Developmental

Front 1

Constructivist

Back 1

Learning for infants = interaction between inbuilt reflexes and experiences gained in environment.

Front 2

Cognitive Structures

Back 2

Mental representations/rules to help children understand their world and solve problems.

Front 3

Sensorimotor period

Back 3

Period of cognitive development birth-2 years, no object permanence.

Front 4

Object permanence (Piaget: not achieved until at least 8 months)

Back 4

The conviction that an object exists even when out of sight/present to the senses.

Front 5

Characterisation of sensorimotor stage (birth-2)

Back 5

Differentiates self from objects.
Achieves object permanence.

Front 6

Characterisation of Preoperational Stage (2-7)

Back 6

Learns to use language and to represent objects with images and words (can think representationally).
Classifies objects by a single feature e.g. colour rather than shape or size.

Front 7

Characterisation of Concrete Operational Stage (7-12)

Back 7

Can think logically about concrete objects.
Achieves conservation of weight, mass, number.

Front 8

Characterisation of Formal Operational Stage (12+)

Back 8

Can think logically about abstract propositions.
Becomes concerned with possible as well as real.

Front 9

A-not-B effect

Back 9

The tendency of infants to reach for a hidden object where it was previously hidden (A), rather than where they saw it hidden most recently (B).

Front 10

Assimilation

Back 10

The child's process of interpreting the environment in terms of the schemas they already have.

Front 11

Accommodation

Back 11

The child's process of changing their schemas based on their interactions with the environment.

Front 12

Preoperational Period

Back 12

Period 2-7 in which a child can think representationally, but can't yet relate these representations to each other or to a POV other than their own.

Front 13

Concrete Operational Period

Back 13

Period 7-12 in which a child is beginning to understand abstract ideas such as number and substance but only as they apply to real, concrete events.

Front 14

Habituation Procedure

Back 14

A method for studying infant perception. After some exposure to a stimulus an infant becomes habituated and stops paying attention to it. If the infant shown renewed interest when a new stimulus is presented, this reveals that the infant regards the new stimulus as different from the old one.

Front 15

Theory of Mind

Back 15

The set of interrelated concepts we use to make sense of our own thoughts, feelings, and behaviours, as well as those of others.

Front 16

Social Referencing

Back 16

A process of using others' facial expressions as a cue about the situation.

Front 17

Attachment

Back 17

A strong, enduring, emotional bond between a child and its caregiver/s that some psychologists consider the basis for relationships later in life.

Front 18

Separation Anxiety

Back 18

A pattern that begins around 6-8 months, in which infants become visibly and sometimes loudly upset when their caregiver leaves the room.

Front 19

Secure base

Back 19

According to John Bowlby, the relationship in which the child feels safe and protected (that they use as a haven in times of threat, providing the sense of safety that allows them to explore the environment.

Front 20

Imprinting

Back 20

In many species, the learned attachment that is formed at a particular early period.

Front 21

Strange Situation

Back 21

And experimental procedure, developed by Mary Ainsworth, for assessing attachment, in which the child is allowed to explore an unfamiliar room with the mother present before the mother leaves for a few minutes, and then returns.

Front 22

Securely Attached

Back 22

Children will explore, play with toys, even make wary overtures to the stranger, so long as the mother is present. When she leaves, they show minor distress, but greet her with enthusiasm on her return.

Front 23

Anxious/Resistant

Back 23

Don't explore, then become upset when mother leaves, but act ambivalent on her return e.g. crying and running to get picked up, then kicking or struggling to get down.

Front 24

Anxious/Avoidant

Back 24

Distant and aloof while mother is present, sometimes search in absence, typically ignore her when she returns.

Front 25

Disorganised

Back 25

Sometimes dazed & confused, show inconsistent behaviour e.g. crying loudly while trying to climb into mother's lap - distressed by absence, but sometimes move away from her on return.

Front 26

Internal Working Model

Back 26

A set of beliefs and expectations about how people behave in social relationships,and also guidelines for interpreting others' actions, and habitual responses to make in social settings.

Front 27

Temperment

Back 27

A characteristic pattern of emotion and behaviour that is evident from an early age and determined to a considerable extent by genetic patterns.

Front 28

Zone of Proximal Development

Back 28

The range of accomplishments that are beyond what the child can do on their own but that they can achieve with help or guidance.

Front 29

Sociometric Data

Back 29

Data that describes how individuals in a group interact.

Front 30

Aggressive-rejected

Back 30

The social status of children who are not liked/ respected by peers and become aggressive as a result.

Front 31

Withdrawn-rejected

Back 31

The social status of children who are not liked/ respected by peers and become anxious as a result.

Front 32

Preconventional Reasoning

Back 32

Kohlberg - The first and second stages of moral reasoning which are focused on getting rewards and avoiding punishments.

Front 33

Conventional Reasoning

Back 33

Kohlberg - The third and fourth stages of moral reasoning which are focused on social relationships, conventions and duties.

Front 34

Postconventional Reasoning

Back 34

Kohlberg - The fifth and sixth stages of moral reasoning, which are focused on ideals and broad moral principles.

Front 35

Formal Operational PEriod

Back 35

Period 12+ in which a child can think abstractly and consider hypothetical possibilities.

Front 36

Identity Versus Role Confusion

Back 36

Erikson - The major task of adolescence is developing a stable ego identity or sense of who one is. Failure to do so results in developing a negative identity or role confusion.

Front 37

Adaptation

Back 37

A state of equilibrium between one's cognitive structures and the environment.

Front 38

Egocentrism

Back 38

Failure to see from another's POV.