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33 Cards in this Set
- Front
- Back
Teratogens |
("monster makers") substances such as viruses and chemicals that can damage the developing embryo or fetus |
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Fetal Alcohol Syndrome |
Refers to cognitive, behavioral, and body/brain structure abnormalities caused by exposure to alcohol in the fetal stage |
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Cognition |
All the mental activities associated with thinking, knowing, remembering, and communicating |
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Schema |
A concept or framework that organizes and interprets information |
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Assimilation |
Interpreting our new experiences in terms of our existing schemas |
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Accommodation |
Adapting our current understanding (schemas) to incorporate new information |
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Object permanence |
The idea that objects exist even when they can't be seen |
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Egocentrism |
"I am the world" A child's inability to see a situation from another person's point of view |
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Conservative |
Refers to the ability to understand that a quantity is conserved (does not change) even when it is arranged in a different shape |
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Parenting styles |
Authoritarian: strict, "because I said so" and expect obedience Permissive: parents submit to kids' desires, not enforcing limits or standards Authoritative: parents enforce rules, limits and standards but also discuss, listen, and express respect for child's ideas and wishes |
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Learning |
The process of acquiring new and relatively enduring information or behaviors |
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Cognitive learning |
Refers to acquiring new behaviors and information mentally, rather than by direct experience. -by observing events and behaviors of others -by using language to acquire information about events experienced by others |
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Bobo doll experiment |
-Kids saw adults punching an inflated doll while narrating their aggressive behaviors such as "kick him." -These kids were then put in a toy-deprived situation... and they acted out the same behaviors that had seen. |
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Classical Conditioning |
After repeated exposure to two stimuli occurring in sequence, we associate those stimuli with each other. Result: our natural response to one stimuli now can be triggered by the new, predictive stimuli. |
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Operant Conditioning |
Child associates his "response" (behavior) with consequences. Child learns to repeat behavior (saying "please") which were followed by desirable results (cookie). Child learns to avoid behaviors (yelling "gimme!") which were followed by undesirable results (scolding or loss of dessert). |
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Positive Reinforcement |
Any feedback from the environment that makes a behavior more likely to recur. Adding something desirable (e.g. warmth) |
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Primary Reinforcement |
Is a stimulus that meets a basic need or otherwise is intrinsically desirable, such as food, sex, fun, attention, or power. |
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Secondary Reinforcement |
Is a stimulus, such as a rectangle of paper with numbers on it (money) which has become associated with a primary reinforcer (money buys food, build power). |
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Punishment |
Has the opposite effects of reinforcement. These consequences make the target behavior less likely to occur in the future |
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Memory |
The persistence of learning over time, through the storage and retrieval of information and skills |
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Encoding |
The information gets into our brains in a way that allows it to be stored -> get information in |
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Storage |
The information is held in a way that allows it to later be retrieved -> keep it there |
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Retrieval |
Reactivating and recalling the information, producing it in a form similar to what was encoded -> get it back out |
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Short-term memory |
Activated memory that holds a few items briefly before the information is stored or forgotten.We can hold 7 +/-2 information bitsDuration: 20-30 seconds |
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Long-term memory |
The relatively permanent and limitless storehouse of the memory system. Includes knowledge, skills, and experiences. |
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Sensory memory |
Stimuli are recorded by our senses and held briefly. The immediate, very brief recording of sensory information before it is processed into short-term, working, or long-term memory. Consists of about a 3-4 second echo, or a 1/20th of a second image. |
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Flashbulb memory |
Emotionally intense events that become "burned in" as a vivid-seeming memory |
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Serial position effect (primary/recency) |
The tendency, when learning information in a long list, to more likely recall the first items (primacy effect) and the last items (recency effect). |
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Massed practice |
Cramming information all at once. (It is not time-effective) |
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Spacing effect |
Better retention and recall when using the same amount of study time spread out over many shorter sessions |
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Retrograde amnesia |
Inability to retrieve memory of the past |
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Anterograde amnesia |
Inability to form new long-term declarative/explicit memories |
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Déjà vu |
("already seen") the feeling that you're in a situation that you've seen or have been in before |