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Description
Flashcards by Caitlyn Salter, updated more than 1 year ago
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Created by Caitlyn Salter
about 4 years ago
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| Question | Answer |
| Brain | the organ in your head made of nerves that processes information and controls behaviour |
| Forebrain | the anterior part of the brain, including the hemispheres and the central brain structures |
| Midbrain | the middle section of the brain forming part of the central nervous system |
| Hindbrain | the lower part of the brain that includes the cerebellum, pons, and medulla oblongata |
| Anterior | directed towards the front, when used in relation to biology |
| Posterior | directed towards the back, when used in relation to biology |
| Cerebellum | an area of the brain near to the brainstem that controls motor movements (muscle activity) |
| Medulla oblongata | connects the upper brain to the spinal cord and controls automatic responses |
| Involuntary response | a response to a stimulus that occurs without making a conscious choice |
| Neural connections | links formed by messages passing from one nerve cell (neuron) to another |
| Cognitive | thinking, including problem-solving, perceiving, remembering & using language and reasoning |
| Operations | how we reason and think about things (how we 'operate') |
| Object permanence | knowing something exists even if it is out of sight |
| Symbolic play | children play using objects and ideas to represent other objects and ideas |
| Egocentrism | unable to see the world from any other view than one's own (not in a selfish way, in a scientific way) |
| Animism | believing that objects that are not alive can behave as if they are |
| Centration | focusing on one feature of a situation and ignoring other relevant features |
| Irreversibility | not understanding that an action can be reversed to return to the original state |
| Morality | general principles about what is right and wrong, including good and bad behaviour |
| Schema(s)/schemata (development) | mental representations of the world based on one's own experiences. The plural of schema is 'schemata' though 'schemas' is also used |
| Adaption | using assimilation and accomodation to make sense of the world |
| Assimilation | incorporating new experiences into existing schemas |
| Accommodation | when a schema has to be changed to deal with a new experience |
| Equilibrium | when a child's schemas can explain all that they experience; a state of mental balance |
| Subjective | based on personal opinion or feelings |
| Validity | when the results of a study represent the situation they are testing (in real life) |
| Mindset | a set of beliefs someone has that guides how someone responds to or interprets a situation |
| Ability | what someone can do, such as maths ability. Dweck suggests ability can be seen as fixed & innate or as able to be improved |
| Effort | when you try to do better using determination |
| Fixed mindset | believing your abilities are fixed and unchangeable |
| Growth mindset | believing practice and effort can improve your abilities |
| Working memory | has different parts for processing information coming in from our senses, including visual and sound data, and also involves a decision-making part |
| Short-term memory | our initial memory store that is temporary and limited |
| Long-term memory | a memory store that holds potentially limitless amounts of information for up to a lifetime |
| Motor skills | actions that involve muscles and brain processes, resulting in movement |
| Decentration | being able to separate yourself from the world and take different views of a situation, the opposite of being egocentric |
| Social learning | learning by observing and copying others |
| Self-regulation | limiting and controlling yourself without influence from others |
| Nature | explanations of behaviour that focus on innate factors (the things we are born with) |
| Nurture | explanations of behaviour that focus on environmental factors (the things that happen to us) |
| Qualitative data | data that is descriptive - not numbers |
| Reliability | the consistency of an outcome or result of an investigation (a measure) |
| Framework | a basic understanding of ideas and facts that is used when making decisions |
| Process praise | someone praises what is being done, rather than the individual |
| Person praise | someone praises the individual rather than what they are doing |
| Entity theory/motivational framework | a belief that behaviour or ability results from a person's nature |
| Incremental theory/motivational framework | a belief that effort drives behaviour and ability, which can change |
| Ecological validity | the extent to which the findings still explain the behaviour in real life situations |
| Ethics | moral principles about how someone should behave in a society |
| Debrief | after an investigation, participants are given full disclosure of the study |
| Generalisability | the extent to which the results of a study represent the whole populations, not just the sample used |
| Morals | standards of right and wrong behaviours that can different between cultures and can depend on the situation |
| Moral development | children's growing understanding about right and wrong |
| Heteronomous | rules put into place by others |
| Autonomous | rules can be decided by the individual |
| Norms | society's values and customs, which a person in that society would be governed by |
| Nativist theories | theories that view morality as part of human nature |
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