chapter 1: intro vocab Flashcards
developmetnal resilience
successful development in spite of multiple and seemingly overwhelming developmental hazards
phylogenetic continuity
humans share many characteristics, behaviors, and developmental processes with nonhuman animals, especially mammals, due to common evolutionary history
arborization
formation of new dendritic trees and branches in neuron development
association areas
parts of the brain that lie between the major sensory and motor areas
process and integrate input from those areas
experience dependent plasticity
process where neural connections are created and reorganized throughout life as a fxn of an individual’s experiences
experience expectant plasticity
process where normal brain wiring occurs partially from species-typical experiences
glial cells
brain cells with supportive functions
parietal lobe
sensory info integration and spatial processing
secular trends
marked changes in physical development that have occurred over generations
temporal lobe
speech, language, music, emotional information
A not B error
tendency to reach for hidden object where it was last found, not in new location where it was last hidden
basic processes
simplest and most used mental activities
centration
tendency to focus on a single, striking, feature of an object or event
constructivism
theory that infants build increasingly advanced understanding by combining rudimentary innate knowledge with subsequent experiences
core-knowledge theories
children have some innate knowledge in domain of evolutionary importance and domain-specific learning mechanisms for easily learning info in these domains
deferred imitation
repetition of other people’s behavior a long time after it occurred
domain specific
info abt a certain content area
dynamic systems theories
focus on how change happens over time in complex systems
encoding
representing info that draws attention/is important in memory
intersubjectivity
mutual understanding in a convo
nativism
infants have innate knowledge of evolutionarily important domains
overlapping waves theory
info processing approach that emphasizes idea that variability of children’s thinking and their gradual shift to using more advanced strategies
working memory
actively paying attention, maintaining, processing info
affordances
possibilities for an action offered, or afforded, by objects and situations
(what could happen? what could the object do?)
binocular disparity
difference between the retinal image of an object in each eye that results in two slightly different signals being sent to the brain
classical conditioning
form of learning by associating a neutral stimulus with another stimulus that always evokes a particular reflex
operant conditioning
instrumental conditioning
learning the relation between one’s own behavior and the consequences that result
intermodal perception
combining info from 2+ sensory systems
optical expansion
depth cue where an object occludes increasingly more of the background, which indicates that it’s moving closer
perceptual constancy
objects are constant size, shape, color, etc, even though there are physical differences in the retinal image (if it looks different)
rational learning
ability to use prior experiences to predict what will happen in the future
categorical perception
perceive phonemes as belonging to discrete categories
connectionsim
computational modeling approach that emphasizes simultaneous activity of numerous interconnected processing units
cross-situational word learning
determine word meaning by tracking correlations between labels and meanings across contexts
distributional properties of speech
certain sounds more likely to occur together than others (in any language)
generative
system where a finite set of words can be combined to generate an infinite number of sentences
morphemes
smallest units of meaning in a language
narratives
story-like structured descriptions of past events
phonemes
smallest units of meaningful sound
pragmatic cues
aspects of the social context used for word learning
prosody
characteristic rhythm and intonational patterns of a language
syntactic bootstrapping
using grammatical structure to infer meaning of new word
telegraphic speech
short utterances that leave out nonessential words
universal grammar
proposed set of highly abstract structures that are common to all languages
word segmentation
discovering where words start and end in fluid speech
basic level
middle level, first learned, dog in animal/dog/poodle
category hierarchy
category that’s organized by set subset relations (animal/dog/poodle)
object substitution
form of pretend where an object is used for something other than itself
perceptual categorization
grouping objects that have similar appearances
perceiving distinctions among objects in the environment (for example, between men and women)
subordinate level
most specific level in category hierarchy, poodle in animal/dog/poodle
superordinate elvel
general level in a category hierarchy, animal in animal/dog/poodle
theory of mind
organized understanding of how mental processes like intentions, desires, beliefs, perceptions, and emotions influence behavior
activating influences
potential result of certain fluctuations in sex-linked hormone levels affecting the contemperarnous activation of the nervous system and corresponding behavioral responses
ambivalent sexism
model of sexism that has 2 components
hostile sexism (endorse male dominance)
benevolent sexism (belief that men have to protect women)
balanced identity model
understanding of self-socialization based on the premise that individuals seek consistency across their self concepts, group identity, and group attribute associations
between group contrast
view one’s in group as distinct and exaggerate perceived differences from other groups
categorization
use gender labels that increase likelihood of group-attribute associations, essentialism, and ingroup bias
conceptual categorization
mental categories or concepts that are defined by particular attributes
enactive experience
learning to take into account the reactions that your past behavior has evoked in others
felt gender typicality
sense of belonging and similarity with gender in group
gender centrality
personal importance of gender identity relative to other social identities
gender constancy
understand that your gender is stable over time (stability) and across situations (consistency)
gender schema filter
initial evaluation of info as relevant fro your gender or not
gender schemas
organized mental representations (concepts, beliefs, memories) about gender (including stereotypes)
identity construction hypothesis
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
interest filter
initial evaluation of whether info is personally interesting
opportunity structure
economic and social resources available to members in a society based on gender, race, income, and other factors
organizing influences
potential result of certain sex-linked hormones affecting brain differentiation and organization during prenatal development or puberty
own-gender schema
accumulated knowledge and beliefs associated with self identified gender
self efficacy
personal agency or confidence in ability to perform a particular behavior
situated expectancy value theory of achievement
explain academic achievement based on premise that people are most motivated in subjects where they expect to succeed and that they value
stereotype emulation hypothesis
premise that kids who strongly identify with their gender in group are more motivated to adhere to the stereotypes for their gender in group
tuition
learn through direct teaching
