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Unit 3 Vocab
Vocabulary for Developmental Psych
| Question | Answer |
|---|---|
| Gender Schema theory | The organized beliefs and expectations that guides one's understanding of gender. |
| Gender Role | The pattern of behavior, traits, and attitudes that define a gender. |
| Gender Stereotype | An overly simplified concept of behaviors, and attitudes considered normal for a specific gender. |
| Gender Identity | A person's sense of self in relation to their gender. It may not correspond to a person's sex. |
| Temperament* | The basics of personality including energy level, emotional responsiveness, mood, demeanor, willingness to explore, and similar characteristics. |
| Behavior Genetics | The study of familial or hereditary behavior patterns of the genetic mechanisms of behavior traits. |
| Social Learning Theory* | The view that learning is largely due to social interactions. Specifically, behavior developed by external stimulus. |
| Evolutionary Psychology * | An approach to psychological inquiry that views human cognition and behavior in a Darwinian context. |
| Heritability | The capacity of inheritance to a given trait or function in a population. (Can range from 0 to 1) |
| Moro (Startle) Reflex | A reflex in which newborn infants, when startled, extend arms and fingers, then quickly bring them back in as an embrace. |
| Rooting Reflex* | A reflex in which a newborn responds to gentle stimulus by turning their head and making sucking motions. |
| Critical Periods* | A stage in life when one is especially open to specific learning, emotional or socializing experiences. Occurs naturally, and will not recur. |
| Sensitive Periods* | A stage in development when one most rapidly acquires a skill or characteristic. Lack of will not permanently affect development. |
| Maturation * | Naturally occurring time-related changes in someone (e.g. growth, aging, attention shifts.) |
| Assimilation* | The process of finding similarities between a target and the context in which it's judged. |
| Habituation* | The process of becoming accustomed or dependent on a stimulus or situation (e.g. drugs.) |
| Schema* | A basic knowledge of a concept or entity that guides interpretation and imagination. |
| Accommodation* | A process of modification(s) to fit demands or actions. |
| Theory of Mind* | The understanding that others have different intentions, beliefs, desires, emotions, and perceptions that affect people's actions. |
| Reversibility* | A mental operation that reverses a sequence of events, or restores a changed state to the original. |
| Teratogens | Agents that induce developmental abnormalities in a fetus. |
| Object Permanence* | The knowledge that an object continues to exist even when it is not directly perceived. |
| Conventional Reasoning* | Kohlberg's theory in which moral behavior pleases others, and allows a social order. |
| Pre-conventional Thought* | Kohlberg's theory in which moral behavior avoids punishment, and can serve one's needs. |
| Post-conventional Thought* | Kohlberg's theory in which moral behavior demonstrates a social mutuality understanding, and is based on abstract ethical standards. |
| Telegraphic Speech | An abbreviated speech which only the central words carry the most information. |
| Hypothetical Thinking | An individual that can transcend the limitations of reality, and mentally explore alternative scenarios. |
| Stranger Anxiety | The distress by young children when they are around unfamiliar individuals. |
| Basic Trust | An infant comes to view other people and themselves as trustworthy, essential for later development of self-esteem and healthy interpersonal relationships. |
| Babinski Reflex | A reflex occurring in infants which the big toe extends upward and the other toes fan out when the sole of the foot is gently stimulated. |
| Developmental norm* | The typical skills and expectations associated with stages of development. |
| Unconditional Positive Regard | An attitude of caring that others express towards an individual without regarding other's personal standards. |
| Concepts of Conservation (total of 4)* | Cognitive ability to understand that the properties of an object stays the same when reorganized. |
| Cross-Sectional Study* | Study of different groups at the same time. |
| Semantic Memory * | A memory for general factual knowledge that allows people to engage in complex cognitive processes as recognizing objects using language. |
| Contact Comfort* | The positive effects infants experience when in close contact with soft materials. Originates from Harry Harlows experiments. |
| Observational Learning* | The acquisition of information, skills, or behaviors through watching others directly or via media |
| Avoidant/Resistant/Dismissive Attachment* | A form of attachment in which infants don't appear distressed by the separation of them and their caregiver, and avoids returning. |
| Anxious/Ambivalent/Preoccupied Attachment* | A form of attachment in which infants show a combination of positive and negative responses when separated from caregiver. |
| Secure Attachment* | The positive form of attachment in which a child displays confidence when the caregiver is present, shows distress when separated, and reestablishes contact when the caregiver returns. |
| Disorganized/Disoriented/Fearful Attachment* | A form of attachment in which infants show no consistent behavior during separation and reunion with their caregivers. |
| Fine Motor Skills | Activities that require coordination of small muscles in order to control small, precise movements. |
| Gross Motor Skills | Activities that require the use of large muscles to move the body, and control posture. |
| Fetal Alcohol Syndrom (FAS) | Health affects that come from heavy alcohol use during pregnancy. |
| Visual Cliff Experiment* | An experiment to investigate the development of depth perception in infants. |
| Nature vs Nurture* | The contributions of hereditary factors (nature) and environmental factors (nurture) to the development of an individual. Both interact. |
| Concrete Operation Stage* | Piaget's theory that a child (7-12 yrs) are less egocentric, and can think logically about physical objects or about specific situations involving those objects. |
| Formal Operation Stage* | Piaget's theory that an adolescent can think abstractly, use logical processes, conceptualization, and judgement. |
| Sensorimotor Stage * | Piaget's theory of a birth-2 yr old's first knowledge of the world acquired by interacting with the environment. |
| Pre-operational Stage* | Piaget's theory that a child (2-7) becomes able to record experiences symbolically. |
| Developmental Psychology* | Psychology that studies the physical, mental, and behavioral changes that occur from conception to old age. |
| Authoritarian Parents* | Strict, high-controlled parenting style with rigid rules, expecting obedience. |
| Authoritative Parents* | The most successful in parenting, includes strong expectations, but comfort and support for children. |
| Permissive Parents* | Parents that are extremely accepting without demands, children can have poor self discipline. |
| Neglectful Parents* | Parents who consistently fail to meet their child's needs. |
| Continuity vs Stages | Continuity is a gradual developmental process. Stages is a series of distinct stages of development. |
| Zone of Proximal Development (ZPD) | A conceptual space between what one can do independently and what they can achieve with the guidance of a teacher or peer. |
| Egocentrism* | The tendency to perceive a situation from one's own perspective, and expecting everyone else to think from that same point of view. |
| Self-Concept* | One's description and evaluation of oneself that contribute to the individuals sense of identity over time. |
| Primary Sex Characteristics* | Males: testes, penis, scrotum. Females: ovaries, and uterus. |
| Secondary Sex Characteristics* | Males: deep voice, broad shoulders, dark coarse facial/body hair. Females: broader hips, dark coarse body hair. |
| Fluid Intelligence | Set of mental processes used in dealing with relatively novel tasks. |
| Crystallized Intelligence | Sum of one's knowledge and measured by tests of vocabulary, and general information. |
| Animism | Belief that inanimite objects are alive or posses lifelike characteristics. |
| Operational Definition* | Description of something in terms of the procedures, actions, or processes by which could be observed and measured. |
| Imprinting* | A learning process that occurs rapidly during the critical or sensitive period of an organism's development. |
| Validity of Tests* | The extent to which a test accurately measures what it is supposed to measure. |
| Reliability of Tests* | The consistency of results a test gives over time. |
| Correlation Coefficient (positive, negative and no correlation)* | Numerical index reflecting the degree of linear relationship between two variables. |
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IloveGarfield:3
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