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59 Cards in this Set
- Front
- Back
Psychometrician's |
Psychologists who specialize in measuring psychological characteristics such as intelligence and personality |
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Fluid intelligence |
refers to the ability to perceive relations among stimuli |
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Crystallized intelligence |
compromises a person's culturally influenced accumulated knowledge and skills, including understanding printed language, comprehending language, and knowing vocabulary |
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Emotional intelligence |
the ability to use one's own and other's emotions effectively for solving problems ad living happily |
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Analytic ability ( Theory of successful intelligence) |
involves analyzing problems and generating different solutions |
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Creative Ability (Theory of successful intelligence) |
involves dealing with novel situations and problems |
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Practical Ability (Theory of successful intelligence) |
involves knowing what solution or plan will actually work |
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Mental age (MA) |
refers to the difficulty of the problems that a child could solve correctly |
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IQ (Stanford-Binet) |
Terman described performance as an IQ which was simply the ratio of mental age to chronicle age, multiplied by 100. |
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Dynamic Testing |
measures a child's learning potential by having the child learn something new in the presence of the examiner and with the examiner's help (measures new achievement rather than past achievement) |
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Culture-fair intelligence tests |
include test items based on experiences common to many cultures |
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Stereotype threat |
self-fulfilling prophecy in which knowledge of stereotypes leads to anxiety and reduced performance consistent with the original stereotype |
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Gifted (children) |
traditionally has referred to individuals with scores of 130 or greater on intelligence tests |
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convergent thinking |
using information that is provided to determine a standard, correct answer |
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divergent thinking (creativity) |
the aim is not a single correct answer but novel and unusual lines of thought |
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intellectual disability |
refers to substantial limitations in intellectual ability as well as problems in adapting to an environment, with both emerging before 18 years of age |
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the 4 factors that place individuals at risk for intellectual disability |
biomedical factors, social factos, behavioral factos, educational factors |
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children with LEARNING DISABILITIES |
1) have difficulty mastering an academic subject, 2) have normal intelligence and 3) are not suffering from other conditions that could explain poor performance, such as sensory impairment or inadequate instruction |
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language |
is a system that relates sounds (or gestures) to meaning |
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phonology |
refers to the sounds of a language |
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Semantics |
denotes the study of words and their meaning |
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Syntax |
refers to rules that specify how words are combined to form sentences |
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pragmatics |
refers to the communicative functions of language and the rules that lead to effective communication |
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phonemes |
unique sounds that can be joined to create words |
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infant-directed speech |
when adults speak slowly and with exaggerated changes in pitch and loudness |
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babbling |
(comes after cooing) speech-like sound that has no meaning |
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Intonation |
the pattern of rising and falling pitch |
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naming explosion |
when children, at around 18 months, learn new words-- particularly names of objects - much more rapidly than before |
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fast mapping |
children's ability to connect new words to their meanings so rapidly that they cannot be considering all possible meanings for the new word |
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underextension |
defining a word too narrowly |
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overextension |
defining a word to broadly |
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phonological memory |
the ability to remember speech sounds briefly |
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Referential style |
when a child's vocal consists mainly of words that name objects, persons or actions |
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expressive style |
when a child's vocal includes some names but also many social phrases that are used like a single word such as "go away" |
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telegraphic speech |
like telegrams consists of only words directly relevant to meaning |
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over regularization |
applying rules to words that are exceptions to the rules |
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semantic bootstrapping theory |
children are born knowing that nouns usually refer to people or objects and that very are actions; they use this knowledge to infer grammatical rules |
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Receptive vocabulary |
the words a child understands |
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Expressive vocabulary |
the words a child understands and says |
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Referential communication |
using language to convey a message that the listener will understand |
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Conversational repair |
revising something that was said because it is believed that the listener did not understand the original statement |
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pragmatics |
the study of the communicative functions of language |
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Basic emotions |
are experienced by people worldwide and each consists of three elements; a subjective feeling, a physiological change and an overt behavior |
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self-conscious emotions |
there involve feelings of success when ones standards or expectations are meant and feelings of failure when the are not |
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social referencing |
infants in an unfamiliar or ambiguous environment often look at their mother or father as if searching for cues to help them interpret the situation |
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display rules |
culturally specific standards for appropriate expressions of emotion in a particular setting or with a particular person or persons |
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temperament |
behavioral styles which are fairly stable across situations and are biologically based |
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Urgency/extraversion |
refers to the extent to which a child is generally happy, active, vocal, and regularly seeks interesting stimulation |
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Negative affect |
refers to the extent to which a child is angry, fearful, frustrated, and shy, and not easily soothed |
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effortful control |
refers to the extent to which child can focus attention, is not readily distracted and can inhibit responses |
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attachment |
an enduring social-emotional relationship to a adult |
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secure attachment |
the baby may or may notary when the mother leaves, but when she returns, the baby wants to be with her and if the baby is crying, it stops |
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avoidant attachment (insecure attachment) |
the baby is not visibly upset when the mother leaves, and when she returns may igonore her by looking or turning away |
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Resistant attachment (insecure) |
the baby is upset when the mother leaves and remains upset or even angry when she returns and is difficult to console. |
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Disorganized attachment (insecure) |
the baby seems confused when the mother leaves and when she returns seems toot really understand whats happening |
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internal working model |
a set of expectations about parents' availability and responsiveness, both generally and in times of stress |
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secure adults |
describe childhood experiences objectively and value the impact of the parent-child relationship on their development |
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dismissive adults |
sometimes they deny the value of childhood experiences and sometimes are unable to recall those experiences precisely, yet they often idolize their parents |
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preoccupied adults |
describe childhood experiences emotionally and often express anger or confusion regarding relationships with parents |