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Chapter 4
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Term | Definition |
---|---|
Development | the orderly set of changes in the life span |
Theory | organize the facts so that we can understand what we see. |
Maturation | the process of growth. |
Nature/Nurture | Nature refers to the belief that it is a persons genetic inherent character that determines development. Nurture applies to the notion that it is the sum total of experiences and the environment that determine development. |
Unconscious | without awareness |
Psychosexual | Freud's theory of development that outlines the process by which energy is expressed through different erogenous parts of the body during different stages of development. |
Psychosocial | stages through which each person passes, each stage growing form the the previous ones. |
Classical Conditioning | form of learning in which one stimulus is repeatedly paired with another so that the second one brings forth a response. |
stimulus-response | the kind of psychological learning, first characterized in the behaviors theory of Pavlov, that takes place when paring something that rousts or incites an activity with activity itself |
Operant conditioning | focuses attention on the response rather then the stimulus and concentrates on what can be used to increase a behavior. |
reinforcements | a procedure, such as a reward of punishment, that changes a response to a stimulus; the act of encouraging a behavior to increase in frequency. |
Social cognition | Brandura's theory about learning that emphasizes the cognitive processes of observational learning. |
Socialization | the process of learning the rules and behaviors expected when in situations with others |
Modeling | when children do what they see they observe. |
Observational learning | the things children do when they observe and look at what you do |
Constructivist | a model of learning developed from the principles of children thinking by Piaget |
Assimilation | a concept in Piaget's cognitive theory as one of two processes people use to learn and incorporate new information |