Popularity (by total correct streak): 0
Popularity (by number of users): 0
| Zygote | A single cell that contains chromosomes from both a sperm and an egg | |
| germinal stage | The 2-week period of prenatal development that begins at conception | |
| embryonic stage | The period of prenatal development that lasts from the second week until about the eighth week | |
| fetal stage | The period of prenatal development that lasts from the ninth week until birth. | |
| Maturation & Experience | Maturation is the “nature” side – it is the age at which you gain an ability to do something, and before that age, you could not do it no matter how much you try to learn; Experience is “nurture”. | |
| Interactionist Approach | The approach that Maturation must happen before Experience can work. | |
| Piaget's Theory of Cognitive Development | Sensorimotor, Preoperational, Concrete Operational, Formal Operational Stages | |
| Sensorimotor stage | A stage of development that begins at birth and lasts through infancy in which infants acquire information about the world by sensing it and moving around within it. | |
| Preoperational stage | The stage of development that begins at about 2 years and ends at about 6 years, in which children have a preliminary understanding of the physical world | |
| Concrete operational stage | The stage of development that begins at about 6 years and ends at about 11 years, in which children acquire a basic understanding of the physical world and a preliminary understanding of their own and others’ minds. | |
| Formal Operational Stage | Individuals move beyond concrete experiences and begin to think abstractly, reason logically and draw conclusions from the information available, as well as apply all these processes to hypothetical situations | |
| Adolescence | The period of development that begins with the onset of sexual maturity (about 11 to 14 years of age) and lasts until the beginning of adulthood (about 18 to 21 years of age). | |
| Adulthood | The period of development that begins around 18 to 21 years and ends at death. | |
| Aggression | Behavior whose purpose is to harm another | |
| Attachment | The emotional bond that forms between newborns and their primary caregivers. | |
| Belief | An enduring piece of knowledge about an object or event. | |
| Bystander intervention | The act of helping strangers in an emergency situation. | |
| Categorization | The process by which people identify a stimulus as a member of a class of related stimuli. | |
| Cephalocaudal rule | The 'top-to-bottom' rule that describes the tendency for motor skills to emerge in sequence from the head to the feet. | |
| Childhood | The stage of development that begins at about 18 to 24 months and lasts until adolescence. | |
| Cognitive development | The emergence of the ability to understand the world. | |
| Cognitive dissonance | An unpleasant state that arises when a person recognizes the inconsistency of his or her actions, attitudes, or beliefs. | |
| Companionate love | An experience involving affection, trust, and concern for a partner’s well-being. | |
| Comparison level | The cost-benefit ratio that people believe they deserve or could attain in another relationship. | |
| Conformity | The tendency to do what others do simply because others are doing it. | |
| Conservation | The notion that the properties of an object are invariant despite changes in the object’s appearance. | |
| Cooperation | Behavior by two or more individuals that leads to mutual benefit. | |
| Deindividuation | A phenomenon that occurs when immersion in a group causes people to become less aware of their individual values. | |
| Developmental psychology | The study of continuity and change across the life span. | |
| Diffusion of responsibility | The tendency for individuals to feel diminished responsibility for their actions when they are surrounded by others who are acting the same way. | |
| Discrimination | The capacity to distinguish between similar but distinct stimuli. | |
| Door-in-the-face technique | A strategy that uses reciprocating concessions to influence behavior. | |
| Equity | A state of affairs in which the cost-benefit ratios of two partners are roughly equal. | |
| Fetal alcohol syndrome | A developmental disorder that stems from heavy alcohol use by the mother during pregnancy. | |
| Foot-in-the-door technique | A strategy that uses a person’s desire for consistency to influence that person’s behavior. | |
| Frustration-aggression principle | A principle stating that people aggress when their goals are thwarted | |
| Group | A collection of two or more people who believe they have something in common. | |
| Heuristic persuasion | A change in attitudes or beliefs that is brought about by appeals to habit or emotion. | |
| Infancy | The stage of development that begins at birth and lasts between 18 and 24 months. | |
| Informational influence | A phenomenon whereby a person’s behavior is influenced by another person’s behavior because the latter provides information about what is good or true. | |
| In-group | A human category of which a person is a member. | |
| Internal working model of attachment | A set of expectations about how the primary caregiver will respond when the child feels insecure. | |
| Kin selection | The process by which evolution selects for genes that cause individuals to provide benefits to their relatives. | |
| Mere exposure effect | The tendency for liking to increase with the frequency of exposure. | |
| Motor development | The emergence of the ability to execute physical action. | |
| Myelination | The formation of a fatty sheath around the axons of a brain cell. | |
| Norm of reciprocity | The norm that people should benefit those who have benefited them. | |
| Normative influence | A phenomenon whereby one person’s behavior is influenced by another person’s behavior because the latter provides information about what is appropriate. | |
