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20 Cards in this Set
- Front
- Back
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gene environment interactions
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the impact of genes on behavior depends on the environment in which the behavior develops
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nature via nutrire
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genetic predispositions can drive us to selec t and create particular environments, leading to the mistaken appearance of a pure effect of nature
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gene expression
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some genes "turn on " only in response to specific environmental events
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cognitive development
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how we acquire the ability to learn, think, communicate, and remember over time
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3 differences in cognitive development theories
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stagelike changes in understanding- spurts inknowledge, followed by periods of stability
adopt a domain- general account of development, others are domain- specific cognitive developmental models differ in their view of the principal source of learning |
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assimilation
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piagetian process of absorbing new experience into current knowledge structures
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accommodation
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piagetian process of altering a belief to make it more compatible with experience
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sensorimotor stage
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stage in paiget's theory characterized by a focus on the here and now without the ability to represent experiences mentally
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object permanence
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the understanding that objects continue to exist even when out of view
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pre operational stage
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stage in paiget's theory characterized by the ability to construct mental representations of experience, but not yet perform operations on them
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concrete operations
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able to perform mental transformations but only on concrete physical objects 7-11 years old... formal operations stage- everything post 11 years old
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egocentrism
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inability to see the world from others perspectives
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conservation
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piagetian task requiring children to understand that despite a transformation in the physical presentation of an amount the amount remains the same
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cons of paiget's theory
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stages are more continuous than stage like as he proposed
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formal operations stage
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stage in piaget's theory characterized by the ability to perform hypothetical reasoning beyond the here and now
at least some of the things piaget observed were task demands culturally based- methodologies |
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reconceptualized cognitive developpment
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view kids as diff in kind rather than degree from adults
learning is an active rather than passive process explore general cognitive process that may cut across multiple domains of knowledge |
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scaffolding
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vygotskian learning mechanism in which parents provide initial assistance in children's learning but gradually remove structure as kids become more competent
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zone of proximal development
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phas eof learning during which kids can benefit from instruction
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how early can kids recognize themselves in the mirror
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at an age of 1
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theory of mind
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theory of mind- kids ability to reason about what other people believe
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