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psychology > Unit 7: Developmental Psychology PT2 > Flashcards

Unit 7: Developmental Psychology PT2 Flashcards

(54 cards)

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1
Q

Schema

A

A concept or category about the world

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2
Q

Assimilation

A

The tendency to interpret new experiences in terms of existing schemas

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3
Q

Accommodation

A

Changes in schemas to incorporate information from experiences

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4
Q

Sensorimotor stage (Sense + Movement)

A

first

Birth - 2 years

Experiencing the world through senses and actions.
From Birth - 2 years old experience object permanence & stranger anxiety - Babies learn to move each limb of their body

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5
Q

Object Permanence

A

the awareness that things continue to exist even when not perceived

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6
Q

Preoperational stage

A

second

2 - 6/7 years old

熟练掌握心理符号和假装游戏

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7
Q

Egocentrism

A

the inability to solve problems using another’s point of view

EX: Why does the sun shine?
To keep me warm.
Why is there snow?
For me to play in.
Why is grass green?
Because it’s my favorite color.

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8
Q

Animism

A

belief that nature is alive, nature has feelings

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9
Q

Collective monologue

A

two children talking to each other about completely different things

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10
Q

Artificialism

A

natural phenomena are created by people

Someone piled up dirt to make that mountain

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11
Q

conservation

A

the idea that properties such as mass, volume, and number remain the same despite changes in appearance

Not mastered by pre operational

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12
Q

Reversibility

A

understanding that actions, processes, or operations can be reversed

returning an object or situation to its original state

Math
5 + 2 = 7
7 - 2 = 5

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13
Q

Theory of mind

A

ability to attribute mental states to ourselves and others

Used to predict and interpret the behavior of others

paying attention to people and copying them

他人与自己不同的想法、感受和观点的能力。这种能力通常在4-5 岁左右的儿童中发展。

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14
Q

Concrete Operational Stage

A

third

(7-12 YEARS)
Mastery of (increasing) logical thought

Algebra

Classification and categorization: Colors and Shapes

Correction of cognitive errors from the preoperational stage

Conservation makes sense

Limitation to reason abstractly or hypothetically

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15
Q

Formal Operational

A

fourth

Adolescence 12 years +

developed abstract thought (symbols and logic)

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16
Q

Vygotsky

A

children learn through social interaction

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17
Q

Zone of Proximal Development (ZPD)

A

area of knowledge just beyond a child’s abilities

children learn best when they encounter info at this level

can interact with a more skilled person

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18
Q

Scaffolding

A

给予学习者的支持，帮助他们完成超出他们当前能力的任务

activities to help you through ZPD

Support is tapered off when no longer necessary

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19
Q

Dementia

A

decline in cognitive function affecting memory, thinking, and daily activities (typically in older adults)

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20
Q

Phonemes

A

Smallest units of sound in language
Ex: /b/, /a/, /t/ in “bat”

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21
Q

Morphemes

A

Smallest units of meaning in language
Ex: “un-“ + “happy” = “unhappy”

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22
Q

Semantics

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A

Meaning of words and phrases
Ex: Multiple meanings of “bank” (riverbank vs. financial)

23
Q

Grammar

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A

rules governing the structure of language

24
Q

Syntax

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A

rules for word order and sentence structure
Ex: “The dog chased the cat” vs. “The cat chased the dog”

25
Overgeneralization of Rules
Applying a language rule too broadly Past tense of "Go” - “Goed”
26
Ecological Systems Theory
how different layers of the environment influence a person’s development. Not just individual factors Rooted in layers of environmental and social factors Interaction and interconnected layer Evolve over time
27
Microsystem
第一 Immediate environment; direct interactions Family, friends, school, neighbors
28
Mesosystem
第二 Relationships & interactions between parts of microsystem Parents interact with teachers, Friends influence ONE’s attitude toward school
29
Exosystem
第三 External environments, indirect influence Parent’s workplace, community resources, local laws
30
Macrosystem
第四 Larger cultural and societal context Cultural norms, societal values, economic conditions, laws
31
Chronosystem
第五 Role of time and life transitions in development Moving to a new city, starting high school, societal changes
32
Attachment
deep and enduring emotional bond between two people in which each seeks closeness and feels more secure when in the presence of the attachment figure
33
Secure Attachment
Confident, trusting relationships feels safe exploring new area but feels discomfort when caregiver leaves it is easily comforted when returned
34
Disorganized attachment
Contradictory behaviors example: approaches caregiver but looks away while approaching
35
Anxious attachment
Overly clingy when the caregiver leaves and it is difficult to calm down when they return
36
Avoidant Attachment
Does not care when the caregiver leaves, shows only little emotional expression
37
Insecurely attached
The child may or may not become anxious or distressed when the mother leaves the room and may either ignore her or be ambivalent about physical contact when she returns.
38
Temperament
Individual's biological predispositions to react emotionally and behaviorally to their environment
39
Separation Anxiety
Heightened fear or distress when away from a caregiver Cultural Variations: More common in societies with strong familial bonds Securely attached → mild anxiety; insecurely attached → intense or avoidant behaviors
40
Parallel Play
Playing side-by-side but not interacting.
41
Pretend Play
Imaginative play fostering creativity and social skills.
42
Adolescent Egocentrism
heightened self-focus; belief in personal uniqueness
43
Personal Fable
Feeling uniquely special or invincible Shapes identity, decision-making, and emotional regulation
44
Imaginary Audience
Belief everyone is watching them
45
Social Clock
culturally appropriate timing for life events like marriage, parenthood, and retirement
46
ACEs (Adverse Childhood Experiences)
Potentially traumatic events that occur during childhood Abuse Neglect Household Dysfunction
47
Trust vs. Mistrust
第一 Infancy (0–1 year) Trust in others; secure attachment Fear, suspicion, and mistrust
48
Autonomy vs. Shame and Doubt
第二 Toddlerhood (1–3 years) Confidence and independence Doubt in abilities; reliance on others
49
Initiative vs. Guilt
第三 Preschool (3–6 years) Initiative; leadership skills Guilt over initiative; fear of trying
50
Industry vs. Inferiority
第四 School Age (6–12 years) Sense of competence and achievement Feelings of inferiority or failure
51
Identity vs. Role Confusion
第五 Adolescence (12–18 years) Strong sense of identity and values Confusion about self and future
52
Intimacy vs. Isolation
第六 Young Adulthood (18–40 years) Deep, meaningful relationships Loneliness and isolation
53
Generativity vs. Stagnation
第七 Middle Adulthood (40–65 years) Productivity; care for others Stagnation; lack of purpose
54
Integrity vs. Despair
第八 Late Adulthood (65+ years) Acceptance of life; wisdom Regret; despair over missed opportunities

psychology (17 decks)

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