OSU Psych 100 Textbook p. 493-510 (Last lecture before midterm one)
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| stress | the tension, discomfort, or physical symptoms that arise when a situation strains our ability to cope
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| primary appraisal | initial decision regarding whether an event is harmful
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| secondary appraisal | perceptions regarding our ability to cope with an event (done after primary appraisal)
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| problem-focuses-coping | coping strategy by which we tackle life's challenges head on
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| emotion focused coping | coping strategy ffeaturing a positive outlook on feelings or situations accompanied by behaviors that reduce painful emotions
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| corticosteroids | stress hormones that activate the body and prepare us to respond to stresful circumstances
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| SRSS Scale | scale used to determine stess levels with corresponding life events and ratings.
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| hassles and stress | hassles of everday life also contribute to stress, above and beyond the events mentioned by SRSS and whatnot
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| general adaptation syndrome | stress-response patter proposed Hans Seyle that consists of three stages: alarm, resistance, and exhaustion
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| nature via nurture | tendency of individuals with certain genetic predispositions to seek out and creat environments that permit the expression of those predispostions
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| gene expression | activation or deactivation of genes by environmental experiences throughout development
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| blastocyst | ball of identical cells early in pregnancy that haven't begun to take on any specific function in a body part
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| embryo | second to eight week of prenatal development, during which the limbs, facial features, and major organs take form
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| fetus | period of prenatal devleopment from ninth week until birth, after all major organs are established and physical maturation is the primary change
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| teratogens | environmental factors that can exert a negative impact on prenatal development
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| motor behaviors | bodily motions that occur as a result of self initiated force that moves the bones and muscles
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| cognative development | study of how children learn, think, reason, communicate, and remember
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| constructivist theory | piaget's theory that childreen construct an understanding of their world based on understanding of observations of the effects of their behaviors
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| assimilation | piagetian process of absorbing new experience intop current knowledge structures
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| accomodation | piagetian process of altering a belief to make it more compatable with experience
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| sensorimotor stage | stage in piaget's theory characterized by a focus on the here and now without the ability to represent experiences mentally
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| object permenence | the understanding that objects continue to exist even when out of view
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| preoperational stage | stage in piaget's theory characterized by the ability to construct mental representations of experience, but not yet perform operations on them
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| egocentrism | inability to see the world from others' perspectives
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| conservation | piagetian task requiring children to understand that despite a transformation in the physical presentation of an amount, the amount remains the same
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| concrete operations stage | stage in piaget's theory characterized by the ability ti perform mental operations on physical events only
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| formal operations stage | stage in piaget's theory characterized by the ability ti perform hypothetical reasoning beyond the here and now
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| theory of mind | abiltiy to reason about what other people know of believe
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| stranger anxiety | a fear of strangers developing at 8 or 9 mos. of age
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| attachment | the strong emotional connection we feel with those to whom we feel closest
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| imprinting | phonomneon observed in which baby birds begin to follow around and attach themselves to any large moving object they see in the hours after hatching
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| contact comfort | positive emotions afforded by touch
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| mono-operation bias | drawing conclusions on the basis of only a single measure
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| temperment | basic emptional style that appears early in development AND is largeley genetic in origin
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| gender identiy | individual's sense of being male or female
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| gender roles | behaviors that tend to be associated with being male or female
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| adolescence | the transition between childhood and adulthood commonly associated with the teenage years
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| language | largely arbitrary system of communication that combines sysmbols (such as words or gestural signs) in rule based ways to create meaning
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| phonemes | categories of sounds our vocal apparatus produces
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| morphemes | smallest meaningful units of speech
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| syntax | grammatical rules that govern how words are composed into meaningful strings
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| extralinguistic information | elements of communication that arent part of the language but are critical to interpreting its meaning
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| dialects | language variations used by groups of people who share geographic proximitiy or ethnic background
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| phonesthemes | similar sounding words with related meanings (ie: glisten, glow, gleam, glass, glare)
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| bilinugal | proficient and fluent at speaking and comprehending two different languages
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| babbling | intentional vocalization that laughs specific meaning
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| holophrases | single word phrases used early in language development to convey an entire thought
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| generative | allowing an infinite number of unique sentences to be created by combining words in novel ways
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| nativist | account of language acquisition that suggests children are born knowning how language works
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| language acquisition device | hypothetical organ in the brain which nativists believe knowledge of syntax resides
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| social pragmatics | account of language acquisition that proposes children infer what words and sentences mean from context and social interactions
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