Flashcards in Chapter 6 Deck (62):
1
development
the physiological, behavioral, cognitive, and social changes that occur throughout human life, which are guided by both genetic predispositions (nature) and by environmental influences (nurture)
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infancy
the developmental stage that begins at birth and continues to one year of age
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childhood
the period between infancy and the onset of puberty
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adolescence
the years between the onset of puberty and the beginning of adulthood
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adulthood stages
emerging, early, middle, older
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conception
when an ovum, or egg, previously stored in one of the mother's ovaries, matures and is released into fallopian tube
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zygote
a fertilized ovum,
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differentiate
when dividing cells in a zygote start to take on a different function
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amniotic sac
the fluid-filled reservoir in which the embryo (soon to be fetus) will live until live birth, which acts as both a cushion against outside pressure and as a temperature regulator
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placenta
an organ that allows the exchange of nutrients between the embryo and the mother, while at the same time filtering out harmful material
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umbilical cord
links the embryo directly to the placenta and transfers all material to the fetus
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teratogens
substances that harm the fetus
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fetal alcohol syndrome
a condition caused by maternal alcohol drinking that can lead to numerous detrimental developmental effects, including limb and facial abnormalities
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rooting reflex
cheek stroked->turns toward stroking, opens mouth, tries to suck. to help get food
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blink reflex
light flashed in eyes->closes eyes. to protect from harmful stimulus
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withdrawal reflex
a soft pinprick is applied to the sole of the baby's foot->baby flexes the leg. keeps infant away from painful stimuli
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tonic neck reflex
laid down on back->turns its head to one side and extends the arm on same side. to develop hand eye coordination.
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grasp reflex
object pressed into palm->baby grasps object. helps with exploratory learning
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moro reflex
loud noises or sudden drop in height while holding baby->extends arms and legs and brings them in as if to grab. to protect from falling+hold onto mothers.
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stepping reflex
baby suspending over a surface and moved forwards->baby makes stepping motions. to encourage motor development
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Erik Erikson's childhood development skills
children must attain initiative, competence, and independence
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Piaget's stage model of cognitive development
children gain their cognitive ability in developmental order
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schemas
patterns of knowledge in long-term memory, that help them remember, organize and respond to information. developed by children
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assimilation
use already developed schemas to understand new information
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accommodation
learning new information, and changing the schema
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Piaget's stages of cognitive development
Sensorimotor, preoperational, concrete operational, formal operational
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sensorimotor stage
birth-2 years. The child experiences the world through the fundamental senses of seeing, hearing, touching, and tasting. Gain: object permanence.
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preoperational
2-7 years. children acquire the ability to internally represent the world through language and mental imagery. They also start to see the world through others' eyes. Intuitive understanding of world. Gain: theory of mind; rapid increase in language ability
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concrete operational
7-11 years. children become able to think logically, they can increasingly perform operations on imaginary objects. gain: conservation
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formal operational
11-adulthood. adolescents can think systematically, can reason about abstract concepts, and can understand ethics and scientific reasoning. gain: abstract logic
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egocentric
unable to readily see and understand other peoples' viewpoints
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theory of mind
the ability to take another person's viewpoint, developed mainly during pre operational stage
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conservation
understanding that changes in the form of an object do not necessarily mean changes in the quantity of the object
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sociocultural theory
cognitive development not entirely within the child, also through social interactions
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community learning
in which children serve as both teachers and learners
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self-concept
a knowledge representation or schema that contains knowledge about us, including our beliefs and about our personality traits, physical characteristics, abilities, values, goals, and roles, as well as the knowledge that we exist as individuals
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social comparison
age 5 or 6. comparison of self to others, i.e. "he is a faster runner"
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attachment
the emotional bonds that we develop with those with whom we feel closest, and particularly the bonds that an infant develops with the mother or primary caregiver
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strange situation test
test conducted in a context that is unfamiliar to the child and therefore likely to heighten the child's need for his or her parent
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child attachment styles
secure, ambilvant/insecure-resistant, avoidant/insecure-avoidant, disorganized
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secure
explores freely when mom around, engages with stranger, upset but easily soothed
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ambivalent/insecure-resistant
wary in general, clingy to mom, distressed when leaves and ambivalent when returns
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avoidant/insecure-avoidant
avoid ignore mother, avoid ignore stranger, not explore much. might run away from mother
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disorganized
no consistent way of coping with changes
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teen stages of identity development
identity-diffusion, foreclosure, moratorium, identity-achievement
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identity-diffusion status
individual does not have firm commitments regarding the issues in question and is not making progress towards them
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foreclosure status
the individual has not engaged in any identity experimentation and has developed an identity based on the choices or values of others
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moratorium status
individual is exploring various choices but has not yet made a clear commitment to any of them
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identity-achievement status
the individual has attained a coherent and committed identity based on personal decisions
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social identity
the part of the self-concept that is derived from one's groups memberships
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morality
standards of behavior that are generally agreed on in a culture to be right or proper
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pre conventional morality
until the age of 9, children focus on self-interest. at this stage, punishment is avoided and rewards are sought.
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conventional morality
older children, adolescents, most adults. values good derived from most social norms.
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postconventional morality
many adults. employing abstract reasoning to justify behavior.
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adulthood stage ages
25-45: early, 45-65: middle
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authoritarian parents
demanding but not responsive
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permissive parents
few demands, few punishment, responsive
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authoritative parents
demanding but responsive
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menopause
the cessation of the menstrual cycle
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social clock
culturally preferred "right time" for major life events, such as moving out of childhood house, getting married, having children
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dementia
a progressive neurological disease that includes loss of cognitive abilities significant enough to interfere with everyday behaviors
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