Developmental Psychology
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| show | he believed that social needs were the most important determinants.
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| show | each stage of life is characterized by attempts to resolve a particular social need.
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| Bowlby's Theory | show 🗑
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| show | associations, context, and mood.
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| show | 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.
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| show | drawing conclusions about all members of a group based on one
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| Syllogisms | show 🗑
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| show | change in external behavior
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| show | change in attitude
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| show | strong social response based on desire to be right - hard to change
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| major functions of spinal cord | show 🗑
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| show | sense of balance, provides info about movements & body positions
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| Function of Thalamus | show 🗑
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| Function of autonomic system | show 🗑
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| Serial learning | show 🗑
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| Iconic stage, Bruner Theory | show 🗑
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| show | internal representation of pattern is similar to stimulus pattern
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| Types of verbal learning | show 🗑
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| show | smallest unit of meaning "boy"
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| Kernel | show 🗑
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| show | highest rate of results
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| Shaping | show 🗑
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| show | 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.
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| Technique of variable ratio | show 🗑
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| show | 11 - adult capable of thinking logically and abstractly. They can also reason theoretically.
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| show | 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
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| show | cannot yet contemplate or solve abstract problems, and that they are not yet able to consider all of the logically possible outcomes.
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| show | Sensorimotor stage
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| Nativist | show 🗑
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| show | perceptions are learned based on past experiences
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| show | reality constructed by senses
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| show | behaving in the opposite way of one's feelings
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| independent variable | show 🗑
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| show | the RESPONSE measured
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| show | when you estimate a problem's probability of occurance and make adjustments to it when presented w/ new info - tends to be small adjustments
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| Preoperational stage | show 🗑
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| show | conservation, reversability
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| Identity crisis | show 🗑
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| show | beliefs come from others without questioning
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| show | no commitments and no effort to construct them - lack of identity and no attempt to get one
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| Superego | show 🗑
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| show | children's thoughts & actions must be understood in the context of their settings
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| agonistic behaviors | show 🗑
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| prosocial behaviors | show 🗑
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| show | performed on other operations rather than on reality itself
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| show | preoperational stage
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| show | emphasis on mental representation and process
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| show | relationship of individuals w/ several settings
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| show | involvement with several settings which do not effect the child (parrent's workplace)
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| Macrosystem | show 🗑
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| show | thinking and language have different origins but once combined influence each other
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| show | early speech precusor to thought
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| Metacognitive ability | show 🗑
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| Relativism | show 🗑
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| Isolation of variables | show 🗑
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| Abselutisim | show 🗑
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| "We saw 2 sheepes on the farm" | show 🗑
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| Child combines the word "two" with many other words | show 🗑
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| "What you doing?" | show 🗑
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| show | Semantics - word meaning
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| Child says "bat" instead of "bad" | show 🗑
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| Begins at age 7 / involves reversability | show 🗑
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| Identity crisis | show 🗑
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| Foreclosed | show 🗑
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| show | caused by startling stimuli
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| show | stroking the bottom of foot
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| show | when infant face is touched, they look for source of food
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| show | concentrating on 2 or more sepects of problem
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| show | Preoperational
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| Decenters to consider 2 dimensions | show 🗑
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| Able to think about the process of change | show 🗑
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| Cognition happens first and language is a reflection of that | show 🗑
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| Language and thought develop in seperate, paralell straems | show 🗑
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| show | Vygotsky
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| show | where sentences are produced
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| Post-conventional | show 🗑
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| Conventional | show 🗑
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| show | Obedience & punishment
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| Bruner | show 🗑
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| show | 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.
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| show | Shepard & Metzler - storage of mental images based on a representation that closely resembles an object
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| show | what is where - location of information
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| From the general to the specific | show 🗑
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| Mental Set | show 🗑
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| Confirmation Bias | show 🗑
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| show | ability to represent or think about object that you are not directly acting with (ootta sight, outa mind)
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| Irreversability, centration, egocentrisim | show 🗑
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| show | Changing scheme based on understanding
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| Assimilation | show 🗑
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| Adaptation | show 🗑
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| show | based on meaning
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| Structural coding - selective attention | show 🗑
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| show | stored on acoustic codes - what it sounds like
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| Pimacy effect | show 🗑
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| Recency effect | show 🗑
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| Grammar | show 🗑
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| Transformational grammar theory | show 🗑
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| Strange situation - Ainsworth | show 🗑
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| show | Lorenz, role in the survival of humans
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| show | being blocked from goals, percieved threat & malice
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| show | Social leaning (modeling) & social cognition (perception of threat)
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| unconditioned stimulus | show 🗑
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| show | learned response
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| show | responds to a new stimulus as if it were the old one
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| stimulus discrimination | show 🗑
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| show | neutral stimulus acts as a conditioned stimulusby being paired with another stimulus that evokes a conditioned response
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| Imprinting - Lorenz | show 🗑
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| individuals first encounter with rules | show 🗑
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| period where no developmental events occur / from 7 - puberty | show 🗑
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| Contains the drive | show 🗑
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| show | Carl Rogers
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| show | operational learning
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| show | conditioned stimulus
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| show | a conditioned stimulus
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| Stimulus discrimination | show 🗑
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| Stimulus generalization | show 🗑
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| show | learning by watching the behavior of another and the consequences of that behavior
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| stimuli that we learn to like. | show 🗑
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| Classical conditioning | show 🗑
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| Conventional Level | show 🗑
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| show | Disorganized
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| responses are learnedecause of consequences | show 🗑
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| always involves reflexive or responsive behavior | show 🗑
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