UNIT 3 - Development and Learning Pillar
Cross-sectional study: study on people of differenta ges at same point in time
Longitudinal study: study done on same people over time
Teratogens: external agents that can cause prenatal development (alcohol, drugs, etc)
Maturation: natural course of development, occurs no matter what (ex. walking)
Gross movement: large muscles, strength and coordination
Fine movement: small muscles, precision and control
reflexes: innate responded we are born with that go away with time
visual cliff: babies have to learn depth perception
critical period: something has to be developed in this time or it won’t happen
imprinting: birds believe the first thing they see after hatching is mom
primary sex characteristics: menarche (1st period) and spermarche (first release of sperm)
secondary sex characteristics: nonreproductive characteristics that develop during puberty (ex. breasts, voice, facial hair)
Sensorimotor stage:
birth-2 years old
exploration of world
lack object permanence (eventually gained)
Pre-operational stage:
2-7 yrs old
pretend play and mental symbols
lack conservation (recognizing substances stay the same despite change in form)
lack reversibility (cannot do reverse operations in math)
egocentric (cannot see things from other perspectives)
lack theory of mind (people’s 'beliefs, intentions, and emotions are their own)
animism (believe objects have feelings)
concrete operational stage:
7-11 years old
use operational thinking, classification, and can think logical in concrete context
formal operational stage:
11-15 years old
abstract and idealist thoughts
hypothetical-detuctive reasoning
vygotzky’s theory: interaction with others is required for cognitive development
Phonemes: smallest unit of sound (ex. ch sound in chat)
morpheme: smallest unit that carries meaning
semantics: set of rules by which we derive meaning (ex. adding -ed makes something past tense)
syntax: rules for combining words into sentences
cooing stage: produces vowels sounds
babbling stage: start to create phonemes with constants
one-word stage: to communicate wants
telegraphic speech: two word stage, more communication
overregularization: grammar mistake children over use certain morphemes (ex. i eated ice cream)
temperament: patterns of emotional reactions in babies
secure attachment: upset when mom leaves, easily calmed when he returns, grow up to be stable adults
avoidant insecure: actively avoids mom, dont care when she leaves, distance adults who have trouble communicating
anxious insecure: actively avoids mom, freaks out when she leaves, jealous and clingy adults
disorganized insecure: confused, fearful, dazed—result of abuse
authoritarian parenting: overly strict, result: kids lack initiative and have low self-esteem
permissive parenting: kids do whatever, result: kids have high self-esteem but can’t handle rules
authoritative parenting: healthy balance, result: kids are competent
parallel play: children play alongside each other, no interaction
imaginary audience: belief that others are watching them
personal fable: belief that you are special/unique/invincible
social clock: age-appropriate behavior expectations (ex. when to get married
generativity vs stagnation: 40s-60s, discover sense of contributing to world or feel stuck
integrity vs despair: 60s+, reflect on life, feel either satisfaction or failure
MARCIA’S IDENTITY THEORY
diffusion: no commitment, no idea of who you are
foreclosure: premature commitment w/ no exploration (ex. become a lawyer because parents say so)
moratorium: actively seeking an identity, no commitment yet (ex. looking for clubs at school)
identity achievement: committed sense of self, desire to accomplish and contribute
ECOLOGICAL SYSTEMS THEORY
microsystem: immediate environment (ex. family, friends, etc)
mesosystem: relationships between microsystems (ex. family-school)
exosystem: environment you are not directly a part of but still impacted by
macrosystem: societal and cultural influences
chronosystem: big life changes
CLASSICAL CONDITIONING: explains involuntary behaviors and emotions
contiguity: timing of pairing, NS or CS must be presented 0.5-1 seconds before US
acquisition: process of learning the acquisition pairing
extinction: previously conditioned response dies out over time
spontaneous recovery: after some time, conditioned response comes back out of nowhere
higher order conditioning: when NS becomes associated with CS, it elicits the same CR
conditioned taste aversion: innate predisposition can allow classical conditioning to occur in one trial (food poisoning) due to biological preparedness
habituation: get used to a regular stimulus and stop responding (ex. friend regularly scares you at the same time each day, you don’t get scared as easily)
emotional conditioning: remember little albert experiment
OPERANT CONDITIONING: explains voluntary behavior resulting from consequences
law of effect: behaviors followed by positive outcomes are strengthened, negative outcomes weaken a behavior
shaping: reward closer and closer desired behaviors to teach a response (remember rat in the weird box with food lever)
continuous reinforcement schedule: receive reward for every response
partial reinforcement schedule: vary how often the reward is given
fixed ratio schedule: reward every X amount of responses (get $ after 10 burgers made)
fixed interval schedule: reward every X amount of time passed (get $ after 2 weeks of work)
variable ratio schedule: reward after a random number of responses (ex. slot machine)
variable interval schedule: reward after a random amount of time has passed (ex. bereal app)
instinctive drift: when animals return to original behaviors over time
modeling behaviors: children imitate behaviors (remember BoBo doll getting beat up)
vicarious conditioning: watch someone get a consequence and learn
latent learning: learning is hidden until in useful situation
create cognitive maps: mental representation of an area
insight learning: some learning is through simple intuition