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UNIT3 DEVELOPMENT
| Question | Answer |
|---|---|
| behavioral persepective | an approach that focuses on observable behaviors and explains learning as the results of experience, especially through conditioning, reinforcement, and punishment, rather than internal thoughts or feelings |
| classical conditioning (CC) | -Ivan pavlov automatic responses are associated with new stimulus (have no control) -Acquisition: initial learning |
| acquisition | initial learning |
| stimulus | any event or situation that triggers a response |
| unconditioned stimulus (UCS, US) | (CC) a stimulus that elicits an automatic or involuntary response -initial stimulus (where no learning has occurred yet) ex: food |
| unconditioned response (UCR, UR) | (CC) any original response that occurs naturally (no learning yet) -naturally occurring response ex: salvation |
| neutral stimulus (NS) | (CC) stimulus that initially does not elicit the reflex or automatic response ex: bell |
| conditioned stimulus (CS) | (CC) neutral stimulus that is repeatedly paired with an unconditioned stimulus until it acquires the ability to elicit a response that is previously did not -NS that creates learned response ex: bell |
| conditioned response (CR) | (CC) the leanred or acquired response to a conditioned stimulus (learning has occurred) -learned response ex: salvation |
| higher order conditioning | a news NS becomes a new CS when associated with previous CS -if bell=food, and bell is with light, then light=food |
| extinction | CR diminishes with no CS |
| spontaneous recovery | reappearance of an extinguished response |
| stimulus generalization | similar conditioned stimuli will elicit a response -John Watson Little Albert Experiment |
| stimulus discrimination | distinguish difference between stimuli -can be applied to operant conditioning |
| Little Albert study | experiment that showed how classical conditioning can be used to create a fear response in a child by pairing a neutral stimulus with a scary stimulus -john b Watson and Rosalie raymer |
| conditioned emotional responses | emotional response to a stimuli through classical conditioning -butterflies -phobias |
| taste aversion | we avoid foods that make us sick -one trial conditioning -biological preparpreparedness |
| biological preparedness | predisposition to learn paired responses more quickly |
| habituation | decrease in response to repeated stimulis -you stop noticing your neighbor typing |
| operant conditioning | learning based on consequences -law of effect -BF Skinner: Skinner box=operant conditioning chambers |
| law of effect | desirable effects are repeated, undesirable results are not |
| Skinner box | operant conditioning chambers |
| reinforcer | given to increase behavior |
| reinforcement | any consequence that increases the likelihood that a behavior will happen again |
| primary reinforcers | biologically important (food, water) |
| secondary reinforcers | learned/ money, grades |
| punishment | any consequence that decreases the likelihood that a behavior will occur again |
| consequences | the outcome that follows a behavior, which influences if the behavior will happen again |
| positive reinforcement | the behavior causes something to happen, which encourages the behavior in the future |
| negative reinforcement | the behavior causes something to NOT happen, (something is avoided or subtracted), which encourages the behavior in the future |
| positive punishment | the behavior causes something to happen which discourages the behavior in the future |
| negative punishment | the behavior causes something to NOT happen, which discourages the behavior in the future |
| token economy | exchanged for special privilege |
| shaping | reinforces steps for desired behavior -toilet training -pet trials -watch out for instinctive drift: going back to their animal instinct |
| instinctive drift | the tendency for an animal's learned behavior to gradually revert to its natural instinctive behaviors, even after conditioning |
| superstitious behavior | has no effect on outcome, but still believe -lucky shirt/ # |
| learned helplessness | feel as it they have no control of repeated aversive (bad) events |
| continuous reinforcement | reinforced every time -behavior can be extinguished if not reinforced once or twice |
| partial reinforcement | reinforced some of the time (never know when you're going to get it) -fixed ratio -variable ratio |
| fixed ratio | reinforced after set/certain # of correct responses |
| variable ratio | reinforced after varied # of responses, # changes randomly -ex: slot machine |
| fixed interval | reinforced after correct response after a set amt of time |
| variable interval | reinforced after correct response after a varied amt of time |
| ratio= | number of responses |
| interval= | time |
| fixed= | set |
| variable | random |
| scalloped graph | a pattern of responding in operant conditioning where behavior is slow after reinforcement and then increases rapidly as the next award approaches. |
| cognitive learning | a type of learning that focuses on mental processes such as thinking, problem solving, and memory, instead of just observable behavior -latent learning, cognitive maps |
| latent learning | reinforced later -rats who were not reinforced for doing a maze ran it as quickly as the rats that were reinforced -humans can anticipate future rewards |
| cognitive maps | mental representations of the layout of an environment, which allows a person/ animal to navigate or solve problems using memory rather than trial ---> error |
| insight learning | aha moment (answer might pop in your mind hours later) |
| social learning theory | a theory that individuals learn behaviors through observationg of others, combining behavior and mental processes |
