Input: [Accommodation] Central Nervous System (CNS)

Output: The nerve cells, fibers and tissues that make up the spinal cord and brain.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Central Traits:

Output: Personality characteristics (e.g., warm, cold)that strongly influece the impressions made about the person possessing those traits.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Cerebellum

Output: Large structure on the dorsal aspect of the hindbrain. Involved in the extrapyramidal control of motor activites (e.g., coordination, balance, posture). Damage can result in ataxia (loss in ability to control voluntary body movement).

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Ceberal Cortext

Output: The outer covering of the cerebral hemispheres of the brain. Involved in higher-order sensory, emotional, motor, and intelectual activities. Divided into two hemispheres, with each containing four lobes, frontal, parietal, temporal and occipital.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Chronic Illness

Output: Successful adjutment to a chronic illness (e.g., diabetes) is related to several factors including less serious illness (especially less functional impairment) Adolescence appears to be a period of increased risk for noncompliance to medical regimens for individuals with a chronic illness.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Classical (respondent) conditioning

Output: A type of learning in which a reutral (conditioned) stimulus is repeatedly paired with an unconditioned stimulus so that the neutral stimulus alone eventually elicits the response that is naturally produced by the unconditioned stimulus. In Pavlov's orignial studies, the meat powder was the unconditioned stimulus and a tone was the conditioned stimulus. As the result of pairing the tone with the meat powder, the tone eventually elicited salivation.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Classical extinction

Output: The gradual elimination of a classically conditioned resonse by repeatedly presenting the conditioned stimulus without the unconditioned stimulus.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Cognitive dissonance theory

Output: Festinger's theory of attiude change that proposes that inconsistencies in cognitions produce discomfort (dissonance), which motivates the individual to reduce the dissonace by changing his or her cognitions.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Cognitive learning Theory

Output: Theories of learning that stress the inner psychological aspects of learing (e.g., process of information, development of problem-solving and decision-making strategies, etc.)

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Communication networks

Output: The patterns of communication between individuals or between departments in an organization. These networks are usually catergorized either centralized or decentralized: centralized networks are more effective for simple tasks and are associated with greater satisfaction for the central person only. While decentralized networks are better for complex tasks and are accociated with greater overall levels of satisfaction

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Compensatory Preschool Program

Output: In contrast to early evaluations of Head Start and other compensatory preschool programs for disadvantabed students, more recent studies suggest that they have positive long-term effets on measures of reading, language, mathematics achievement, attitudes toward achievemnt. They are associated with lower rates of placement in special education classes, lower high-school dropout rates, and benefits in terms of measuring life success.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Concrete operational stage

Output: The third stage in Piaget's model of cognitive development: spans ages 7 to 11 years. During this stage, childern acquire logical operations and use logic to reason about concrete events or situations. Childern at this stage can "conserve"

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Conditioned Response (CR)

Output: In classical conditioning, a response that is elicited by a conditioned stimulus (CS) as a result of paring the CS with the US. The conditioned response is simular to , bu nt identical with, the unconditoned response (it is usually weaker in strength or magnitude) (Pavlov/salavation?)

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Conditoned Stimulus (CS)

Output: In classical conditioning, the previously neutral stimulus that, as the result of being paired with an unconditioned stimulus, now elicits a conditioned response (CR) (Pavlov/Bell?)

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Conformity

Output: A chage in behavior or attitude as the result of inderiect pressure.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Conformity to group norms

Output: Conformity to group norms is the highest when the task is ambiguous or complex, when group consensus is high, and when members have participated in setting the norms. Moreover, peple high in authoritarianism and rigidity and who have low self-esteem are more likely to conform to group norms.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Conservation

Output: The ability to recognize that certain properties of an object or substance do not change when its appearance is altered in a superficial way. For example, when a liquid is poured from a short, fat glass into a tall, thin one, the ability to recognize that the amount of liquid has not changed. The abiliyt to conserve develops gradually durng the concrete operational stage of development.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Contact Comfort

Output: The pleasurable tactile sensations by a caretaker; believed by Harlow and others to be a casual factor in the development of attachment between an infant and his or her caretaker.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Continuous Schedule

Output: In operant conditioning, providing reinformcement following each emission of the target response. Associated with rapid acquisition of a response and susceptibility to extenction.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Cooperative learning

Output: Learning strategies (e.g. the jigsaw classroom)in which students of different races/cultures and ability levels work togetherto complete a school task. Cooperative learning has been found to increase the achievement of low-ability students, the self-esteem of all students, and to reduce prejudice and stereotyping.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Critical Periods

Output: A stage during which an organism is especially susceptible to positive and negative environmental influences. As an example, some investigators propose that childern are moste likely to exhibit severe emotional reactions to adoption when it occurs between six and twelve months of age.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Daycare

Output: Overall, quality daycare seems to have a positve effect on social competence and, among disadvantaged childern, on intellectual growth.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Deindividuation

Output: A state of relative anonymity that allows group members to feel unidentifiable. Deindividuation has been associated with increases in antisocial behaivors, apparently because the deindividuated person's behavior is no longer controlled by guilt, fear of evaluation, or other inhibitory controls.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Delphi Technique

Output: An appropach used to improve group problem-solving and decision making that de-emphasizes direct fact-to-face contact by group members. Involves pooling the independent judgement of members who do not have face-to-face contact throughout the process: instead, participants respond to questionnaires, the results of which are summarized and returned to participants for further comments:eventually all participants vote independently on the various solutions or decisions (Dalkey, 1969).

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Developmental Milestones

Output: Milestones in physical development include walking alone (13-14 months); using toilet during the day (2 yrs); and stable preference for right or left hand (4 years).

