Term
Cross Cultural
perspective |
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Definition
| Investigation of the differences between people and cultures |
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| Emphasizes looking at the differences and similarities across species |
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| Reinforcement, punishment, and shaping behavior |
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| Psychoanalytic perspective |
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| Emphasizes the workings of the unconscious mind \ |
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| Cognitive Science Perspective |
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| Interested in the storage and processing of information. |
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| Variable manipulated by an investigator in an experiment |
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| Variable that is measured to see if change occurs |
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| The degree to which the results of a study apply to normal circumstances in the real world. |
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| Institutional review board |
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| Responsible for examining research ethics and risk for an institution. |
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| Follow the same group of individuals repeatedly over a long period of time |
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| Examines several groups at one instance of time |
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| refers to the extent to which a score on a test is consistent. |
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| The degree to which what a study measures is what the study meant to measure |
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| When same participants are assessed in different experimental designs. |
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| When different but equivalent groups are assessed in each experimental condition in a study |
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| Do not believe there is any inborn bias toward acquiring a particular type of knowledge or learning. |
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| Earliest stage of a child's development. |
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| Refers to the ways genetic information is expressed in an organism. |
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| When two alleles(genetic traits) are expressed at once. |
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| The process in which cell division occurs and the chromosones from both parents are copied and appear in all new cells. |
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| In fraternal (dizygotic) twins, two different sperm fertilize two different eggs. In identical (monozygotic) twins, the fertilized egg splits into two separate cells |
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| Cognitive delay, distinctive facial features and increased risk for heart defets are all associated with Down syndrome |
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| The blastocyst’s innermost cell layer, the endoderm, develops into some of the glands including the thyroid gland. |
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| Dendrites branch out from the neuron’s cell body and have receptors that receive chemical signals from other neurons. Axons conduct electrical impulses away from the neuron’s cell body. |
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| The capacity of the brain to reroute certain portions of itself that are unutilized to other, uilized portions. (Blind people hear very well) |
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| Experiences huge changes in teenage years -- associated with planning, problem solving and the regulation of thoughts and emotions |
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| When one gene affects many traits |
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| occurs when the infant seems completely bored by a stimulus that has been presented repeatedly. |
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| believe that there is a large degree of specialization for perceptual abilities in the newborn’s brain from the start. |
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| The process by which infants increase their processing capability in a narrow category, at the expense of processing outside info. |
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| Infants will notice sudden drop off and be fearful of crossing even with encouragement. |
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| is a binocular cue and is similar to binocular parallax. However, rather than using disparity between the two eyes’ retinal images, convergence relies on the way the two eyes move. |
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| Period in which certain kinds of perceptual experiences must happen during a particular time frame for the perceptual ability to mature normally. |
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| develops all throughout the embryonic and fetal period and is highly sensitive to teratogens(factors that cause damage during prenatal period). |
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| Involves a quick tap on the knee being followed by a kicking out of the leg |
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| nvolves gently and cautiously making the infant feel a loss of physical support. This loss is followed by a characteristic startle response that includes the infant swinging the arms wide and closing them back. |
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| places most of the impetus of development on the infant’s developing brain (i.e., maturation). |
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| dynamic, active way in which infants develop perceptual-motor abilities. based on complex interactions between the brain, the environment, and action |
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| Kittens who were yoked to other active kittens, but who didn’t experience the world themselves, had more perceptual-motor problems. |
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| When we walk, run, drive, and even fly, there is a particular type of perceptual-motor information we receive, we come to expect to see visual info at certain speeds |
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| When an animal initiates a particularly strong early bonding process. |
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| A type of learning that involves associating a neutral stimulus with another stimulus that elicits a particular response |
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| Instrumental conditioning |
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| When you use reward to teach something |
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| the idea that solid objects cannot pass through each other. |
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| Egocentric representation |
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| an infant’s spatial representation of objects relative to her own body. |
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| A response instigated by an explicit awareness. implicit cognition would be a response outside of his awareness. |
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| a process involving both accommodation and assimilation to adjust schemes (or create new ones) to better fit the environment. |
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| The process by which a child adapts her cognitive and behavioral structures to more accurately fit with a pattern in the environment |
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| Process by which a child incorporates new info from the environment into his preexisting structures in a way that distorts the new info to fit with his preexisting structures. |
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| When infants mistakenly search for an object in a place that is has consistently been even when shown that it has been mvoved |
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| Dishabituation to action at a distance |
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| It is thought that infants do not expect one object will influence another without touching it. |
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| where the children believed another individual may look for an item that was moved when the observer was not present. |
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| Furry objects that interact |
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| Infants treated furry objects as social agents (not just moving objects), including looking where the object turned to “look.” |
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| Infants first show specific bonds at 6 to 7 months |
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| extremely distraught when his mother leaves the house. He cannot be consoled by his babysitter. |
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| Use evolutionary and comparative perspective. Focus on functional role of attachment |
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| Securely attached children are best able to explore when they have the knowledge of a secure base(in the form of a caregiver). |
