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| 4903317468 | Three controversies | nature/nurture continuity/stage stability/change | 0 | |
| 4903317469 | nature/nurture | nature:genes and biology nurture: learning and environment | 1 | |
| 4903317470 | continuity/stage | continuity: flows stage: certain level of development than make leap; incapable of more advance thought until you are and then you are | 2 | |
| 4903317471 | stability/change | stability: do we stay the same change: do experiences and environment change us | 3 | |
| 4903317472 | critical period | A time during development during which exposure to language is essential for eventual development of effective use of language; between two years of age and puberty -most important time for learning | 4 | |
| 4903317473 | maturation | biological processes that enable orderly changes in behavior, relatively uninfluenced by experiences | 5 | |
| 4903317474 | Chomsky(Nature) | -all languages share a common universal language -children inherit a mental program(language acquisition divide) to learn this universal grammar | 6 | |
| 4903317475 | universal grammar | Chomsky-no dialect or language is more complex or sophisticated than the other. We are all born with the capacity to learn any language w/o formal instruction | 7 | |
| 4903317476 | language acquisition device | Chomsky's concept of an innate, prewired mechanism in the brain that allows children to acquire language naturally | 8 | |
| 4903317477 | Skinner(Nurture) | -children's language is reinforced -positive and negative reinforcement -repeat those responses that bring about the desired behavior | 9 | |
| 4903317478 | reinforcement | Skinner; An event following a response that strengthens the tendency to make that response | 10 | |
| 4903317479 | mimicry | Skinner; Structural adaptation that enables one species to resemble another species | 11 | |
| 4903317480 | receptive language | ability for infants at about 4 months to understand what is said to and about them | 12 | |
| 4903317481 | productive language | The ability to speak and write. You use the language that you have acquired to produce a message through speech or written text | 13 | |
| 4903317482 | over-generalization | an error that involves coming to a conclusion based on information that is not specific enough -ex: I go'ed there yesterday and saw the mouses | 14 | |
| 4903317483 | Phoneme | in language, the smallest distinctive sound unit | 15 | |
| 4903317484 | morpheme | in language, the smallest unit that carries meaning | 16 | |
| 4903317485 | grammar | in a language, a system of rules that enables us to communicate with and understand others | 17 | |
| 4903317486 | syntax | Language rules that govern how words can be combined to form meaningful phrases and sentences | 18 | |
| 4903317487 | semantics | Meaning of words and sentences | 19 | |
| 4903317488 | Whorf's Theory of Linguistic Determinism | Whorf's hypothesis that language determines they way we think | 20 | |
| 4903317489 | Broca's Area | pre-wired to combine sounds into words and grammar -frontal lobe/left side -speech | 21 | |
| 4903317490 | Wernicke's Area | pre-wired to combine words into sentences -left hemisphere -comprehension | 22 | |
| 4903317491 | Prenatal | before birth -zygote, embryo, fetus | 23 | |
| 4903317492 | zygote | Fertilized egg | 24 | |
| 4903317493 | embryo | An organism in the earliest stage of development | 25 | |
| 4903317494 | fetus | In humans, the term for the developing organism between the embryonic stage and birth. | 26 | |
| 4903317495 | Teratogen | Agents, such as chemicals and viruses, that can reach the embryo or fetus during prenatal development and cause harm -ex: FAS | 27 | |
| 4903317496 | Neonate | newborn baby | 28 | |
| 4903317497 | Reflexes of Neonate | rooting reflex, sucking, swallowing, grasping reflex, moro (startle) reflex -decrease via habituation | 29 | |
| 4903317498 | Infantile Amnesia | the inability to remember events from early childhood | 30 | |
| 4903317499 | Schema | a conceptual framework that organizes information and allows a person to make sense of the world | 31 | |
| 4903317500 | assimilation | take in information and put it into pre-existing categories -Piaget | 32 | |
| 4903317501 | accommodation | accommodate new knowledge and make new category | 33 | |