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Diathesis-Stress Model

Output: A model of certain mental disorders, which attributes them to a combination of genetic perdisposition and environmental stress factors.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Diminished Capacity to Parent

Output: According to J. Wallerstein, the deterioration in the relationship between childern and their parents following divorce. Following divorce, mothers and fathers spend less time with their childern, are less sensitive to their childern, have trouble seperating their own needs from the needs of the childern, and are often inconsistent, but more restrictive and demanding, in terms of control and punishment.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Divorce

Output: Several longitudinal studies have shown that the period following divorce (espcially the first year) is unpleasant for all parties. parents experience emotional problems and a diminished ability to parent effectively: childern exhibit a variety of behavioral, emotinal, and social problems. Some studies suggest that boys may suffer most and for the longer period. Preschool childern usually exhibit the greatest negativbe effectis initially, but the long-term negative consequences may be worse for older childer. Negative consequences are reduced when the conflict between parents is minimized.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Door-in-the-face-technique

Output: The technique for gaining compliance that is based on the assumption tha refusal of a large request will increase compliance with a subsequent smaller request.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Dopamine

Output: A catecholaminergic neurotrasmitter involved in inhibitory motor regulation and motivational/emotional functions. Insufficient dopamine in the basal ganglia is belived to underlie Parkinson's Disease: oversensitivity to dopamine has been linked to Schizophreia.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Down Syndrome (Trisomy 21)

Output: A form of mental retardation caused by the presence of an etra 21st chromosome. Characterized by certan physical features (e.g. "mongolism" and mild to severe Mental Retardation.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Early Parent-Child Seperation

Output: Prolonged seperation between a child and primary caregiver has the least impact when it occurs prior to three months of age and the worst consequences when it occurs after nine months (up to about two or three years of age).

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Ego

Output: According to Freud, the aspect of the psyche associated with rational, relaistic, thougt. It is the ego's task to resolve conflict between the id, the superego, and reality.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Endorphins

Output: Endogenous neuromodulators that have an alalgesic efect simular to morphine.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Equilibration

Output: According to Piaget, the tendency towards bioloical and psychological balance. Equilibration underlies cognitive development.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Essential Hypertension

Output: Elevated blood pressure not due to a known physical cause. High risk is associated with gender (males) obesity, cigarret smoking, excessive use of salt and genetics (e.g., Africal-American heritage)

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] False Consensus Bias

Output: The tendency to overestimate the degree to which we believe others think and act like us.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Fetal Alcohol Syndrome

Output: Physical and mental abnormalities (e.g., Mental Retardation, microcephaly, hyperactivity, cardiac defects) caused by extreme maternal intake during pregnancy.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] FI (FIXED INTERVAL) Schedule

Output: An intermittent reinforcement schedule in which the organism is reinforced for each predetermined interval of time in which it makes at least one response. Associated with "scallop" on the cumulative recordings of the subject's responses.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] First Words

Output: A baby's first words are usually uttered at about 12 months of age and ordinarily refer to familiar objects or actions on those objects (e.g., dada, baby, up)

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Foot-in-the-Door-Technique

Output: The technique for gaining compliance that is based on the assumption that compliance with a small request will increase the probabiliyt that an individual will subsequently comply with a much larger request.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Formal Operational Stage

Output: The stage in Piaget's model of cognitive development: begins at about age 11 or 12. Individuals at this stage are aware of their own thought process and can think more systemically about abstract and hypothetical concepts and ideas.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Forward Conditioning

Output: In classical conditioning, presentation of the CS prior to ( or simutaneously with) the US. Of the methods of forward conditioning, delay conditioning is most effective in producing a conditioned response. In delay conditioning, the CS precedes and overlaps the US.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] FR (Fixed Ratio) Schedule

Output: An intermittent reinforcement schedule in which an organism is reinforced following a predetermined number of responses (e.g. after each 10th response). the cumultive record exhibits "post-reinforcement pauses". especially as the number of responses required for reinforcement increases.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Frontal Lobe

Output: The anterior portion of the cerebral hemisphere of the brain. Contains the motor area and perfontal association cortex and is involved in initiative, planning ability, social empahty, and tact. Damage to the frontal lobe can cause dysarthria (difficult, poorly articulated speech) loss of fine movement or strength, Broca's aphasia, a reduction in planning and problem solving ability, and personality changes.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Frustration-Aggression Hypothesis

Output: The theory that aggression is always motivated by frustration.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] fundamental Attribution bias:

Output: The attribution error in which an observer tends to overestimate dispositional causes and underestimate situational causes when making attributions about an actor's behavior.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] GABA

Output: The most common inhibitory neurotransmitter. Low levels of GABA in the motor region are associated with Huntington's Disease and may be involved in anxiety.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Gain-Loss-Theory

Output: The theory of attraction which proposes that liking is related to the pattern rather than the amount of reward. According to gain-loss theory, people tend to be most attracted to individuals who show increased liking for them and to be least attracted to individuals who show decreased liking for them.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Gay and lesbian Parents

Output: The research indicates that childern with gay or lesibian parents are essentially indistinguishable from those with heterosexual parents in terms of psychosocial adjustment, gender identify development, and sexual orientation.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Gender and Teacher Feedback

Output: The research indicates that teachers tend to respond differently to boys and girl. Boys generally recieve more correction, criticism, praise and help than girls. Moreover, the nature of the feedback is gender-related: e.g., boys are more often criticized for sloppiness and inattention, girls for inadequate intellectual performance.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Gender Role Development

Output: The process of becoming aware of one's own gender and acquiring motives, values, behaviors, etc. of that gender; i.e., of acquiring a gender identify and adopting gender-role behavior. According to Kohlberg, involves three stages: gender identify, gender stability, and gender constancy.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Genotype

Output: Characteristicts that are genetically inherited

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Group Cohesion

Output: The feeling of solidarity amoug group members. Cohesiveness is high in smaller groups; when initiation or entry into the group is difficult; when members are relatively homogenous; and when there is an external threat. High cohesiveness can sometimes lead to poor groop decision-making (e.g., when "groupthink" develops).

