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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 |
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