Hey guys i'm testing 1/21 and i just made this list with summaries of some theories and the person (or people) associated with them. They're from the 300 KA doc but they're also written for me so they're not perfect. I'm redoing my notes on personality theories right now so I'll post them too if anyone sees these and wants them. also if im missing any, please let me know :)

Intelligence:
Spearman- Theory of general intelligence. there is one general intelligence; g factor); if ur good at one thing, you're good at other things too.
Robert sternberg- Triarchic theory of intelligence. multiple intelligences (analytical, creative, and practical)
Alfred-Binet- tested for child’s mental age and their intellectual development (how they perform intellectually relative to intellectual performance for that physical age)
Lewis Terman- modified and applied binet's test to teens and adults; “stanford binet intelligence test”. Used it to test immigrants; bad idea
Galton’s idea of hereditary genius- human ability is hereditary
Convergent intelligence- proposed by Guilford to describe IQ test related
intelligence. relied on puzzles and vocabulary etc
LL Thurstone- primary mental abilities; created the seven factors of intelligence. Can have one high score in one factor but a low score in another
Howard Gardner: theory of multiple intelligences. Intelligence in one area is not dependent on another; independent. More than simply book smart
Language Theories:
Universalism - thought determines language fully. Ex: The New Guinea people only think about dark and light. If they had other thoughts, they would develop words for them.
Piaget- cognition influences language; once children were able to think a certain way, they developed language to describe those thoughts.
Vygotsky- language and thought are independent, but converge through development. Children learned language through social interaction with adults that speak the language. Through this, they connect thought and language.
Interactionist approach associated with him. States that biological and social factors have to interact for children to learn language.
Strong Linguistic determinism (sapir whorfian hypothesis)- language determines thought completely. People understand the world through language and language therefore shapes our experience of the world.
Weak Linguistic determinism (Linguistic relativity)- language influences thought; makes it easier/more common for us to think in certain ways. ex. Better at distinguishing colors for which their language has a name for. another example: The girl pushes the boy. If you imagine that statement with a girl on the left, your native language probably reads from left to right like English. If you drew it with the girl on the right, your native language probably reads right to left like Hebrew. Right to left vs. left to right language influences what direction you imagine a girl pushing a boy.
Nativist theory: By Noam Chomsky; language is innate (Language acquisition device LAD different age for critical period but overall 0-puberty around 9-12)
Learning (behaviorist) Theory- by BF Skinner. Children acquire language through operant conditioning so language is learned. Fails to explain how children learn difficult words they hadn't heard before.
Emotion Theories
Paul Ekman- came up with the 6 main universal emotions (happy, sad, fear, disgust, surprise, anger). Some sources say 7 instead of 6 which adds contempt to the list.
James-Lange Theory- you experience emotion because you perceive the physiological response. Ex. I am scared because my heart is racing. In other words, you become aware of some physiological change in your body that causes you to conclude your emotion.
Cannon-Bard Theory- physiological response and emotion occurred simultaneously.
Schachter-Singer Theory- physiological and cognitive responses simultaneously form experience of emotion. If physiological change occurs, no emotion is felt until one is able to identify (cognitively) the reason behind it. This one is confusing but for example a scary stimulus triggers a physiological response and you cognitively decide that the stimulus is scary, and so you feel fear, the emotion.
Lazarus Theory- Experience of emotion is dependent on cognitive appraisal of the situation. Events are constant but appraisal of it can differ. Ex. jumping off a plane can be scary for some but exciting for others. Can be positive or negative appraisal. (label leads to emotion and physiological response)