| A | B |
|---|
| schema | a specific plan for knowing the world; mental representation of the world. |
| assimilation | the process of fitting objects and experiences into one's schemas. |
| accommodation | the adjustment of one's schemas to include newly observed events and experiences. |
| object permanence | a child's realization that an object exists even when he or she cannot see or touch it. |
| representational thought | the intellectual ability of a child to picture something in his or her mind. |
| conservation | the principle that a given quantity does not change when its appearance is changed. |
| egocentric | seeing and thinking of the world from your own standpoint and having difficulty understanding someone else's viewpoint and other perspectives. |
| sensorimotor | young infant uses schemas that primarily involve his body and sensations; birth - 1.5; simple motor responses to sensory stimuli; lacks concept of object permanence. |
| preoperational | child begins to use mental images or symbols (words) to understand things; 1.5 - 7; lacks operations (reversible mental processes); exhibits egocentric thinking; lacks concept of conservation. |
| concrete operations | children are able to use logical schemas, but their understanding is limited to concrete objects or problems; 7 - 11; begins to understand concept of conservation; still has trouble with abstract ideas; classification abilities improve; masters concept of conservation. |
| formal operations | person is able to solve abstract problems; 11 & up; capable of logical and deductive reasoning. |
| imprinting | inherited tendencies or responses that are displayed by newborn animals when they encounter new stimuli in their environment; sudden, virtually permanent process. |
| critical period | a specific time in development when certain skills or abilities are most easily learned. |
| attachment | a deep, caring, close, and enduring emotional bond between and infant and caregiver. |
| stranger anxiety | anxiety when a child encounters a stranger, even when mom is present. |
| separation anxiety | whenever child is suddenly separated from mom; if separation persists, child may develop psychological disorders. |
| secure attachment | infants balance the need to explore and need to be close; welcome mother back and are free of anger. |
| avoidant attachment | infants avoid or ignore mother when she leaves and returns. |
| resistant attachment | not upset when mom leaves, but reject her or act angrily when she returns. |
| disorganized attachment | (identified by later psychologist) behave inconsistently; seem confused and act in contradictory ways; least secure attachment. |
