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Developmental Psych.
Developmental Psychology
| Hint | Answer |
|---|---|
| Erikson differences from Freud | he believed that social needs were the most important determinants. |
| Erikson's Theory | each stage of life is characterized by attempts to resolve a particular social need. |
| Bowlby's Theory | He claimed that children's need for a comforting, secure adult figure was evolutionarily advantageous since it helped prevent the child from entering into dangerous situations. Thus children have an innate need for a caregiver: they become distressed in t |
| Aids in memory retrival | associations, context, and mood. |
| Retroactive interference | the forgetting of old information when new information is learned. An example: Frank learned Spanish in high school. Since he took French 101 in college, however, he can’t remember very much of his Spanish. |
| Example of inductive reasoning | drawing conclusions about all members of a group based on one |
| Syllogisms | arguements made up of 2 propositions called premises |
| Compliance | change in external behavior |
| Private acceptance | change in attitude |
| Internalization | strong social response based on desire to be right - hard to change |
| major functions of spinal cord | acts as messenger to brain, filters sensory impulses |
| function of vestibular organ | sense of balance, provides info about movements & body positions |
| Function of Thalamus | relay center for sensory impulses |
| Function of autonomic system | directs activity of smooth muscles & glands |
| Serial learning | list learned in a sequence |
| Iconic stage, Bruner Theory | knowledge of world is based on images that stand for perceptual events - usually visual images |
| Template matching theory | internal representation of pattern is similar to stimulus pattern |
| Types of verbal learning | serial, free-recall,paied-associate, serial-antcipation |
| Morpheme | smallest unit of meaning "boy" |
| Kernel | basic thought of the sentence |
| Variable-ratio schedule | highest rate of results |
| Shaping | Information should be presented in small amounts so that responses can be reinforced |
| Variable Interval | the first correct response after a set amount of time has passed is reinforced. After the reinforcement, a new time period (shorter or longer) is set with the average equaling a specific number over a sum total of trials. |
| Technique of variable ratio | a reinforcer is given after a set number of correct responses. After reinforcement the number of correct responses necessary for reinforcement changes. |
| Formal operations | 11 - adult capable of thinking logically and abstractly. They can also reason theoretically. |
| Concrete operations | able to take into account another person’s point of view and consider more than one perspective simultaneously, with their thought process being more logical, flexible, and organized than in early childhood. They can also represent transformations as well |
| limitations of concrete operations | cannot yet contemplate or solve abstract problems, and that they are not yet able to consider all of the logically possible outcomes. |
| For piaget, beginning of cognitive development | Sensorimotor stage |
| Nativist | perception in an inate mechanisim |
| Empiricist | perceptions are learned based on past experiences |
| Constructionist view | reality constructed by senses |
| Reaction Formation (defense mechanisms) | behaving in the opposite way of one's feelings |
| independent variable | the thing that is MANIPULATED |
| Dependent variable | the RESPONSE measured |
| Anchoring | when you estimate a problem's probability of occurance and make adjustments to it when presented w/ new info - tends to be small adjustments |
| Preoperational stage | can symbolize |
| Concrete operations | conservation, reversability |
| Identity crisis | in moratorium stage - trying to construct commitments |
| Foreclosed | beliefs come from others without questioning |
| Identity diffusion | no commitments and no effort to construct them - lack of identity and no attempt to get one |
| Superego | Moral aspect |
| Ecological System | children's thoughts & actions must be understood in the context of their settings |
| agonistic behaviors | aggression & fighting |
| prosocial behaviors | cooperation, sharing, praise |
| Second - order opperations (formal operations) | performed on other operations rather than on reality itself |
| Representational intelligence | preoperational stage |
| information processing | emphasis on mental representation and process |
| Mesosystem | relationship of individuals w/ several settings |
| Exosystem | involvement with several settings which do not effect the child (parrent's workplace) |
| Macrosystem | culture |
| Vygotsy interactive approach | thinking and language have different origins but once combined influence each other |
| inner speech | early speech precusor to thought |
| Metacognitive ability | the ability to think about one's own cognitive abilities |
| Relativism | reasoning seen as completely personal - there are no standards |
| Isolation of variables | the study technique is varied, whereas 2 other varriables are held constant |
| Abselutisim | niave belief in a truth and unquestioning authority |
| "We saw 2 sheepes on the farm" | Morphemes - aware of gramatical ENDINGS |
| Child combines the word "two" with many other words | Syntax- combining of words even in incorrect order |
| "What you doing?" | Pragmatics - indirect request that is trying to reach a goal |
| Infant calls many items a "rona" | Semantics - word meaning |