| Obedience | The tendency to do what authorities tell us to do simply because they tell us to do it. | |
| Observational learning | Learning that occurs when one person observes another person being rewarded or punished. | |
| Out-group | A human category of which a person is not a member. | |
| Passionate love | An experience involving feelings of euphoria, intimacy, and intense sexual attraction. | |
| Perceptual confirmation | A phenomenon that occurs when observers perceive what they expect to perceive. | |
| Persuasion | A phenomenon that occurs when a person’s attitudes or beliefs are influenced by a communication from another person. | |
| Prejudice | A positive or negative evaluation of another person based on their group membership. | |
| Primary sex characteristics | Bodily structures that are directly involved in reproduction. | |
| Proximodistal rule | The 'inside-to-outside' rule that describes the tendency for motor skills to emerge in sequence from the center to the periphery. | |
| Puberty | The bodily changes associated with sexual maturity. | |
| Reciprocal altruism | Behavior that benefits another with the expectation that those benefits will be returned in the future. | |
| Secondary sex characteristics | Bodily structures that change dramatically with sexual maturity but that are not directly involved in reproduction. | |
| Self-fulfilling prophecy | A phenomenon whereby observers bring about what they expect to perceive. | |
| Social cognition | The processes by which people come to understand others. | |
| Social exchange | The hypothesis that people remain in relationships only as long as they perceive a favorable ratio of costs to benefits. | |
| Stereotyping | The process by which people draw inferences about others based on their knowledge of the categories to which others belong. | |
| Strange situation | A behavioral test developed by Mary Ainsworth that is used to determine a child’s attachment style. | |
| Systematic persuasion | A change in attitudes or beliefs that is brought about by appeals to reason. | |
| Temperaments | Characteristic patterns of emotional reactivity. | |
| Teratogens | Agents that damage the process of development, such as drugs and viruses. | |
| Theory of mind | The idea that human behavior is guided by mental representation, which gives rise to the realization that the world is not always the way it looks and that different people see it differently. | |
| Schemas | Theories or models of the way the world works. | |
| Assimilation | The process by which infants apply their schemas in novel situations. | |
| Accommodation | The process by which infants revise their schemas in light of new information. | |
| Equilibrium | People want a state of equilibrium and their actions will correspond to that desire. | |
| Disequilibrium | People want a state of equilibrium and will try to avoid being in a state of disequilibrium through their actions. | |
| Object Permanence | The idea that objects continue to exist even when they are not visible. | |
| Stranger anxiety | People are afraid of strangers | |
| Qualitative vs. quantitative changes over time | example: learning to walk is completely novel and is thereby qualitative; learning language is quantitative because it will add to itself over time. | |
| Reflexes | Specific patterns of motor response that are triggered by specific patterns of sensory stimulation. | |
| Perceptual skills of an infant | These skills suck. They’re focused more on boundaries than anything else. If you saw a random object on the ground, you wouldn’t stick it in your mouth, but a baby would because they use all skills. They prefer novelty too. | |
| Kohlberg’s Stages of Moral Development | Preconventional, Conventional, Post-conventional | |
| Preconventional stage | A stage of moral development in which the morality of an action is primarily determined by its consequences for the actor. | |
| Conventional stage | A stage of moral development in which the morality of an action is primarily determined by the extent to which it conforms to social rules. | |
| Postconventional stage | A stage of moral development at which the morality of an action is determined by a set of general principles that reflect core values. | |
| Egocentrism | The failure to understand that the world appears differently to different observers. | |
| Centration | Young children focus their attention on one thing instead of multiple objects | |
| Decentration | The ability to multitask and perceive multiple things at the same time | |
| Conservation | logically determines that a quantity of a substance will remain the same size no matter the characteristics of the container | |
| Components of Attitudes | Cognitive (Beliefs), Affective/Evaluative, Behavioral | |
| Attitude | An enduring positive or negative evaluation of an object or event. | |
| Belief | An enduring piece of knowledge about an object or event. | |
| Cognitive | An attitude based on what a subject thinks; you can typically identify this just by asking because it’s explicit. | |
| Affective | Attitude based on emotion and is a little less controllable than cognitive | |
| Behavioral | Actions that convey a specific attitude. For example, if a person is racist, their behavioral attitude might involve KKK membership/participation. | |
| Attribution | An inference about the cause of a person’s behavior. The theory is concerned with the ways in which people explain (or attribute) the behavior of others or themselves (self-attribution) with something else. It explores how individuals 'attribute' causes to events and how this cognitive perception affects their usefulness in an organization. | |
| 'External' or 'situational' attribution | assigns causality to an outside factor, such as the weather. | |
| 'Internal' attribution | assigns causality to factors within the person, such as their own level of intelligence or other variables that make the individual responsible for the event. | |
