Unit 3 - Development and Learning Flashcards
Accommodation
Adjustment of a schema by changing a scheme to accommodate new information different from what was already known
Adrenarche
Maturing of the adrenal glands
Advance Directive
A written legal document that details what specific interventions a living person wants.
Assimilation
Adjustment of schema by adding information similar to what is already known.
Authoritarian Parenting Style
Parenting style characterized by high demand of conformity and obedience that is typically inflexible, and little warmth is shown to the child.
Authoritative Parenting Style
Parenting style characterized by reasonable demands and consistency alongside listening to the views of the child, with parents expressing warmth for the child.
Avoidant Attachment
Child does not use parent as a source of security, and little care is shown if adult leaves.
Cognitive Empathy
Ability to take the perspective of others and to feel concern for others.
Concrete Operational Stage
Third stage in Piaget’s theory of cognitive development; children here are 7-11 years old, and can think logically about concrete/real events.
Conservation
Idea that even if you change the appearance of something, it is still equal in size, volume, or number as long as nothing is added or removed
Continuous Development
View that development is a continuous process and that they gradually improve on existing skills.
Critical (Sensitive) Period
Time during fetal growth when specific parts or organs develop.
Developmental Milestone
Approximate ages where development reaches an unique stage.
Discontinuous Development
View that development takes place in unique stages, which happen at specific times or ages.
Disorganized Attachment
Odd behavior when around parent, seen most often with children who are abused.
Egocentrism
Preoperational child’s difficulty in understanding the perspectives of others.
Emerging Adulthood
Newly defined period of lifespan development from 18 years old to the mid-20s; young people are taking longer to complete college, get a job, get married, and start a family
Fine Motor Skills
Usage of fingers, toes, and eyes to coordinate small actions.
Formal Operational Stage
Final stage in Piaget’s theory of cognitive development; from age 11 and up, children are able to deal with abstract ideas and hypothetical situations.
Gonadarche
Maturing of the sex glands.
Gross Motor Skills
Use of large muscle groups to control arms and legs.
Health Care Proxy
A legal document that appoints a specific person to make medical decisions for a patient if they are unable to speak for themselves.
Hospice
Service that provides a death with dignity; pain management in a humane and comfortable environment; usually outside of a hospital setting.
Living Will
Same as Advance Directive.
Menarche
Beginning of the menstrual period.
Motor Skills
Ability to move the body and manipulate objects.
Newborn Reflexes
Inborn automatic response to a particular form of stimulation that all healthy babies are born with
Normative Approach
Study of development using norms, or average ages, when most children reach specific developmental milestones
Object Permanence
Idea that even if something is out of sight, it still exists.
Permissive Parenting Style
Parenting style characterized by parents making few demands with very little punishment.
Placenta
Structure connected to the uterus that provides nourishment and oxygen to the developing baby
Prenatal Care
Medical care during pregnancy that monitors the health of both the mother and the fetus
Preoperational Stage
Second stage in Piaget’s theory of cognitive development; from ages 2 to 7, children learn to use symbols and language but do not understand mental operations and often think illogically.
Primary Sexual Characteristics
Organs specifically needed for reproduction
Psychosexual Development
Process proposed by Freud in which pleasure-seeking urges focus on different erogenous zones of the body as humans move through five stages of life
Psychosocial Development
Domain of lifespan development that examines emotions, personality, and social relationships
Process proposed by Erikson in which social tasks are mastered as humans move through eight stages of life from infancy to adulthood
Resistant Attachment
Characterized by the child’s tendency to show clingy behavior and rejection of the parent when they attempt to interact with the child
Reversibility
Principle that objects can be changed, but then returned back to their original form or condition
Secondary Sexual Characteristics
Physical signs of sexual maturation that do not directly involve sex organs
Secure Attachment
Characterized by the child using the parent as a secure base from which to explore
Secure Base
Parental presence that gives the infant/toddler a sense of safety as they explore their surroundings
Sensorimotor Stage
First stage in Piaget’s theory of cognitive development; from birth through age 2, a child learns about the world through senses and motor behavior.