| vicarious conditioning | a learned response or emotion by observing someone else being conditionined, rather than experiencing it directly yourself |
| modeling | learned by observing and imitating the behavior of others |
| Bobo the clown doll experiment | children who watched aggressive model showed aggressive behavior on the doll |
| developmental psychology | studies how people change physically, cognitively, and socially throughout their lifespan, from infancy to old age |
| major issues | nature vs nurture- genes vs experience continuity vs stages- gradual vs abrupt stability vs change- persistant through life vs change as we age |
| research types | cross sectional and longitude |
| cross sectional studies | data from different sources (participants) studied at the same time |
| longitude studies | data from same sources (participants) over a long period of time |
| prenatal influences | teratogens, fetal alcohol syndrom |
| teratogens | anything that can affect prenatal development -illness, diet, stress, drugs, alcohol |
| fetal alcohol syndrom | physical acnd cognitive abnormalities caused by heavy drinking |
| senses | visual cliff |
| visual cliff | babies crawl over to edge, depth perception is learned through experience -vision is worst when born |
| reflexes | rooting |
| rooting reflex | newborns automatic response to turn their head and open their mouth when they r cheek or mouth is touched, helping them find food |
| motor skills | same order, age can vary -fine motor skills -gross motor skills head down, outward |
| fine motor skills | small muscles, precise tasks (writing) |
| gross motor skills | large muscles, big movement (wacks) |
| critical (must)/ sensitive (optimal) | important development periods |
| periods | important development periods -phonemes -morphemes |
| phonemes | sound (hard for second language) |
| morphemes | meaning |
| grammar | rules of language -semantics -syntax |
| semantics | words acquire meaning |
| syntax | rules of sentence structure |
| nonverbal | different across cultures |
| stages of language development | -cooing -babbing -one-word (1 year) -telegraphic speech (2 year) |
| overgeneralization | grammar misakes -ex: I goes to the park |
| nonhumans | imprinting |
| imprinting | critical period for some animals to form attachment to caregiver |
| puberty | the period of sexual maturation during which a person becomes capable of reproducing |
| adolescence milestones | growth spurts and puberty (sexual maturation) -males: spermarche -females: menarche primary sex characteristics secondary sex characteristics |
| spermarche | males, first ejaculation? |
| menarche | females, the first menstrual period |
| primary sex characteristics | reproductive organs (testies and ovaries) |
| secondary sex characteristics | nonreproductive features (everything else) |
| adult development | physical changes level off and physical abilities gradually decline -sexual reproduction -as we age |
| sexual reproduction | women less likely to get pregnant in 30s -menopause -men more gradual decline |
| menopause | end of ability to reproduce in females, usually around 50 |
| as we age (beginning in our mid 20s) | -activity (vision, auditory) get worse -mobility, flexibility, reaction time slows |
| sexual orientation | is biological |
| sex | biologically influenced -detetmined by father |
| gender | socially influenced |
| gender roles | society based |
| stereotypes | positive or negative ideas and expectations of any group of ppl |
| Jean piaget | swiss psychologist who studied cognitive development and proposed that children's thinking develops through a series of stages -learning is solitary, children as"lone scientist" |
| assimilation | using existing schema for new situations |
| accommodation | existing schema changed to fit new situation |
| schemas | organized mental pattern for problem solving |
| piaget's cognitive theory of development | theory that children's cognition develops through distinct stages as they actively construct their understanding of the world |
| sensorimotor stage | (0-2) interact with world. stage during which infants know the world mostly in terms of their sensory impressions and motor activity -object permanence -stranger anxiety |
| object permanence | idea of understand that when you don't see any object, it doesn't disappear |
| stranger anxiety | when left alone with someone they don't know and don't see mom and dad, they get anxious |
| preoperational stage | (2-7) internal thoughts. child learns to use language but doesn't yet comprehend the mental operations of concrete logic -pretend play -egocentric -animism |
| pretend play | play in which children use their imagination to create and act out situations |
| egocentric | idea that you believe you are center or world, things happen because of you |
| animism | giving life to anamatic objects, stuffed animal, barbie |
| concrete operational stage | (7-11) stage in which children gain the mental operations that enable them to think logically abt concrete events -logic -conservation -reversibility |
| logic | ability to reason systematically and solve problems step by step |
| conservation | the understanding developed during concrete operational stage, that quality remains the same despite changes in shape or appearance |
| reversibility | understanding that objects or numbers can be changed and then return to their original condition -if 2+3 = 5, then 3+2 = 5 |
| formal operational stage | (11+) stage during which ppl begin to think logically abt abstract concepts and engage in hypothetical learning -hypothetical -abstract thought |
| hypothetical thinking | involving ideas or situations that are not real, allowing individuals to reason about "what if" scenarios |
