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developmental psych
| Term | Definition |
|---|---|
| habituation | a simple form of learning that involves learning not to respond to a repeated stimulus; learning to be bored by the familiar |
| preferential looking | present two stimuli side by side; preference for one stimulus over the other indicates that the infant can discriminate them |
| brain evoked potentials | electrodes in a cap worn by the infant measure electrical activity in the brain |
| operant conditioning | also called instrumental conditioning, a form of learning in which freely emitted acts (or operants) become more or less probable depending on the consequences they produce. |
| phoneme | one of the basic units of sound used in a particular spoken language |
| cataracts | a pathological condition of the eye involving opacification (clouding) of the lens that can impair vision or cause blindness |
| glaucoma | a condition in which increased fluid pressure in the eye damages the optic nerve and causes progressive loss of peripheral vision and ultimately blindness |
| assimilation | Piaget's term for the process by which children interpret new experiences in terms of their existing schemata |
| accommodation | in Piaget's cognitive developmental theory, the process of modifying existing schemes to incorporate or adapt to new experiences. |
| sensorimotor stage | Piaget's first stage of cognitive development, spanning the first 2 years of life, in which infants rely on their senses and motor behaviors in adapting to the world around them. |
| preoperational stage | Piaget's second stage of cognitive development, lasting from about age 2 to age 7, when children think at a symbolic level but have not yet mastered logical operations |
| concrete operations stage | Piaget's third stage of cognitive development, lasting from about age 7 to age 11, when children are acquiring logical operations and can reason effectively about real objects and experiences |
| formal operations stage | Piaget's fourth and final stage of cognitive development (from age 11 or 12), when the individual begins to think more rationally and systematically about abstract concepts and hypothetical ideas. |
| primary circular reaction | during Piaget's sensorimotor period, the infant's repetition of interacting acts centered on his or her own body (e.g.,repeatedly kicking) |
| secondary circular reaction | during Piaget's sensorimotor period, the infant's repetition of interesting actions on objects (e.g., repeatedly shaking a rattle to make a noise) |
| object permanence | the understanding that objects continue to exist when they are no longer visible or otherwise detectable to the senses; fully mastered by the end of infancy. |
| conservation | the recognition that certain properties of an object or substance do not change when its appearance is altered in some superficial way |
| centration | in Piaget's theory, the tendency to focus on only one aspect of a problem when two or more aspects are relevant |
| reversibility | in Piaget's theory, the ability to reverse or negate an action by mentally performing the opposite action |
| egocentrism | the tendency to view the world from the person's own perspective and fail to recognize that others may have different points of view |
| private speech | nonsocial speech, or speech for the self, commonly used by preschoolers to guide their activities and believed by Vygotsky to be the forerunner of inner speech or silent thinking in words |
| zone of proximal development | Vygotsky's term for the difference between what a learner can accomplish independently and what a learner can accomplish with the guidance and encouragement of a more skilled partner |
| sensory register | the first memory store in information processing in which stimuli are noticed and are briefly available for further processing |
| short-term (working) memory | the memory store in which limited amounts of information are temporarily held; called working memory when its active quality is being emphasized |
| long-term memory | memory store in which information that has been examined and interpreted is stored relatively permanently |
| rehearsal | a strategy for remembering that involves repeating the items the person is trying to retain |
| organization | Piaget's theory - a person's inborn tendency to combine & integrate available schemes into more coherent & complex systems or bodies of knowledge; as a memory strategy, a technique that involves grouping or classifying stimuli into meaningful clusters |
| elaboration | a strategy for remembering that involves adding something to or creating meaningful links between the bits of information the person is trying to retain |
| metamemory | a person's knowledge about memory and about monitoring and regulating memory processes |
| recognition | identifying an object or event as one that has been experienced before, such as when a person must select the correct answer from several options |
| recall | recollecting or actively retrieving objects, events, and experiences when examples or cues are not provided |
| implicit memory | memory that occurs unintentionally and without consciousness or awareness |
| explicit memory | memory that involves consciously recollecting the past |
| reliability | stability of test scores over repeated administrations |
| validity | ability of the test to predict performance in tasks presumed to be dependent upon the tested ability or trait |
| cumulative-deficit hypothesis | the notion that impoverished environments inhibit intellectual growth and that these inhibiting effects accumulate over time |
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