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57 Cards in this Set
- Front
- Back
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Nature vs. Nurture |
Does biology or environment have a greater impact on human development |
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Stability vs. Change |
Do people maintain the same characteristics their whole lives or do they change over time? |
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Continuity vs. Stages |
Does development happen steadily from birth to death or does it happen in leaps/stages? |
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Eleanor Gibson |
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Tabula Rasa |
Blank Slate |
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Turning the head and opening the mouth in search in food when the cheek is touched |
Rooting
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A startle reflex in which a baby throws its arms out and pulls them back in |
Moro Reflex |
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When a baby's extends it's big toe when the bottom of the foot is touched
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Babinski Reflex |
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Biological process of aging. |
Maturation |
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Stages in development in which certain skills must be acquired or they will never be fully achieved. ex: human binocular vision must develop between three and eight months or it will not fully development. |
Stages in development in which certain skills must be acquired or they will never be fully achieved. ex: human binocular vision must develop between three and eight months or it will not fully development.Critical Periods |
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Cognitive rules for interpreting the world which developed based on their experiences.(Jean Piaget) |
Cognitive rules for interpreting the world which developed based on their experiences. (Jean Piaget)Schemata |
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When a person encounters new information or have a new experience, they either incorporate it into their existing Schemata |
When a person encounters new information or have a new experience, they either incorporate it into their existing SchemataAssimilation |
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When a person adjusts their Schemata based on new information if it is contradictory to what they already have learned |
When a person adjusts their Schemata based on new information if it is contradictory to what they already have learnedAccomodation |
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(Birth to Age 2) A baby's behavior is governed by it's senses. Primarily based on reflexes.They develop Object Permanence in this stage. |
Sensorimotor Stage
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The understanding that even if an object is out if sight it still exists. |
Object Permanence |
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(Age 2-7) The most important development during this stage is Language. Children learn to use symbols through speech, drawing, letters and numbers to represent real-world objects. Memories are developing and they are able to use their imagination but they can't understand complex ideas like cause and effect, time and comparison. They are completely egocentric and cannot think beyond their worldview. |
Preoperational Stage
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(Ages 8-12) Children begin to develop logical thinking. They understand passage of time and can comprehend that an action causes a certain reaction. They understand that properties of an object stay the same even when the shape changes Conservation is the biggest developmental leap during this stage. |
Concrete Operation |
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(Age 12-Adulthood) Final stage of human development.Person develops abstract reasoning and consider ideas and objects in their mind without physically seeing them. They are also able to engage in Metacognition. |
Formal Operations |
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Thinking about how you think. |
Metacognition |
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Information-Processing model |
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Society and culture are critical in a child's cognitive development. (Lee Vygotsky) |
Cultural-Historical Theory |
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Believed that society and culture were critical in a child's development. His work is based on the assumption that children learn about their culture through their formal and informal interactions with adults. ex: a mother points out squirrels in trees and deer eating grass and the child learns how her culture classifies and talks about animals |
Lee Vygotsky
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Nativist Theory of Language |
(Noam Chomsky) Each person is born with a language acquisition device inside of them which allows for language acquisition unless it is interrupted or damaged at a critical period. |
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Language is acquired through what? |
Behavior modification and natural development |
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Attachment |
An enduring emotional bond to a particular figure (usually the primary caregiver). |
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Secure Attachment |
A baby is very secure in its relationship to the attachment figure. Uses them as a base for exploration and is soothed easily when upset. They are upset to see them go but calm quickly when they return. |
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Ambivalent Attachment |
A baby exhibits extreme fussiness and clinginess. They are unhappy when left alone with a stranger but not easily soothed by caregiver. This is a result of an inconsistent level of responsiveness from the caregiver. |
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Avoidant Attachment |
A baby is completely detached from the caregiver. They explore the room without any orientation toward the attachment figure and responds equally to the caregiver and a stranger. |
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Fluid Intelligence |
The ability to learn new skills and information and solve abstract problems. Decreases with age. |
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Crystallized Intelligence |
The use of knowledge that has been accumulated over time. Increases with age. |
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What are the two main intelligence tests? |
1. Stanford-Binet Test 2. Weschler Test |
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Stanford-Binet IQ test |
Asks test-takers a variety of questions, the answers of which determine a single score. |
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What are the three forms of the Weschler Test? |
1. Weschler Adult Intelligence Scale (WAIS) 2. Weschler Intelligence Scale for Children ages 6-16 (WISC) 3. Weschler Preschool and Primary Scale of Intelligence (WPPSI) |
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Weschler IQ Test |
Test composed of different types of questions (verbal and performance) which yield subscores, which taken together yield a total IQ score. |
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What are the Five Methods of Psychological Study? |
1. Naturalistic Observation 2. Survey Method 3. Case Studies 4. Experimental Method 5. Correlational Design |
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Naturalistic Observation |
Observing people and their natural behavior without interfering. |
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Survey Method |
Surveys are distributed among a wide range of people and the answers are correlated. |
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Case Studies
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Specific individuals/groups are studied in depth over a period of time (sometimes for many years). |
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Experimental Method |
Involves experimental and control groups and use of specific experiments to prove or disprove a theory. |
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Correlational Design |
Is concerned with relationships between variables, such as whether one factor causes/influences another. |
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Nativism |
The theory that states there is a certain body of knowledge all people are born with. This knowledge requires no learning/experience on the part of the individual. Developed by Rene Descartes |
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Empiricism |
Theorizes that all knowledge is acquired through life experience, impressing itself on a mind and brain that are blank at the time of birth. Supported by: Thomas Hobbes, John Locke, David Hume, and George Berkeley |
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What are the three types of learning? |
1. Classical Conditioning 2. Operant Conditioning 3. Social Learning |
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Classical Conditioning |
Learning process in which a specific stimulus is associated with a specific response over time. |
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Operant Conditioning |
Learning process in which behavior is punished or rewarded leading to a desired long-term behavior. |
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Social Learning |
Learning based on observation of others and modeling others' behavior. |
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What are the four divisions of the human lifespan? |
1. Infancy and Childhood 2. Adolescence 3. Adulthood 4. Old Age |
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Infancy and Childhood |
The most rapid period of human development through which the child learns to experience its world, relate to other people, and perform tasks necessary to function in its native culture. |
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Adolescence |
Represents the shift from child to adult. Changes are rapid and can involve major physical and emotional shifts. |
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Adulthood |
Individuals take on new responsibilities, become self-sufficient, and often form their own families and other social networks. |
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Old Age |
Priorities shift again as children become adults and no longer require support and supervision. |
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What are the 4 types of social psychology studies? |
1. Social Perception 2. Personal Relationships 3. Group Behavior 4. Attitudes |
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Social Perception |
How we perceive others and their behavior as we make judgements based on our own experiences and prejudices |
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Personal Relationships |
Close relationships developed among people for various reasons, including the desire to reproduce and form a family unit |
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Group Behavior
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People gather into groups with similar beliefs, needs, or other characteristics. Sometimes group behavior differs greatly from behavior that would be practiced by individuals alone. |
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Attitudes |
Individual attitudes toward others develop over time based on individual history, experience, knowledge, and other factors. Attitudes can change over time, but some are deeply ingrained and can lead to prejudice. |
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Gestalt Psychology |
Events are not considered individually but as part of a larger pattern. Developed by Max Wertheimer. |
