Growth and development

Question 1

infancy

Answer 1

the developmental stage that begins at birth and continues to one year of age

Question 2

childhood

Answer 2

the period between infancy and the onset of puberty

Question 3

adolescence

Answer 3

the years between the onset of puberty and the beginning of adulthood

Question 4

Challenges of Development

Answer 4

Erikson believed that each life stage has a unique challenge that the person who reaches it must face

Question 5

Oral-sensory

Answer 5

Birth to 12 to 18 months
Trust versus mistrust
The child develops a feeling of trust in his or her caregivers.

Question 6

Muscular-anal

Answer 6

18 months to 3 years
Autonomy versus shame/doubt
The child learns what he or she can and cannot control and develops a sense of free will.

Question 7

Locomotor

Answer 7

3 to 6 years
Initiative versus guilt
The child learns to become independent by exploring, manipulating, and taking action

Question 8

Latency

Answer 8

6 to 12 years
Industry versus inferiority
The child learns to do things well or correctly according to standards set by others, particularly in school.

Question 9

Adolescence

Answer 9

12 to 18 years
Identity versus role confusion
The adolescent develops a well-defined and positive sense of self in relationship to others.

Question 10

Young adulthood

Answer 10

19 to 40 years
Intimacy versus isolation
The person develops the ability to give and receive love and to make long-term commitments.

Question 11

Middle adulthood

Answer 11

40 to 65 years
Generativity versus stagnation
The person develops an interest in guiding the development of the next generation, often by becoming a parent.

Question 12

Late adulthood

Answer 12

65 to death
Ego integrity versus despair
The person develops acceptance of his or her life as it was lived.

Question 13

Conception

Answer 13

occurs when an egg from the mother is fertilized by a sperm from the father. In human

Question 14

ovulation

Answer 14

The beginning step of conception, when an ovum, or egg (the largest cell in the human body), which has been stored in one of the mother’s two ovaries, matures and is released into the fallopian tube

Question 15

amniotic sac

Answer 15

the fluid-filled reservoir in which the embryo (soon to be known as a fetus) will live until birth, and which acts as both a cushion against outside pressure and as a temperature regulator.

Question 16

placenta

Answer 16

is an organ that allows the exchange of nutrients between the embryo and the mother, while at the same time filtering out harmful material.

Question 17

fetus

Answer 17

9th week after conception, the embryo becomes a fetus. This is where the baby starts gaining weight

Question 18

embryo

Answer 18

the cells are rapidly multiplying but no great changes in weight.

Question 19

teratogens

Answer 19

substances that can harm the fetus. such as air pollution and radiation, but also the cigarettes, alcohol, and drugs that the mother may use

Question 20

fetal alcohol syndrome(FAS)

Answer 20

a condition caused by maternal alcohol drinking that can lead to numerous detrimental developmental effects, including limb and facial abnormalities, genital anomalies, and mental retardation

Question 21

Rooting reflex

Answer 21

The baby‘s cheek is stroked.
The baby turns its head toward the stroking, opens its mouth, and tries to suck.
Ensures the infant‘s feeding will be a reflexive habit

Question 22

Blink reflex

Answer 22

A light is flashed in the baby‘s eyes.
The baby closes both eyes.
Protects eyes from strong and potentially dangerous stimuli

Question 23

Withdrawal reflex

Answer 23

a soft pinprick is applied to the sole of the baby’s foot. The baby flexes the leg. This keeps the exploring infant away from painful stimuli

Question 24

Tonic neck reflex

Answer 24

The baby is laid down on its back. The baby turns its head to one side and extends the arm on the same side.
Helps develop hand-eye coordination

Question 25

Grasp reflex

Answer 25

An object is pressed into the palm of the baby.
The baby grasps the object pressed and can even hold its own weight for a brief period.
Helps in exploratory learning

Question 26

Moro reflex

Answer 26

Loud noises or a sudden drop in height while holding the baby.
The baby extends arms and legs and quickly brings them in as if trying to grasp something.
Protects from falling; could have assisted infants in holding onto their mothers during rough traveling

Question 27

Stepping reflex

Answer 27

The baby is suspended with bare feet just above a surface and is moved forward.
Baby makes stepping motions as if trying to walk.
Helps encourage motor development

Question 28

Habituation

Answer 28

the decreased responsiveness toward a stimulus after it has been presented numerous times in succession

Question 29

schemas

Answer 29

patterns of knowledge in long-term memory—that help them remember, organize, and respond to information.

Question 30

assimilation

Answer 30

use already developed schemas to understand new information.

