Exam 3. Multiple Choice. Please select the best response to each question. (3 points each)

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1 Name: Exam 3 Multiple Choice. Please select the best response to each question. (3 points each) 1. Which of the following is not true of basic-level concepts? A. They are between subordinate and superordinate levels. B. They are more detailed than subordinate levels.* C. They strike a balance between being too vague and too detailed. D. They are usually the first to be learned. 2. The Stanford-Binet intelligence test measures. A. only crystalized intelligence B. only fluid intelligence C. both crystalized and fluid intelligence* D. divergent thinking 3. Which of the following is not strongly associated with Sigmund Freud's theories? A. id, ego, and superego B. identity and role confusion* C. stages based on erogenous zones D. The Oedipus complex 4. Benny starts playing violent video games, and eventually gets into trouble for aggressive behavior. The explanation, from reciprocal determinism, would be that. A. Benny is stuck in an early psychosexual stage B. fictional role playing has made Benny worse at taking others' perspectives C. immediate gratification has decreased Benny's emotional intelligence D. Benny has surrounded himself with friends who reinforce his violent behavior*

2 5. Discrete emotions. A. are only real according to the functionalist approach B. are not assumed to be tied to specific bodily or facial responses C. fit better with a nativist perspective than an empiricist perspective* D. vary according to the social environment 6. The ability to effortlessly recognize small numbers of objects without explicitly counting is called. A. dead-reckoning B. subitizing* C. spatial/logical intelligence D. numerical equality 7. In infants, the best predictor of later intelligence is. A. socio-dramatic play B. early self-locomotion C. success on false-belief reasoning tasks D. habituation performance* 8. Based on what was covered in class, which of the following is not true of ADHD in children? A. It has been over-diagnosed to minimize the risk that it goes untreated. B. It is likely caused by an interaction of both nature and nurture influences. C. It can be often be moderated by parental influence and learning effective strategies. D. It has been linked to busy environments and high-sugar diets in early childhood.*

3 9. Which of the following negative emotions is least-likely to be helped by social referencing? A. fear of strangers B. fear of heights C. embarrassment D. separation anxiety* 10. According to essentialism, it is true that. A. children use knowledge about intrinsic properties to generate theories about the world* B. children always rely on extrinsic (external) features to generate theories about the world C. conceptual development does not have anything to do with theories D. concepts are essentially no different from each other at the subordinate level Bonus Question The best Pittsburgh-based, psychadelic synth-pop band in the 2000s was. A. Black Moth Super Rainbow B. Christina Aguilera (technically, she's from Wexford) C. Donnie Iris and the Cruisers D. Nebby Gumband and The Terrible Towels

4 Short. 1. Define temperament. Describe at least one behavior associated with each of the three types of temperament discussed in class. Which temperament can lead to problems later in life? (8 points) +3 Definition from lecture (+1 for each bold part): The constitutionally based individual differences in emotional, motor, and attentional reactivity and self-regulation that demonstrate consistency across situations, as well as relative stability over time +1 Easy temperament: regular routines; cheerful; easily adapts +1 Difficult temperament: irregular routines; dislikes new experiences; reacts negatively +1 Slow-to-warm-up temperament: inactive; low-key reactions; negative mood; adapts slowly +2 Difficult causes the most problems later in life 2. Learning theories have been proposed as frameworks for understanding social development. Two of these are behaviorism and social/cognitive learning theory. Who are the scientists most associated with each of these theories? Also, describe one similarity and one difference of these two theories. (10 points) +2 Watson (or Skinner) behaviorism +2 Bandura social/cognitive learning theory +3 Possible similarities (any is acceptable): Both based on empirical research Both have generated research and practical applications Both place more emphasis on nurture rather than nature Both suggest children learn from external factors (rewards/incentives) Both suggest that children are actively involved in the learning process (e.g., actions can be rewarded or punished, or children choose their playmates) Both described a role for attention +3 Possible differences (any is acceptable): Behaviorism places more emphasis on conditioning Social/cognitive places more emphasis on imitation, and memory processes Social/cognitive described reciprocal determinism (two-way influence between child and environment), where behaviorism is more one-way (environment conditions child)

