unit 3 - development & learning Flashcards
(85 cards)
1
Q
prenatal development
A
- life is sexually transmitted
- life begins with sperm and egg
sperm looks for egg
2
Q
zygote
A
fertilized egg
2 weeks
3
Q
embryo
A
after 2 weeks of being zyogte becomes an embryo
lasts 6 weeks
4
Q
fetus
A
after nine weeks of being an embryo
basically a baby
5
Q
teratogens
A
agents like chemicals and viruses
can reach the embryo or fetus during prenatal development
causes harm
6
Q
maturation is?
A
biological growth and enables changes in behaviour
uninfluenced by experience, (nature)
7
Q
synaptic pruning
A
necessary step of losing neurons and unused synaptic connections for nerve cells to be cleared away for functioning cells and connections
8
Q
fluid intelligence states that as you age, your brain’s
A
cognitive abilities start to decline
speed and processing memory
9
Q
elizabeth kubler rose’s theory? (death/grief)
A
1.denial
2.anger
3.bargaining
4.depression
5.acceptance
10
Q
define sex and gender
A
sex: the biological characteristics at birth, helps define female/male or intersex
gender: what someone identifies with after birth due to attitudes, expression, masculine/feminine, gender roles, social constructs
11
Q
aggression (gender differences)
A
men are more likely to be physically aggressive
women are more likely to engage in relational aggression (harming one’s social standing, relationships)
12
Q
social power?
A
the ability to influence thoughts, feelings, and actions within a social context
13
Q
prenatal sexual development
A
xx and xy chromosomes determine baby’s sex
14
Q
gender roles
A
set of expected behaviours, attitudes, and traits for men and women
15
Q
gender identity
A
someone’s personal sense of being male or female
how one identifies with gender they/them, she/her, he/him
16
Q
social learning theory
A
we acquire our identity in childhood by observing and imitating other gender related behaviours + being rewarded/punished for acting in specific ways
17
Q
gender schemas
A
concepts, mental framework from gender norms that helps children develop gender related information on what it means to be a man or a woman
18
Q
human sexuality
A
thoughts feelings actions in relation to physical attraction to others
19
Q
kinsey’s studies
A
did interviews with thousands of people to understand sexual behaviours in men and women
20
Q
what is the current psychological view on sexual orientation
A
neither willfully chosen or willfully changed (scientific perspective)
21
Q
who discovered that a cluster of cells in the hypothalamus is bigger in heterosexual men then women
A
simon levay
22
Q
what does current research say about prenatal development
A
current research points to the hormonal levels *testosterone levels in prenatal environment
23
Q
piaget’s theory on cognitive development consists of?
A
schemas
assimilation + accommodation
stages of cognitive developement
24
Q
schemas are
A
mental frameworks and observations of different objects and things that help us understand the world —> we can modify and update previous schemas
25
assimilation vs accommodation
assimilation: fitting new info in already existing schemas, no changes to interpretation or reality
accommodation: adding new schemas or modifying schemas due to new experiences/info
26
what are the 4 stages of piaget’s cognitive development theory
1.sensorimotor
2.preoperational
3.concrete operational
4.formal operational
27
sensorimotor stage
0-2
object permeance: to understand something still exists even after it disappears and cannot be seen or heard
28
preoperational stage
2-7
children lack *conservation* (the ability to understand that there is no change in an object’s volume, mass, color)
egocentrism: children lack to see pov of others, they lack the theory of mind
29
concrete operational stage
7-11
develops reversibility
30
formal operational stage
12 and up
ability to think hypothetically and abstractly
31
piaget vs ley vygotsky emphasizes?
piaget: emphasizes that a child’s mind grows through interaction with the physical environment
vyotsky: emphasizes that a child’s mind grows through interaction with the social-cultural environment
32
why is language important?
provides building blocks for thinking
33
scaffolding
a teaching style where a more knowledgeable individual or expert provides temporary support to a learner, enabling them to accomplish a task or learn a skill they wouldn't be able to do on their own.
