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AP Psych Learning
AP Psych Learning and Development unit
| Question | Answer |
|---|---|
| Developmental Psychology | The study of how people grow and change physically, cognitively, socially, and emotionally over their lifespan. |
| Chronological Development | The measurement of age based on time from birth. |
| Lifespan Development | The study of growth and change from conception to death. |
| Stability and Change | The debate on which traits persist and which change throughout life. |
| Nature and Nurture | The debate over whether genetics (nature) or environment (nurture) plays a larger role in development. |
| Continuous Development | The idea that development is a gradual, cumulative process. |
| Discontinuous Development | The idea that development occurs in distinct stages. |
| Menopause | The end of menstruation and reproductive ability in women, typically occurring in middle age. |
| Sex | Biological differences between males and females. |
| Gender | Social and cultural roles, behaviors, and identity associated with being male or female. |
| Socialization | The process of learning norms, values, and behaviors appropriate to society. |
| Schemas | Mental frameworks that help organize and interpret information. |
| Assimilation | Incorporating new experiences into existing schemas. |
| Accommodation | Adjusting schemas to fit new experiences. |
| Sensorimotor Stage | Piaget’s first stage (birth-2 years) where infants learn through sensory experiences and motor activities. |
| Object Permanence | Understanding that objects continue to exist even when they are not visible. |
| Preoperational Stage | Piaget’s second stage (2-7 years) where children use symbols and language but lack logical reasoning. |
| Mental Symbols | Internal representations of objects and events that allow for thought without direct interaction. |
| Pretend Play | Symbolic play where children act out roles and scenarios using imagination. |
| Conservation | Understanding that quantity remains the same despite changes in shape or arrangement. |
| Reversibility | Understanding that actions can be undone or reversed. |
| Animism | The belief that inanimate objects have human-like qualities. |
| Egocentrism | The inability to see the world from another person’s perspective. |
| Theory of Mind | Understanding that others have thoughts, feelings, and perspectives different from one's own. |
| Concrete Operational Stage | Piaget’s third stage (7-11 years) where children develop logical thinking but struggle with abstract ideas. |
| Systematic Thinking | Logical and organized problem-solving skills. |
| Formal Operational Stage | Piaget’s fourth stage (12+ years) where abstract and hypothetical thinking develops. |
| Abstract Thinking | The ability to think about complex concepts beyond direct experience. |
| Hypothetical Thinking | Thinking about possibilities and situations that are not grounded in reality. |
| Scaffolding | Vygotsky’s concept of providing temporary support to help a learner master a task. |
| Zone of Proximal Development | The range between what a child can do alone and what they can do with help. |
| Crystallized Intelligence | Accumulated knowledge and verbal skills that increase with age. |
| Fluid Intelligence | The ability to think abstractly and solve novel problems, which declines with age. |
| Dementia | A decline in cognitive function severe enough to interfere with daily life. |
| Language | A system of communication using symbols, sounds, and grammar. |
| Phonemes | The smallest units of sound in language. |
| Morphemes | The smallest units of meaning in language. |
| Semantics | The meaning of words and language. |
| Grammar | Rules for structuring sentences and words in a language. |
| Syntax | The arrangement of words to form meaningful sentences. |
| Nonverbal Gestures | Movements and facial expressions that communicate meaning. |
| Cooing | Early vowel-like sounds made by infants. |
| Babbling | Repetitive consonant-vowel sounds made by infants. |
| One-Word Stage | Stage in language development where toddlers use single words to express whole ideas. |
| Telegraphic Speech | Early speech stage in which toddlers use short, simple sentences without unnecessary words. |
| Overgeneralization of Language Rules | Applying language rules too broadly, such as saying “goed” instead of “went.” |
| Ecological Systems Theory | Bronfenbrenner’s theory that development is influenced by different levels of environmental systems. |
| Microsystem | The immediate environment influencing an individual (e.g., family, school). |
| Mesosystem | Connections between different microsystems (e.g., interaction between home and school). |
| Exosystem | External settings that affect an individual indirectly (e.g., parents’ workplace). |
| Macrosystem | Broader cultural values and societal influences. |
