PSYCH 160 FINAL jmu Lyons
Centration
(preoperational thinking) tendency to focus on one aspect of a situation at a time
working memory 3 parts
1. A central executive (manages the memory process) 2. A visuospatial sketchpad (for visual and spatial info) 3. A phonological loop (for verbal information)
Piaget's internalization theory
in this theory the child experiences the world and internalize what they have learned into a mental representation
Vygotsky's internalization theory
in this theory the child experiences the world with others and internalize that understanding
Executive Function
known as the controller of our conscious information processing systems along with our actions (helps solve problems)
Gross motor skills
large movement of the body I.E lifting up head
Stage 4 of birth
mother adjusts emotionally and physically to birth
stage 2 of birth
mother begins to push with contractions- baby comes out
Irreversibility
not understanding that things can be reversed. (preoperational thinking)
Static Reasoning
not understanding when things change. (preoperational thinking)
Examples of psychological tools
number systems, maps, and concepts like time
from 2-3 months to 6 months
orientation and signals toward one or more discriminated figure(s)
Metacoginiton
our ability to think about our own thinking
Circular reactions
part of sensorimotor stage, repetition of actions
Active gene-interaction
person actively seeks out aspects that match their traits
Passive gene-ineraction
person is passive- things just happen
stage 3 of birth
placenta is delivered
General Intelligence (g)
sees intelligence just as a general cognitive ability that is a part of our intellectual functioning
Disorganized attachment
shows contradictory and unusual behavior towards caregiver
Insecure Avoidant attachment
shows little emotion when caregiver leaves and comes back
Psychological tool
symbol systems that help children to deal with the world and are quite often related to communication and information
Private speech
talking through actions with ones self-- this becomes internalized as a person grows older
Insecure ambivalent attachement
tend to cling to caregiver get very upset when they leave and are angry when the caregiver comes back
Effortful control
the extent to which an infant can focus attention and show inhibitory control
Negative Affectivity
the extent to which an infant is fussy, shows anger, fear, or social discomfort
Behavioral inhibition
the extent to which an infant reacts with fear to new situations
Surgency-extraversion
the extent to which an infant seeks out new sensations
Encoding
the process by which we store info in our memory
Synaptic Pruning
the process where synapses atrophy and die
zone of proximal development
when a child moves on from one zone of development to the next through growth
goodness of fit
when your environment matches your temperament
Working memory
where info is held for a short period of time while the person works with it
Accommodation
where you edit an existing schema or create a new schema in order to deal with a new situation/idea
Fluid Intelligence
Learn and acquire new information, or drawing on new inferences from the new situation. Is quick and flexible
Vision
Least developed sense at birth
Generativity vs. stagnation
MIDDLE ADULTHOOD (40-65) finding meaning in their work/life vs. feeling like an unproductive member of society
from 6 months to 2.5 years
Maintenance of proximity to discriminated figure by means of locomotion as well as signals
hearing
Most developed sense at birth
from birth to 2-3 months
Orientation and signals with limited discrimination of figure- does not have preference for any particular person
Sensorimotor stage of development
PIAGET, first 2 years of life. All interactions with the world are based on your actions
Initiative vs. guilt
PRESCHOOL (3-5) being a "self starter" vs. feeling guilt for ones own goals
Behavioral key theorists
Pavlov and Skinner
Cognitive approach theorists
Piaget and Vygotsky
Synaptogenisis
Process of synapses being formed
Humanistic perspective key theorists
Rogers and Maslow
Industry vs. inferiority
SCHOOL AGE (5-12) Learning the task of one's society vs. a sense of inadequacy
Fine motor skills
Small movements I.E ability to move hands and fingers and grasp objects
Parenting style
The emotional climate a parent creates for their child
strange situation
The experiment used to determine what type of attachment a child has
Synapse
The gap between dendrites
Assimilation
Where you extend or add to an existing schema i.e seeing horse and calling it a dog
Egocentrism
child sees things from their point of view and have a hard time understanding other peoples view points (preoperational thinking)
Preoperational Thinkning