34
the zone of proximal development (vygotsky)
scaffolding works best in zpd
the gap between what a learner can do independently and what they can achieve with guidance or assistance from a more knowledgeable other
35
theory of mind
the cognitive ability to understand that other people have mental states, such as beliefs, desires, intentions, and emotions, that may be different from one's own
36
cognitive development in adolescence
when egocentrism and introspection merge
personal fable: you dont understand me!! im different from you!!!
imaginary audience: extremely self conscious…everyone is watching you??? ///-/// hazukashii!!
37
cattell’s intelligence theory
fluid intelligence: ability to develop techniques for problem solving
crystallized intelligence: ability to use acquired knowledge for problem solving
38
critical period
optimal period early in life where organism has to be exposed to certain stimuli or experiences in order to develop normally
e.g, lacking exposure to visual experience, language
39
fundamental concepts of language
phonemes
morphemes
semantics
grammar
syntex
40
phonemes
smallest unit of sound that distinguishes words from each other
e.,g, changing the phonemes of any part in cat will produce a different word
41
morphemes
the smallest unit of meaning within a language, often a word or part of a word, that cannot be further divided into smaller meaningful units
e.g, un happy not happy — 3 morphemes
un break able
42
overgeneralization (language acquisition)
misapplying grammar rules
e.g, mommy i runned fast
43
receptive language
an infant’s ability to understand and process language before speaking it
44
noah chamsky says
language is almost entirely inborn
LAD - language acquisition device: we are born with this theoretical device that helps us to understand basic components of grammar and language at birth
45
critical period hypothesis
learning language is linked with age
learning language is impossible out of this critical period
from 2 to adolescence
46
linguistic determinism
suggests that language determines thought, meaning that our thought processes are limited by the vocabulary and grammar of our native language
47
language relativism
proposes that the language we speak can shape our worldview and how we perceive the world, but doesn't limit our cognitive abilities
suggests that language influences, but doesn't determine, thought and perception
48
attachment
emotional tie with others, young children seek closeness with caregivers (shows distress in seperation)
49
harry harlow
body contact,
contact comfort= the pleasurable soft cuddly sensation provided by the parent is a powerful contributor to attachment
50
temperament
a person’s characteristic emotional reactivity and intensity
51
four parenting styles
1.authoritarian
2.authoritative
3.permissive
4.uninvolved
52
erik erikson
stages of psychosocial development
53
who made the 3 stage theory of moral development
lawrence kohlberg
54
erik erikson?
Erik Erikson's theory of psychosocial development is best known for its eight stages of development, each characterized by a specific conflict that must be resolved for healthy personality development.
stage 2: autonomy vs shame and doubt!!
55
mere exposure effect?
a preference to what we have been exposed to previously!!
56
classical conditioning parts???
neutral stimulus
unconditioned stimulus (UCS)
unconditioned response (UCR)
conditioned stimulus (CS)
conditioned response (CR)
57
ivan pavlov
discovered classical conditioning
58
what are the 5 critical terms pavlov came up with that make up classical conditioning?
acquisition
extinction
spontaneous recovery
generalization
discrimination
59
explain spontaneous recovery
after a rest period the extinguished conditioned stimulus triggers the conditioned response
60
generalization
once conditioned, any stimuli similar to the cs elicits a similar response
61
discrimination
the ability to distinguish the cs to other stimuli and does not signal ucs
62
generalization can create phobias!! why???? :(
child attacked by dog —> is now afraid of ALL dogs through generalization
1 dog can = fear of all dogs
63
john watson?? his contribution to classical conditioning
he is the founder of behaviourism/perspective
conducted the little albert experiment
64
biological constraints on classical conditioning
biological preparedness: some pairings are easier to learn due to evolution! e.g, ancestors scared of snakes/spiders
anything that has a survival value is easier for us to be conditioned to
65
john garcia
garcia effect!! Garcia realized that taste aversion could develop after only one exposure to the taste and resulting sickness
The Garcia effect, also known as conditioned taste aversion, is a type of learning where an organism develops an aversion to a specific taste or smell that has been associated with a negative reaction like nausea or sickness
66
operant conditioning
type of learning where behaviour is either reinforced through reward or diminished through punishment
67
edward thorndike
law of effect: rewarded behaviour is likely to reoccur
68
classical vs operant conditioning (compare + contrast, similarities?)