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Group Polarization

Output: The tendency of groups to make more extreme decisions (either more conservative or more risky) than individual members would have made alone.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Groupthink

Output: A mode of group thinking in which group members' desires for unanimity and cohesivenss override their ability to realistically appraise or determine alternative courses of action. Can be alleviated by encouraging dissent or having someone play devil's advocate.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Head Start

Output: In contrast to early evaluations of Head Start and other compensatory education programs for economically-disadvantaged students, longitudinal studies suggest that such programs have positive effects on measures of reading, languge, and mathmatics achievement and attitudes toward achievement are associated with lower rates of placement in special education classes and lower high school dropout rates.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Higher-Order Conditioning

Output: In classical conditioning, the situation in which a perviously-established CS IS used essentially as a US to establish a conditioned response with a new conditioned (neutral)stimulus.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Hippocampus

Output: A limble brain structure involved in response inhibition, emotional behavior, and , most importantly in humans, memory consolidation.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Hospitalism

Output: A term used by Spitz to describe the syndrome found in infants who have been seperated from their mothers (or other primary caretakers). Symptoms include listlessness, unresponsiveness, indifference, and retarded growth.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Huntington's Chorea

Output: A heriditary disease involving progressive deterioration of involuntary movements and dementia. Most cases have an average onset of age 35

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] HyPERthyroidism

Output: A disorder caused by hypersecretion of thyroxin by the thyroid gland. Characterized by a speeded-up metabolism, elevated body temperature, accelerated heart rate, increased appetite with weight loss, exophthalmos, nervousness, and insomnia. Hypothyroidism occurs most oftent between the ages of 20 and 40 and is more common in females than males.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Hyperventilation syndrome

Output: A disorder characterized by rapid breathing that leads to an excessive intake of oxygen and expulsion of carbon dioxide. Produces dizziness, faintness, paresthesia, and psychomotor impairments.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Hypothalamus

Output: A cluster of neclei in the diencephalone (a part of the brain) that controls the autonomic nervous system and endocrine glands, mediates basic drives, and regulates emotional expression.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] HyPOthyroidism

Output: A disorder caused by hyposecretion of thyroxin by the thyroid gland. Characterized by a slowed metabolism, slowed heart rate, lethargy, lowered body temperature, impaired concentration and memory, and depression.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] ID

Output: According to Freud, the aspect of the psyche that is present at birth, that contains the libido and other instincts, and seeks immediate gratification of its impulses

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Identify Issues in Adolescence

Output: Erickson considered the development of a coherent identify to be the major developmental task of adolescence. One aspect of identify formation during adolescence is a renewed egocentrism, which is manisfested in the imaginary audiance of the personal fable.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Insight (Kohler)

Output: The apparent understanding of the relationship between elements in a problem-solving situation. From the perspective of gestalt psychology. insight involves perceptual reorganization. The "aha" experience.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Intergroup Contact

Output: Research shows that intergroup contact can help reduce intergroup hostility when certain conditions are met. These include having groups of equal status or power and being provided with opportunities to engage negative stereotypes of the opposing group's members. Of course, the effects on intergroup contact are maximized when members of the groups are working together on a superordinate goal.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Intermittent (Partial) Reinforcement

Output: In operant conditioning, any pattern of reinforcement that is not continuous. Includes the fixed interval, fixed ratio, variable interval, and variable ratio schedules. Associated with greater resistance to extinction than a continuous schedule.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Kubler-Ross

Output: Developed Five Stages of Model Adjustment to the idea of one's own death: denial, anger, bargaining, depression and acceptance.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Language and Gender

Output: The research has identified some gender differences in language use: In conversations, males talk for longer periods and interrupt more; females hesitate more often and ask more questions and attach taq questions to statements.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Latent Learning (Tolman)

Output: A learning model which proposes that learning can take place without reinforcement or actual performance improvement. Toleman's research showed that rats formed "cognitive maps" of maze events without being reinforced in doing so.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Law of Effect (Thorndike)

Output: The principle that organisms tend to acquire behaviors that lead to satisfying consequences quicker than behaviors that lead to unsatisfying consequences.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Learned Helplessness

Output: The feeling that one has no control over one's outcomes or events in the environment: often results when one experiences an acutal loss of control.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Left Hemisphere

Output: The left (dominant) hemisphere of the brain tends to be larger than the right hemisphere, and it dominates verbal activities (spontaneous speaking and writing, word recognition, memory for words and numbers) ; analytical, logical thought; and negative emotional states.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Limbic System

Output: Subcortial structures in the brain involved in drive states and the experience of emotion. Its major structures are the amygdala, spectum, cingulate gyrus, and hypocampus.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Locus of Control

Output: A construct developed by Rotter to describe the extent to which an individual believes that life events are under his or her own control (internal locus of control) or under the control of external factors (external locus of control)

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Maternal Employment

Output: Research inestigating the effects of maternal employment has found it to be associated with greater personal satisfaction for the working mother and, in terms of the children, with fewer sex-role sterotypes and greater independence, and, for the lower -SES boys, better performance on measures of cognitive development.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Maternal Health

Output: Maternal health during pregnancy can affect embronic and fetal development. Prolonged malnutrition, for instance , can have a negative impact on brain development.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Memory strageties

Output: Rehersal, elaboration, organization, and other membory strategies are not used regularly by childern until age 10, which helps explain the problems younger children exhibit on measures of long-term membory.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Mid-Life Transition

Output: For Levinson, the period between ages 40 and 45 characterized by a questioning on one's life structure. May involve a "mid-life-crisis", precipitated by a revaluation of one's past, and an awareness of one's mortality. Also characterized by a shift in time perspective from "time-from birth" to "time-left-to- die".

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Misery loves company syndrome

Output: Refers to Schachter's findings that highly-anxous individuals prefer to affliate with (wait with other individuals) with other highly-anxious people.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Moral Development (Kohlberg):

Output: According to Kohlberg's cognitive-developmental theory, moral development coincides with cognitive development and involves three levels athat each include two stages: preconventional (punishment and obedience: instrumental hedonism); conventional (good boy/girl: law and order); and postconventional (morality of contract, individual rights, and democratically-accepted laws; morality of individual principles of conscious).