| 4903317502 | Piaget | Stage theorist -cognitive development forms through stages -once you hit a stage, you don't go back |  | 34 |
| 4903317503 | Piaget: Stage 1: Sensorimotor | stage when we experience world through senses, actions -object permanence:the awareness that things continue to exist even when not perceived -stranger anxiety | 35 | |
| 4903317504 | Piaget: Stage 2: Preoperational | stage when we have mental representations with words and images; intuitive rather than logic -theory of self(mind) -animism: has life even when it does not -ego-centrism:think everything is about them | 36 | |
| 4903317505 | Piaget: Stage 3: Concrete Operational | stage when we think logically about concrete events -law of conservation: ability to recognize that objects can be transformed in some way, visually or phycially, yet still be the same in number, weight, substance, or volume | 37 | |
| 4903317506 | Piaget: Stage 4: Formal Operational | stage with abstract reasoning -abstract logic -potential for mature moral reasoning -ideal thoughts | 38 | |
| 4903317507 | Lev Vgotsky | Continuity Theorist; theorist that believes learning progresses continuously; learning brings out development | 39 | |
| 4903317508 | Socio-Cultural Theory | thoughts are constructed by the people around us and pull you along | 40 | |
| 4903317509 | MKO | More Knowledgeable Other (Vygotsky) who has a better understanding or a higher ability level with respect to some concept or task | 41 | |
| 4903317510 | ZPD | Zone of Proximal Development. Best area of teaching/level of difficulty. Not too challenging that students tune out, but not so low that they aren't challenged with new skills | 42 | |
| 4903317511 | Scaffolding | Vygotskian learning mechanism in which parents provide initial assistance in children's learning but gradually remove structure as children become more competent | 43 | |
| 4903317512 | Ainsworth | theorist that studied types of attachment by use of the strange situation test | 44 | |
| 4903317513 | secure/insecure attachment | secure attachment: child explores confidently, is distressed when parent leaves insecure attachment: infants either avoid, show resistance, or show ambivalence towards caregivers | 45 | |
| 4903317514 | Stranger Anxiety | fear of strangers, usually occurs around 8 months | 46 | |
| 4903317515 | Harlow | researcher that highlighted the importance of physical contact comfort in the formation of attachments with parents (monkeys) | 47 | |
| 4903317516 | Contact Comfort | stimulation and reassurance derived from the physical touch of a caregiver | 48 | |
| 4903317517 | James Marcia | studied adolescent stage of Erikson; divided adolescent into four groups: diffusion, foreclosure, moratorium, and achievement |  | 49 |
| 4903317518 | identity diffusion | Identity status, described by Marcia, that is characterized by absence of commitment and lack of serious consideration of alternatives | 50 | |
| 4903317519 | identity foreclosure | Marcia's stage in which adolescents prematurely commit to an identity without adequately exploring alternatives | 51 | |
| 4903317520 | identity moratorium | Marcia's term for the status of individuals who are in the midst of a crisis, but their commitments are either absent or vaguely defined | 52 | |
| 4903317521 | identity achievement | commitment to values, beliefs, and goals following a period of exploration | 53 | |
| 4903317522 | puberty vs. adolescence | puberty: Developmental stage at which a person becomes capable of reproduction adolescence: the transition period from childhood to adulthood, extending from puberty to independence | 54 | |
| 4903317523 | Primary sex characteristics | the body structures (ovaries, testes, and external genitalia) that make sexual reproduction possible | 55 | |
| 4903317524 | Secondary sex characteristics | nonreproductive sexual characteristics, such as female breasts and hips, male voice quality, and body hair | 56 | |
| 4903317525 | menarche | beginning of menstruation | 57 | |
| 4903317526 | Adulthood physical changes | 58 | ||
| 4903317527 | Menopause | The time of natural cessation of menstruation; also refers to the biological changes a woman experiences as her ability to reproduce declines | 59 | |