both use acquisition, discrimination, spontaneous recovery, extinction, generalization
CC: automatic / no thinking involved (dogs salivating) —> respondent behaviour
OC: influences behaviour through environment with behaviours that have consequences —> operant behaviour
69
shaping???
operant conditioning procedure
reinforcers guide behaviour closer and closer to desireable behaviour
70
negative reinforcement
removing an unpleasant stimulus to increase the likelihood of a specific behavior. It's not punishment, but rather the removal of something undesirable to encourage a desired action.
71
positive reinforcement
positive reinforcement involves adding a desirable stimulus to increase the likelihood of a behavior. It's about rewarding desired behaviors to make them more likely to occur again
72
what are the two types of negative reinforcement
Escape Learning:
This type of negative reinforcement involves performing a behavior to stop an already occurring aversive stimulus.
Example: When you are in the rain and run under an awning to get out of the rain, you are using escape learning.
The goal is to end the unpleasant situation
Avoidance Learning:
This type of negative reinforcement involves performing a behavior to prevent an aversive stimulus from happening in the first place.
Example: When you avoid taking freeways at peak times because you know they'll be congested, you are avoiding a possible aversive situation.
The goal is to prevent the unpleasant situation from ever occurring
73
premack principle
states that an individual will engage in a less preferred behavior to gain access to a more preferred behavior
a preferred activity ACTS as a reinforcer to make one do a less preferred activity
74
token economy
tokens act as reinforcers —> every time desired behaviour is done, a toke is given —> trading tokens give you prizes!!!
used in homes, schools, prisons, mental institutions
75
what are primary reinforcers
NOT learned!
inherently rewarding stimuli, often related to basic biological needs. They are not learned; individuals are naturally drawn to them. Examples include food, water, sleep, rest, and pleasurable sensations like touch or sex
76
mary ainsworth
Attachment Styles:
Ainsworth's research identified three primary attachment styles:
Secure Attachment: Children are comfortable exploring when the caregiver is present, become distressed when the caregiver leaves, and are easily comforted upon their return.
Insecure-Avoidant Attachment: Children may not seek proximity to the caregiver, show little distress when they leave, and may ignore or turn away upon their return.
Insecure-Ambivalent Attachment: Children may show a mix of seeking and resisting comfort from the caregiver, showing strong distress when they leave, and being difficult to soothe when they return.
Insecure Disorganized Attachment: (Note: this was added later, not identified in Ainsworth's initial research) This style is characterized by inconsistent and contradictory behavior in response to the caregiver's presence and absenc
77
variable ratio schedule
Unpredictability: The number of responses required for reinforcement varies.
High Response Rates: The uncertainty creates a motivation to continue engaging in the behavior, leading to a high and steady response rate.
Resistance to Extinction: The unpredictable nature of reinforcement makes it harder for behaviors to decline when reinforcement is removed.
78
fixed interval schedule
fixed interval schedules reinforce a behavior after a specific time interval
e.g, A quiz every Friday, or a weekly paycheck.
79
fixed ratio schedule
fixed ratio schedules reinforce a behavior after a specific number of response
e.g, Being paid for every 10 sales, or earning a reward for every 3 correct answers.
80
positive punishment vs negative punishment (operant conditioning)
Positive punishment involves adding an undesirable stimulus to decrease a behavior, while negative punishment involves removing a desirable stimulus to decrease a behavior
81
tolamans cognitive mapping
Tolman's cognitive mapping research demonstrates how animals (and humans) can learn and navigate environments without explicit reinforcement. He proposed that animals create internal "maps" of their environment
we have a mental layout of our spatial environment, using them as ways to recall important features of said environment
82
latent learning
learning that occurs but is not apparent until there is an reward present
83
insight learning
a sudden realization or understanding of a solution to a problem, due to internal cognitive understanding
84
observational learning (social learning)
form of cognitive learning where we observe other’s behaviours an learn new responses
85
albert bandura
conducted the bobo doll experiment