| abstract thinking | the ability to think about concepts and ideas that are not physically present or concrete, including hypothetical and moral reasoning |
| lev vygotsky | Russian psychologist who emphasized the role of social interactions and culture in cognitive development, proposing that children learn through guidance -learning is social |
| zone of proximal development | tasks a child cannot yet mastet alone, but can with a teacher |
| scaffolding | supporting a child's learning |
| adult cognitive development | crystalized intelligence, fluid intelligence, dementia |
| crystalized intelligence | vocab, knowledge, skills- remain stable (always have it) increases the older you get |
| fluid intelligence | think logically, critical thinking, problem solving- slows down |
| dementia | cognitive decline that affects memory, thinking, and behavior- caused by many different diseases and conditions |
| ecological system theory | environmental influences |
| microsystem | the immediate environment in which an individual interacts directly |
| examples of microsystem | ? |
| impact of microsystem | ? |
| mesosystem | the interconnections between the different microsystems in a person's life |
| examples of mesosystem | ? |
| impact of mesosystem | ? |
| exosystem | external environment settings that indirectly influence an individual's experience |
| examples of exosystem | ? |
| impact of exosystem | ? |
| macrosystem | the broader cultural and societal influences that shape an individual's experiences |
| examples of macrosystem | ? |
| impact of macrosystem | ? |
| chronosystem | the dimension of time, reflecting the changes and transitions in an individual's life and historical context |
| examples of chronosystem | ? |
| impact of chronosystem | ? |
| authoritve parenting style | warm, responsive, clear boundaries, open communication, suppirt splus structure, caring |
| child outcomes of authoritve parenting style | self-reliant, confident, socially competent, emotionally well-adjusted, good at problem solving |
| authoritarian parenting style | high demands, low responsiveness, strict rules, obedience-focused, limited flexibility |
| child outcomes of authoritarian parenting style | obedient byt less happy, lower self-esteem, higher risk of anxiety and depression |
| permissive parenting style | warm, nurturing, undemanding, rearely enforces rules, substantial freedom, acts like a friend |
| child outcomes of permissive parenting style | impulsive, poor-self esteem, discipline, difficulty with authority |
| attachment styles | strange situation -secure -insecure |
| secure attachment | show temporary distress when caregiver leaves, comfort in return of caregiver (confident) |
| insecure attachment | does not feel securely connected to caregiver, often shows anxiety, avoidance, or inconsistent responses during separation and reunion -avoidant -anxious -disorganized |
| avoidant attachment | avoid caregiver (don't rust others, or themselves) |
| anxious attachment | can't calm down (fear of others) |
| disorganized attachment | inconsistant coping (trust issues) |
| temperament | emotional intensity is related to attachment |
| separation anxiety | distress or fear experienced by an infant or young child when a primary caregiver leaves, often shows through crying or clinging |
| Harlow's (Rhesus) Monkey Experiment | importance of comfort over food (monkey preferred cloth mom over food mom) |
| parallel play | next to others mimicking behavior, but still engaged in own activty |
| pretend play | fantasy or make believe |
| imaginary audience | believe others are focusing on them |
| personal fable | a belief in one's uniqueness and invulnerability (better than everyone else) |
| social clock | timetable of major life events in society (norms) |
| psychosocial stages of development | how personality develops across the lifespan through infancy to old age |
| trust vs mistrust psychosocial stage | (0-1) infants learn whether the world is safe and reliable based on how well their caregivers meet basic needs (food, comfort, warmth) |
| autonomy and shame and doubt psychosocial stage | (1-3) toddlers trying to be independent (walking, choosing toys, feeding themselves, toilet training) |
| initiative and guilt psychosocial stage | (3-6) preschoolers start to plan and carry out tasks (playing make believe, asking questions0 |
| industry and inferiority psychosocial stage | (6-12) children start formal education and compare themselves with peers (completing hw, learning new skill) |
| identity and role confusion psychosocial stage | (12-18) adolescents explore their personality identity and try to figure out career goals, values and beliefs, personality |
| intimacy and isolation psychosocial stage | (18-40) young adults focus on forming deep, meaningful relationships with others (romantic partners, close friendships) |
| generativity and stagnation psychosocial stage | (40-65) adults focus on leaving a legacy and contributing to society (raising children, community involvement) |
| integrity and despair psychosocial stage | (65+) older adults reflect on their life accomplishments and how they spent their years (accepting life choices, evaluating successes and failures, coming to terms w aging and mortality |
| adverse childhood experiences (ACES) | traumatic events that occur before a child reaches the age of 18 |
| adolescent identity development | diffusion, foreclosure, moratorium, achievement |
| diffusion | no direction; avoiding the issue |
| foreclosure | adopting others' values without thinking |
| moratorium | actively searching and "trying on" roles |
| achievement | solid sense of self after a period of struggle |
Created by:
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