Developmental Psychology: Language, Cognitive, and Moral Development

Comprehensive vocabulary flashcards covering language acquisition (Chomsky), cognitive development (Bruner, Piaget, Perry, Belenky), intelligence theories (Spearman, Sternberg, Thorndike, Guilford), and moral development (Freud, Erikson, Bandura, Skinner, Piaget, Kohlberg) from the lecture notes.

Chomsky'nin Psikolinguistik Kuramı (Dil)

The view that language is innate to the human species, serving as a biological foundation, innate hardware, and species-specific readiness.

Eksik Kurallaştırma

A language acquisition phenomenon where a child refuses to accept alternative names or labels for an object.

Aşırı Kurallaştırma

A language error that occurs when a child overgeneralizes a newly learned grammatical rule to situations where it does not apply.

Yansıtıcı Dil

The linguistic assertion that words originally stem from the sounds that natural objects produce in nature.

Anne Dili

The specific linguistic style used by parents when speaking with a young child, characterized by being simple, slow, and concrete.

Bilişsel Gelişim (Bruner)

The process by which an individual's responses become independent of external stimuli, enabling them to gain self-awareness and take stimuli under control.

Yol Gösterim

Guided instructional support provided by a teacher, a parent, or a more skilled peer, which is necessary for cognitive development.

Eylemsel Dönem (0-3 yaş)

Bruner's first cognitive stage, where knowledge is represented through actions, and learning occurs psychomotorly by doing and experiencing while trying to comprehend the environment.

İmgesel (İkonik) Dönem (4-6 yaş)

Bruner's second cognitive stage, where the external world is represented visually, events are evaluated through visual information as seen, and perception is primary.

Sembolik Dönem (8-11 yaş)

Bruner's third cognitive stage, where the external world and learning are mediated through symbols and symbol systems, allowing the comprehension of abstract language like proverbs and idioms.

Soyut İşlem Yapamama Nedeni (Piaget vs. Bruner)

According to Bruner, the inability to perform abstract operations stems from not utilizing short-term memory at full capacity, whereas Piaget attributes it to a lack of biological maturation (olgunlaşma).

Dil ve Düşünce İlişkisi (Piaget vs. Bruner)

Bruner asserts that thought develops as the number of known concepts increases, whereas Piaget argues that thought is independent of language.

Somutlaştırma Gereksinimi (Piaget vs. Bruner)

Piaget argues that an individual capable of abstract thinking has no need for concretization, whereas Bruner maintains that abstracting and concretizing can be performed across all developmental periods.

Buluş veya Keşif Yoluyla Öğrenme

The learning method identified by Jerome Bruner as the most effective way for an individual to acquire knowledge.

W. Perry'nin Yetişkinlerde Bilişsel Gelişim Kuramı

A cognitive development theory derived from studies with university students that posits cognitive development extends up to age 30, contrasting with Piaget's view that it terminates around age 20.

Temel İkilemcilik (Dualism)

Perry's initial position observed in university freshmen, characterized by dichotomous black-and-white thinking, rigid prejudices, and the belief that the instructor holds absolute knowledge.

Çoğulculuk (Multiplicity)

Perry's second cognitive position, characterized by adopting multiple perspectives and recognizing that everyone may be right in their own way, while personally selecting one of those viewpoints.

Görelilik (Relativism)

Perry's third cognitive position, wherein an individual objectively evaluates events and realizes that knowledge is not absolute, changing from person to person and across contexts.

Görelilikte Kalıcılık (Commitment to Relativism)

Perry's fourth cognitive position, marked by the realization that certain individuals' ideas carry a stronger share of validity and truth compared to others.

Sessizlik (Silence)

Belenky's lowest way of knowing in women, marked by complete submission and attachment to authority, along with passivity and obedience.

Edinilmiş Bilgi

A stage in Belenky's theory where knowledge is directly received and adopted from recognized external authorities.

Subjektif Bilgi

A way of knowing in Belenky's model where truth is conceived as personal and intuitive, and knowledge discovered by oneself is regarded as true.

Yaşamsal Bilgi

A stage in Belenky's framework where knowledge is understood as objective, acquired through procedural means, and open to interpretation.

Yapılandırılmış Bilgi

The highest cognitive level in Belenky's theory, where knowledge is recognized as contextual and integrated through both personal/subjective and objective processes.

E. Spearman'ın İki Faktör Kuramı

An intelligence model stating that intelligence consists of a general mental energy ('g') alongside specific abilities, evaluated through awareness of experiences, finding similarities, and perceiving relations.

