Term
|
Definition
| the fertilized egg that is formed from the union of the sperm and eggs cells in human reproduction |
|
|
Term
|
Definition
| environmental agents such as drugs and viruses, disease, and physical conditions that impair prenatal development and lead to birth defects and sometimes death |
|
|
Term
|
Definition
| an innate human reflex that leads infants to suck anything that touches their lips |
|
|
Term
|
Definition
| an innate human reflex that leads infants to turn their mouths toward anything that touches their cheeks and search for something to suck on |
|
|
Term
|
Definition
| the smallest distinctive speech sounds in a language |
|
|
Term
|
Definition
| the different format of speech that adults use when talking with babies that involves the use of shorter sentences with a higher, more melodious pitch |
|
|
Term
|
Definition
| the rhythmic repetition of various syllables including both consonants and vowels |
|
|
Term
|
Definition
| a word used by an infant to express a complete idea |
|
|
Term
|
Definition
| the application of a newly learned word to objects that are not included in the meaning of the word |
|
|
Term
|
Definition
| the failure to apply a new word more generally to objects that are included within the meaning of the word |
|
|
Term
|
Definition
| using two-word sentences with mainly nouns and verbs |
|
|
Term
|
Definition
| Piaget's term for the interpretation of new experiences in terms of present schemas |
|
|
Term
|
Definition
| Piaget's term for the modification of present schemas to fit with new experiences |
|
|
Term
|
Definition
| the first stage in Piaget's theory of cognitive development, from birth to about age 2, during which infants learn about the world through their sensory and motor interactions with it and develop object permanence |
|
|
Term
|
Definition
| the knowledge that an object exists independent of perceptual contact with it |
|
|
Term
|
Definition
| the second stage in Piaget's theory of cognitive development, from age 2 to 6, during which the child's thinking becomes more symbolic and langauge-based, but remains egocentric and lacks the mental operations that allow logical thinking |
|
|
Term
|
Definition
| the knowledge that the quantitative properties of objects remain the same despite changes in appearance |
|
|
Term
|
Definition
| the tendency to focus on only one aspect of a problem at a time |
|
|
Term
| concrete operational stage |
|
Definition
| the third stage in Piaget's theory of cognitive development, from 6 to 12, during which children gain a fuller understanding of conservation and other mental operations that allow them to think logically, but only about concrete events |
|
|
Term
|
Definition
| the last stage is Piaget's theory of cognitive development, starting at age 12 or so, during which a child gains the capacity for hypothetical-deductive thought |
|
|
Term
| zone of proximal development |
|
Definition
| according to Vygotsky, the difference between what a child can actually do and what the child could do with the help of others |
|
|
Term
|
Definition
| according to Vygotsky, a style of teaching in which the teacher adjusts the level of help in relation to the child's level of performance while orienting the child's learning toward the upper level of his or her zone of proximal development |
|
|
Term
| pre-conventional level of moral reasoning |
|
Definition
| the first level of reasoning in Kohlberg's theory of moral development in which moral reasoning is based on avoiding punishment and looking out for your own welfare and the needs |
|
|
Term
| conventional level of moral reasoning |
|
Definition
| the second level of reasoning in Kohlberg's theory of moral development in which moral reasoning is based on social rules and laws |
|
|
Term
| post-conventional level of moral reasoning |
|
Definition
| the last level of reasoning in Kohlberg's theory of moral development in which moral reasoning is based on self-chosen universal ethical principles and the avoidance of self-condemnation for violating such principles |
|
|
Term
|
Definition
| the type of attachment indicated by the infant exploring freely in the presence of the mother in Ainsworth strange situation procedure, displaying distress when the mother leaves,and responding enthusiastically when she returns |
|
|
Term
| insecure-avoidant attachment |
|
Definition
| the type of attachment indicated by the infant exploring with little interest in the mother in the Ainsworth strange situation procedure, showing only minimal distress when the mother leaves, and avoiding her when she returns |
|
|
Term
| insecure-ambivalent attachment |
|
Definition
| the type of attachement indicated by the infant not exploring but seeking closeness to the mother in the Ainsworth strange situation procedure and showing high leaves of distress when the mother leaves and ambivalent behavior when she returns by alternately clinging to and pushing away from her |
|
|
Term
| insecure-disorganized attachment |
|
Definition
| the type of attachment indicated by the infant's confusion when the mother leaves and returns in the Ainsworth strange situation procedure. The infant acts disoriented seems overwhelmed by the by the situation, and does not demonstrate a consistent way of coping with it |
|
|
Term
|
Definition
| the set of innate tendencies of dispositions that lead a person to behave in certain ways |
|
|
