ability to remember specific events and experiences (time, place, details)

Memory Strategies

  • Chunking: Dividing information into smaller units
  • Mnemonics: Rhymes, acronyms, or visual imagery
  • Elaborative rehearsal: Repeating information
  • Self-referencing: Connecting learning to yourself to create more neural pathways for memory
  • Helps you recall more information than trying to remember each piece individually

Childhood Amnesia

  • Difficulty recalling specific memories from early childhood (before age 3-4)

Gardner's Theory of Intelligence

  • Includes linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic.
  • Multiple intelligences

Assessing Intelligence in Infancy

  • Habituation

Flynn Effect

  • Observed rise over time in standardized intelligence test scores.

Fluid Intelligence vs. Crystallized Intelligence

  • Fluid: Solving new problems without prior knowledge.
  • Crystallized: Applying accumulated knowledge and skills.

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Key psychology concepts for midterm review. This includes emerging adulthood, genotype vs phenotype, and stages of fetal development. Review brain plasticity, habituation, object permanence, and chunking.

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