| The covariation model developed by Harold Kelley examines | how people decide whether an internal or an external attribution will be made. | |
| Fundamental attribution error | describes the tendency to over-value dispositional or personality-based explanations for the observed behaviors of others while under-valuing situational explanations for those behaviors. The fundamental attribution error is most visible when people explain the behavior of others. This discrepancy is called the actor-observer bias. | |
| self-serving bias | The tendency to make decisions in favor of one’s own self interest | |
| Correspondence bias | The tendency to make a dispositional attribution even when a person’s behavior was caused by the situation. Also known as the fundamental attribution error. | |
| Actor-observer effect | The tendency to make situational inferences for our own behaviors while making dispositional inferences for the identical behavior of others. | |
| Social loafing | The tendency for people to expend less effort when in a group than alone. | |
| Informational Social Influence | When one believes that the members of one’s group has accurate information | |
| Normative Social Influence | Going along with what everyone else does for the sake of going along with the group | |
| Social influence | The control of one person’s behavior by another. | |
| Compliance Techniques | Foot-in-the-Door, Door-in-the-Face, Even-a-Penny, Distract-then-Reframe | |
| Petty & Cacioppo’s Elaboration Likelihood Model (ELM) | Same as Central vs. Peripheral routes | |
| Central vs. Peripheral routes to persuasion | Central = actual information – people can be persuaded by being given information; Peripheral = emotional information – people make decisions based on characteristics that are not logical | |
| Systematic vs. Heuristic persuasion | Systematic is like central persuasion; heuristic is based on “shortcuts” like “gut feelings” and emotions | |
| Foot-in-the-Door | Small request --> compliance --> escalate --> large request; this works because it creates a change in self-perception. The person will feel as though they are “the helpful type” and will want to help again in order to support that view of themselves. | |
| Door-in-the-Face | Let's start out by making an extremely large request, something so large that no one would do it, and then the requester retreats to a moderate request. The Norm of Reciprocity is what's at work here. Because the requester makes a concession in a negotiation, the subject will make a reciprocal concession too and agree to comply. | |
| Even-a-Penny | Subject feels compelled to give because they simply can't refuse | |
| Temperament – Thomas & Chess | Biological; baby’s personality prior to any experiences | |
| Attachment styles - Bowlby, Ainsworth | Learned response that comes after temperament; how the child interacts with the parent or caregiver; | |
| Secure attachment | if kid is confident in caregiver’s ability, it gives the child a solid foundation for exploration | |
| Anxious resistant | pattern in which the child separates from the mother reluctantly and is highly upset if they leave | |
| Anxious avoidant | pattern in which infant readily separates from caregiver and avoids contact if the caregiver returns | |
| Disorganized Disoriented | contradictory theories of attachments, such as going crazy when caregiver leaves and then being avoidant upon her return | |
| Harlow - Cloth vs. wire mothers | Shows that survival alone is not sufficient and that the baby monkey will tend toward the protective-feeling cloth monkey instead | |
| Lorenz – imprinting | The first thing you see after being born is what you connect with permanently | |
| Pluralistic ignorance | People were told to fill out a questionnaire in a room that later began to fill up completely with smoke. Do people get out of their chairs and say 'something is wrong' when the room fills with smoke? Alone, 75% did. In a small group of 3 total people, 38% did. With 2 confederates of the experimenter who ignored the problem, only 10% informed the secretary that the room was filled with smoke. This phenomenon is known as Pluralistic Ignorance. | |
| Insufficient justification | In an experiment where half of children were told they'd be severely punished for playing with a toy and the other half were told they'd be mildly punished, *the children who were only mildly threatened had to justify to themselves why they did not play with the toy. The degree of punishment by itself was not strong enough, so the children had to convince themselves that the toy was not worth playing with in order to resolve their dissonance.* | |
| Effort justification | People's tendency to attribute a greater value (greater than the objective value) to an outcome they had to put effort into acquiring or achieving. The more difficult the task, the more worthwhile the subject must perceive it to be in order to justify enduring the situation. | |
| Consistency information | information about the regularity of one’s action. Example: If your neighbor rarely mows his lawn (”not mowing” is consistent over time), we can begin to make a dispositional attribution. | |
| Distinctiveness information | information about the generality of one’s action. Example: If your neighbor didn’t mow his lawn, and he avoided every other form of work last weekend (lawn mowing is not distinctive), we can begin to make a dispositional attribution. | |
| Consensus information | information about the typicality of one’s action. Example: If everyone else on the block mowed their lawns last weekend but your neighbor did not (his action is not consensual with the actions of others), we can begin to make a dispositional attribution. |
Quisition is a browser-based flashcard system that repeats old cards and introduces new ones at optimal time intervals. You can create your own card packs or use those developed by others.
