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PSYC170 > chapter 1: intro vocab > Flashcards

chapter 1: intro vocab Flashcards

1
Q

developmetnal resilience

A

successful development in spite of multiple and seemingly overwhelming developmental hazards

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2
Q

phylogenetic continuity

A

humans share many characteristics, behaviors, and developmental processes with nonhuman animals, especially mammals, due to common evolutionary history

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3
Q

arborization

A

formation of new dendritic trees and branches in neuron development

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4
Q

association areas

A

parts of the brain that lie between the major sensory and motor areas

process and integrate input from those areas

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5
Q

experience dependent plasticity

A

process where neural connections are created and reorganized throughout life as a fxn of an individual’s experiences

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6
Q

experience expectant plasticity

A

process where normal brain wiring occurs partially from species-typical experiences

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7
Q

glial cells

A

brain cells with supportive functions

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8
Q

parietal lobe

A

sensory info integration and spatial processing

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9
Q

secular trends

A

marked changes in physical development that have occurred over generations

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10
Q

temporal lobe

A

speech, language, music, emotional information

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11
Q

A not B error

A

tendency to reach for hidden object where it was last found, not in new location where it was last hidden

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12
Q

basic processes

A

simplest and most used mental activities

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13
Q

centration

A

tendency to focus on a single, striking, feature of an object or event

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14
Q

constructivism

A

theory that infants build increasingly advanced understanding by combining rudimentary innate knowledge with subsequent experiences

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15
Q

core-knowledge theories

A

children have some innate knowledge in domain of evolutionary importance and domain-specific learning mechanisms for easily learning info in these domains

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16
Q

deferred imitation

A

repetition of other people’s behavior a long time after it occurred

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17
Q

domain specific

A

info abt a certain content area

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18
Q

dynamic systems theories

A

focus on how change happens over time in complex systems

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19
Q

encoding

A

representing info that draws attention/is important in memory

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20
Q

intersubjectivity

A

mutual understanding in a convo

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21
Q

nativism

A

infants have innate knowledge of evolutionarily important domains

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22
Q

overlapping waves theory

A

info processing approach that emphasizes idea that variability of children’s thinking and their gradual shift to using more advanced strategies

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23
Q

working memory

A

actively paying attention, maintaining, processing info

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24
Q

affordances

A

possibilities for an action offered, or afforded, by objects and situations

(what could happen? what could the object do?)

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25
Q

binocular disparity

A

difference between the retinal image of an object in each eye that results in two slightly different signals being sent to the brain

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26
Q

classical conditioning

A

form of learning by associating a neutral stimulus with another stimulus that always evokes a particular reflex

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27
Q

operant conditioning

A

instrumental conditioning

learning the relation between one’s own behavior and the consequences that result

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28
Q

intermodal perception

A

combining info from 2+ sensory systems

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29
Q

optical expansion

A

depth cue where an object occludes increasingly more of the background, which indicates that it’s moving closer

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30
Q

perceptual constancy

A

objects are constant size, shape, color, etc, even though there are physical differences in the retinal image (if it looks different)

31
Q

rational learning

A

ability to use prior experiences to predict what will happen in the future

32
Q

categorical perception

A

perceive phonemes as belonging to discrete categories

33
Q

connectionsim

A

computational modeling approach that emphasizes simultaneous activity of numerous interconnected processing units

34
Q

cross-situational word learning

A

determine word meaning by tracking correlations between labels and meanings across contexts

35
Q

distributional properties of speech

A

certain sounds more likely to occur together than others (in any language)

36
Q

generative

A

system where a finite set of words can be combined to generate an infinite number of sentences

37
Q

morphemes

A

smallest units of meaning in a language

38
Q

narratives

A

story-like structured descriptions of past events

39
Q

phonemes

A

smallest units of meaningful sound

40
Q

pragmatic cues

A

aspects of the social context used for word learning

41
Q

prosody

A

characteristic rhythm and intonational patterns of a language

42
Q

syntactic bootstrapping

A

using grammatical structure to infer meaning of new word

43
Q

telegraphic speech

A

short utterances that leave out nonessential words

44
Q

universal grammar

A

proposed set of highly abstract structures that are common to all languages

45
Q

word segmentation

A

discovering where words start and end in fluid speech

46
Q

basic level

A

middle level, first learned, dog in animal/dog/poodle

47
Q

category hierarchy

A

category that’s organized by set subset relations (animal/dog/poodle)

48
Q

object substitution

A

form of pretend where an object is used for something other than itself

49
Q

perceptual categorization

A

grouping objects that have similar appearances

perceiving distinctions among objects in the environment (for example, between men and women)

50
Q

subordinate level

A

most specific level in category hierarchy, poodle in animal/dog/poodle

51
Q

superordinate elvel

A

general level in a category hierarchy, animal in animal/dog/poodle

52
Q

theory of mind

A

organized understanding of how mental processes like intentions, desires, beliefs, perceptions, and emotions influence behavior

53
Q

activating influences

A

potential result of certain fluctuations in sex-linked hormone levels affecting the contemperarnous activation of the nervous system and corresponding behavioral responses

54
Q

ambivalent sexism

A

model of sexism that has 2 components

hostile sexism (endorse male dominance)

benevolent sexism (belief that men have to protect women)

55
Q

balanced identity model

A

understanding of self-socialization based on the premise that individuals seek consistency across their self concepts, group identity, and group attribute associations

56
Q

between group contrast

A

view one’s in group as distinct and exaggerate perceived differences from other groups

57
Q

categorization

A

use gender labels that increase likelihood of group-attribute associations, essentialism, and ingroup bias

58
Q

conceptual categorization

A

mental categories or concepts that are defined by particular attributes

59
Q

enactive experience

A

learning to take into account the reactions that your past behavior has evoked in others

60
Q

felt gender typicality

A

sense of belonging and similarity with gender in group

61
Q

gender centrality

A

personal importance of gender identity relative to other social identities

62
Q

gender constancy

A

understand that your gender is stable over time (stability) and across situations (consistency)

63
Q

gender schema filter

A

initial evaluation of info as relevant fro your gender or not

64
Q

gender schemas

A

organized mental representations (concepts, beliefs, memories) about gender (including stereotypes)

65
Q

identity construction hypothesis

A

premise that kids are more likely to identify with their gender in group when their own personal social attributes and interest match their stereotyped beliefs about their gender in group

66
Q

interest filter

A

initial evaluation of whether info is personally interesting

67
Q

opportunity structure

A

economic and social resources available to members in a society based on gender, race, income, and other factors

68
Q

organizing influences

A

potential result of certain sex-linked hormones affecting brain differentiation and organization during prenatal development or puberty

69
Q

own-gender schema

A

accumulated knowledge and beliefs associated with self identified gender

70
Q

self efficacy

A

personal agency or confidence in ability to perform a particular behavior

71
Q

situated expectancy value theory of achievement

A

explain academic achievement based on premise that people are most motivated in subjects where they expect to succeed and that they value

72
Q

stereotype emulation hypothesis

A

premise that kids who strongly identify with their gender in group are more motivated to adhere to the stereotypes for their gender in group

73
Q

tuition

A

learn through direct teaching

PSYC170 (12 decks)

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