Term
|
Definition
| Russian scientist that originated the research on classical conditioning. Controled the dogs involuntary salivation response |
|
|
Term
|
Definition
| the main theorist and researcher for operant conditioning. |
|
|
Term
|
Definition
| Frenchman associated with the development of the first intelligence test. Used multiple measures of intelligence. |
|
|
Term
|
Definition
| General intelligence and specific intelligence. Came up with the "g-factor" for common sense, and the "s-factor" for specialized abilities. |
|
|
Term
|
Definition
| Disagreed with Spearman's "g-factor." Came up with 7 independent factors called the Primary Mental Abilities which now underlie most of the current intelligence tests. (Number facility, reasoning, memory, spatial perception, verbal comprehension, and word fluency) |
|
|
Term
|
Definition
| Model of intelligence (intellectual abilities) depicted as a cube with dimensions of contents, operations, and products of thought. 120 different abilities best known is divergent and convergent abilities. |
|
|
Term
|
Definition
| infant becomes disinterested after the repeated presentation of the novel stimulus. |
|
|
Term
|
Definition
| the renewed attention and responsiveness with a new novel stimulus |
|
|
Term
|
Definition
| First to consider intellectual abilites across the life span. Have to do with fluid and crystallized abilities. |
|
|
Term
|
Definition
| abilities that are tied to the general physiological aging process and decline shortly after young adulthood |
|
|
Term
|
Definition
| abilities that are not expected to decline with age. |
|
|
Term
|
Definition
| three types of parenting styles authoritarian, authoritative, and permissive |
|
|
Term
|
Definition
| viewed the bi-polar measurement of sex roles as too limiting. |
|
|
Term
|
Definition
| did research in the area of sex role development as well as moral development. "gender identity" |
|
|
Term
|
Definition
| Concepts of cognitive development. |
|
|
Term
|
Definition
| Model of personality development based upon the development of a healthy, integrated, "whole" person. "epigenetic model" that is composed of a series of qualitatively distict stages (psychosocial crisis) along the life course. |
|
|
Term
|
Definition
| psychoanalytic world view of internal "psyche" and its 3 components, the id, ego, and superego. |
|
|
Term
|
Definition
| Taxonomy of the cognitive domain. Chaired a committee of colleges, tasked witht he identification of domains of educational activities or learning including: Cognition(Knowledge), Affective(Attitude), and Psychomotor(Skills) |
|
|
Term
|
Definition
| cognitive developmentalist came up with "adolescent egocentrism" which is composed of 2 parts, having an imaginary audience and personal fable. |
|
|
Term
|
Definition
| developmentalist focused on the role of language and culture in development. Social constructionism, "zone of proximal development" |
|
|
Term
|
Definition
| processes that take place inside the person as well as within the person's context, or take place within some domains and not others; some change processes can be normative while others are non-normative. |
|
|
Term
|
Definition
| processes represent increases, such as intelligence increases with age. Other processes represent decrease, such as people slow down with age and make fewer mistakes. |
|
|
Term
|
Definition
| focuses on change across the human life span as a whole. |
|
|
Term
|
Definition
| you are similar to the way you have always been, in childhood, adolescence, and now as a college student. |
|
|
Term
|
Definition
| things in your life and your life experience that are different now that you are a college student. |
|
|
Term
|
Definition
| events that happen in most such as birthdays |
|
|
Term
|
Definition
| unexpected events in life such as deaths |
|
|
Term
|
Definition
| people can overcome negative influences that occur during early childhood; people mature, adjust, grow, adapt, and change |
|
|
Term
|
Definition
|
|
Term
|
Definition
| how we are raised and the experiences that we have |
|
|
Term
|
Definition
|
|
Term
|
Definition
| events and time cause these over life |
|
|
Term
|
Definition
| most common type of developmental study. 15 children 5 years old, 15 children 10 years old, etc. Shows differences and similarities between generations. |
|
|
Term
|
Definition
| best way to study differences due to age, and age effects. |
|
|
Term
|
Definition
| focuses on the control of an involuntary resposne. |
|
|
Term
|
Definition
| focuses on the control of a voluntary response. |
|
|
Term
|
Definition
| consists of adding a "goodie" |
|
|
Term
|
Definition
| consists of taking away a "badie" |
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
| branch of behaviorism that takes into account that people are surrounded by a social enviroment consisting of other people. You are the focus, you can learn and you can regulate your behavior. |
|
|
Term
|
Definition
| we have 46. they are located in the core or nucleus of each human cell |
|
|
Term
| DNA or deoxyribonucleic acid |
|
Definition
| carries your genetic information |
|
|
Term
|
Definition
| first stage of womb development. begins at fertilization and lasts for about 2 weeks. |
|
|
Term
|
Definition
| second stage of womb development when the blastocyst has become implanted on the uterine wall and ends at approximately 8 weeks from conception. time the most rapid cell reproduction and differentiation, time that major body sysytems and organs are formed. |
|
|
Term
|
Definition
| lst stage of womb development, longest stage starting about 8 weeks after conception till birth. skeletal growth, bone development, and formation of the body |
|
|
Term
|
Definition
| sequence of development startind with the top, the head and moves down the baby. babies use hands, then crawl, then walk. |
|
|
Term
|
Definition
| development starting with the center of the body and moving out. can use their arms before their hands and fingers. |
|
|
Term
|
Definition
| period of time when the individual has reached the capability to reproduce |
|
|
Term
|
Definition
| average age for puberty has historically been much older than it is today.over the last 140-150 yrs toward a much younger average age of puberty. |
|
|
Term
|
Definition
|
|
Term
|
Definition
| person is medium in height and weight |
|
|
Term
|
Definition
| person is more rounded and has a fuller body build |
|
|
Term
|
Definition
| positive and negative thoughts one has about his or her own body. ideal and actual image. |
|
|
Term
|
Definition
| how a person responds to the enviroment. |
|
|
Term
|
Definition
| focus on the individual as an active interpreter and proessor of his or her enviroment. how the individual internalizes, processes, and forms theories about his or her enviroment |
|
|
Term
|
Definition
| birth-2yrs; object permanence |
|
|
Term
|
Definition
| 2yrs-6/7yrs; language development, egocentrism, representational thought |
|
|
Term
|
Definition
| 7yrs-earlies 11/13yrs or lifelong; organization of the physical environment, concrete (little to no abstraction0 |
|
|
Term
|
Definition
| 11/13yrs or never; operations on the possible organizations of the physical enviroment, capable of consistently applying abstract thinking and hypothetical deductive reasoning |
|
|