| 4903317528 | adolescent brain | -cerebral cortex(high thinking): undergoes growth between 11-12; followed by pruning -amygdala(emotional): over-active in adolescence in relation to fully adult brains -cerebellum(coordination): undergoes tremendous growth and changes during teen years | 60 | |
| 4903317529 | myelination | the protective coating; it is still being added during young adult life | 61 | |
| 4903317530 | fluid and crystallized intelligence | fluid intelligence: one's ability to reason speedily and abstractly; tends to decrease during late adulthood. crystallized intelligence: one's accumulated knowledge and verbal skills; tends to increase with age | 62 | |
| 4903317531 | Dementia | An abnormal condition marked by multiple cognitive defects that include memory impairment. | 63 | |
| 4903317532 | Alzheimer's | causes cell death and tissue loss in brain -a type of dementia that causes problems with memory, behavior, and thinking | 64 | |
| 4903317533 | Kohlberg's Stages of Moral Development | 1. Pre-conventional: punishment avoidance, getting what you want by trade off 2. Conventional: meeting expectations, upholding laws and fulfilling duties 3. Post-conventional: sense of democracy and relativity of rules, self-sensation of universal principles | 65 | |
| 4903317534 | Gilligan | examined moral differences between boys and girls based on social rules and on ethic of caring and responsibility (turtle and Hare scenario) | 66 | |
| 4903317535 | Sternberg's Theory | Distinguishes more simply among 3 aspects of intelligence: analytical, creative, and practical -consummate love | 67 | |
| 4903317536 | Consummate Love | In Sternberg's triangular theory of love, this type of love includes intimacy, passion, and commitment. The ideal form of love that many people see as the ultimate goal. | 68 | |
| 4903317537 | Stages of Grief(DABDA) | denial, anger, bargaining, depression, acceptance | 69 | |
| 4903317538 | Elizabeth Kubler Ross | psychologist who created the 5 stages of grief: denial, anger, bargaining, depression, acceptance | 70 | |
| 4903317539 | Erik Erikson | stage theorist; 8 stages of psychosocial development | 71 | |
| 4903317540 | trust vs. mistrust | erikson's first crisis when infants learn whether the world can be trusted to satisfy the basic needs | 72 | |
| 4903317541 | autonomy vs. shame and doubt | erikson's second crisis when toddlers learn to experience will and do things for themselves, or they will doubt their abilities | 73 | |
| 4903317542 | initiative vs. guilt | erikson's third crisis when preschoolers learn to initiate tasks and carry out plants, or they feel guilty about efforts to be independent | 74 | |
| 4903317543 | competence vs. inferiority | erikson's fourth crisis when elementary school children learn the pleasure of applying themselves to tasks or they feel inferior | 75 | |
| 4903317544 | identity vs. role confusion | erikson's fifth crisis when adolescent teenagers work at refining a sense of self by testing roles and the integration them to form a single identity, or they become confused about who they are | 76 | |
| 4903317545 | intimacy vs. isolation | erikson's sixth crisis when young adults struggle to form close relationship and to gain capacity for intimate love or they feel socially isolated | 77 | |
| 4903317546 | generativity vs. stagnation | erikson's seventh crisis when middle aged people discover a sense of contributing to the world, usually through family or work, or they may feel a lack of purpose | 78 | |
| 4903317547 | integrity vs. despair | erikson's eighth crisis when reflecting on his or her life, the older adult may feel a sense of satisfaction or failure | 79 | |
| 4903317548 | primary crisis of adolescence | identity | 80 | |
| 4903317549 | primary crisis of adulthood | work and love | 81 | |
| 4903317550 | Meta-analysis | a procedure for statistically combining the results of many different research studies | 82 | |
| 4903317551 | cross-sectional study | study different ages in present time | 83 | |
| 4903317552 | longitudinal study | follow for long period | 84 | |
| 4903317553 | cohort study | divide(like cross-sectional) by age; follow for short period | 85 | |
| 4903317554 | development psychologists | focus on changes over one's lifespan -look at changes in physical, cognitive, moral, language, social development | 86 |
