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AP Psychology > Unit 3 > Flashcards

Unit 3 Flashcards

Development and Learning

1
Q

Longitudinal studies

A

Research that follows and retests the same people overtime

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2
Q

Cross-sectional studies

A

Research that compares people of different ages at the same time

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3
Q

Developmental psychology

A

A branch of psychology that studies physical, cognitive, and social change throughout the lifespan

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4
Q

Zygote

A

Fertilized egg

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5
Q

Embryo

A

Inner cells

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6
Q

Placenta

A

Outer cells, transfers nutrients from the mom to baby

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7
Q

Threshold of viability

A

Around 23 weeks, if the baby is born before this they will likely die as their organs haven’t fully developed

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8
Q

Teratogens

A

Chemicals or illnesses that can reach the embryo or fetus and cause harm (alcohol, medicine, zika virus)

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9
Q

Habituation

A

Decreasing responsiveness with repeated stimulation

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10
Q

Infant reflexes

A

Grasping, startle, moro, babinski, rooting, sucking, swimming

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11
Q

Synaptic pruning

A

A natural brain development process where unnecessary or weak synapses are eliminated, allowing stronger, more efficient connections to be maintained

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12
Q

Gibson & Walk study

A

Tested babies depth perception using a fake optical illusion cliff

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13
Q

Imprinting

A

Strong attachments that form during early life

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14
Q

Menopause

A

Natural cessation of menstruation

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15
Q

Death-deferral phenomenon

A

The observation that people tend to die less frequently around important holidays or cultural events, and more frequently shortly after

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16
Q

Prefrontal cortex maturation

A

Improved judgment, impulse control, long-term planning

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17
Q

Primary sex characteristics

A

Reproductive organs (ovaries, testes, external genitalia)

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18
Q

Secondary sex characteristics

A

Non-reproductive traits (breasts, hips, body hair)

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19
Q

Intersex

A

Possessing male and female biological sexual characteristics

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20
Q

Self concept

A

All our thoughts and feelings about ourselves

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21
Q

Social learning theory

A

We learn social behavior by observing and imitating

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22
Q

Secure attachment

A
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23
Q

Insecure attachment

A
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24
Q

Assimilation

A

Interpret things in terms of our current understanding (fit thing into a box)

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25
Accommodation
Incorporate new information into schema (adjust box)
26
Schema
Mental concept/framework in which we group our experiences into
27
Sensorimotor stage
Birth-2: Sensory impressions, object permanence, stranger anxiety
28
Preoperational stage
2-7: Able to represent things with words, egocentrism (cannot see things from other people's pov), conservation (mass doesn't change when form changes)
29
Concrete operation stage
7-12: Understanding conservation, understand puns and sarcasm
30
Formal operation
12-death: Abstract thinking, systematic reasoning, hypotheticals
31
Vygotsky's zone of proximal development
Describes a space where a learner can either do 1) without any assistance 2) with assistance (where learning happens) 3) cannot do even with assistance
32
Scaffolding
Learning from peers, offers temporary support as children develop higher level thinking
33
Universal grammar
Innate capacity for language
34
Productive language
One word stage, after babbling
35
Critical periods
An optimal period early in life when exposure to a certain stimuli produces normal development (learning language)
36
Telegraphic speech
Two word stage
37
Linguistic determinism
“Bad theory”: Theory that language limits or determines a person’s thoughts
38
Linguistic relativism
Words influence thought
39
Harry Harlow’s Monkey Research
Monkey’s were either fed with a cloth mother or a wire mother, babies preferred the cloth mother
40
Mary Ainsworth study
Observed mother infant pairs with and without their mothers
41
Secure attachment
Baby plays in mothers presence and is distressed when she leaves
42
Insecure attachment
Baby is less likely to explore and doesn’t really care if the mom leaves
43
Authoritative parenting
Confrontative, demanding, responsive (Strict but allows exceptions)
44
Authoritarian parenting
Coercive, imposes rules and expect obedience
45
Neglectful parenting
Uninvolved, neither demanding nor responsive
46
Permissive parents
Un-restraining, few demands, few rules
47
Trust vs mistrust
Infancy: If needs are met they develop basic trust
48
Autonomy vs shame and guilt
Toddler: Learn to exercise their will or doubt abilities
49
Initiative v guilt
Preschool: Learn to initiate tasks or feel guilty about trying to be independent
50
Competence v inferiority
Elementary: Learn the pleasure of applying themselves to tasks or feel inferior
51
Identity vs role confusion
Adolescence: Testing roles and forming identity or confused about who they are
52
Intimacy v isolation
Young adulthood: Struggle to form close relationships or feel socially isolated
53
Generatively v stagnation
Middle adulthood: Discover a sense of contributing to the world or feel lack of purpose
54
Integrity vs despair
Late adulthood: Reflect on their lives, feel a sense of satisfaction or failure
55
Classical conditioning
A type of learning where we link two or more stimuli
56
Unconditioned stimulus
Stimulus that naturally triggers a response (food)
57
Conditioned stimulus
Originally neutral stimulus (bell)
58
Conditioned response
Learned response to a previously neutral (now conditioned) stimulus
59
Generalization
Tendency for stimuli that is similar to the conditioned stimulus to elicit a similar response (click and bell)
60
Discrimination
Learned ability to distinguish between a conditioned stimulus and other stimuli (click vs bell)
61
Extinction
Diminishing of a conditioned response
62
Spontaneous recovery
The reappearance after a pause of a weakened conditioned response
63
Taste aversion
Learned association between the taste of a food and an illness
64
Operant conditioning
Type of learning in which a behavior becomes more likely to recur if followed by a reinforcer or less likely if followed by a punisher
65
Law of Effect
Behavior that is followed by favorable actions become likely and those followed by consequences are less likely
66
Positive reinforcement
Increasing behaviors by presenting a pleasurable stimulus
67
Negative reinforcement
Increasing behaviors by stopping or reducing an aversive stimulus (taking away)
68
Shaping
Operant conditioning procedure in which reinforces guide behavior close and closer to the desired behavior
69
Bandera’s Bobo Doll Experiment
Demonstrate that children can learn aggressive behaviors through observation
70
Modeling
Process of observing and imitating a specific behavior
71
Mirror neurons
Neurons that some scientists believe fire when we perform certain actions or observe another doing so
72
Preparedness
A biological predisposition to learn associations such as taste and nausea, survival value
73
Little Albert experiment
Little Albert was conditioned to fear small fuzzy animals as he associated them with a loud sound
74
B.F. Skinner’s operant conditioning
Skinner box: A chamber containing a bar that an animal can manipulate to obtain food or water

AP Psychology (3 decks)

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