UNIT 3 learning and development

longitudinal studies

studying the same individuals over time, help identify long term trends

cross sectional studies

studying different groups of people of various ages at the same point of time

teratogens

substances that can harm fetal development like drugs, infections, and radiation

maternal illness

illnesses or infections a mother gets that can have detrimental effects or the developing fetus

genetic mutations

mutations that are inherited that can cause birth defects

grasping

reflex causing baby to curl fingers

rooting

reflex causing baby to turn face toward the feeling

sucking

reflex causing sucking to anything in the mouth

moro

reflex causing the baby to have a feeling of falling

stepping

reflex attempting to make steps

babinski

reflex causing splaying of toes

gross motor coordination

voluntary movement and coordination of the large muscles to perform full body movements

fine motor skills

coordination of small muscle movements

sensitive period

long period where attachment forms

critical period

specific time window during which a physical, emotional, or social milestone is developed that won’t happen at a later date

imprinting

attachment to a mother like figure to the first moving object seen at birth

puberty

period where preteens and teens reach physical maturity and acquire the ability to reproduce

gender

social construction of roles for males and females

sexuality

physical and biological differences between male and female

stages of cognitive development

sensorimotor, preoperational, concrete operational, formal operational

object permanence

the understanding that objects continue to exist even when they can’t be seen or touched

pretend play

children acting out scenarios or situations using their imagination

parallel play

children play alongside each other without directly interacting

zone of proximal developement

the range between what a learner can do independently and what they can do with guidance

scaffolding

teaching method where a knowledgeable person provides support, gradually reducing assistance

grammar

rules for combining words into phrases or sentences

syntax

set of rules that govern the structure of sentences

semantics

the meaning of words or sentences

phonemes

small distinctive sound unit, pronunciation of sounds

morphemes

smallest unit that carries meaning

babbling

vocalizes various nonsense sounds

telegraphic speech

use of only nouns and verbs, only 2-3 words

ecological systems theory

developed by Urie Bronfen Brenner in 1979, explains how social environments shape human development

microsystem

immediate environment in which an individual lives and interacts with daily

mesosystem

interactions between the different components in the microsystem

exosystem

external environment that indirectly influence development

macrosystem

broader, cultural, and societal contexts, laws, beliefs, values

chronosystem

changes and transitions that occur during someone’s life, divorce, marriage

authoritative

parenting style, responsive to input and not as rigid, willing to adjust rules

permissive

parent style, not involved with their children’s lives, absent, too concerned with their own lives

authoritarian

parenting style, enforce rules without input from their children

temperament

child’s behavior, qualities of mind and character

attachment

emotional bond between an infant and their caregiver

separation anxiety

anxiety because of separation from the caregiver

stranger anxiety

fear and uncertainty of an unknown person

secure attachment

child feels safe and comforted in caregiver’s presence

insecure attachment

negative and complicated relationship between caregiver and child

avoidant insecure attachment

child does not seek comfort and is self reliant because care giver has shown inconsistent responses to the child’s needs

anxious insecure attachment

distressed by caregiver’s departure and resentful when they return, may seek constant attention

adolescent egocentrism

teens believe their experiences are unique and other’s cant understand what they’re going through

personal fable

stories of someone’s life are idealized, make them feel invincible

imaginary audience

teens creating a fake audience to feel like the center of attention

social clock

cultural construct that dictates a typical age for milestones

erikson’s trust vs mistrust

during child’s most vulnerable years, determines trust with caregiver and other relationships

erikson’s autonomy vs doubt

during a child’s toddler years, determines their independence from caregiver like potty training

erikson’s initiative vs guilt

children start meeting other babies, determines their confidence and what they determine to be their leadership skills

erikson’s industry vs inferiority

during a child’s beginner school years, the support and pride from caregivers determines how they feel about their academic abilities

erikson’s identity vs role confusion

adolescent years while child realizes and searches for who they are, determines self esteem and possible relationshipseriks

erikson’s intimacy vs isolation

building intimacy and relationships during adulthood, can determine confidence and trust

classical conditioning

learning which links a neutral stimulus to another stimulus which elicits a natural response

unconditioned stimulus UCS

neutral stimulus which causes an automatic response

conditioned stimulus CS

previously neutral stimulus that causes a response once partnered with an unconditioned stimulus

unconditioned response UCR

reflex to an unconditioned stimulus

conditioned response CR

reflex or response to a conditioned stimulus

acquisition

the formation of a learned association

stimulus generalization

response to another stimulus that is similar to the CS

stimulus discrimination

response only to the specific stimulus that is conditioned

high order conditioning

adding more layer to classical conditioning, where a new neutral stimulus becomes associated with the conditioned stimulus

extinction

conditioning is extinguished and the stimulus becomes neutral

spontaneous recovery

reappearance of the stimulus response after extinction

counter conditioning

introducing a series of stimulus similar to one’s phobia

taste aversion

conditioned response after a single pairing in regards to taste

one trial conditioning

association and conditioning happens after one trial, likely because of a negative or impactful circumstance

biological preparedness

evolutionary mechanisms that are hard wired in animals and humans to establish connections between stimuli and responses

habituation

getting used to conditioning over time, can elicit a decreased response over time

operant conditioning

conditioning with the use of positive and negative consequences

Law of effect

theorizes that behaviors followed by favorable outcomes are more likely to be repeated

learned helplessness

mental state where an organism continues to experience an aversive stimulus because they have learned the have no control over the outcome

punishment

any consequence that decreases the likelihood of a behavior being repeated

reinforcement

any consequence that increases the likelihood of a behavior being repeated

primary reinforcers

reinforcers that an organism naturally wants, food, water

secondary reinforcers

reinforcers that we learn to like because they are linked to primary reinforcers like money

positive reinforcement

good behavior →adding desirable stimulus

negative reinforcement

good behavior →removing aversive stimulus

positive punishment

bad behavior →adding aversive stimulus

negative punishment

bad behavior → removing desirable stimulus

shaping

procedure that reinforces actions towards a complex behavior

successive approximations

rewarding responses that are closer to the final desired behavior

instinctive drift

reversion to natural behavior ‘drifting back to instincts’

continuous reinforcement

reinforcement is given everytime behavior is done

partial reinforcement

reinforcement is given only some of the time that behavior is done

schedules of reinforcement

when and how often reinforcement is given

fixed

set number

variable

changing or unknown number

interval

set of time

ratio

responses

fixed ratio

reinforcement is given after a fixed number of responses EX car sale commissions

fixed interval

reinforcement is given after a fixed amount of time has passed EX weekly paychecks

variable ratio

reinforcement is given after an unpredictable amount of responses EX gambling

variable interval

reinforcement is given at varying amounts of time