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Nativist Approach

Output: The approach to development that attributes physical, mental and behavioral change to nature (inheritance). Chomsky's view of language as attributable to an innate "language acquisition device" is a nativist theory

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Nature-Nurture Controversy

Output: The controversy about the relative contributions of nature (heredity) and nurture (environment) to development. Most current theorists view nature and nurture as interacting bi-directionally: that is, nature affects nurture and vice versa.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Negative Punishment

Output: IN operant conditioning, the withdrawal of a stimulus contingent on the performance of a behavior in order to decrease the likelihood that the behavior will occur again. Response cost is an example of negative punishment (see Clinical Social Work Intervention Chapter)

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Negative Reinforcement

Output: In operant conditioning, the withdrawal of a stimulus following a behavior in order to increase the likelihood that the behavior will occur again. Response cost is an example of negative punishment (see Clinical Social Work Intervention Chapter)

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Neuron

Output: The nerve cell specialized for the condition of electrochemical signals that carry information from one part of the body to another (e.g. from the brain to the muscles; from the sensory organs to the brain). Consists of three components: dendrites, soma (cell body), and axon.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Neurotransmitter

Output: A chemical substance that is released from axon terminals, diffuses across synapese, and excites or inhibits receptor sites on postsynaptic cells. Includes acetylcholine, GABA, epinephrine, norepinephrine, dopamine, and serotonin.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Nominal Group Technique

Output: A means of improving problem-solving and decision making by groups that de-emphasizes direct face-to-face contact by group members. Involves brainstorming, followed by group discussion and a "secret ballot".

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Norepinephrine

Output: A catecholaminergic neurotransmitter that mediates the activities of the sympathetic nervous system and plays a role in the regulation of eating, sleeping, and positive reinforcement. Deficiency is associated with some form of depression.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Object Perfanence

Output: The Understanding that objects continue to exist when they are no longer detectable by the sneses (eg., when they are out of sight). Object permanence emerges at the end of Piage's sensorimotor stage of development.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Observation (social Learning

Output: Bandura's theory states that behaviors can be acquired simply by observing someone else (a model) perform those behaviors; i.e., that the acquisition of behavior is due largely to social influence and that learning is cognitively mediated and involves four processes: attention, retention, production,and motivation

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Occipital Lobe

Output: The most posterior portion of the cerebral hemisphere of the brain. Contains the primary sensory cortex for vision. Damage can result in visual object agnosia, color agnosia, word blindness and scotomas (blind spots).

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Operant Conditioning

Output: A type of learning in which behaviors are increased or decreased as the result of the consequences that follow them.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Operant Extinction

Output: In operant conditioning, the gradual elimination of a perviously-reinforced response throught the consistent withholding of reinforcement following that response. Usually associated with a temporary increase in the response (extinction bursts).

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Overjustification Hypotheseis

Output: The notion what when individuals are externally rewarded for a task they perviously found intrinsically interesting, their interest in the task will decrease.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Parasympathetic Division

Output: The division of the autonomic nervous system involved in the conservation of energy and relaxation. Activation of the parasympathetic division is associated with a slowing of heart rate, lowered blood pressure, contraction of pupils, reduction of sweat gland output, and increased activity of the digestive system.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Parenting Style

Output: Basic tendencies in parenting.Baumrind distinguishes between four styles that reflect various combinations of warmth and control: authoritarian, authoritative, indulgent-permissive, and indulgent-uninvolved. In general, parental warmth mixed with modeate control (an authoritative style) is associated with the best outcomes. These include greater self-control and self-reliance, achievement-orientation, and social responsibility.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Parkinson's Disease

Output: A disease of the basal ganglia characterized by muscle weakness, termor, and difficulty initiating and maintaining volunary movement. Believed to be due to insufficient dopamine

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Participant Modeling

Output: A technique based on observational learning theory in which a model demonstrates the desired behavior and then helps the individuals to gradually imitate the modeled behavior. Has been found useful for treating phobias.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Patterns of Attachments

Output: Research using Ainworth's "strange situation" has revealed four patterns of attachment: Secure, Insecure/ambivalent, insecure/avoidant and disorganized/disoriented. Each is associated with different caretaker behaviors and different personality outcomes.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Perception in the Newborn

Output: Infants have less than perfect vision when born but by about six months have visual acuity close to that of normal adults. In terms of audition, the new born i only slightly less sensitive than adults to the intensive of sound. Some auditory localization is evident at birth and it continues to improve during the first year.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Peripheral nervous system (PNS)

Output: The nervous systeme elements lying outside of the spinal cord and brain. The PNS consists of the spinal and cranal nerves and is divided into the comatic and autonomic nervous systems.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Phenotype

Output: Characteristicts that are measureable and observable. May be due to genotype and/or environmental factors. Eye color for example , is the result of genotype, while weight is usually due to a combination of genetic and environmental factors.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Piaget's Constructivism

Output: Piaget's theory of cognitive development, which proposes that knowedge is actively constructed by the individual from elements provided by both maturation and experience. Describes cognitive development as involving four universal and invariant stages: sensorimotor, preoperational, concrete operational, and formal operational. Also views adaptation to the environment as reflecting a combination of assimilation and accommodation.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] PKU (PHENYLKETONURIA)

Output: An inherited metabolic disease involving a deficiency of an enzyme needed to metabolize the amino acid phyenylalanine. If untreated in early infancy by a restriction in intake of foods containing phenylalanine, PKU can lead to severe mental retardation and other nervous-system disorders.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] PLAY

Output: Childhood plan is currently viewed as an essential contributor to a child's physical, cognitive, social, and emotional development

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Pleasure Principle

Output: As defined by Freud, the psychic force that motivates people to seek immediate gratification of instinctual (ID) impulses

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Positive Discriminative Stimulus

Output: A stimulus (cue) which signals that reinforcement will follow the performance of a particular behavior. (Often referred to simply as a "discriminative stimulus").

