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| claim biological inheritance is the most important influence on development |
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| claim that environmental experiences are the most important |
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| gradual development i.e. seedling grows to oak tree |
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| development in stages qualitatively different than other stages |
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| Freud's belief that the first five years are crucial in a person's development |
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| Erikson's belief that a person is always developing throughout their lifetime. |
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| a widely held but fixed and oversimplified image or idea of a particular type of person or thing. |
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| behavior patterns & beliefs passed on from one generation to another. Influences identity, learning, and social aspects. |
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| A person's nationhood, an aspect of culture. Nationality, cultural, race, religion, and language. |
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| dimension of being male or female |
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| Advocated during the Middle Ages, the belief that children were born into the world as evil beings and were basically bad. |
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The idea, proposed by John Locke, that children are like a “blank tablet.”
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| ...determines conscious behavior |
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| Freud believed there to be five stages of psychosexual development: Oral, Anal, Phallic, Latent and Genital. |
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| a learning process that occurs when two stimuli are repeatedly paired; a response that is at first elicited by the second stimulus is eventually elicited by the first stimulus alone. |
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| research for research's sake |
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| research applied to real life |
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| coherant set of ideas that helps explain data and make predictions |
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| a method of procedure that has characterized natural science since the 17th century, consisting in systematic observation, measurement, and experiment, and the formulation, testing, and modification of hypotheses. |
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| Developer of Psychosocial Stages, and focuses on life span development. Parents divorced, mother re-married a jew. Was never accepted as a Jew nor protestant, became Freud's analyst while in Switzerland. |
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| Focused on stages of cognitive development. Grew up in Switzerland, in a family where parents didn't talk. Mother was not psychologically well. |
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| Developer of psychoanalysis and psycholsexual stages. Jew in Vienna, grew up poor. Family loved him, favorite of the family because he was male. Always struggling throughout his lifetime. Left Vienna because of the Nazis. |
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| Immediate Response: "I want it now!" |
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| Delay Response: "I'm get it later" |
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| Morality: "Taking it is bad" |
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| Stage associated with toilet training |
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| Gender identification stage |
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| Stage of intimacy/problems with intimacy with other people |
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| The attachment of the child to the parent of the opposite sex, accompanied by envious and aggressive feelings toward the parent of the same sex. These feelings are largely repressed (ie. made unconscious) because of the fear of displeasure or punishment by the parent of the same sex. In its original use, the term applied only to the boy or man. |
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| Erikson's theory, task resolution depends on degree of need satisfaction. Resolution of stage critical tasks lead to growth-promoting (trust) or growth-impeding (mistrust) residual attributes that affect one's ability to be fully functional and able to respond in a healthy way to daily stressors. As one negotiates each age-specific task, he or she gains enduring character building strengths and attitudes (virtues) such as self-control or willpower. |
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| Piaget's theory of how people conciously develop thinking. |
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| Ages 0-2 Stage where child learns feeling through sensor (mouth) and motor (arm). |
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| Ages 2-7 Stage where primitive thinking occurs. Able to draw pictures, centration occurs, represent with words. Imagination of something that's not them. |
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| Ages 7-11 stage where there is logical reasoning. You have to see it. Can't thinking abstractly. |
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| Ages 11-15 stage where abstract thinking occurs. Can entertain ideas about the future, hypothesis. "think about thinking" |
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| B.F. Skinner's theory of conditioning in which an operant response is brought under stimulus control by virtue of presenting reinforcement contingent upon the occurrence of the operant response. i.e. rat pushes bar to feed itself. |
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| Konrad Lorenz's theory of imprinting based on baby goslings study. Babies attach to the first thing they see. |
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| a learning process in early life whereby species specific patterns of behavior are established |
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| Piagetian concept of the incorporation of new information into existing knowledge. |
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| Piagetian concept of adjusting schemes to fi t new information and experiences. |
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Piaget’s concept of grouping isolated behaviors into a higher-order, more smoothly functioning cognitive system; the grouping or arranging of items into categories.
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| A mechanism that Piaget proposed to explain how children shift from one stage of thought to the next. The shift occurs as children experience cognitive confl ict, or disequilibrium, in trying to understand the world. Eventually, they resolve the confl ict and reach a balance, or equilibrium, of thought. |
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The Piagetian term for one of an infant’s most important accomplishments: understanding that objects and events continue to exist even when they cannot directly be seen, heard, or touched.
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In Piaget’s theory, actions or mental representations that organize knowledge.
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| Internalized actions that allow children to do mentally what before they had done only physically. Operations also are reversible mental actions. |
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| A facet of preoperational thought: the belief that inanimate objects have lifelike qualities and are capable of action. |
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An important feature of preoperational thought: the inability to distinguish between one’s own and someone else’s perspective.
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The idea that altering an object’s or substance’s appearance does not change its basic properties.
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| Focusing attention on one characteristic to the exclusion of all others. |
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| Zone of Proximal Development |
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Vygotsky’s term for tasks that are too difficult for children to master alone but can be mastered with assistance from adults or more-skilled children.
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| study of someone or group of people for a period of time. |
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| All of a certain race being considered for the sake of statistical data. Within races, there are many different ethinicities which are glossed over as one race. |
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| Thinks that people learn from the person nearest them with more knowledge than themselves. All learning is social. Russian, developed theories during the soviet revolution. |
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