| Child says "bat" instead of "bad" | Phoneme - t & d is a phonemic distinction and the 2 letters are critical to understanding meanings of words |
| Begins at age 7 / involves reversability | Concrete operations |
| Identity crisis | Erikson |
| Foreclosed | directly influenced views by others |
| Moro reflex | caused by startling stimuli |
| Babinski reflex | stroking the bottom of foot |
| Rooting reflex | when infant face is touched, they look for source of food |
| Decentration | concentrating on 2 or more sepects of problem |
| Limited to observed realities | Preoperational |
| Decenters to consider 2 dimensions | Concrete operations |
| Able to think about the process of change | Concrete Operations |
| Cognition happens first and language is a reflection of that | Piaget |
| Language and thought develop in seperate, paralell straems | Vygotsky |
| Language becomes a tool for thought | Vygotsky |
| Syntatic stage | where sentences are produced |
| Post-conventional | Social Contract, Conscience |
| Conventional | Law & order |
| Pre-conventional | Obedience & punishment |
| Bruner | Cognitive structure (i.e., schema, mental models) provides meaning and organization to experiences and allows the individual to "go beyond the information given". |
| Vygotsky | the potential for cognitive development depends upon the "zone of proximal development" (ZPD): a level of development attained when children engage in social behavior. Full development of the ZPD depends upon full social interaction. |
| Analog code | Shepard & Metzler - storage of mental images based on a representation that closely resembles an object |
| Cognitive map | what is where - location of information |
| From the general to the specific | Deductive reasoning |
| Mental Set | tendency to persist with old methods of problem solving even when they are not effective |
| Confirmation Bias | tendency to confirm rather than refute even when there is strong evidence that hypothesis is wrong - ignoring info that conflicts with your theory |
| Object permanance | ability to represent or think about object that you are not directly acting with (ootta sight, outa mind) |
| Irreversability, centration, egocentrisim | the potential for cognitive development depends upon the "zone of proximal development" (ZPD): a level of development attained when children engage in social behavior. Full development of the ZPD depends upon full social interaction. reoperational |
| Accomodation | Changing scheme based on understanding |
| Assimilation | Interpreting event based on our current scheme or thought structure |
| Adaptation | Modifying scheme to fit new experience. Consists of assimilation + accomodation |
| Semantic coding | based on meaning |
| Structural coding - selective attention | based on visual codes - what information looks like |
| Phonemic coding | stored on acoustic codes - what it sounds like |
| Pimacy effect | Information presented first will likely be remembered |
| Recency effect | info at the end of list likely to be remembered |
| Grammar | includes syntax & phonetics (how sounds put together) |
| Transformational grammar theory | Chomsky - when sentence heard, we don't retain surface structure, we transform it to deep structure (underlying meaning) |
| Strange situation - Ainsworth | study of attachment |
| Biological approach to aggression | Lorenz, role in the survival of humans |
| Instrumental aggression vs. hostile aggression | being blocked from goals, percieved threat & malice |
| 2 Views on agression | Social leaning (modeling) & social cognition (perception of threat) |
| unconditioned stimulus | stimulus thatinvokes a natural response |
| conditioned response | learned response |
| stimulus generalization | responds to a new stimulus as if it were the old one |
| stimulus discrimination | failure to respond to a ne stimulus when generated in place of old one |
| higher order conditioning | neutral stimulus acts as a conditioned stimulusby being paired with another stimulus that evokes a conditioned response |
| Imprinting - Lorenz | infants learn that the first thing they see is their mother |
| individuals first encounter with rules | anal stage |
| period where no developmental events occur / from 7 - puberty | Latency stage |
| Contains the drive | ID |
| Unconditioned positive regard | Carl Rogers |
| Person operates on environment | operational learning |
| stimulus that has become associated with the unconditioned stimulus | conditioned stimulus |
| Han notices a change in his behavior: He jumps and experiences fear whenever he hears a toilet flushing | a conditioned stimulus |
| Stimulus discrimination | occurs when something is different enough from the conditioned stimulus that it doesn't lead to the conditioned response |
| Stimulus generalization | occurs when something similar to the conditioned stimulus leads to the conditioned response |
| Vicarious conditioning | learning by watching the behavior of another and the consequences of that behavior |
| stimuli that we learn to like. | secondary reinforcers |
| Classical conditioning | the pairing of a neutral stimulus with a stimulus that causes a reflexive response |
| Conventional Level | The concern with how others view us nt |
| the infant's behavior would be inconsistent or disturbed | Disorganized |
| responses are learnedecause of consequences | operant conditioning |
| always involves reflexive or responsive behavior | classical conditioning |
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sloanie32
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