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Positive Punishment

Output: The application of a stimulus following a response with the goal of reducing or eliminating the response.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Positive Reinforcement

Output: The application of a stimulus following a response with the goal of increasing the occureance or strength of the response.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Postconventional Morality

Output: For Kohlberg, the final level of moral development. At this level, moral judgements are independent of personal consequences and social convention and are based on social contracts, democratically-determined laws, and universal principles. Many adults do not reach this stage of moral development.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Preconditioned Morality

Output: According to Kohlberg, the first level of moral development in which judgements of right and wrong are based on consequences and personal needs. Includes the punishment-obedience and instrumental hedonism stages. Characteristic of childhood.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Peroperational Stage

Output: The second stage in Piaget's model of cognitive development: spans ages 2 through 7. Childern at this stage can think symbolically but haven't mastered logical operations (e.g., mental addiction, classication, conservation).

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Primacy Efect

Output: The tendency for information persented first to have the greatest effect on impression formation or attitude change.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Primary (unconditioned) Reinforcement

Output: A stimulus that has reinforcing value without conditioning (learning). Examples include food and water.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Psychosexual Development (Freud)

Output: Freud's theory of personality development proposes that development involves five invariant stages ( oral, anal, phallac, latency, and genital) in which the libido shifts from one area of the body to another.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Psychosocial Development (Erickson)

Output: Erickson's theory of personality development proposes that the individual faces different social crisis as different points throughout the life span. these are: trust vs. mistrust ; autonomy vs. shame and doubt ; initiative vs. guilt; industry vs. inferiority ; identify vs. role confusion ; intimacy vs. isolation l generativity vs. stagnation ; and integrity vs. dispair.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Reactance

Output: The tendency to resist being influeced or manipulated by others, usually by doing the oppositve of what is desired or expected.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Reactions to Dying

Output: Kubler-Ross developed a five-stage model of adjustment to the idea of one's own death. The stages in order are : denial, anger, bargaining, depression and acceptance

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Reality Principle

Output: As defined by Freud, the principle on which the ego, operates as it mediates between the demands of th eid and the environment.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Reflexes in the Newborn

Output: At birth, infants exhibit a number of reflexes including the Moro reflex, which occurs in response to a loud noice or suddenly losing physical support, and the Babinski reflex, which is caused by tickling the soles of the feet.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Resilence

Output: Longitudianl studies suggest that early (pernatal and perinatal) environmental stress can be ameliorated when the baby experiences fewer stressors following birth, exhibits good communication skills, social responsiveness, and receives stable support from a parent or other caregiver.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Response Generalization

Output: In operant conditioning, response generalization occurs when a discriminate stimulus not only increases a particular response by also simular ones.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Reticular Activating System (RAS)

Output: A network of nerve fibers in the brin involved in wakefulness, attention, concentration , and introspection

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Right Hemisphere

Output: The right (non-dominant) hemisphere of the brain ; dominates in visual-spatial activities such as facial recognition, spatial interpretaion, and memory or shapes

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Risky Shift Phenomenon

Output: The proposal that group decisions tend to be "riskier" than decisions made by individuals

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Role

Output: the behavior expected of an individual based on his or her position or status. Individuals usually adopt more than one role; e.g., mother/father, daughter/son, and worker.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Role Ambiguity

Output: A condition resulting when an individual's role expectations are inconsistent or poorly defined. Can lead to stress, anxiety, lowered satisfaction, and reduced productivity. Role ambibuity can alos produce role conflict.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Role Conflict

Output: A condition resulting when : 1. the expectations related to an individual's role vary within a single group. 2. an individual's roles in different groups or settings are incompatible or 3. an individual's values or attitudes do not coincide with the requirements of his or her role. Role conflict is associated with anxiety, lowered satisfaction, reduced productivity, and higher rates of absenteeism from the group and dropout.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Role Discomplementarity

Output: A condition resulting when : 1. the different roles assumed by an individual conflict or 2. the individual's family, employer, co-workers etc. have role expectations for the individual that differ from his or her own role expectations.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Role Theory

Output: The assumption that individuals behave in accordance with the expectaions set by their family, by society, etc.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Satiation

Output: A condition of being satisfied or gratified with regrad to a particular reinforcer. Satiation is particularly a problem with continuous reinforcement and with the use of primary reinforcers.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Secondary (Conditioned) reinorcer

Output: Reinforcers that are not inherently reinforcing but that acquire their reinforcing value through association with a primary reinforcer. Tokens, for example, are reinforcing only because they can be exchanged for primary reinforcers

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Self-Control Procedures

Output: Behavioral and cognitive-behavioal techniques in which the client is trained to evaluate and modify his or her own behaviors. Self-reinforcement, self-punishment, and stimulus control are classified as self-control procedures.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Self-Fulfilling Prophecy

Output: The notion that having an expectation about an event will cause it to occur.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Self-Perception Theory

Output: The theory that individuals make attributions about their own attitudes and behaviors on the basis of observations of their own behaviors and other external cues.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Self-Serving Bias

Output: In casual attributions, the tendency to atribute one's succfess to internal factors and ones failures to external factors.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Sensorimotor Stage

Output: The first stage in Piaget's model of cognitive development; spans the first two years of life. During this stage, knowledge is acquired through the senses and motor behavior. The end of this state is marked by the emergence of symbolic thought and object performance

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Seperation Anxiety

Output: A normal fear response exhibited by a young child when he or she is seperated from a mother or other primary caretaker. Begins at about six to eight months, increases in intensity to about 14 to 18 months, and thereafter declines.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Serotinin

Output: A neurotransmitter involved in the suppression of the arousing effects of the RAS, the regulation of body temperature, hunger, aggression, sexual behavior, the Mood Disorders and Schizophrenia.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Sex-Role Stereotypes

Output: Stereotypes related to gender differences. Some of the differences identified in teh literature (e.g., differences related to need for achievement and conformity ) have been attributed to research methodology rather than true gender differences. Others - in particular, aggression - seem to be true differences that may have a biological basis.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Social Comparison Theory

Output: the theory that individuals use other people as sources of comparison in order to evaluate their own attitudes and behaviors.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Social Facilitation

Output: The increase in learning and performance that occurs in the presence of others. Most likely to occur when the task is simple or well-learned.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Social Inhibition

Output: The decrease of learning and performance that occures in the presence of others. Most likely to occur when the task is new or complex.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Somatic Nervous System

Output: The division of the peripheral nervous system involved in the control of the skeletal muscles.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Stages in language development

Output: Language development occurs in a predictable sequence of stages " cooing and babbling (6-8 weeks and 4 months respectively) Echolalia and expressive jargon (9 months) Holophrastic speech (1 to 2 years) telegraphic speech (18 months to 24 months) and Grammatically correct sentences (beginnng at about 2 and a half years old. )

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Stimulus Control

Output: the process by which a behavior does or does not occur due to the presence (or absence) of discriminative stimuil.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Stimulus Discrimination

Output: Learning to respond only in the presence of certain stimuli (i.e., in the presence of the original CS).