Socioemotional Selectivity Theory
Social support/friendships dwindle in number, but remain as close, if not more close than in earlier years.
Spermache
First male ejaculation.
Stage of Moral Reasoning
Process proposed by Kohlberg; humans move through three stages of moral development
Preconventional
Conventional
Postconventional
Temperament
Innate traits that influence how one thinks, behaves, and reacts with the environment.
Teratogen
Biological, chemical, or physical environmental agent that causes damage to the developing embryo or fetus
Uninvolved Parenting Style
Parents are indifferent, uninvolved, and sometimes referred to as neglectful; they don’t respond to the child’s needs and make relatively few demands
Acquisition
Period of initial learning in classical conditioning in which a human or an animal begins to connect a neutral stimulus and an unconditioned stimulus so that the neutral stimulus will begin to elicit the conditioned response.
Pavlovs Dogs:
Neutral Stimulus: Bell
Unconditioned Stimulus: Food
Conditioned Response: Salivation
Associative Learning
Form of learning that involves connecting certain stimuli or events that occur together in the environment (classical and operant conditioning).
Classical Conditioning
Learning in which the stimulus or experience occurs before the behavior and then gets paired or associated with the behavior.
Cognitive Map
Mental picture of the layout of the environment.
Conditioned Response (CR)
Response caused by the conditioned stimulus.
Conditioned Stimulus (CS)
Stimulus that elicits a response due to its being paired with an unconditioned stimulus.
Continuous Reinforcement
Rewarding a behavior every time it occurs.
Extinction
Decrease in the conditioned response when the unconditioned stimulus is no longer paired with the conditioned stimulus.
Fixed Interval Reinforcement Schedule
Behavior is rewarded after a set amount of time.
Fixed Ratio Reinforcement Schedule
Behavior is rewarded after a set amount of time.
Higher-order Conditioning
Using a conditioned stimulus to condition a neutral stimulus
Latent Learning
Learning that occurs, but it may not be evident until there is a reason to demonstrate it.
Law of Effect
Behavior that is followed by consequences satisfying to the organism will be repeated and behaviors that are followed by unpleasant consequences will be discouraged.
Negative Punishment
Taking away a pleasant stimulus to decrease or stop a behavior.
Negative Reinforcement
Taking away an undesirable stimulus to increase a behavior
Neutral Stimulus (NS)
Stimulus that does not initially elicit a response.
Observational Learning
Type of learning that occurs by watching others.
Operant Conditioning
Form of learning in which the stimulus/experience happens after the behavior is demonstrated.
Partial Reinforcement
Rewarding behavior only some of the time
Positive Punishment
Adding an undesirable stimulus to stop or decrease a behavior.
Positive Reinforcement
Adding a desirable stimulus to increase a behavior
Primary Reinforcer
Has innate reinforcing qualities (e.g., food, water, shelter, sex).
Radical Behaviorism
Staunch form of behaviorism developed by B. F. Skinner that suggested that even complex higher mental functions like human language are nothing more than stimulus-outcome associations.
Reinforcement
Implementation of a consequence in order to increase a behavior.
Secondary Reinforcer
Has no inherent value unto itself and only has reinforcing qualities when linked with something else (e.g., money, gold stars, poker chips)
Shaping
Rewarding successive approximations toward a target behavior
Spontaneous Recovery
Return of a previously extinguished conditioned response
Stimulus Discrimination
Ability to respond differently to similar stimuli.
Stimulus Generalization
Demonstrating the conditioned response to stimuli that are similar to the conditioned stimulus.
Unconditioned Response (UCR)
Natural (unlearned) behavior to a given stimulus.
Unconditioned Stimulus (UCS)
Stimulus that elicits a reflexive response.
Variable Interval Reinforcement Schedule
Behavior is rewarded after unpredictable amounts of time have passed.
Variable ratio reinforcement schedule
Number of responses differ before a behavior is rewarded.
Vicarious Punishment
Process where the observer sees the model punished, making the observer less likely to imitate the model’s behavior
Vicarious Reinforcement
Process where the observer sees the model rewarded, making the observer more likely to imitate the model’s behavior
