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Exam study guide for PSYC 216 exam 3 on 5/3

by: Karen Leung Ka Yan

Exam study guide for PSYC 216 exam 3 on 5/3 PSYC 216

Marketplace > University of Illinois at Urbana-Champaign > Psychlogy > PSYC 216 > Exam study guide for PSYC 216 exam 3 on 5 3
Karen Leung Ka Yan
GPA 3.4

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About this Document

Exam review summary/ study guide for exam 3
Child Psych
Baillargeon, RBian, LCimpian, AFisher, COh, DTelzer, E
Study Guide
Motivation and Achievement, Gender Development, Eyewitness, Culture and Development, testimony, early conceptual development, Number and space, PSYC 216, UIUC, r. Andrei Cimpian
50 ?




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This 4 page Study Guide was uploaded by Karen Leung Ka Yan on Thursday April 28, 2016. The Study Guide belongs to PSYC 216 at University of Illinois at Urbana-Champaign taught by Baillargeon, RBian, LCimpian, AFisher, COh, DTelzer, E in Spring 2016. Since its upload, it has received 60 views. For similar materials see Child Psych in Psychlogy at University of Illinois at Urbana-Champaign.

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Date Created: 04/28/16
Approximate number system – in an instant have an approximate sense of how many number are there in the world Remarks: - limited precision - precision determined by the ratio of the the number you are comparing o doesn’t matter if the number is large or small, only the raio matters - it’s not visual or auditory, (ppl with these ares brain lesion have no prob showing competence in APS) - APS is a modality independent abstract - able to do arithmatics with this system - present from birth - likely to be shared with animals as well newborns are pretty good at ratio comparison at 6mos perefectly fine to differentiate raio as 1:2 adult 6:7 Object tracking system - keeping track of how objects move - can only handle a very small no very diff system with APS - present in infants - mickey mouse study APS ~ competency in maths - some involvement in APS in numerical/symbolic reasoning - train APS may lead to improvement in numerical/symbolic reasoning 3 cognition system of making sense of space - path integration o intuitive sense of direction/distance/speed – Mental map of geometry/shape of surroundings o Sense of outline of environment – Mental map of landmarks o intuitive sense of how far we’ve moved from one point to another skills shared with many other animals like ants, newborn chicks - inborn ability (can’t test due to development in walking…) 4-5 years old showing such competence Conceptual development Concepts allow us to summarize our experiences and make prediction of new experiences Children’s perception are very much affected by the appearance of the objects Children’s generalization Generalization of things that looks similar Generalization of things that don’t look similar but are in the same category Kids are essentialist for natural categories, social interaction and artifacts - how we perceive objects are often not by how something how they look but by the history of how it’s related to people , the people they interact with throughout the course of their existence - eg. infants’ attachment object What makes something a hat a chair, has something more to do with what the thing looks like, but the intention of the maker who produce the object Even by the age of 3, Ids divided artifacts not only by how they look on the outside Behavioral Engagement – Involvement in classroom activities – – Effort on schoolwork Cognitive Engagement – Attention in class – Planning and monitoring Affective Engagement – Interest in schoolwork – Enthusiasm for learning What happens with kid’s engagement across school years? What are some of factors that predict which kids are more engaged than others? ON average, there’s a decline in engagement as school years increases Explanation: - changes in school environment o early on children have more autonomy - with time they perceive their peers to be less engaged in school o perceived those popular ones to be less engaged with school - as children want more independence, school becomes less opened with their choices o so the environment is becoming less and less compatible with the kids’ development - some attribute school success by effort some by ability o some has a growth/incremental mindset (I can do better if I try harder) -> adaptive o some has a fixed mindset (you can’t be smarter/better no matter what) -> maladaptive o Consequences of failure is that the former will continue to try while the latter consider something is wrong with them once they fail and will give up Parents and schooling help shaping these mindsets - can be altered by the way of giving compliments Gender differences between M and F are much less, to the extent of negligible than we thought )so much more similar) The stereotypes of boys being smarter ma be transferred from parents/ teachers to kids and once their stereotypes starts to be internalized, boys and girls become more tended to fulfilling those stereotypes These factors may contribute to the gender differences in number of M vs F engaging in certain discipline Interviewer bias strategies on testimony on children give Repeating questions to children is a problem because they will change the answers thinking their answer is wrong Use of symbolic tools Children providing testimony for sexual assaults in court Using dolls is less embarrassing ? But it’s confusing for kids because they are not sure if the dolls refer to who In individualistic culture In collectivistic, it’s important for self to fit in into family and friends and maintain harmonious relationships More co-sleeping with friends/siblings in collectivistic culture Practices in holding babies VS talking to and looking at their babies Collectivistic – hold; individualistic – talk to / look at Personal story-telling in children’s presence to other adults, Taiwan > US Children’s choices of friends in terms of shyness Canada XXXX shy people as friends VS China like shy people as friends since that symbolizes self-containment and maturity


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