QCAA Psychology EA key terms

A distinct period of life, such as infancy, childhood, adolescence or adulthood, during which characteristic physical, cognitive and social changes typically occur.

The genetically programmed unfolding of physical and neurological changes over time, relatively independent of experience, that prepares a person for new abilities.

A narrow window in development during which a particular ability must be acquired for it to develop normally; after the window closes, acquisition becomes difficult or impossible.

A time when development is especially responsive to particular experiences, though the ability can still develop later with more effort.

The period of rapid physical change, driven by hormonal activity, through which a child's body becomes sexually mature and capable of reproduction.

An enduring emotional bond between an infant and a caregiver, shown through behaviours such as seeking closeness and distress at separation.

A pattern in which an infant uses the caregiver as a safe base for exploration, is upset by separation and is readily comforted on reunion.

A mental template built from early caregiving experiences that shapes a person's expectations about whether others are reliable and whether the self is worthy of care.

In Piaget's theory, fitting new information into an existing mental framework without changing that framework.

In Piaget's theory, altering an existing mental framework, or creating a new one, in order to make sense of information that does not fit.

An organised mental framework or set of expectations that guides how a person interprets, stores and recalls information.

The understanding that objects continue to exist even when they are hidden from view, typically emerging toward the end of infancy.

The understanding that a quantity stays the same despite changes in the appearance or arrangement of the substance, such as pouring liquid into a taller glass.

Difficulty taking another person's perspective or recognising that others may hold beliefs and see situations differently from oneself.

The ability to attribute mental states such as beliefs, desires and intentions to oneself and others, and to use these to predict behaviour.

The gap between what a learner can do alone and what they can achieve with guidance from a more capable person.

Temporary support provided by a more capable person, such as prompts, hints or demonstrations, that is gradually withdrawn as the learner gains competence.

Demonstrating a behaviour so that an observer can learn it by watching, a process central to social learning accounts of development.

Acquiring a new behaviour by watching others perform it and the consequences they receive, without the learner being directly reinforced.

An increase in the likelihood of a behaviour after observing someone else being rewarded for performing it.

Learning in which a neutral stimulus comes to elicit a reflexive response after being repeatedly paired with a stimulus that already produces that response.

Learning in which the likelihood of a voluntary behaviour changes because of the consequences that follow it, such as rewards or punishments.

A consequence that increases the likelihood of the behaviour it follows, either by adding something desirable or removing something unpleasant.

A consequence that decreases the likelihood of the behaviour it follows, either by adding something unpleasant or removing something desirable.

The gradual weakening and disappearance of a learned response when the reinforcement or conditioned stimulus pairing that maintained it is no longer presented.

The view that people learn by observing and imitating models, with the likelihood of imitation shaped by attention, retention, reproduction and motivation.

A relatively stable evaluation of a person, object or issue that includes feelings, beliefs and a tendency to act in a particular way.

The uncomfortable tension felt when a person holds two conflicting beliefs, or acts in a way that contradicts their beliefs, motivating a change to reduce the discomfort.

The process of explaining the causes of one's own behaviour or other people's behaviour, often by reference to internal qualities or external circumstances.

The tendency to overestimate internal, dispositional causes of other people's behaviour while underestimating the influence of the situation.

A generalised, oversimplified belief about the characteristics of members of a particular group, applied to individuals regardless of their actual qualities.

A negative attitude toward a person based solely on their membership of a particular group, involving feelings rather than necessarily actions.

Unfair treatment of a person or group based on characteristics such as ethnicity, gender or age, rather than on individual merit.

Changing one's behaviour or stated beliefs to match the norms or expectations of a group, often in response to real or imagined pressure.

Following a direct instruction or order from a person perceived to hold authority, even when the request conflicts with one's own judgement.

Conformity driven by the desire to be liked and accepted by a group, rather than by a belief that the group is correct.

Conformity driven by the belief that others hold accurate information, leading a person to accept their judgements as evidence about reality.

The finding that a person is less likely to help someone in need when other people are present, with helping decreasing as group size grows.

The reduced sense of personal obligation to act that occurs when responsibility is shared among members of a group.