Developmental Psychology
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| Erikson differences from Freud | show 🗑
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| Erikson's Theory | show 🗑
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| Bowlby's Theory | show 🗑
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| show | associations, context, and mood.
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| Retroactive interference | show 🗑
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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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| show | acts as messenger to brain, filters sensory impulses
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| function of vestibular organ | show 🗑
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| show | relay center for sensory impulses
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| Function of autonomic system | show 🗑
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| Serial learning | show 🗑
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| show | knowledge of world is based on images that stand for perceptual events - usually visual images
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| Template matching theory | show 🗑
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| show | serial, free-recall,paied-associate, serial-antcipation
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| Morpheme | show 🗑
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| Kernel | show 🗑
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| Variable-ratio schedule | show 🗑
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| show | Information should be presented in small amounts so that responses can be reinforced
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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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| Formal operations | show 🗑
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| Concrete operations | show 🗑
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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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| For piaget, beginning of cognitive development | show 🗑
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| Nativist | show 🗑
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| show | perceptions are learned based on past experiences
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| Constructionist view | show 🗑
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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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| Dependent variable | show 🗑
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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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| Concrete operations | show 🗑
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| Identity crisis | show 🗑
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| Foreclosed | show 🗑
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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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| show | cooperation, sharing, praise
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| Second - order opperations (formal operations) | show 🗑
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| show | preoperational stage
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| information processing | show 🗑
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| Mesosystem | show 🗑
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| Exosystem | show 🗑
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| show | culture
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| Vygotsy interactive approach | show 🗑
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| show | early speech precusor to thought
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| show | the ability to think about one's own cognitive abilities
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| show | reasoning seen as completely personal - there are no standards
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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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| show | Phoneme - t & d is a phonemic distinction and the 2 letters are critical to understanding meanings of words
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| Begins at age 7 / involves reversability | show 🗑
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| show | Erikson
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| Foreclosed | show 🗑
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| Moro reflex | show 🗑
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| Babinski reflex | show 🗑
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| Rooting reflex | show 🗑
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| Decentration | show 🗑
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| Limited to observed realities | show 🗑
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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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| show | Piaget
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| Language and thought develop in seperate, paralell straems | show 🗑
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| Language becomes a tool for thought | show 🗑
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| show | where sentences are produced
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| show | Social Contract, Conscience
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| Conventional | show 🗑
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| Pre-conventional | show 🗑
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| show | Cognitive structure (i.e., schema, mental models) provides meaning and organization to experiences and allows the individual to "go beyond the information given".
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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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| Analog code | show 🗑
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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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| Object permanance | show 🗑
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| Irreversability, centration, egocentrisim | show 🗑
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| show | Changing scheme based on understanding
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| show | Interpreting event based on our current scheme or thought structure
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| Adaptation | show 🗑
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| Semantic coding | show 🗑
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| show | based on visual codes - what information looks like
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| Phonemic coding | show 🗑
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| show | Information presented first will likely be remembered
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| Recency effect | show 🗑
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| Grammar | show 🗑
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| show | Chomsky - when sentence heard, we don't retain surface structure, we transform it to deep structure (underlying meaning)
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| Strange situation - Ainsworth | show 🗑
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| show | Lorenz, role in the survival of humans
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| Instrumental aggression vs. hostile aggression | show 🗑
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| show | Social leaning (modeling) & social cognition (perception of threat)
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| show | stimulus thatinvokes a natural response
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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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| Han notices a change in his behavior: He jumps and experiences fear whenever he hears a toilet flushing | show 🗑
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| show | occurs when something is different enough from the conditioned stimulus that it doesn't lead to the conditioned response
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| show | occurs when something similar to the conditioned stimulus leads to the conditioned response
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| show | learning by watching the behavior of another and the consequences of that behavior
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| show | secondary reinforcers
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| Classical conditioning | show 🗑
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| show | The concern with how others view us nt
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| show | Disorganized
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| show | operant conditioning
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| always involves reflexive or responsive behavior | show 🗑
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