Cognitive Development Quiz

This area of development includes changes in thinking, memory, problem-solving, and other intellectual skills.

This area of development includes changes in an individual's relationships with others.

This area of development includes changes in the body's size, shape, and characteristics.

A change in the amount or degree of a skill or characteristic.

A change in the kind or type of skill or characteristic, involving a new level of understanding.

A branch of psychology that explains human behavior based on how the mind works (memory, thinking, etc.).

An interdisciplinary approach to studying human development that recognizes the complex interplay of individual characteristics, environmental factors, and their interactions.

A theory that suggests our cognitive and social traits have evolved through natural selection to promote survival and adaptation.

The study of animal behavior, particularly focusing on genetically determined survival behaviors that evolved through natural selection.

An unconscious drive for physical pleasure, often associated with sexuality and aggression.

The most primitive part of the personality, present at birth, that seeks immediate gratification of basic instincts and desires (like hunger, sex).

The conscious part of personality that develops in early childhood (age 2-3) and aims to satisfy the Id's desires realistically, while respecting societal rules and the Superego's moral code.

The first stage of psychosexual development (birth-1 year) focusing on the mouth as the primary source of pleasure and gratification. Weaning is a key developmental task.

The second stage of psychosexual development (1-3 years) where the anus becomes the primary erogenous zone. Toilet training is a crucial development task.

The third stage of psychosexual development (3-6 years) where children become aware of their genitals and experience the Oedipus or Electra complex. Resolving these complexes is a major developmental task.

The fourth stage of psychosexual development (6-puberty) characterized by a period of sexual dormancy. Children focus on developing social skills, learning, and forming relationships with same-sex peers.

The final stage of psychosexual development (puberty onwards) marked by the re-emergence of sexual interests and the development of mature sexual relationships.

A theory of personality development that emphasizes the role of social interactions and cultural influences in shaping an individual's psychosocial identity.

Eight stages of development described by Erikson, each characterized by a unique psychosocial crisis or dilemma that individuals must resolve to achieve healthy personality development.

The first psychosocial stage (birth-1 year) where infants develop trust in their caregivers if their needs are consistently met and develop mistrust if their needs are not met.

Successfully navigating the psychosocial dilemmas in each stage of development is essential for healthy personality development.

The second stage of Erikson's theory, where toddlers develop a sense of independence and self-control. This stage focuses on the child's desire to explore and make choices.

The third stage of Erikson's theory, where preschoolers develop a sense of purpose and initiative. This stage focuses on the child's increasing desire to take on new roles and responsibilities.

The fourth stage of Erikson's theory, where school-aged children develop a sense of competence and achievement. This stage emphasizes mastering academic and social skills.

The fifth stage of Erikson's theory, where adolescents develop a sense of who they are. This stage focuses on exploring values, beliefs, and career choices.

The ultimate goal in Maslow's Hierarchy of Needs, where an individual reaches their full potential and experiences personal growth.

A type of learning where a neutral stimulus (like a bell) becomes associated with a naturally occurring stimulus (like food) to produce a response (like salivation).

A type of learning where behaviors are influenced by their consequences. These consequences can reinforce behaviors (make them more likely) or punish them (make them less likely)

Vygotsky's concept that describes the range of tasks that a child can perform with the help of a more knowledgeable other but cannot yet perform independently.

Enduring changes in a person's abilities and behaviors throughout life, shaped by biological growth and environmental interactions.

A systematic approach to studying development using observation, experimentation, and data analysis to test hypotheses and draw conclusions.

The scientific study of how individuals change across their lifespan, encompassing physical, cognitive, social, and emotional aspects.

The view that development is a lifelong process with significant changes occurring throughout every stage, influenced by culture and context.

Genetically programmed sequential patterns of change, indicating a natural progression of development.

The ability to change and adapt throughout life in response to environmental demands.

Combining knowledge and perspectives from different fields like biology, psychology, and sociology to understand human development.

The ability to recognize that redistributing material doesn't affect its mass, number, volume, or length. For example, recognizing that two equal amounts of water remain equal even when poured into differently shaped containers.

Considering multiple aspects of a situation instead of focusing on just one. This allows for a more comprehensive understanding, taking into account different perspectives.

Understanding that numbers or objects can be changed and returned to their original condition. This allows for logical reasoning and problem-solving.

The time it takes children to apply new cognitive skills to different kinds of problems.

The ability to recall information from long-term memory without using short-term memory, achieved through practice. This frees up short-term memory for more complex processing.

Cognitive psychology explains behavior by focusing on how the mind operates, including memory, thinking, and other mental processes.

Cognitive psychology is grounded in lab experiments and provides a solid scientific base. It has also contributed to the development of effective therapeutic interventions.

Cognitive psychology research often relies on artificial lab tasks, which may not accurately reflect how the mind works in real-world situations.

Systems theory captures the complexity of human development, taking into account individual factors and their interactions with the context.

The complexity of systems theory makes it difficult to make specific predictions about development due to the many variables involved.

The id represents basic instincts and impulses, the ego acts as a mediator, and the superego represents moral rules.

The ego acts as a mediator, trying to balance the id's desires for immediate gratification with the superego's moral code.

A simplified, higher-pitched way of speaking adults use with infants. It helps babies identify sounds in their mother's speech specific to the language they are learning.

The stages of language development, starting from cooing and babbling, to the use of first words and phrases.

A stage of language development when infants produce consonant and vowel sounds, often mimicking the intonations of their native language.

A single word used by infants to express a complete thought or idea. It combines a word with gestures to convey meaning.

A period during early language development when infants rapidly learn new words and expand their vocabulary.

Early sentences used by children that are short, simple, and omit grammatical markers, like 'go park' instead of 'I want to go to the park'.

The ability to speak and understand two languages.

The ability to think about and analyze language, such as understanding the structure of sentences.

Bilingual children have enhanced metalinguistic ability and improved working memory. They also understand that multiple words can represent the same object.

Different cultures have different parenting styles and child-rearing practices that can influence the pace of language development.

Infants first individuate objects based on kind (e.g., all dogs are the same) before they learn to differentiate based on properties (e.g., black dog vs. brown dog).

Infants as young as a few weeks old can learn through classical conditioning, associating a neutral stimulus with a naturally occurring one, like associating a particular sound with feeding.

A mother's voice is a powerful reinforcer for infants, influencing their behavior through operant conditioning.

Even very young infants demonstrate observational learning, imitating behaviors they see.

Schemas are mental frameworks that organize our experiences into expectancies, helping us make sense of the world.

By 7 months of age, infants can use basic categories to process information, understanding that certain objects belong together.

Babies begin forming hierarchical categories around 2 years old, but they don't fully develop until age 5.

The Bayley Scales measure various aspects of infant and toddler development, including cognitive, language, motor, and social-emotional skills.

Habituation tasks are a potential measure of infant intelligence, evaluating how quickly a baby gets bored with familiar stimuli.

Fagan's test offers a standardized way to measure habituation rate, useful for identifying potential developmental issues.