Question 31

Accommodation

Answer 31

learning new information, and thus changing the schema

Question 32

Sensorimotor

Answer 32

Birth to about 2 years
The child experiences the world through the fundamental senses of seeing, hearing, touching, and tasting.
Object permanence

Question 33

Preoperational

Answer 33

2 to 7 years
Children acquire the ability to internally represent the world through language and mental imagery. They also start to see the world from other people‘s perspectives.
Theory of mind; rapid increase in language ability

Question 34

Concrete operational

Answer 34

7 to 11 years
Children become able to think logically. They can increasingly perform operations on objects that are only imagined.
Conservation

Question 35

Formal operational

Answer 35

11 years to adulthood
Adolescents can think systematically, can reason about abstract concepts, and can understand ethics and scientific reasoning.
Abstract logic

Question 36

object permanence

Answer 36

refer to the child’s ability to know that an object exists even when the object cannot be perceived.

Question 37

egocentric

Answer 37

unable to readily see and understand other people‘s viewpoints

Question 38

theory of mind

Answer 38

the ability to take another person’s viewpoint. The girl with the ball and the red and blue box.

Question 39

conservation

Answer 39

the understanding that changes in the form of an object do not necessarily mean changes in the quantity of the object

Question 40

sociocultural theory

Answer 40

Russian scholar Lev Vygotsky argue that cognitive development is not isolated entirely within the child but occurs at least in part through social interaction

Question 41

community learning,

Answer 41

in which children serve as both teachers and learners. This approach is frequently used in classrooms to improve learning as well as to increase responsibility and respect for others

Question 42

self-concept

Answer 42

a knowledge representation or schema that contains knowledge about us, including our beliefs about our personality traits, physical characteristics, abilities, values, goals, and roles, as well as the knowledge that we exist as individuals (

Question 43

secure attachment style

Answer 43

usually explores freely while the mother is present and engages with the stranger. The child may be upset when the mother departs but is also happy to see the mother return.

Question 44

ambivalent (sometimes called insecure-resistant) attachment

Answer 44

is wary about the situation in general, particularly the stranger, and stays close or even clings to the mother rather than exploring the toys. When the mother leaves, the child is extremely distressed and is ambivalent when she returns. The child may rush to the mother but then fail to cling to her when she picks up the child.

Question 45

avoidant (sometimes called insecure-avoidant) attachment style

Answer 45

will avoid or ignore the mother, showing little emotion when the mother departs or returns. The child may run away from the mother when she approaches. The child will not explore very much, regardless of who is there, and the stranger will not be treated much differently from the mother.

Question 46

disorganized attachment style

Answer 46

have no consistent way of coping with the stress of the strange situation—the child may cry during the separation but avoid the mother when she returns, or the child may approach the mother but then freeze or fall to the floor. Although some cultural differences in attachment styles have been found research has also found that the proportion of children who fall into each of the attachment categories is relatively constant across cultures

Question 47

temperament,

Answer 47

the innate personality characteristics of the infant

Question 48

Cross-sectional research

Answer 48

is a research method often used in developmental psychology, but also utilized in many other areas including social science and education. This type of study utilizes different groups of people who differ in the variable of interest, but share other characteristics such as socioeconomic status, educational background, and ethnicity.

Question 49

Longitudinal studies

Answer 49

involve taking multiple measures over an extended period of time, while cross-sectional research is focused on looking at variables at a specific point in time.

Question 50

puberty

Answer 50

a developmental period in which hormonal changes cause rapid physical alterations in the body, culminating in sexual maturity

Question 51

primary sex characteristics,

Answer 51

the sex organs concerned with reproduction

Question 52

secondary sex characteristics

Answer 52

features that distinguish the two sexes from each other but are not involved in reproduction

Question 53

imaginary audience

Answer 53

feeling that everyone is constantly watching. Example is teenagers and their self conscious

Question 54

Identity-diffusion status

Answer 54

The individual does not have firm commitments regarding the issues in question and is not making progress toward them.

Question 55

Foreclosure status

Answer 55

The individual has not engaged in any identity experimentation and has established an identity based on the choices or values of others.

Question 56

Moratorium status

Answer 56

The individual is exploring various choices but has not yet made a clear commitment to any of them.

Question 57

Identity-achievement status

Answer 57

The individual has attained a coherent and committed identity based on personal decisions

Question 58

Preconventional morality

Answer 58

Until about the age of 9, children, focus on self-interest. At this stage, punishment is avoided and rewards are sought. A person at this level will argue, T he man shouldn‘t steal the drug, as he may get caught and go to jail.‖

Question 59

Conventional morality

Answer 59

By early adolescence, the child begins to care about how situational outcomes impact others and wants to please and be accepted. At this developmental phase, people are able to value the good that can be derived from holding to social norms in the form of laws or less formalized rules. For example, a person at this level may say, He should not steal the drug, as everyone will see him as a thief, and his wife, who needs the drug, wouldn‘t want to be cured because of thievery,‖ or, No matter what, he should obey the law because stealing is a crime.‖

Question 60

Postconventional morality

Answer 60

At this stage, individuals employ abstract reasoning to justify behaviors. Moral behavior is based on self-chosen ethical principles that are generally comprehensive and universal, such as justice, dignity, and equality. Someone with self-chosen principles may say, The man should steal the drug to cure his wife and then tell the authorities that he has done so. He may have to pay a penalty, but at least he has saved a human life.‖