Term
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Definition
| (structure<--> function) the reciprocal interaction of structure and function to produce a pattern of development (p.5) |
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Definition
| the extent to which behavior or brain functioning can be changed (p.65) |
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Term
| critical/sensitive period |
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Definition
| the time in development (usually early in life) when a certain skill or ability is most easily acquired (p.10) |
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Definition
| nervous system cell through which electrical and chemical signals are transmitted (p.54) |
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Definition
| the tiny space between the dendrite of one neuron and the axon of another through which chemical messages are passed (p.54) |
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Definition
| the process of nerve-cell division by mitosis (p.56) |
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Term
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Definition
| the movement of neurons to their permanent positions in the brain, most of which is completed during the prenatal period (p.56) |
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Term
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Definition
| the final stage of neuronal development, in which neurons gain in size, produce more dendrites, and extend their axons farther away from the cell body (p.56) |
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Term
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Definition
| the process of synapse formation (p.57) brain changes in response to new information |
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Term
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Definition
| early developmental process in which neurons that are not activated by sensory and motor experience die (p.57) |
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Term
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Definition
| process whereby synapses are formed and maintained as a result of the unique experiences of an individual (p.61) |
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Term
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Definition
| process whereby synapses are formed and maintained when an organism has species-typical experiences; as a result functions (such as vision) will develop for all members of a species-typical environments (p.60) |
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Term
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Definition
| development of the individual over his or her lifetime (p.78) |
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Term
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Definition
| development over evolutionary time (p.78) |
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Term
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Definition
| changes that have occurred in one's culture and the values norms, and technologies such a history has generated (p.78) |
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Term
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Definition
| Vygotsky's theory, the difference between a child's actual level of ability and the level of ability that she/he can achieve when working under the guidance of an instruction (p.84) |
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Term
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Definition
| adult-child interaction, the process and system of involvement of individuals with others as they communicate and engage in shared activities (p.86) |
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Term
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Definition
| an expert, when instructing a novice, responding to novice's responses in a learning situation, so novice increases his/her understanding of a problem (p.84) |
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Term
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Definition
| Piaget's theory, the process by which balance is restored to the cognitive structure through assimilation and accommodation |
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Term
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Definition
| Piaget's theory, the processes of organization and adaptation that characterize all biological systems and operate throughout the life span (ch.5) |
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Term
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Definition
| the idea that every intellectual operation is related to all other acts of intelligence (p.162) |
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Term
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Definition
| Piaget's theory, the process of adjusting one's cognitive structures to meet environmental demands (includes assimilation and accommodation) (p.162) |
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Term
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Definition
| Piaget's theory, the process of changing a mental structure in incorporate new information (contrast with assimilation)(p.107) |
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Term
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Definition
| Piaget's theory, the process of incorporating information into already existing cognitive structures (p.162) |
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Term
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Definition
| the knowledge that objects have an existence in time and space independent of one's one perception or action on those objects (p.137) |
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Term
| continuity vs. discontinuity |
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Definition
| stability of individuals differences in cognitive performance over time vs. instability of individual differences in cognitive performance over time (p.564-565) |
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Term
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Definition
| a set of elements that undergoes change over time as a result of interactions among the elements (p.11) i.g. length of child's leg-disrupt the child-envrionment relationship the child need to reorganize his behavior so parts fit together again |
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