Chapter 4

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Across
  1. 5. form of learning in which stimulus is repeatedly paired with another so that the second one brings forth a response, so that all learning happens through experiences. (Watson)
  2. 6. theory of intelligence outline several different kinds of intelligence, rather than the notion of intelligence as measured by standardized testing, such as the IQ. (Gardner)
  3. 8. form of learning in which an organism's behavior is shaped by what is reinforced. (Skinner)
  4. 10. Theory of development outlining the process by which energy is expressed through different erogenous parts of the body during different stages of development; inner drives of pleasure and aggression influence behavior unconsciously
  5. 11. orderly set of changes in the life span that occurs as individuals move from conception to death
  6. 12. argument regarding human development that centers around two opposing viewpoints; NATURE refers to the belief that it is a person's genetic, inherent character, whereas NURTURE applies to the notion that it is the sum total of experiences
  7. 14. kind of psychological learning that takes place when pairing something that stirs an activity with the activity itself in a way that the stimulus (bell) will trigger a previously unrelated response (salivating).
  8. 16. A procedure, such as reward or punishment, that changes a response to a stimulus; the act of encouraging a behavior to increase in frequency.
  9. 17. process of learning the rules and behaviors expected when in situations with others
  10. 19. Bandura's theory about learning that emphasizes the cognitive processes of observational learning
  11. 21. tentative explanation or assumption made to draw inferences or test conclusions; an interpretation of a practical situation that is then used as a basis for guiding research
  12. 22. The guidance, assistance, or cognitive structures provided to children to help them learn a new skill or set of information. (Vygotsky)
  13. 24. model of four systems influencing human development, each system nested within the other like a circle of rings while the child is at the center. (Bronfenbrenner)
  14. 25. discipline that blends neuroscience, psychology, cognitive science, and education to apply knowledge of brain function with new ways of learning and teaching. relational bond that connects a child to another important person; feelings and behaviors of devotion or positive connection. (Bowlby, Ainsworth)
  15. 27. sociocultural dimension of being female or male that includes identity and appropriate roles
  16. 29. psychological issues that deal with how people relate to others and the problems that arise on a social level. Identifies crises at stages through life answering "Who am I?" (Erikson).
  17. 30. field of cognitive study that involves the brain, neural anatomy of the body, and the functions of the brain that affect development
  18. 31. theory describing conditions for health and well-being as a pyramid/hierarchy of human needs. (Maslow)
  19. 33. Children move through a series of stages from birth through adolescence, with each stage using different intellectual abilities and processes. (Piaget)
  20. 34. acquisition of skills and behaviors by observing others.
  21. 35. ability to use more than one mode of thinking or linguistic system; the flexibility to switch learning styles and cognitive modes with an awareness of and respect for differing cognitive styles
  22. 37. skill or set of information children are ready to master with the assistance of another skilled person. (Vygotsky)
Down
  1. 1. thinking process by which a person "makes sense" and puts into balance new information with what is already known. (Piaget)
  2. 2. process of growth whereby a body matures regardless of and relative independent of specific interventions like exercise, experience, or environment
  3. 3. model of learning that states individuals learn through adaptation; children are active at making meaning, testing out theories, and trying to make sense of the world themselves. Knowledge is created by each individual through experiences and integrating new ideas into existing knowledge. (Piaget/Vygotsky)
  4. 4. Not conscious, without awareness, occurring below the level of intentional thought.
  5. 7. Theory referring to the social and cultural influences influences on child development, explaining how those are inseparable from inborn influences on development. (Vygotsky)
  6. 9. discipline that blends neuroscience, psychology, cognitive science, and education to apply knowledge of brain function with new ways of learning and teaching
  7. 13. Incorporating new information by putting it together with what is already known; Children usually first try to put new experiences in the categories they already know. (Piaget)
  8. 15. set of principles for a person's wellness or ability to be the most that a person can be; the state of being that results from having met all the basic and growth needs. (Maslow)
  9. 18. brain's response to a perceived threat; when a person senses a threat or danger, the brain will become less flexible and revert to primitive attitudes and procedures.
  10. 19. type of symbolic play with at least two children cooperating in dramatic play that involves imitation and make-believe.
  11. 20. part of behaviorist theory that describes learning through observing and imitating an example. The model observed can be real, filmed, or animated; and the child mimics in order to acquire the behavior. (Bandura)
  12. 23. Incorporating new information by adjusting the categories, or schema, of what is already known to allow the new information to fit. (Piaget)
  13. 26. group of general principles, ideas, or proposed explanations for explaining some kind of phenomenon; here, child development
  14. 28. Self-centered; regarding the self as the center of all things; the inability to take someone else's intellectual or physical point-of-view. (Piaget)
  15. 32. Human activity or behavior that is relatively free of rules except for those imposed by the participants themselves, focuses on the doing rather than the end result or product, is controlled by the participants, and that requires interaction and involvement
  16. 36. sense of self that develops and grows more complex over a lifetime