psychology test 3
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36 terms
Terms | Definitions |
|---|---|
 rooting reflex | when infants cheek is stroked the head turns in direction of touch and infant opens his or her mouth for feeding |
| gripping reflex | something that is placed in the infants hand, the infant grasps the item and can hold on well almost enough to support their own weight |
| toe curling reflex | stroking the sole of infants foot. if inner sole is stroke toes curl if outer is stroked toes spread |
| moro reflex | startled by a sudden noise or sound the infant throws their head, legs and arms back then cries. |
| Galant reflex | stroking the infants lower back close to the spinal cord the infant will curve toward the side that was stroked and looks like a fencer when doing so. |
| easy temperament | generally in positive mood quickly establishes regular routines in daily routines and adapts to new experiences |
| difficult temperament | reacts negatively and cry frequently engages in irregular daily routines and is slow to accept new experiences |
| slow-to-warm-up temperament | low activity level somewhat negative is inflexible and displays a low intensity of mood. |
| authoritarian parenting | restrictive parenting style in which the parent exhorts the child to follow the parents directions and to value hard work and effort |
| authoritative parenting | parenting style that encourages the child to be independent but that still places limits and controls on behavior |
| neglectful parenting | a parenting style characterized by lack of parental involvement in the child's life |
| permissive parenting | a parenting style characterized by the placement of few limits on the child's behavior |
| cross-sectional design | A research design in which investigators compare groups of subjects of differing age who are observed at a single point in time. |
| longitudinal design | a research design in which the same people are studied or tested repeatedly over time |
| nature | the complex of emotional and intellectual attributes that determine a person's characteristic actions and reactions |
| nurture | the properties acquired as a consequence of the way you were treated as a child |
| schema | a conceptual framework a person uses to make sense of the world |
| assimilation | applying an old schema to a new object |
| accommodation | Adapting one's current understandings (schemas) to incorporate new information. |
| equilibrium | assimilation and accomodation are equal and no learning occurs |
| disequalibrium | when accommodation is greater than assimilation and learning occurs |
| sensorimotor stage | in Piaget's theory, the stage (from birth to about 2 years of age) during which infants know the world mostly in terms of their motor and sensory skills must develop object permanence to move on. |
| preoperational stage | in Piaget's theory, the stage (from about 2 to 6 or 7 years of age) during which a child learns to use language but does not yet develop operations. must master reversability and learn conservation to move forward egocentric |
| concrete operational stage | in Piaget's theory, the stage of cognitive development (from about 6 or 7 to 11 years of age) during which children understand conservation can classify things and logical reasoning in concrete situations develop understanding of others views |
| formal operational stage | in Piaget's theory, the stage of cognitive development (normally beginning about age 11-15) during which people begin to gain the mental operations that enable them to make predictions can be tested with hypothetic-deduction |
| freud's cupboard theory | refers to the bond that results between a parent and child which he feels is because the mother provides the food and other physical needs |
| Imprinting | bond theory that states early learning provides basis for attachment product of nurture |
| critical period | time in the imprinting theory where attachment must take place |
| social contact theory | states that there is a instinctive attachment between mother and offspring this is tested by rhesus monkeys |
| secure attachment | use mother as a base to explore enviroment |
| avoidant attachment | infants who seem unresponsive to the parent when they are present, are usually not distressed when she leaves, and avoid the parent when they return |
| ambivalent attachment | Pattern in which an infant becomes anxious before the primary caregiver leaves, is extremely upset during his or her absence, and both seeks and resists contact on his or her return. |
| preconventional level | primary focus is on punishment or reward |
| conventional level | primary focus is on morals from parentsor laws behind something |
| postconventional level | recognizes alternative moral courses explores options and develops personal code reflecting principles of the community |
| Principle of minimal sufficiency | internalization of rule more likely when outside pressure to be obedient is not so overbearing because concience has a stronger influence when punishments are weaker |
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