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Psychology
Term | Definition |
---|---|
Consciousness | Our awareness of ourselves and our environment |
Circadian Rhythems | Internal biological clock |
Maturation | Biological growth processes leading to orderly changes to behavior; EXAMPLE: Newborn-Toddler-Teenager |
Heredity | Genes are passed from parents to offspring |
Teratogen | Any agent that can reach the developing infant during prenatal development and cause harm |
Temperament | A person's characteristic emotional reactivity and intensity |
Schema | Concepts or frameworks for organizing information |
Sensation | Process by which our sensory receptors and nervous system take in stimuli from the environment |
Perception | The process by which our brain organizes and interprets that information as meaningful objects and events |
Transduction | The process of converting one form of energy into another |
Learning | Relatively permanent behavior change as a result of experience |
Conditioning | Learn to associate two stimuli; the unconditioned response to one stimulus becomes the conditioned response to the other |
Shaping | Gradually guiding actions closer and closer towards a desired behavior, using reinforcement |
Extinction | The weakening of the conditioned response |
Spontaneous Recovery | the reappearance, after a pause, of an extinguished conditioned response (CR) |
Generalization | Organism may respond similarly to stimuli that resemble the conditioned stimulus (CS) |
Discrimination | Organisms distinguish between a CS and other stimuli |
Narcolepsy | Uncontrollable sleep attacks, sometimes lapsing directly into REM sleep |
Sleep Walking | Harmless; genetic basis |
Night Terrors | Not nightmares; tense, agitated, occurs in Stage 4; Child's heart and breathing rates may double |
Dream Theories | Wish-fullfillment, information processing, physiological function, activation-synthesis, cognitive-development |
Manifest vs. Latent Content | Remembered story line of dream vs. underlying meaning |
Key Domains of Study in Developmental Psychology | How we change physically, cognitively, and socially |
Key Issues In Developmental Psychology | Nature vs. nurture; continuity; stability and change |
Interaction of Nature vs. Nurture | Genes and environment interact; human differences are shaped by environment |
Process of Prenatal Develoment | Zygote: Conception to 2 weeks Embryo: 2-8 weeks Feus: 9 weeks to birth |
Zygote | 1 cell divides into 100 cells in the first week; cells start to differentiate |
Embryo | Attaches to uterine wall; internal organs start to develop |
Fetus | Appearance of bone cells |
Difference between fraternal and identical twins | Fraternal: develop from separate fertilized eggs Identical: develop from single fertilized egg |
Reflexes Present at Birth | Responding to faces, crying for food, rooting, and sucking |
Impact of enriched vs. impoverished environments | |
Critical Period | Exposure to some certain stimuli or experience is required during this time for proper development |
Different Forms of Attachment | Strange situation, Secure attachment, insecure attachment, anxiety, or avoidance |
Length and Timing of Adolescence | Adolescence begins with puberty; 12-18 years |
Stages of Moral Development by Kohlberg | Preconventional Morality-before age 9 Conventional-early adolescence Postconventional-adolescence and beyond |
Crystallized vs. Fluid Intelligence | Ones accumulated knowledge vs. ability to reason speedily and abstractly |
Three Steps to Sensory System | Receive; Transform; Deliver |
Concepts of Classical Conditioning | Acquisition; Extinction; Spontaneous Recovery; Generalization; Discrimination |
Concepts of Operant Conditioning | Shaping behavior; Reinforcers; Punishment |
Concepts of Observational Learning | Organisms learn without direct experience |
Schedule of Reinforcements | Continuous Reinforcement-reinforcing desired response every time it occurs Partial Reinforcement- Only part tim |
Sigmund Freud | (The healthy adult is one who can love and work) |
Jean Piaget | Believed children's minds develop in stages. Partly involves building schemas |
Harry Harlow | Studied the origins of attachment. HIS EXPERIMENT: bred monkeys for study and isolated baby monkeys from their mother |
Erik Erikson | Believed that securley attached children approach life with a sense of basic trust |
Lawrence Kohlberg | Sought to describe development of moral reasoning. Believes there are levels of moral thinking |
John B. Watson | Did "Little Abner" experiment for classical conditioning |
B.F. Skinner | Experimented for operant conditioning. "Skinner box"-Animal presses button to release food or water for reward |
Ivan Pavlov | Did experiment with dog, where when conditioned the dog would salivate at the sound of a bell |
Albert Bandura | Bobo doll experiment-childrens actions directly imitate the adult's actions. |