Yapılanım Zekası

The analytical dimension in Sternberg's triarchic theory, comprising information acquisition, thinking, planning, and strategy development.

Uyarlama Zekası

The contextual/practical dimension in Sternberg's triarchic theory, requiring the adaptation of existing skills to novel environments.

Uygulama Zekası

The experiential/creative dimension in Sternberg's triarchic theory, defined as the ability to solve novel problems using experience, insight, and creativity.

Thorndike'ın Çok Faktörlü Zeka Kuramı

An intelligence theory asserting that intelligence is not singular, but rather consists of three mutually independent types: mechanical, abstract, and social.

Mekanik Zeka

One of Thorndike's three intelligence types, involving proficiency in operating and utilizing instruments, tools, and equipment.

Soyut Zeka

One of Thorndike's three intelligence types, involving the ability to comprehend and work with numbers, symbols, and words.

Toplumsal ya da Sosyal Zeka

One of Thorndike's three intelligence types, concerning the capacity to interact with and understand other human beings.

Guilford'un Küp Kuramı

A multi-dimensional intelligence model proposing that all mental activities require three fundamental dimensions: content, operations, and products, whose interactions produce numerous specific abilities.

Piaget'nin Bilişsel Uyum Kuramı (Zeka)

Piaget's definition of intelligence as an individual's ongoing process of adapting to the environment.

Psikanalitik Ahlak Kuramı

The psychoanalytic perspective asserting that children acquire moral rules during the phallic stage by identifying with the same-sex parent, giving rise to the superego.

Vicdan vs. Ego İdeali

The two components of the superego: conscience represents what one must avoid doing (producing guilt if breached), whereas ego ideal represents what one should do (producing shame if not achieved).

Erikson'un Ahlak Gelişimi Yaklaşımı

A moral development view that agrees with Freud but posits moral rules are acquired from both parents, and introduces pride alongside guilt and shame.

Bandura'nın Sosyal Öğrenme Kuramı (Ahlak)

The perspective that moral rules are acquired through observational processes, specifically imitation and modeling.

Skinner'in Davranışsal Kuramı (Ahlak)

The view that moral standards and rules are learned through reinforcement, punishment, and habit formation.

Dışa Bağımlı Evre (Heteronom)

Piaget's first moral stage (ages 6–10), where behaviors are judged strictly by tangible outcomes rather than intent, rules are seen as unalterable, and moral compliance depends on avoiding punishment.

Özerk Evre (Otonom)

Piaget's second moral stage (age 11 and onward), where an individual understands that rules are created by people, considers intentions and motives in moral judgments, and recognizes authorities cannot punish arbitrarily.

Bilişsel Gelişim ve Ahlak İlişkisi (Piaget & Kohlberg)

The structural principle that higher-level moral reasoning requires higher-level cognitive development, but possessing higher-level cognitive development does not guarantee higher-level morality.

Gelenek Öncesi Dönem

Kohlberg's first level of moral development, characterized by egocentrism where actions are evaluated strictly through rewards and punishments without considering others.

Ceza - İtaat Eğilimi

Kohlberg's Stage 1, where moral actions are governed by avoiding punishment and obeying authority, meaning an act is deemed good or bad depending on whether one gets caught and penalized.

Saf Çıkarcılık (Araçsal İlişkiler Eylemi)

Kohlberg's Stage 2, where an individual recognizes others' needs but prioritizes meeting their own self-interests, willingly paying short-term costs to secure long-term personal benefits.

Geleneksel Düzey

Kohlberg's second level of moral development, marked by the emergence of empathy and prioritizing the expectations and interests of the peer group or society above self-interest.

İyi Çocuk Eğilimi (Kişiler Arası Uyum)

Kohlberg's Stage 3, where social acceptance and group approval are supreme motivators, causing an individual to value personal promises above written laws and set self-interests aside.

Kanun ve Düzen Eğilimi

Kohlberg's Stage 4, where individuals adhere strictly and unquestioningly to formal laws and social rules to maintain order, a stage where the majority of adults remain.

Gelenek Ötesi Dönem

Kohlberg's highest level of moral development, characterized by critical evaluation of laws, personal moral philosophies, and an understanding of universal ethical rights.

Sosyal Anlaşma (Sözleşme) Eğilimi

Kohlberg's Stage 5, where laws are recognized as social mechanisms to ensure welfare, accepted as long as they remain fair, and adaptable or flexible when necessary.

Evrensel Ahlak

Kohlberg's Stage 6, where self-chosen universal ethical principles dictate behavior, centered on the absolute inviolability and supreme value of human life.