click below
click below
Normal Size Small Size show me how
PSY 300 Quiz #2
Chapter 2: Areas of the brain, Develoment, Piaget and Vygotsky
Term | Definition |
---|---|
Development | Certain changes that occur in human beings between conception and death. Appear orderly and remain for a reasonably long period of time. |
Physical Development | Changes that occur in the body |
Personal Development | Changes that occur in an individuals personality |
Social Development | Changes that occur in the way that individuals relate to others |
Cognitive Development | Changes that occur in thinking, reasoning, and decision making |
Maturation | Changes that occur naturally and spontaneously, and are, to a large extent, genetically programmed. Unaffected by the environment |
Coaction | Joint action of nature and nurture. |
Sensitive Periods | Times when a person is especially ready for or responsive to certain experiences. |
General Principles of Development | 1) People develop at different rates 2) Development is relatively orderly 3) Development takes place gradually |
Cerebellum | Coordinates and orchestrates balances and smooth, skilled movements |
Hippucampus | Critical in recalling new information and recent experiences |
Amygdala | Directs emotions |
Thalamus | Involved in our ability to learn new information, especially when it is verbal |
Functional Magnetic Resonance Imaging | Shows how blood flows within the brain when people perform a cognate task |
Event-related Potention | Measurement assess electrical activity of the brain through the skull or scalp as people perform activities |
Position Emission Tamography | Track brain activity under different conditions |
Neurons | Transmit information in the brain, also known as "grey matter" |
Neurogenesis | Production of new neurons, especially near to hippocampus |
Axons and Dendrites | Fibers than connect neurons |
Synapses | The spaces between axons and dendrites |
Synaptic Placisity | The strength of synaptic connection |
Experience-expectant | When neurons are over supplied to certain parts of the brain during developmental periods |
Experience-dependent | When neurons are formed based on an individuals experiences |
Glial Cells | The white matter of the brain that fights infections, controls blood flow and communicate between neurons |
Myelination | The coating of axon neuron fibers with an insulation fatty glial covering |
Lateralization | The specialization of the two hemispheres of the brain |
Left side of the brain | Language processing |
Right side of the brain | Spacial visual information and emotions |
Limbic System | Deals with emotions |
Prefrontal Lobe | Deals with judgement and decision making |
Piaget | Researcher who focused on why students gave incorrect answers |
Maturation | The unfolding of the biological changes that are genetically programmed |
Activity | The increased ability to act on the environment and learn from it |
Social Transmition | Learning from others |
Organization | The combining, arranging, recombining, and rearranging of behaviors and thoughts into coherent systems |
Adaptation | Adjusting to the environment |
Schemes | Basic building blocks of thinking, can be small or large |
Assimilation | When our we add to our existing schemes to make sense of the events of our world |
Accommodation | When we must change existing schemes to respond to a new situation |
Equilibration | The act of searching for balance |
Disequalibrium | If a scheme does not produce a satisfying result |
Infancy | Sensory-motor stage |
Early Childhood to Early Elementary | PreOperational stage |
Operations | Actions that are carried out and reversed mentally rather than physically |
Semiotic Function | Works with symbols to represent an object that is not present |
Conservation | The number of something that you have does not change unless added to or something is taken away |
Decentering | Considering more than one aspect of a thing at one time |
Egocentric | Seeing the world and experiences of other from your own point of view |
Later Elementary to the Middle School Years | Concrete-Operational Stage |
Seriation | The process of making orderly arrangements from large to small or vice versa |
Classification | Ability to focus on a single characteristic of an object and group them |
High School and College | Formal Operations |
Formal Operation | A mental system for controlling sets of variables and working through a set of possibilities is needed |
Hypothetical-deductive Reasoning | Considering a hypothetical situation and logically deducting from it |
Adolescent Egocentrism | Noticing others but being focused on one's own ideas |
Executive Functioning | Processes we use to organize, coordinate and perform goal-directed, intentional actions and inhibiting impulses |
neo-Piagetian Theories | Piaget's insight but adds finding about attention, memory and strategies |
Vygotsky | Developmental theorist who concentrated on a socio-cultural theory |
Co-constructed Processes | Higher mental processes are first constructed during shared activities and statagies |
Collective Monolouge | Children speaking without any real interaction or conversation |
Zone of Proximal Development | Between where a child is and where they could be with adult guidance |
Assisted Learning | Guided participation in an activity |
Steps of learning | Imitative learning, Instructed learning, Collaborative learning |