Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
31 Cards in this Set
- Front
- Back
|
zygote |
fertilized egg 0-2 weeks |
|
|
embryo |
2 - 8 weeks |
|
|
fetus |
9 weeks - birth |
|
|
habituation |
decreasing responsiveness with repeated stimulation infants gain familiarity with repeated exposure to a visual stimulus |
|
|
schema |
concept or framework that organizes and interprets information mental molds which we pour our experiences grow and are created by the process of assimilation and accommodation |
|
|
assimilation |
interpreting your new experience in terms of your existing schema EX: "doggie" = all four legged creatures |
|
|
accommodation |
adapting your current understandings to incorporate new info EX: "doggie" is too broad, change schema of "doggie" to create new schemas for cats, cows ect |
|
|
Jean Piaget |
came up with stages of cognitive development sensorimotor preocupational concrete operational formal operational |
|
|
Sensorimotor |
birth - 2 years experience world thru looking, touching, & mouthing characterized by: stranger anxiety and developement of object permanence |
|
|
object permanence |
the awareness that things continue to exist even when not perceived |
|
|
preoperational stage |
2-6 years represent things with words and images but lack logical reasoning characterized by: language development, theory of mind, egocentrism, think unidimensionally, lack conservation |
|
|
theory of mind |
peoples ideas about their own and others mental states |
|
|
concrete operational stage |
6-12 can think logically and but NOT abstractly characterized by: conservation and math operations |
|
|
formal operational stage |
12 + capable of abstract thinking capacity for moral reasoning |
|
|
attachment styles |
~secure ~anxious/ambivalent- due to inconsistent parenting ~avoidant- due to smothering parenting |
|
|
when does attachment peak |
13 months |
|
|
authoritarian |
high control/low acceptance parents impose rules and expect obedience kids bad with emotions |
|
|
authoritative |
high control/high acceptance parents are both demanding and responsive set rules, but explain reasons kids usually popular |
|
|
Kohlberg's Moral Ladder |
postconventional conventional preconventional each step, focus grows less from self and more towards world |
|
|
Erikson's stages of psychosocial development |
the adolescent's task is to solidify a sense of self by testing and integrating various roles (infancy, toddlerhood, preschooler, blank vs blank) |
|
|
infancy |
0-1 trust vs mistrust |
|
|
toddlerhood |
autonomy vs shame and doubt toddlers learn to exercise will and do things for themselves or they doubt their abilities |
|
|
preschooler |
3-5 initiative vs guilt initiate plans or feel guilty about efforts to be independent |
|
|
elementary school |
6-puberty competence vs inferiority kids learn pleasure of applying themselves or feel inferior |
|
|
adolescence |
teen - 20s identity vs role confusion |
|
|
young adulthood |
20s-40s intimacy vs isolation |
|
|
middle adulthood |
40s-60s generativity vs stagnation contributing to the world or lack of purpose |
|
|
late adulthood |
60s and up integrity vs despair feeling satisfaction or failure when reflecting on life |
|
|
cross sectional study |
a study in which people of DIFFERENT ages are compared with one another |
|
|
longitudinal study |
a study in which the SAME people are restudied and retested over a LONG period of time |
|
|
verbal vs non verbal scores with age |
verbal intelligence scores hold steady with age nonverbal intelligence scores decline with age |