| Chronosystem | How life events and historical contexts impact development. |
| Stage Theory of Psychosocial Development (Erikson) | A theory of eight stages of personality development across the lifespan. |
| Trust vs. Mistrust | Infants learn to trust caregivers or develop mistrust (0-1 year). |
| Autonomy vs. Shame and Doubt | Toddlers develop independence or doubt their abilities (1-3 years). |
| Initiative vs. Guilt | Children take initiative in activities or feel guilt for being independent (3-6 years). |
| Industry vs. Inferiority | Children develop pride in accomplishments or feel inferior (6-12 years). |
| Identity vs. Role Confusion | Adolescents explore personal identity or feel confused about who they are (12-18 years). |
| Intimacy vs. Isolation | Young adults form relationships or experience loneliness (20s-40s). |
| Generativity vs. Stagnation | Adults contribute to society or feel a lack of purpose (40s-60s). |
| Integrity vs. Despair | Older adults reflect on life with satisfaction or regret (60+ years). |
| Adverse Childhood Experiences (ACEs) | Traumatic events during childhood that impact lifelong health and well-being. |
| Achievement (Adolescent Development) | Commitment to an identity after exploring options. |
| Diffusion (Adolescent Development) | Lack of commitment or exploration of identity. |
| Foreclosure (Adolescent Development) | Commitment to an identity without exploration. |
| Moratorium (Adolescent Development) | Actively exploring identity without commitment. |
| Racial/Ethnic Identity | Sense of belonging to a racial or ethnic group. |
| Sexual Orientation | Enduring patterns of emotional, romantic, or sexual attraction. |
| Religious Identity | Sense of belonging to a religious group. |
| Occupational Identity | Understanding of one’s career aspirations and goals. |
| Familial Identity | Sense of self in relation to one’s family. |
| Possible Selves | Concepts of what one might become in the future. |
| Behavioral Perspective | Psychological approach focusing on observable behaviors and learning. |
| Classical Conditioning | Learning through association between stimuli. |
| Association | Linking two stimuli together. |
| Acquisition | Initial stage of learning in classical or operant conditioning. |
| Associative Learning | Learning that certain events occur together. |
| Unconditioned Stimulus (UCS) | A stimulus that naturally triggers a response. |
| Unconditioned Response (UCR) | A natural reaction to the UCS. |
| Conditioned Stimulus (CS) | A previously neutral stimulus that, after conditioning, triggers a response. |
| Conditioned Response (CR) | A learned response to a conditioned stimulus. |
| Extinction | The disappearance of a conditioned response when the conditioned stimulus is no longer paired with the unconditioned stimulus. |
| Spontaneous Recovery | The reappearance of a conditioned response after a pause. |
| Stimulus Discrimination | Learning to respond only to a specific stimulus. |
| Stimulus Generalization | Responding similarly to similar stimuli. |
| Higher-Order Conditioning | When a new neutral stimulus becomes a conditioned stimulus by being paired with an existing conditioned stimulus. |
| Counterconditioning | Replacing an undesired response with a desirable one through conditioning. |
| Taste Aversion | A learned avoidance of a particular food due to illness or nausea. |
| One-Trial Conditioning | Learning that occurs after a single pairing of a stimulus and response. |
| Biological Preparedness | Innate tendencies to form certain associations more easily. |
| One-Trial Learning | Learning that occurs immediately after one exposure. |
| Habituation | A decrease in response to a repeated stimulus over time. |
| Operant Conditioning | Learning based on consequences of behavior. |
| Reinforcement | A stimulus that increases the likelihood of a behavior occurring again. |
| Punishment | A stimulus that decreases the likelihood of a behavior occurring again. |
| Law of Effect | Behaviors followed by positive outcomes are strengthened, and behaviors followed by negative outcomes are weakened. |
| Instinctive Drift | Tendency for animals to revert to instinctual behaviors despite conditioning. |
| Superstitious Behavior | Behavior that is accidentally reinforced, leading to repeated actions. |
| Learned Helplessness | Feeling powerless due to repeated negative experiences. |
| Reinforcement Schedules | Patterns of reinforcement delivery. |
| Social Learning Theory | Learning through observation and imitation. |
| Vicarious Conditioning | Learning by watching others be rewarded or punished. |
| Modeling | Imitating others’ behaviors. |
| Insight Learning | Sudden realization of a solution to a problem. |
| Latent Learning | Learning that occurs but is not immediately demonstrated. |
| Cognitive Maps | Mental representations of spatial environments. |
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