Chapter 1 Flashcards
little scientist p.11
Piaget’s theory of children acting as scientists, learning as a scientist would conduct experiments.
cognitive development p.3
Piaget’s theory. Focuses on thought processes and the construction of knowledge. How people think and develop over time.
independent variables p.21
the factor being manipulated
dependent variables p.21
the behavior being observed
observational learning p.11
learning that occurs simply by watching how others behave. -Al Bandura-
reinforcement p. 10
a consequence that increases the future likelihood of the behavior that it follows.
ex: B.F. Skinner: positive and negative reinforcement.
Vygotsky scaffolding
Parents and teachers gauge the amount of assistance they offer to match the learner’s needs while fostering independence.
stem cell controversy p.26
using human embryo stem cells
sociocultural backdrop
Vykotsky’s theory: focuses on how culture is transmitted to the next generation. Socially medicated process, influential in the study of cognitive development.
historical context
why people born around the same time tend to be alike in ways that set them apart from people born at other times.
Development occurs within a particular set of circumstances determined by historical time and culture.
validity
extent to which a measure actually assesses what researchers think it does.
reliability
extent to which it provides a constant index of a characteristic
selective optimization p.15
that the 3 processes (selection, optimization, and compensation) form a system of behavioral action that generated and regulates development and aging.
compensation p.15
when people’s skills have decreased so that they no longer function well in a particular domain. Search for alternative ways to accomplish a goal.
nature/nurture p. 5
genetics v. environmental influences that determine personality.
correlation coefficient p. 20
an expression of the strength and direction of a relationship between two variables.
Can be -1.0 to 1.0
continuity/discontinuity development pp.5-6
whether a particular developmental phenomenon represents a smooth progression throughout the lifespan (continuity) or a series of abrupt changes (discontinuity).
universal development p.6
Is there just one path of development or several paths? Environmental factors may play a role.
ex: Brazilian 10 y.o. learns money from selling fruit on the streets. US 10 y.o. goes to school to learn it.
sociocultural forces p. 6
include interpersonal, societal, cultural, and ethnic factors. No individual part can act without influencing all other aspects of the system.
positive/negative correlation
ranges from -1.0 to 1.0
tells how strongly or negatively correlated something is.,
neuroscience p. 8
the study of the brain and nervous system, especially in terms of brain-behavior relationships.
cohorts p. 22
cohort effects
cross sectional studies. Differences between the age groups may reflect environmental events instead of developmental processes.
Ex: technology is different.
sequential design p. 22
based on cross-sectional studies and longitudinal designs.
cross-sectional design p.22
study in which developmental differences are identified by testing people of different ages at the same time (influenced by cohort effects).