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Stimulus Generalization

Output: In operant and classical conditioning, responding with a particular response to similar stimuil; e.g., in classical conditioning, responding to stimuli simular to the CS with the CR.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Stranger Anxiety

Output: A normal fear response to strangers exhibited by young childern. Begins at about eight months of age and declines during the second year.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Superego

Output: According to Freud,the aspect of the psyche that presents an internalization of societal standards, values etc. and tha serves as the individual's conscience.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Superordinate Goals

Output: Goals that can be achieved only when individuals or members of different groups work together cooperatively. These have been found useful for reducing intergroup conflict.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Symbolic (Representational) Thought

Output: The ability to use words, actions, and other symbols to represent objects and experiences. Emerges at the end of Piaget's sensorimotor stage of development. Also referred to as "symbolic capacity".

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Sympathetic Division

Output: The dividion of the autonomic nervous system involved in the mediation of flight or fight (emergency) reactions. Activation of the sympathetic division produces increased heart rate, pupil dilation, increased blood sugar, and inhibition of the digestive process.

LCSW EXAM-HBSE-VOCAB WORDS Flashcards - Cram.com

For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Teacher Expectation

Output: Research on teacher expectations suggests that they have a "self-fulfilling prophecy effect" on the academic performance, motivational, and sel-esteem of students.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Temperament

Output: A person's basic disposition (e.g., level of reactivity and sel-control) that is believed to have a strong genetic component and is apparent soon after birth. Thomas and Chess distinguish between three types of basic temperament observed in babies: easy, difficult, and slow-to-warm-up.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Temporal Lobe

Output: A portion of the cerebral hemisphere of the brain. Contains the primary auditory cortex. Damage can result in auditory agnosia, amusia (loss of ability to recognize melodies). Wernicke's aphasia, cortical deafness, and impairment in long-term memory.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Teratogens

Output: Substances that cause defectsin the developing embryo and fetus: major structrual abnormalities are most likely when exposure to teratogens occurs during the embryonic stage (third through eight week of prenatal development). Exposure to alcohol, for example produces fetal alcohol syndrome, exposure to cocaine is associated with a variety of behavioral and cognitive symptoms.

LCSW EXAM-HBSE-VOCAB WORDS Flashcards - Cram.com

For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Tracking

Output: The practice of placing students into homogenous groups or classes on the basis of current achievement levels. Research suggests that tracking is associated with negative effects, especially for lower-ability childern who do better in heterogenous groups.

LCSW EXAM-HBSE-VOCAB WORDS Flashcards - Cram.com

For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Unconditioned Respose (UR)

Output: In classical conditioning, the response naturally elicited by the US without conditioning.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Unconditioned Stimulus (US)

Output: In classical conditioning, the stimulus that naturally elicits the target response (UR) without conditioning. In Pavlov's original studies, meat powder was the US and salivation was the UR.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] VI (Variable Interval) Schedule

Output: An intermittent reinforcement schedule in which the reinforcer is applied after a varyng amount of time (with the average time interval being predetermined). Associated with a smooth rate of responding.

LCSW EXAM-HBSE-VOCAB WORDS Flashcards - Cram.com

For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] VR (Variable Ratio) Schedule

Output: An intermitent reinforcement schedule in which the reinforcer is applied after a varying number of responses (with the average number of responses being predetermined). Associated with a high, stable rate of responding and the greatest resistance to extinction.

LCSW EXAM-HBSE-VOCAB WORDS Flashcards - Cram.com

For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Wernicke's Area

Output: Speech area located in the temporal lobe (usually the left lobe) of the brain. Responsible for the understanding of written and spoken language. Lesions produce receptive aphasia, which is characterized by an inability to comprehend written and spoken language or to name objects and qualities (anomia).

LCSW EXAM-HBSE-VOCAB WORDS Flashcards - Cram.com

For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: Acute illnesses caused by harmful bacteria/viruses

Output: Infectious Disease


Input: illness that develop or persist over time eg - heart disease, cancer, stroke

Output: Chronic Disease


Input: drilled hole in skulls to allow evil spirits to escape

Output: Trephination


Input: body refers to physical being incl skin, muscles, bones mind refers to abstract process such as thoughts, perceptions & feelings

Output: Mind/Body problem


Input: cognitive, affective, or behavioral tendencies stable across time & situations

Output: personality


Input: Classical conditioning - cs + us = r Operant conditioning - behavior is changed thru reinforcement &/or punishment

Output: 2 types of learning


Input: 1. promotes and maintains health 2. prevent & treat illness 3. Id causes & dx correlates of health, illness & dysfunc.

