A<u> critical period</u> is a stage in life of an organism during which the nervous system is especially sensitive to certain environmental stimuli.
<u>Fluid Intelligence</u> is the ability to solve new problems immediately, that is, it flows with dexterity, almost instinctively, automatically, at any given moment.
<u>
Jean Piaget's theory of cognitive development </u>suggests that children go through four different stages of mental development. His theory focuses not only on understanding how children acquire knowledge, but also on the very nature of intelligence.
<u>Moral Reasoning</u> points out that through a maturational and interactive process, everyone has the capacity to reach full moral competence.
In classical conditioning, the <u>conditioned stimulus</u> is a previously neutral stimulus that, after becoming associated with the unconditioned stimulus, eventually triggers a conditioned response.
In classical conditioning, the unconditioned response is the naturally occurring response in response to the <u>unconditioned stimulus.</u> For example, if the smell of food is the unconditioned stimulus, the feeling of hunger in response to the smell of food is the unconditioned response.
<u>Refractory Period</u> delayed response interval that occurs when two stimuli are presented in immediate succession.
<u>Sound Localization</u> is the ability to determine the location of a sound.
<u>
Spontaneous recovery</u> refers to the reappearance of the conditioned response after a rest period or less response period. If conditioned stimulus unconditioned stimulus are not associated, extinction.
<u>Self-Concept</u> is a term that has a long history in psychology. William James, one of the fathers of psychology, distinguished in 1892 between the "I" as the knowing inner instance (I as knower) and the "self" as the individual's knowledge of himself.