children at this stage are able to represent actions and objects internally but have a hard time thinking logically
Crystallized intelligence
comes from prior learning/experiences. it is more set
Fetal stage of prenatal development
covers 56 days to birth. the sex organs, cardiovascular, digestive, and excretory systems develop
Embryonic stage of prenatal development
covers days 14-56. Embryo begins to take on a more recognizable shape and organs begin to develop
Germinal stage of prenatal development
covers first 14 days. single cell zygotes are duplicated
Language Acquisition Support System
describes the way in which the environment can facilitate the development of language
primary emotions
emotions such as fear, distress, and joy
Secondary emotions
emotions such as pride, shame, and embarrasment
Evoactive gene-interactions
environment responds to a behavior that person exhibit
Cross-sequential study
Compares different groups of different ages over time
Cross sectional study
Compares different groups of people of different ages
Schema
A mental framework of concepts and ideas according to Piaget
Ego Identity vs. role confusion
ADOLESCENCE (12-18) Integration of previous experiences to form an identity vs. confusion about one's role in society
Equilibrium
An experience fits into our schema
Mesosystem
An interaction of microsystems I.E Parents with teacher
Social cognitive theory key theorists
Bandura
Macrosystem
Broader political and cultural system in which one develops I.E your economic standing, government reform
stage 1 of birth
Contractions begin
Intimacy vs. isolation
EALRY ADULTHOOD (18-40) ability to love vs. inability to form affectionate relations
Ego integrity vs. Dispair
LATE ADULTHOOD (65+) looking back on life and feeling content vs. feeling like one has done nothing
Attention
First step to taking information in To move something to working memory, you need to pay attention to it when it comes to the sensory register
Psychoanalytic perspective key theorists
Freud and Erikson
Multiple intelligences
Gardner's idea that there are a lot of skills and abilities that are culturally important and should be considered intelligences
Chronosystem
Historical time period in which a person grows up I.E growing up in the 50's compared to now
Psychoanalytic perspective
How our development is driven by the interaction between our unconscious desires and our environment
Biopsychological perspective
How physiological, genetic, neurological, and evolutionary factors interact with our environment
Behavioral Perspective
How responses to behavior increase the frequency of behavior AND how behavior becomes associated with cues in the environment
Cognitive approach perspective
How thinking develops and how the way that we think affects our behavior
Autonomy Vs. Shame
Independence and self control vs. lack of confidence
Exosystem
Institutions in which the person is not an active participant I.E Schools, churches
Socialization
They help their children learn the values, skills, and knowledge of their social context and culture
Microsystem
Those relationships the person actively takes a part in I.E one to one relationships
Longitudinal study
Tracks changes in a group of people over time
Erikson Stages
Trust vs. Mistrust Autonomy vs. Shame Initiative vs. guilt Industry vs. Inferiority Ego identity vs. Role confusion Intimacy vs. isolation Generativity vs. stagnation Ego integrity vs. Dispair
concrete operations
a child can now think logically
Scaffolding
a knowledgable partner assists the child by giving them help as they need it and withdrawing that help as the child becomes more competent
LAD
a mental structure that helps children acquire language (Language Acquisition Device)
Teratogens
alcohol, nicotine, illicit drugs, and some viruses
Disequilibrium
an experience does not fit into our schema
Chomsky (language)
believed we had a universal grammar- humans are programed to learn language
B.F skinner (language)
believed we learned language through operant conditioning- being reinforced for the sounds they produce
A-not-B Error
can identify an object at point A but cannot understand when an object is visibly moved to point B
Secure Attachment
feel protected by caregivers, may get upset when they leave but compose themselves and continue playing
trust vs mistrust (Erikson)
first year of life. An infants attachment level to guardian figures
from 2.5 years and on
formation of goal-corrected partnership
object permanence
having difficulty understanding that an object exists even when you cannot see it
Humanistic perspective
how our desire to meet our needs and fulfill our potential drives our behavior
Social cognitive theory perspective
how our personal experiences and our environment shape our interpretations of the world around us AND how these interpretations influence our behavior