Output: Health Psych


Input: [Return] Components of Return

Output: - Income: cash or near-cash that is received as a result of owning an investment - Capital gains (or losses): the difference between the proceeds from the sale of an investment and its original purchase price

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Total Return

Output: the sum of the income and the capital gain (or loss) earned on an investment over a specified period of time

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Why Return is Important

Output: - Allows comparison of actual or expected gains with the levels of gain needed - Allows us to “keep score” on how our investments are doing compared to our expectations - Historical Performance - Expected Return

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Key Factors in Return

Output: - Internal Characteristics * Type or risk of investment * Issuer’s management * Issuer’s financing - External Forces * Political environment * Business environment * Economic environment * Inflation * Deflation

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] The Time Value of Money and Returns

Output: - The sooner you receive a return on a given investment, the better - A dollar received today is worth more than a dollar received in the future - The sooner your money can begin earning interest, the faster it will grow

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Satisfactory Investment:

Output: one for which the present value of benefits equals or exceeds the present value of its costs

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Required Return

Output: The rate of return an investor must earn on an investment to be fully compensated for its risk

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Required Return formula

Output: RR on Investment = Real rate of Return+Expected inflation premium+Risk premium or investment

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Real Rate of Return

Output: - Equals the nominal rate of return minus the inflation rate - Measures the change in purchasing power provided by an investment

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Expected Inflation Premium

Output: The average rate of inflation expected in the future

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Risk-free Rate

Output: - The rate of return that can be earned on a risk-free investment - The most common “risk-free” investment is considered to be the 3-month U.S. Treasury Bill

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Risk-free Rate Formula

Output: Risk Free Rate = Real Rate of Return+Expected Inflation Premium

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Risk Premium

Output: - Additional return an investor requires on a risky investment to compensate for risks based upon issue and issuer characteristics - Issue characteristics are the type, maturity and features - Issuer characteristics are industry and company factors

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Holding Period

Output: the period of time over which an investor wishes to measure the return on an investment vehicle

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Realized Return:

Output: current return actually received by an investor during the given return period

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Paper Return

Output: return that has been achieved but not yet realized (no sale has taken place)

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Holding Period Return

Output: The total return earned from holding an investment for a specified holding period (usually 1 year or less)

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Holding Period Return formula

Output: = current income during period + Capital gain (Loss) during period / Beg investment vaule

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Advantages of Holding Period Return

Output: - Easy to calculate - Easy to understand - Considers income and growth

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Disadvantages of Holding Period Return

Output: - Does not consider time value of money - Rate may be inaccurate if time period is longer than one year

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Internal Rate of Return:

Output: determines the compound annual rate of return earned on an investment held for longer than one year

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Yield (IRR) Example:

Output: What is the yield (IRR) on an investment costing $1,000 today that you expect will be worth $1,400 at the end of a 5-year holding period?

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Advantages of IRR

Output: - Uses the time value of money - Allows investments of different investment periods to be compared with each other - If the yield is equal to or greater than the required return, the investment is acceptable

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Disadvantages of Internal Rate of Return

Output: Calculation is complex

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Reinvestment Rate

Output: is the rate of return earned on interest or other income received from an investment over its investment horizon.

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Fully compounded rate of return

Output: is the rate of return that includes interest earned on interest.

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Rate of Growth

Output: - The compound annual rate of change in the value of a stream of income - Used to see how quickly a stream of income, such as dividends, is growing

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Risk-Return Tradeoff

Output: is the relationship between risk and return, in which investments with more risk should provide higher returns, and vice versa

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Risk

Output: is the chance that the actual return from an investment may differ from what is expected

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Currency Exchange Risk

Output: is the risk caused by the varying exchange rates between the currencies of two countries.

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Currency Exchange Risk: Types of Investments Affected

Output: - International stocks or ADRs - International bonds

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Currency Exchange Risk: Examples of Currency Exchange Risk

Output: U.S. dollar gets “stronger” against foreign currency, reducing value of foreign investment

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Business Risk

Output: is the degree of uncertainty associated with an investment’s earnings and the investment’s ability to pay the returns owed to investors.

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Business Risk: Types of Investments Affected

Output: - Common stocks - Preferred stocks

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Business Risk: Examples of Business Risk

Output: - Decline in company profits or market share - Bad management decisions

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Financial Risk

Output: is the degree of uncertainty of payment resulting from a firm’s mix of debt and equity; the larger the proportion of debt financing, the greater this risk.

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Financial Risk: Types of Investments Affected

Output: -Common stocks - Corporate bonds

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Financial Risk: Examples of Financial Risk

Output: - Company can’t get additional loans for growth or to fund operations - Company defaults on bonds

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Purchasing Power Risk

Output: is the chance that changing price levels (inflation or deflation) will adversely affect investment returns.

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Purchasing Power Risk: Types of Investments Affected

Output: - Bonds (fixed income) - Certificates of deposit

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Purchasing Power Risk: Examples of Purchasing Power Risk

Output: Movie that was $8.00 last year is $9.00 this year

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Interest Rate Risk

Output: is the chance that changes in interest rates will adversely affect a security’s value.

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Interest Rate Risk: Types of Investments Affected

Output: - Bonds (fixed income) - Preferred stocks

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Interest Rate Risk: Examples of Interest Rate Risk

Output: - Market values of existing bonds decrease as market interest rates increase - Income from an investment is reinvested at a lower interest rate than the original rate

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Liquidity Risk

Output: is the risk of not being able to liquidate an investment conveniently and at a reasonable price.

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Liquidity Risk: Types of Investments Affected

Output: Some small company stocks Real estate

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Liquidity Risk: Examples of Liquidity Risk

Output: The price of a house has to be lowered for a quick sale

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Tax Risk

Output: is the chance that Congress will make unfavorable changes in tax laws, driving down the after-tax returns and market values of certain investments.

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Tax Risk: Types of Investments Affected

Output: - Municipal bonds - Real estate

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Tax Risk: Examples of Tax Risk

Output: - Lower tax rates reduce the tax benefit of municipal bond interest - Limits on deductions from real estate losses

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Market Risk

Output: is the risk of decline in investment returns because of market factors independent of the given investment.

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Market Risk: Types of Investments Affected

Output: All types of investments

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Market Risk: Examples of Market Risk

Output: - Stock market decline on bad news - Political upheaval - Changes in economic conditions

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Event Risk

Output: comes from an unexpected event that has a significant and unusually immediate effect on the underlying value of an investment.

