Unit 3 Flashcards
Neutral stimulus
stimulus which initially produces no specific response other than attention
Ex: ringing a bell for a dog to salivate
unconditioned stimulus
stimulus that naturally triggers responses without prior learning
unconditioned response
automatic, involuntary, unlearned reaction to stimulates
Ex: dog salivates at the sight of food
conditioned stimulus
previously neutral stimulus that, with repeated association with stimulus, triggers a response
conditioned response
learned behavior as response to previously neutral stimulus
acquisition
first stages of learning when a conditioned response is established
extinction
the decreased or disappearance of conditioned response
spontaneous recovery
the reappearance of conditioned response after a rest period or period of lessened response
stimulus generalization
having a conditioned response by stimulation similar but not identical to the original stimulus
stimulus discrimination
ability to distinguish between similar stimulus and only respond to specific stimuli
higher-order conditioning
conditioned stimulus used as unconditioned stimulus
conditioned + conditioned
Ex: light + bell = dog salvation for food
counterconditioning
bunny = fear, cookie = happy
bunny + cookie = happy
bunny = now happy
positive reinforcement
stimulus added + strengthens behaviors
positive punishment
stimulus added + weakens behavior
negative reinforcement
stimulus removed + negative reinforcement
negative punishment
stimulus removed + weakens behavior
variable ratio
response is reinforced after unpredictable # of responses
fixed interval
reinforcement is given after a predictable interval
fixed ratio
reinforcement given after specific # of responses
variable interval
reinforcement is presented after an unpredictable interval
Longitudinal Study
studying same group over a long period of time
cross-sectional study
data collected from people at a single point in time
Ex: different ages
teratogens
harmful substances that can interfere with normal prenatal development
Ex: alcohol, tobacco, other medication
rooting reflex
when a baby check is touched, they turn their head towards the stimulus
- seeking food
gross motor skills
movements that use large muscles in the body
Ex: rock, roll, crawl, walk, run
fine motor skills
ability to make precise movements
Ex: eating, writing, dressing, tying shoes
critical period
after it’s over learning cannot occur
Ex: grammar + differentiating sounds
Ex: Genie Case
sensitive period
brain plasticity is flexible in critical period.+ duration outside the crucial period
imprinting
in some species, a strong preference for environmental stimuli that are presented after birth
Ex: following/attached to the mother or caregiver
growth spurt
short period of time during adolescence with increase in height and weight
puberty
sexual maturation of an individual
menarche
first period in a girl
spermarche
first ejaculation in a boy
biological sex
determined at birth by chromosomes
gender
social construct
gender roles
socially sculpted behaviors assigned to sex
jean piaget
stages of cognitive development
S - P - CO - FO
schema
a concept that organizes and interprets info
assimilation
interpreting new experiences in terms of our existing schema
accommodation
adjusting schema to incorporate new experiences
sensorimotor stage
infancy - toddler
- learns through the senses (putting everything in their mouth)
- OBJECT PERMANENCE
- SEPARATION ANXIETY
object permanence
awareness that things continue to exist even when not perceived
pre operational stage
toddler - early childhood
- MENTAL SYMBOLS
- PRETEND PLAY
- LACK OF CONSERVATION
- LACK OF REVERSABILITY
- ANIMISM
- EGOCENTRISIM
- THEORY OF MIND
mental symbols
associating actions and symbols with words
animism
belief that object are alive and have feelings
egocentricism
inability to see the world through the perspective of others
theory of mind
idea that people have different ideas than you
concrete operational stage
achievers conservation, reversibility
- fully formed theory of mind
formal operational
abstract thinking + hypothetical reasoning
zones of proximal development
what the learner can do ALONE –> what the learner can do with the HELP OF OTHERS –> what the learner can’t do yet
scaffolding
dealing with different types of learners
crystalized inteligence
accumulates over time
fluid intelligence
ability to solve new problems + think critically
- declines with age
dementia
disruption in memory and other functions
phonemes
smallest unit of sound
Ex: p, a, th, s
morphemes
smallest unit of sound with meaning
Ex: -ing, pre-, -ed, -s
semantics
meaning behind words
syntax
set of rules for arranging words
stages of formal language development
cooing –> babbling –> one word stage —> two word stage –> telegraphic speech
overgeneralization
applying a regular grammar rule in irregular situations
Ex: “eated” rather than “ate”
ecological systems theory
micro, meso, exo, macro, chrono
microsystem
immediate friends and family
mesosystem
connections within immediate environment
Ex: mom is friends with your teacher
exosystem
indirect environment
macrosystem
social and cultural values
chronosystem
events and changes over time
authoritative parenting
high expectations, high support
authoritarian parenting
high expectations, low support
permissive parenting
low expectations, high supports
unresponsive parenting
low expectations, low support
attachment
emotional bond
- lasting psychological connectedness between human beings
temperament
emotional dispositions
easy temperament
happy, active, easily adapts to new situations
slow to warm temperament
mellow, less active, slowly adjusts to new situations
difficult
irregular habits and routines, hard to adjust and expressive negative mood
secure attachement
distressed when mother leaves, avoids stranger without mom, friendly with mom
avoidant attachment
not distressed with mother leaves, no fear or avoidance, little to no interest shown upon mothers arrival
anxious attachments
upset when mother leaves, upset with stranger
disorganized attachment
mix of distressed and not distressed with stranger and when mother leaves
separation anxiety
normal apprehension experiences by a young child when away from their mother
parallel play
until age 9
- children play individual games while sitting next to others
imaginary audience
belief that others are constantly focusing on your behaviors and appearance
personal fable
belief in one’s uniqueness and invulnerability, leading to riskier behavior
social lock
cultural norms about when life events “should” take place
Ex: marriage, moving out, retirement
emerging adulthood
developmental stage in late teens to twenties
- norms are extremely depended on culture
trust vs mistrust (infant)
trust based on who feeds us, shelters us, ect.
autonomy and shame and doubt (toddler)
increasing independence
- ex: potty training
initiative and guilt (pre-schooler)
self-directed activities and play
- growth and sense of purpose
industry and inferiority (school age)
connections with peers
identity and role confusion (adolescent)
sense of who you are in society
intimacy and isolation (young adult)
ability to form lasting, trusting relationships
- feeling connections
generativity and stagnation (middle age)
engaging in acts that promote wellbeing of younger generations
integrity and despair (elder)
ability to look back on life with sense of accomplishments
adverse childhoof experiences
potentially traumatic events before a child reaches 18
abuse, neglect, household dysfunctions
identify diffusion
neither explored options nor committed to an identity
identity foreclosure
commitment to an identity without exploring
identity moratorium
exploring but have not committed to identity
identity achievement
explored and then made commitment to identity
possible self
mental representation of what one could become
behaviorist perspective
theory that states behaviors are learned (nurture)
habituation
tendency to become familiar with a stimulus merely as a result of repeated exposure
- response decreases after too much repeated exposure
classical conditioning
learned behavior that occurs as an automatic process to neutral stimulus
associative learning (classical conditioning)
learning that certain events occur together
social learning theory
learning by observing others
vicarious conditioning
engaging in behavior we observe in other individuals where they get rewarded
- not engaging in behavior we see others get punished for
modeling
observing and imitating a specifically behavior
insight learning
sudden realization of a solution to a problem
latent learning
learning that occurs but is not apparent until there is an incentive to demonstrate in
Ex: knowing the song in an ad but not realizing it
cognitive map
mental representation of the layout of ones environment
Ex: imagining the route to your friends house