5 3. Children from low-ses backgrounds tend to have lower IQ scores. Provide two potential factors related to the child's environment? Also, why do interventions typically not have longlasting effects? (7 points) +4 Possible answers (two points each up to 4. Partial credit for similar answers): fewer opportunities for some racial/ethnic groups culturally loaded questions on tests are biased against low SES kids adoption into middle-class homes leads to higher scores low SES kids less likely to get extra stimulation over summer (camps, etc) particular risk factors that could be mentioned (must explain rather than just list) low income, more siblings = less money for books, extracurricular activities single parents = less attention and/or discipline in the home mental illness, stressful events in home = distracted while at school less educated parents = more rigid beliefs, education less valued +3 Interventions cannot change everything about the child's environment. In other words, all risk factors cannot be removed, and so they may undo any benefit of interventions over time. 4. Studies of causal reasoning in infants use simple stimuli, such as two circles which move across a screen. 1) What do the habituation and test events look like (text or a drawing will suffice), and how can you tell if infants learned about causality after habituation? 2) How are habituation events different in the control condition? (6 points) +3 The circles look different (different colors). One circle bumps into another circle during habituation, causing it to move. After habituation, if infants look longer when the colors are switched (that is, the circle that moves first is now a different color), this shows they learned about causality. In other words, they learn that X causes Y to move where X and Y are colors. +3 Habituation events in the control are different because the circles do not make contact.

6 5. What is a prototype? Explain how infants can show a preference for composite faces even when they have never seen that particular face? (6 points) +2 A prototype is an average or composite of multiple exemplars +4 Infants are not storing every single face they see. They are learning an average, or prototype face when they see different faces. That is why they see the composite faces as familiar. 6. Define both fluid intelligence and crystallized intelligence, and give an example of each. (8 points) +2 Fluid intelligence: ability to think on the spot, or generalize to new situations. +2 Example of fluid: solving a puzzle or a math word problem (or proof) would make good examples. Solving an equation would not be a good example. Any example which requires a creative solution and does not just require memorization is acceptable. +2 Crystallized intelligence: factual knowledge about the world +2 Example of crystallized: Word definitions, or giving facts (e.g. Harrisburg is the capitol of PA ).

7 7. Emily has a fear of clowns. Explain how to help Emily get rid of her fear. Which of the theories that we discussed in class could help you accomplish this? (8 points) +5 You could gradually expose Emily to clowns in different stages. For example, first show pictures. Then allow her to see a clown from the safety of a different room. Then put in the same room. Finally, put her closer and closer to the clown. The important point is the gradual exposure over time. +3 Either behaviorism, conditioning, or learning theory. 8. Define hostile attribution bias. How can this become a self-fulfilling prophecy? (7 points) +4 Definition: When a person has a general expectation that others are hostile towards towards them, even in cases when it isn't true. +3 This could make someone proactively treat others with hostility/aggression because they expect to receive the same, therefore making other people more likely to retaliate with hostility/aggression.

8 9. Define Theory of Mind. Either describe the classic study that is used to test it, or describe a mechanism that has been proposed to explain its development. (10 points) +4 Theory of mind definition: the ability to understand (or infer) the mental states of other people, including desires, beliefs, and intentions. An alternative answer: A basic understanding of how the mind works and influences behavior. +6 If they describe study, it should be a false-belief task (aka, the smarties task). 1. (+1) A child sees a box which they think has something inside (like candy). 2. (+2) It is revealed that they were wrong the box actually contains something else (like pencils). 3. (+3) Someone new enters the room. If the child has theory of mind, they will say the person thinks the box has candy. If they don't, they will say the person thinks it's pencils. To get full credit for this part, it must be clear that theory of mind allows the child to understand another person can have thoughts different from their own. If they describe a mechanism, should be one of these. Either: (+3) Theory of Mind Module (TOMM) Or, Or, (+2) innate (children are born with it) (+1) develops over the first 5 years. (+3) Interactions with people (+2) theory of mind is learned (+1) having a larger family, older siblings, or more social experience is linked to greater theory of mind ability (+3) Information processing skills (+3) theory of mind requires greater information processing, and people with impaired information processing have impaired theory of mind (like in autism)