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Psych Mod 3 part 2
| Question | Answer |
|---|---|
| Cognition | All the mental activities associated with thinking, knowing, remembering and communicating |
| Schema | A concept or framework that organizes and interprets information. |
| Assimilation | Interpreting new experiences in terms of our existing schemas. |
| Accomodation | Adapting our current schemas (understandings) to incorporate new information |
| Sensorimotor | in piagets theory, the stage (from birth to 2 years of age). At which infants know the world mostly in terms of their sensory impressions and motor activities. |
| Preoperational | In piagets theory, the stage from about 2-6/7 years at which a child learns to use language but does not yet comprehend mental operations of concrete logic. |
| Concrete Operational | In piagets theory, the stage of cognitive development (7-11) at which a child can preform the mental operations that enable them to think logically about concrete (actual, physical) events. |
| Formal Operational | In piagets theory, the stage of cognitive development (normally beginning about age of 12) at which people begin to think logically about abstract concepts |
| scaffold | in vygotskys theory, a framework that offers children temporary support as they develop higher levels of thinking |
| theory of mind | peoples ideas about their own mental states- about their feelings, perceptions, and thoughts, and the behaivors these might predict. |
| piaget | believed that complex moral reasoning blossomed in adolescence and that moral thought led to moral actions. |
| jonathan haidt | believes moral invitation or quick gut feelings influence actions. |
| Language | our agreed-upon systems of spoken, written, or signed words, and the ways we combine them to communicate meaning. |
| phoneme | in a language, the smallest distinctive sound unit. |
| morpheme | in a language, the smallest unit that carries meaning; may be a word or a part of a word (such as a prefix). |
| grammar | In a language, a system of rules that enables us to communicate with and understand others semantics is the languages set of rules for deriving meaning from sounds, and syntax is a set of rules for combining words into grammatically sensible sentences. |
| Universal grammar (UG) | Humans predisposition to understand the principles that govern grammar in all languages |
| Babbling stage | The stage in speech development, beginning at around 4 months old, during which an infant spontaneously utters various sounds that are not all related to the household language |
| one-word stage | The stage in speech development, from about 1-2 during which a child speaks mostly single words. |
| Two-word stage | The stage in speech development beginning about age 2, during which a child speaks mostly in 2-word scentances. |
| telegraphic speech | The early speech stage in which a child speaks like a telegram, "go car" using mostly nouns and verbs |
| Aphasia | impairment of language, usually caused by left hemisphere damage either to brocas area or to wernickes area. |
| Brocas area | A frontal lobe brain area usually in the left hemisphere, that helps control language expression by directing muscle movements involved in speech |
| Wernickes area | A brain area, usually in the left temporal lobe, involved in language comprehension and expression |
| Linguistic determinism | whorfs hypothesis that language determines the way we think |
| Linguistic relativism | the idea that language influences the wat we think. |
| Ecological systems theory | A theory of the social environments influence on human development, using 5 nested systems (microsystem, mesosystem, exosystem, macrosystem, chronosystem) ranging from direct to indirect influences |
| stranger anxiety | the fear of strangers that infants commonly display, beginning by about 8 months of age |
| attachment | an emotional tie with others; shown in young children by their seeking closeness to caregivers and showing distress in seperation |
| imprinting | the process by which certain animals form strong attachment during early life |
| strange situation | a procedure for studying child-caregiver attachment; a child is places in an unfamiliar environment while their caregiver leaves and then returns, and the childs reactions are observed. |
| secure attachment | demonstrated by infants who comfortably explore environments in the presence of their caregiver, show only temporary distress when the caregiver leaves, and find comfort in caregivers return. |
| Insecure attachment | demonstrated by infants who display clinging, anxious attachment; an avoidant attachment that resists closeness; or a disorganized attachment with no consistent behiavor when separated from or united with caregivers |
| temperament | a persons characteristic emotional reactivity and intensity |
| basic trust | according to erik erikson, a sense that the world is predictable and trustworthy; said to be formed during infancy by appropriate experience with responsive caregivers |
| self concept | all our thoughts and feelings about ourselves, in the answer to the question "who am I"? |
| authoritarian parenting | highly demanding, parents have riles that are strict without flexibility and empathy and consequences can be severe |
| permissive parenting | unrestrained with low demands, few rules or punishments. |
| neglectful parenting | uninvolved, with no responsiveness or demand |
| authoritative parents | both demanding and responsive, but encourage discussion, allow expectations, and feel empathy for their children |
| identity | our sense of self; according to Erikson, the adolescents task is to solidify a sense of self by testing and integrating various roles. |
| social identity | the "we" aspect of our self concept; the part of our our answer to "who am I"? that comes from our group memberships |
| selection effect | seeking out those with simular characteristics, attitudes and interests |
| emerging adulthood | period from about 18-mid 20s when many persons in prosperous western cultures are no longer adolescents but have not yet achieved full independence as adults. |
| social clock | The culturally preferred timing of social events such as marriage, parenthood and retirement. |
Created by:
hoffemil