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| Begins around week 6, signaled by using cries and smiles to focus on specific people. |
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| Produces feelings of trust and affection towards others. |
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| Infants grow distressed when mothers show distinct lack of reaction to them while staring at them. |
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| Refers to infant noticing that he and someone else is observing to the same object or event. |
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| Secure infants show clear distress when their caregivers leave the room but are very happy when their caregivers return. Secure infants appear confident in the mother while she is present. |
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| Insecure/avoidant attachment |
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| Avoidant infants do not appear upset when the caregiver leaves, and tend to ignore caretaker when present. |
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| Insecure Resistant Attachment |
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| Characterized by Newborns who cry more frequently and intensely. Infant temperament relates to attachment style. |
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More likely to demonstrate type C(Anxious attachment
0 |
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| Will show impaired social and cognitive development. |
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| Infants who do not modulate their emotions well in social interactions, sometimes being overly friendly strangers and other times inappropriately unfriendly. |
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| This study suggested the importance to infants of contact comfort. |
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| A method of emotional regulation that involves changing the circumstances that bring about an emotional reaction |
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| A method of emotional regulation that involves choosing one's circumstances based, in part, on the kind of emotional reactio they elicit. |
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| A means of directing our thoughts so that an emotion feels less emotionally charged |
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| Managing an emotional reaction by directly influencing the physiological response itself, or by engaging in an activity that indirectly leads to a change in the expression of an emotion. |
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| The excessive use of a rule so that it applies in more areas than it actually should |
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| A phenomenon in semantic development in which the child uses a word to apply to a larger set of entities than is normal in adult use. |
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| A phenomenom in semantic development in which the child uses a word to apply to a smaller set of entities than is normal is adult usage |
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| The individual meaning of words as well as how they combine to convey larger meanings |
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| The set of words a person knows |
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| A set of rules concerning how words are combined into sentences. |
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| Smallest units of sounds that create differences of meaning within a language |
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| The expression of interest in a new display or scene, as shown by increased responses to novel stimuli |
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| A method to determine whether a subject can detect a difference between two types of displays, implied when the subject looks at one display more than the other |
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| Piaget's Primary Circular Reactions |
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| The discovery by chance new ways of acting on one’s body/ are not directed towards objects |
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| A developmental change in which the same structures remain but change in magnitude |
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| A stagelike form of developmental change |
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| The inability of individuals to remember events that occurred before they were three years old. |
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| Substances either internal or external that negatively affect prenatal development. |
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| parenting that is high in control but is also high in worth. High in behavioral control, low in psychological control. |
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| An approach to emotion that stresses the function of emotional responses — specifically, that emotions help mobilize us to take action toward goals. |
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| The ability to think about other people's beliefs and how thse beliefs predict and explain their behavior |
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| Various ways in which an individual thinks about himself and has distinct kinds of self awareness. |
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| Our sense of where we are as we move through the world. |
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| The sense of interacting with other interpersonal intentional agents. It arises automatically and without reflection. |
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| Our sense of ourselves as progressing along an autobiographical timeline |
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| IS our sense that we have certain privileged experiences that no one else has access to unless we choose those experiences to others. |
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| Our sense of our the roles that we occupy in broader social and cultural contexts |
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| Conscious sense of the self as an independent agent in the world |
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| People's beliefs on how capable they are of achieving their goals. |
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| Ability to control our emotions and actions and behave in ways that are appropriate for various circumstances |
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| Infants with autism repeat back the words and phrases of others verbatim or repeat certain set scripts. |
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| In which children capable of speaking seem to have no desire to do so. |
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| Diathesis-stress hypothesis |
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| The proposal that a genetic predisposition for a mental disorder may combine with high levels of environmental stress to cause the disorder to be manifested |
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| Tends to involve fears and anxiety about social situations or situations in which a person is being evaluated by another. |
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| Generalized anxiety disorder |
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| Excessive levels of worry about a wide range of situations. |
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| Remembering to do a task or attain a goal in the future |
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| These conflicts are the challenges people face in relating to others or society at large. |
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| Where people thrive even late into life |
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| In which people decline very rapidly starting in their mid 60's. |
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| Using aids or altering behavior to make up for losses in cognitive or physical abilities |
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| Continuing to practice over many hours to perfect a skill, and selecting specific goals within that area |
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| People can have strong convictions about what is right and what is wrong but are unable to explain why. |
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| Impersonal moral situation |
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| A situation that is abstract and does not directly involve specific individuals |
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| Includes the individual in the situation in an immediate way |
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| emotions like anger or contempt can be triggered automatically by perceived violations of norms and rights. |
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| Involves perceiving someone who is in need of help and helping them achieve a goal even even there is no benefit to the helper |
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| Wherein, by helping, people learn something and gain new understanding |
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| Think of their traits as unchangeable aspects of themselves |
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| See their traits as changeable with enough work. |
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