Busy. Please wait.
Log in with Clever

show password
Forgot Password?

Don't have an account?  Sign up 
Sign up using Clever

Username is available taken
show password

Make sure to remember your password. If you forget it there is no way for StudyStack to send you a reset link. You would need to create a new account.
Your email address is only used to allow you to reset your password. See our Privacy Policy and Terms of Service.

Already a StudyStack user? Log In

Reset Password
Enter the associated with your account, and we'll email you a link to reset your password.
Didn't know it?
click below
Knew it?
click below
Don't Know
Remaining cards (0)
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.

  Normal Size     Small Size show me how

PSY100 Chapter 11

Terms from week 5

Developmental Psychology Study of changes that occur across a person's lifetime
Universal development theory Cognitive development follows the same trends across cultures
Ecological development theory Cognitive development differs depending on culture/area
Continuous development theory Development occurs smoothly/linearly
Discontinuous development theory Development occurs like stepping stones, happening in stages
Critical/sensitive periods of development Time when the nervous system is particularly acceptable to stimuli; lack of stimuli will affect brain development for entire lifetime
Longitudinal design Data is collected from the same group at different points across time
Cross-sectional design One time frame that collects data from participants of different ages (different people)
Pruning Process in the brain where unused synaptic formations are removed
Attachment theory Strong emotional connection that bonds a mother and baby that persists over time (Bowlby and Harlow)
Strange Situation Experiment Mary Ainsworth; test to determine infant attachment styles
Secure attachment Attachment style where a child is upset when their caregiver is gone, but is easily soothed when they return
Insecure-resistant (Insecure-ambivalent) Attachment style where a child is overly emotional when the caregiver leaves and inconsolable upon their return
Insecure-avoidant Attachment style where a child is not distressed when a caregiver leaves and avoids them when they return
Disorganized attachment Attachment style that is inconsistent and shows odd patterns of behavior
Factors that affect attachment Caregiver sensitivity, infant temperament, environmental and cultural factors
Authoritative parenting High levels of love/support and high levels of rules/boundaries
Authoritarian parenting High levels of rules/boundaries and low levels of love/support
Indulgent pareting High levels of love/support and low levels of rules/boundaries
Uninvolved/absent parenting Low levels of love/support and low levels of rules/boundaries
Erik Erikson (Developmental model) Proposed every stage of life featured an obstacle to overcome, and the success or failure of overcoming it determined success of development
Jean Piaget (Developmental model) During each stage of development, children build a new schema in order to perceive the world
Assimilation Fitting new information into an existing schema (one that closely matches)
Accommodation Creating a new schema to fit new information (no close match in existing schemas)
Equilibration Process of self-regulation that moves a child through the developmental stages; seeks to organize all information into schemas
Sensorimotor stage 0-2 years old; All information comes through the senses, development of object permanence; progresses from reaction to performing actions
Object permanence Being able to recognize that objects still exist even when they are out of sight
Primary circular reactions Concerned with the infant's body
Secondary circular reactions Concerned with objects outside of the infant's body that can be manipulated
Tertiary circular reactions Concerned with goal directed manipulations (develops around one year old)
Preoperational stage 2-6 years old; begin to think symbolically (make mental representations) but lack logic, egocentric thinking
Egocentric thinking Unable to understand the thoughts and perspectives of other people
Theory of Mind The concept that people experience things differently than you do (develops around the age of 5)
Concrete operational stage 6-11 years old; Development of logic, but reasoning is still basic and limited to concrete objects
Formal operational stage 12+ years old; Development of abstract thought and reasoning skills, deductive reasoning and problem solving
Lev Vygotsky (Developmental model) Stages of development similar to Piaget but allowed for social and cultural affect (zone of proximal development)
Zone of proximal development Ideal position for learning new things; area where a child can do something with help rather than on their own
Law of conservation Develops around 6 years old; ability to understand that something can hold the same amount even if it takes a different shape
False belief test Test where children are asked where one person would look for something after it has been moved by a second person (first person is unaware). Tests for theory of mind skills
Scaffolding Support provided by someone more able to assist a child with a task that falls in the zone of proximal development
Preferential looking technique Way to study brain function of nonverbal infants by tracking eye movement/focus. The eyes will look at the preferred stimulus
Orienting reflex Reflexive habituation of a new stimulus that is not strong enough to cause a startle reflex
Created by: doctorpenguin
Popular Psychology sets




Use these flashcards to help memorize information. Look at the large card and try to recall what is on the other side. Then click the card to flip it. If you knew the answer, click the green Know box. Otherwise, click the red Don't know box.

When you've placed seven or more cards in the Don't know box, click "retry" to try those cards again.

If you've accidentally put the card in the wrong box, just click on the card to take it out of the box.

You can also use your keyboard to move the cards as follows:

If you are logged in to your account, this website will remember which cards you know and don't know so that they are in the same box the next time you log in.

When you need a break, try one of the other activities listed below the flashcards like Matching, Snowman, or Hungry Bug. Although it may feel like you're playing a game, your brain is still making more connections with the information to help you out.

To see how well you know the information, try the Quiz or Test activity.

Pass complete!
"Know" box contains:
Time elapsed:
restart all cards