UNIT 3 - Part 2

A mental framework used to understand and organize information about the world.

Piaget's first stage of cognitive development, occurring from infancy to toddlerhood (approximately 0-2 years).

The understanding that objects continue to exist even when they are out of sight.

Piaget's second stage, from toddlerhood to early childhood (approximately 2-7 years).

The ability to use symbols (words, images, objects) to represent things not physically present.

When a child uses imagination to act out scenarios with toys, objects, or other children.

Attributing human-like qualities (feelings, thoughts) to non-living things, often seen during pretend play.

The inability to see the world from another person's point of view.

The ability to understand that other people have different thoughts, feelings, and perspectives than one's own.

Piaget's third stage, from early childhood to late childhood (approximately 7-12 years).

The ability to organize objects based on multiple attributes simultaneously.

The ability to arrange items in a quantitative order.

Piaget's final stage, from late childhood into adulthood (approximately 12 years and older).

The ability to start with a general principle and apply it to specific situations to form a conclusion.

Developed by Vygotsky, this theory posits that children are social learners who acquire knowledge through interaction with others and within sociocultural contexts.

A teaching method where a more knowledgeable person supports or facilitates a child in learning a new skill or concept.

A broad term for cognitive disorders that significantly impair memory, reasoning, and other mental abilities.

A specific type of dementia characterized by progressive memory loss and cognitive decline.

A shared, rule-governed system of arbitrary symbols (phonemes, morphemes, semantics) that is generative, allowing for an infinite production of ideas.

The smallest units of speech (sound) that differentiate one word from another.

The smallest units of meaning (structure) in a language.

A set of rules that govern how words can be combined to form meaningful phrases and sentences.

The specific rules for arranging words and phrases into sentences (sentence structure).

The study of interpreting the meaning of words or sentences.

Communication using visible bodily actions (hand, arm, facial movements) to convey messages, either in place of or alongside speech.

When a child learning a new language applies grammar rules too broadly, such as 'go-ed' for 'went' or 'mouses' for 'mice'.

Urie Bronfenbrenner's theory explaining how the social environment influences development through various nested systems.

A range of parenting styles including Authoritarian, Authoritative, Permissive, and Negligent.

Characterized by strict rules, little discussion, and punishment to enforce rules. Leads to low self-esteem and difficulty making decisions. Emphasizes respect for elders and community harmony.

Involves clear rules and expectations with room for discussion. Parents explain reasoning, encourage input, and focus on independence while maintaining limits. Fosters strong self-esteem, self-regulation, and social skills.

Features fewer rules and expectations, giving children lots of freedom; parents often avoid setting limits. Children may be more creative and feel loved but struggle with self-discipline and respect for authority.

Parents are completely uninvolved in their children's lives, playing little to no role. Often described as 'uninvolved' or 'I don't care'.

A research method by Mary Ainsworth to assess infant-caregiver attachment, involving a series of separations and reunions between a child and their primary caregiver in a controlled environment.

Patterns of relating to caregivers, formed during childhood and infancy, influenced by the caregiver relationship and the child's temperament.

A child's innate personality traits (e.g., easygoing, shy, irritable) that play a major role in shaping attachment styles.

Children are generally calm and adaptable, making it easier for them to form secure attachments.

Children tend to have larger emotional reactions and are harder to soothe, often leading to the formation of insecure attachments.

A child's feeling of nervousness, upset, or fear when away from their caregiver, typically observed between 6 - 18 months old, as caregivers are the primary source of comfort.

Young children play next to each other but without direct interaction or shared goals.

Children create imaginary worlds and stories, acting out scenarios with toys, objects, or other children. This helps them learn social and communication skills.

In adolescence, a renewed focus on one's own perspective, similar to the preoperational stage (see 3.4 Cognitive Development - Piaget).

Teenagers believe they are constantly at the center of attention, leading to self-consciousness as they think everyone notices their imperfections.

The belief that an individual's experiences are unique and that no one else can truly understand what they are going through.

A belief that certain challenges or setbacks in life will not happen to them (like protagonists being invincible), often leading to risky behaviors.

The unique set of characteristics, behaviors, beliefs, and affiliations that form an individual's sense of self and continuity over time.

An individual has not committed to a set of ideas or identity and has not explored any possibilities, often resulting in a lack of direction.

An individual has a high degree of commitment to a particular identity or idea, but without exploring other options (committed but only 1 option).

An individual is actively exploring their identity and possible options; however, they do not have a commitment to one particular identity or idea just yet (searching).

An individual has a set identity and has explored their options. They came to their own conclusion about their identity and do not rely on someone else's (explored and committed).

Societal expectations about when major life events should happen, such as marriage, getting a job, or buying a house.

A developmental period in early 20's where individuals explore career paths, relationships, and identities before taking on full adult responsibilities.

Patterns of relating to others, formed during childhood and infancy, shaped by caregiver relationships (see [3.6 Social-Emotional Development - Attachment]).

Individuals easily form relationships and trust others, often stemming from consistent, supportive caregiving.

Individuals have a hard time trusting others and forming healthy relationships, often due to inconsistent or neglectful caregiving.

Stressful or traumatic events that occur during a person's childhood, such as abuse or neglect. Can lead to difficulties in emotional expression and relationship formation in adulthood.

A set of negative and unfair beliefs that a society or group of people have about something, which can hinder individuals from seeking necessary support.

A reconceptualization of the psychosexual theory (see [3.6 Social-Emotional Development - Sigmund Freud]), proposing that people must resolve psychosocial conflicts at each stage of the lifespan.

Freud's three parts of personality: the Id demands instant gratification, the Ego moderates demands, and the Superego upholds moral standards.

A series of childhood stages (Oral, Anal, Phallic, Latency, Genital) during which the Id's pleasure-seeking energies focus on distinct erogenous zones, shaping adult personality.

Unconscious psychological strategies (e.g., repression, denial) employed by the Ego to protect the mind from anxiety and related emotions.

A child's sexual attraction to the opposite-sex parent and rivalry with the same-sex parent, primarily occurring during the phallic stage.

A therapeutic technique to interpret the unconscious mind's desires and conflicts by examining the manifest (remembered) content of dreams.

In therapy, patients project feelings for significant others onto their therapists, providing insight into unresolved emotional issues and conflicts.