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PSY 333d Final
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Terms in this set (54)
Piaget's theory
cognitive development involves a sequence of 4 stages- the sensorimotor, pre-operational, concrete operational, and formal operational stages- that are constructed through the process of assimilation, accommodation, and equilibration.
Equilibration
The process by which children) or other people balance assimilation and accommodation to create stable understanding
Sensorimotor Stage
birth- 2yrs; intelligence is expressed through sensory and motor abilities; use of muscles, movement
Pre-operational stage
2-7 years; children become able to represent their experiences in language, mental imagery, and symbolic thought.
Concrete operational stage
7-12 years; children become able to reason logically about concrete objects and events
Formal operational stage
12 years and beyond; people become able to think about abstractions and hypothetical situations.
Object Permanence
knowledge that objects continue to exist even when they are out of view
Egocentrism
tendency to perceive the world solely from one's own point of view.
Centration
tendency to focus on a single, perceptually striking feature of an object or event
Conservation Concept
Idea that merely changing the appearance of objects does not necessarily change other key properties
Information- Processing Theories
A class of theories that focus on the structure of the cognitive system and the mental activities used to deploy attention and memory to solve problems.
Problem Solving
process of attaining a goal by using a strategy to overcome an obstacle
Working Memory
memory system that involves actively attending to, gathering, maintaining, storing, and processing information
Long-term Memory
information retained on an enduring basis
Basic Processes
The simplest and most frequently used mental activities
Encoding
process of representing in memory information that draws attention or is considered important
Rehearsal
process of repeating information multiple times to aid memory of it
Selective attention
process of intentionally focusing on the information that is most relevant to the current goal
Overlapping Waves theory
an information-processing approach that emphasized the variability of children's thinking
Core-Knowledge theories
approaches that view children as having some innate knowledge in domains of special evolutionary importance and domain-specific learning mechanisms for rapidly and effortlessly acquiring additional information in those domains
Domain-specific
info about a particular content area
Nativism
a theory that infants have substantial innate knowledge of evolutionary important domains
Constructivism
theory that infants build increasingly advanced understanding by combining rudimentary innate knowledge with subsequent experiences
Sociocultural theories
approaches that emphasize that other people and the surrounding culture contribute greatly to children's development
autobiographical memories
memories of ones own experiences, including one's thoughts and emotions
dynamic-systems theories
a class of theories that focus on how change occurs over time in complex systems
Parental sensitivity
caregiving behavior that involves the expression of warmth and contingent responsiveness to children, such as when they require assistance or are in distress.
Self-concept
a conceptual system made up of one's thoughts and attitudes about oneself
Social comparison
comparing aspects of one's own psychological, behavioral, or physical functioning to that of others in order to evaluate oneself
Personal Fable
a form of adolescent egocentrism that involves beliefs in the uniqueness of one's own feelings and thoughts
Imaginary audience
the belief, stemming from adolescent egocentrism, that everyone else is focused on the adolescent's appearance and behavior
Self-esteem
an individual's overall subjective evaluation of his or her worth and the feelings he or she has about that evaluation
Identity
description of the self that is often externally imposed, such as through membership in a group
Identity versus role confusion
the psychosocial stage of development that occurs during adolescence. The adolescent or young adult either develops an identity or experience and incomplete and sometimes incoherent sense of self
Identity achievement
an integration of various aspects of the self into a coherent whole that is stable over time and across events
Moratorium
period in which the individual is exploring various occupational and idealogical choices and has not yet made a clear commitment to them
Identity diffusion
period in which the individual does not have firm commitments regarding the issues in question and is not making progress toward developing them
Identity foreclosure
period in which the individual has not engaged in any identity experimentation and has established a vocational or ideological identity based on the choices or values of others
ethnic and racial identity
the beliefs and attitudes an individual has about the ethnic or racial groups to which they belong
Sexual Identity
one's sense of oneself as a sexual being
Sexual orientation
a person's preference in regard to males or females as objects of erotic feelings
Sexual-minority youth
young people who experience same-sex attractions
Family structure
the number of and relationships among the people living in a household
Family dynamics
The way in which family members interact through various relationships: mother with each child, father with each child, mother with father, and siblings with one another
Socialization
the process through which children acquire the values, standards, skills, knowledge, and behaviors that are regarded as appropriate for their present and future roles in their particular culture
Discipline
set of strategies and behaviors parents use to teach children how to behave appropriately
Internalization
effective discipline that leads to a permanent change in the child's behavior because the child has learned and accepted the desired behavior
Punishment
negative stimulus that follows a behavior to reduce the likelihood that the behavior will occur again
Parenting style
parenting behaviors and attitudes that set the emotional climate in regard to parent-child interactions, such as parental responsiveness and demandingness
Authoritative Parenting
-High in demandingness and supportiveness
-High in control and warmth
-Set clear standards and limits for their children and are firm about enforcing them but at the same time they allow their children considerable autonomy within those limits
"share the toy because it is important to take turns and share what we have"
Authoritarian Parenting
-High in demandingness and low in responsiveness
-High in control and Low in warmth
- Nonresponsive to child's needs and enforce demands through the exercise of parental power and the use of threats and punishment
"Share the toy right now because I said so!"
Permissive Parenting
-High in responsiveness and low in demandingness
-Low in control and high warmth
- Responsive to child's needs and don't require their child to regulate themselves or act in
appropriate/mature ways
"Share the toy if you feel like it."
Uninvolved Parenting
-Low in both demandingness and responsiveness
-Low in control and warmth
-describes parents who generally disengaged
"I don't care what you do with the toy."
Bi-directionality of parent-child interactions
The idea that parents and their children are mutually affected by one another's characteristics and behaviors
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