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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. |
Created by:
lindzx92
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