| A | B |
|---|
| ego ideal | the ideal self |
| extinction | after the connection of a learned behavior and a stimulus has been disrupted the behavior no longer exists |
| developmental psych | study of how individuals change or remain the same over time |
| preformationism | belief that humans begin as completey developed tiny human figures |
| quantitative change | numerically measurable change |
| qualitative change | the modification of preexisting characteristics |
| nature vs nurture | how much of development is determined biologically and how much is learned from experience |
| tabula rasa | beliefe that we are born with empty minds and we can train anything into them |
| bioecological model | model of child development that takes into account relationships, environment, etc. |
| proximal prossess | patterns of interactions between a child and another individual that facilitate child learning and growth |
| introspection | gaining knowledge by examining one's own thoughts and experiences |
| dualism | the mind is seperate from the physical body and brain |
| assimilation | accepting a piece of information without challenging it |
| accommodation | altering already accepted knowledge in ways to take into account new information |
| schemes | organized collections of imput that represent certian ways of thinking |
| ethology | investigates human and animal behavior within context of evolution |
| observational learning | learning by means of watching a role model perform a behavior |
| analytical intelligence | ability to solve problems, abstract concepts, and achieve academically |
| negative reinforcemnet | increase in a behavior due to the fact that performing the behavior will get rid of something unpleasant |
| psychosexual theory | growth that suggests personality emerges as a product of dealing with libidinal conflicts |
| practical intelligence | common sense |
| psychosocial theory | we progress through8 stages of development and sort out tasks of self-definition |
| sociocultural theory | how culture and interaction with people in society affect development and ways of thinking |
| stimulus generalization | responding to a neutral stimulus because of its similarities to a meaningful stimulus |
| superego | moralistic part of psyche made up of conscience andego-ideal |
| vicarious punishment | punishing effects learned by seeing a role model receieve a punishment for a behavior |
| vicarious reinforcement | reinforcing effects learned by seeing a role model receive reinforcement for a behavior |
| zone of proximal development | space between what a child already knows and what they are capable of learning |
| conscience | the collection of moral or societal values a person has adopted |
| creative intelligence | ability to produce original works |
| crisis | turning point of a particular stage of development when we develop adaptive or maladaptive ways of addressing tasks |
| defense mechanism | stratagies for coping with anxiety |
