1) Behaviourism: A school of thought that emphasizes objectivity, observable behavioural responses, learning and environmental determinants.
2) Brain storming: A group problem-solving technique that involves the spontaneous contribution of ideas from all members of the group; also the mulling over of ideas by one or more individuals in an attempt to devise or find a solution to a problem.
3) Behaviour: Any covert or overt action/reaction a person or animal does that can be observed in some way.
4) Basic emotions: A mental state that arises spontaneously rather than through conscious effort and is often accompanied by physiological changes; a feeling: the emotions of joy, sorrow, and anger.
5) Classical Conditioning: Classical conditioning is a type of conditioning and learning process in which something (conditioned stimulus) that had not previously produced a particular response becomes associated with something (unconditioned stimulus) that produces the response. As a result, the conditioned stimulus will elicit the response that the unconditioned stimulus produces.
6)Cognition: The mental process of knowing, including aspects such as awareness, perception, reasoning, and judgment that is which comes to be known as through perception, reasoning, or intuition; knowledge.
7) Cognitive learning: It is the function based on how a person processes and reasons information. It revolves around many factors, including problem-solving skills, memory retention, thinking skills and the perception of learned material.
8) Conflict: Conflict refers to some form of friction, disagreement, or discord arising within a group when the beliefs or actions of one or more members of the group are either resisted by or unacceptable to one or more members of another group. Conflict can arise between members of the same group, known as intragroup conflict, or it can occur between members of two or more groups, and involve violence, interpersonal discord, and psychological tension, known as intergroup conflict
9) Convergent Thinking: Thinking that brings together information focussed on solving a problem (especially solving problems that have a single correct solution)
10) Creativity: Mental characteristic that allows a person to think outside of the box, which results in innovative or different approaches to a particular task.
11) Conservation: A belief in the permanence of certain attributes of objects or situations in spite of superficial changes.
12) Conditioning: A systematic procedure through which new responses are learned to stimuli.
13) Conditioned Stimulus (CS): A neutral stimulus that, though repeated association with an unconditioned stimulus, becomes capable of eliciting a conditioned response (CR).
14) Conditioned Response (CR): In classical conditioning, the learned or acquired response to a conditioned stimulus (CS).
15) Concrete Operational Stage: It can be defined as the stage of cognitive development in which a child is capable of performing a variety of mental operations and thoughts using concrete concepts. More specifically, children are able to understand that just because an object changes shape or are divided into pieces; the object still retains certain important characteristics, such as mass or volume.
16) Centration: The focusing or centering of attention on one characteristic to the exclusion of all others.
17) Cephalocaudal pattern: Cephalocaudal pattern of development refers to the principle of maturation that states motor development, control, and coordination progress from the head to the feet.
18) Cognitive map: A mental representation of the layout of one’s environment. For example, after exploring a maze, rats act as if they have learned a cognitive map of it.
19) Cognitive processes: Processes involving the individual’s thought, intelligence and language.
20) Concept: A general category of ideas, objects, people or experiences whose members share certain properties.
21) Development: It is the pattern of progressive, orderely and predicable changes that begin at conception and continue throughout life.
22) Discrimination: Discrimination is a term that is used in both classical and operant conditioning. In classical conditioning, it refers to an ability to distinguish between a conditioned stimulus (CS) and other, similar stimuli that don't signal an unconditioned stimulus (US).
In operant conditioning, the definition is essentially the same, but here the organism discriminates between a learned, voluntary response and an irrelevant, non-learned response.
23) Decision making: The thought process of selecting a logical choice from the available options.
When trying to make a good decision, a person must weight the positives and negatives of each option, and consider all the alternatives.
24) Deductive Reasoning: Reaching a conclusion by accepting the premises of an argument and then following the formal logical rules.
25) Divergent thinking: It is a thought process or method used to generate creative ideas by exploring many possible solutions. It is often used in conjunction with its cognitive colleague. It is typically occurs in a spontaneous, free-flowing, 'non-linear' manner, such that many ideas are generated in an emergent cognitive fashion.
26) Dyslexia: A general term referring to difficulty in reading.
27) Egocentrism: It is a salient feature of pre-operational stage which refers to the inability to distinguish between one owns perspective and someone else perspective.
28) Emotion: An affective state of consciousness in which joy, sorrow, fear, hate, or the like, is experienced, as distinguished from cognitive and volitional states of consciousness.
29) Evolution: The theory proposed by Charles Darwin that over time organisms originate and change in response to adaptational demands of their unique environments.
30) Extinction: The diminishing of a conditioned response, occurs in classical conditioning when an unconditioned stimulus (US) does not follow a conditioned stimulus (CS) occurs in operant conditioning when a response is no longer reinforced.
31) Esteem needs: In Maslow’s theory, needs for prestige, success and self-respect. They can be fulfilled after belongingness and love needs are satisfied.
32) Emotional Intelligence: The set of skills that underlie the accurate assessment, evaluation, expression and regulation of emotions.
33) Feedback: Information regarding performance on a learning task, also called knowledge of results.
34) Fine motor skills: Motor skills that involve more finely tuned movements, such as finger dexterity.
35) Formal operational stage: The formal operational stage is the fourth and final stage of Piaget's theory of cognitive development. The emerging abstract thought and hypothetical reasoning mark this phase of development. At this point in development, thinking becomes much more sophisticated and advanced. Kids can think about abstract and theoretical concepts and use logic to come up with creative solutions to problems.
36) Free recall: In memory experiments, retrieval of stored items in any order by the participant.
37) Frustration: It is a common emotional response to opposition. Related to anger and disappointment, it arises from the perceived resistance to the fulfillment of individual will. The greater the obstruction, and the greater the will, the more the frustration is likely to be.
38) Functionalism: The school of psychology that emphasized the utilitarian, adaptive functions of the human mind or consciousness.