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Event Risk: Types of Investments Affected

Output: All types of investments

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Event Risk: Examples of Event Risk

Output: - Decrease in value of insurance company stock after a major hurricane - Decrease in value of real estate after a major earthquake

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Measures of Risk: Single Asset

Output: - Standard deviation is a statistic used to measure the dispersion (variation) of returns around an asset’s average or expected return - Coefficient of variation is a statistic used to measure the relative dispersion of an asset’s returns; it is useful in comparing the risk of assets with differing average or expected returns - Higher values for both indicate higher risk

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Acceptable Levels of Risk Depend Upon the Individual Investor

Output: - Risk-indifferent describes an investor who does not require a change in return as compensation for greater risk - Risk-averse describes an investor who requires greater return in exchange for greater risk - Risk-seeking describes an investor who will accept a lower return in exchange for greater risk

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: [Return] Steps in the Decision Process: Combining Return and Risk

Output: - Estimate the expected return using present value methods and historical/projected return rates - Assess the risk of the investment by looking at historical/projected returns using standard deviation or coefficient of variation of returns - Evaluate the risk-return of each investment alternative to make sure the return is reasonable given the level of risk - Select the investment vehicles that offer the highest expected returns associated with the level of risk you are willing to accept

Investments - MBA 825 - Chapter 4 Flashcards - Cram.com

- The level of profit from an investment, or - The reward for investing


Input: ________is always present with infection [Inflammatory response]

Output: Inflammation

Inflammation and Wound Healing Flashcards - Cram.com


Input: _________is not always present with inflammation [Inflammatory response]

Output: infection

Inflammation and Wound Healing Flashcards - Cram.com


Input: involves invasion of tissues or cells by microorganisms such as bacteria, fungi, and viruses. [Inflammatory response]

Output: Infection

Inflammation and Wound Healing Flashcards - Cram.com


Input: can be caused by nonliving agents such as heat, radiation, trauma, and allergens. [Inflammatory response]

Output: inflammation

Inflammation and Wound Healing Flashcards - Cram.com


Input: what are the four phases of the inflammatory response? [Inflammatory response]

Output: vascular response cellular response formation of exudate healing

Inflammation and Wound Healing Flashcards - Cram.com


Input: what occurs during the vascular response? [Inflammatory response]

Output: arterioles in the area BRIEFLY vasoconstrict, but vessels dilate after the release of histamine, this increases the blood flow to the ares.

Inflammation and Wound Healing Flashcards - Cram.com


Input: Hyperemia [Inflammatory response]

Output: increased blood flow in the area

Inflammation and Wound Healing Flashcards - Cram.com


Input: how do blood clots help in the inflammation process? [Inflammatory response]

Output: they function to trap bacteria, to prevent their spread, and to serve as a framework for the healing process.

Inflammation and Wound Healing Flashcards - Cram.com


Input: chemotaxis [Inflammatory response]

Output: directional migration of white blood cells along a concentration gradient of chemotactic factors, which are substances that attract leukocytes to the site of inflammation.

Inflammation and Wound Healing Flashcards - Cram.com


Input: are the first to arrive (usually within 6-12 hours) [Inflammatory response]

Output: Neutrophils

Inflammation and Wound Healing Flashcards - Cram.com


Input: What is the purpose of neutrophils? [Inflammatory response]

Output: they engulf bacteria, other foreign material, and damaged cells.

Inflammation and Wound Healing Flashcards - Cram.com


Input: what is the lifespan of neutrophils? [Inflammatory response]

Output: 24-48 hours

Inflammation and Wound Healing Flashcards - Cram.com


Input: what is another name for immature form of neutrophils? [Inflammatory response]

Output: bands

Inflammation and Wound Healing Flashcards - Cram.com


Input: what is another name for mature neutrophils? [Inflammatory response]

Output: segmented neutrophils

Inflammation and Wound Healing Flashcards - Cram.com


Input: what does "shift to the left" mean? [Inflammatory response]

Output: the finding of increased numbers of band neutrophils in circulation

Inflammation and Wound Healing Flashcards - Cram.com


Input: which types of patients will you commonly find "shift to the left" increase of WBC's? [Inflammatory response]

Output: patients with acute bacterial infections

Inflammation and Wound Healing Flashcards - Cram.com


Input: what are the second type of phagocytic cells that migrate from circulating blood to the inflammation area? And within how many days to they arrive to the site of inflammation? [Inflammatory response]

Output: Monocytes they arrive 3-7 days after the onset of inflammation

Inflammation and Wound Healing Flashcards - Cram.com


Input: what happens to monocytes upon entering the tissue spaces? [Inflammatory response]

Output: transform into macrophages

Inflammation and Wound Healing Flashcards - Cram.com


Input: what is the primary role of the monocytes (newly transformed macrophages)? [Inflammatory response]

Output: assist in phagocytosis of the inflammatory debris

Inflammation and Wound Healing Flashcards - Cram.com


Input: what is the third leukocyte to arrive at the site of inflammation? [Inflammatory response]

Output: Lymphocytes

Inflammation and Wound Healing Flashcards - Cram.com


Input: what is the primary role of the lymphocytes? [Inflammatory response]

Output: is related to humoral and cell-mediated immunity

Inflammation and Wound Healing Flashcards - Cram.com


Input: What is released in large quantities during an allergic reaction? [Inflammatory response]

Output: Eosinophils

Inflammation and Wound Healing Flashcards - Cram.com


Input: What do Eosinophils do? [Inflammatory response]

Output: they release chemicals that act to control the effects of histamine and serotonin.

Inflammation and Wound Healing Flashcards - Cram.com


Input: are involved in phagocytosis of the allergen-antibody complex [Inflammatory response]

Output: Eosinophils

Inflammation and Wound Healing Flashcards - Cram.com


Input: have highly caustic chemicals that are capable of destroying a parasite's cells surface? [Inflammatory response]

Output: Eosinophils

Inflammation and Wound Healing Flashcards - Cram.com


Input: Histamine and heparin are carried by _______and are released during inflammation [Inflammatory response]

Output: Basophils

Inflammation and Wound Healing Flashcards - Cram.com