Developmental Psychology Flashcards
(345 cards)
1
Q
first four weeks of life, a time of transition from intrauterine dependency to independent existence
A
neonatal period
2
Q
places on the head where the bones have not yet grown together and are covered by a tough membrane
A
fontanels or soft spots
3
Q
may occur during delivery as a result of repeated compression of the placenta and umbilical cord with each contraction
A
Anoxia or hypoxia
4
Q
this form of birth trauma can leave permanent brain damage, causing mental retardation, behavior problems, or even death
A
Anoxia or hypoxia
5
Q
a stringy, greenish-black waste matter formed in the fetal intestinal tract
A
meconium
6
Q
standard measurement of a newborn’s condition; it assesses appearances, pulse, grimace, activity, and respiration
A
Apgar Scale
7
Q
- neurological and behavioral test to measure neonate’s responses to the environment
- takes about 30mins and scores are based on a baby’s best performance
A
Brazelton Neonatal Behavioral Assessment Scale (NBAS)
8
Q
the systematic study of processes of change and stability throughout the life span
A
Human Development
9
Q
4 Goals of Human Development
A
- Description
- Explanation
- Prediction
- Intervention
10
Q
an infant’s physiological and behavioral status at a given moment in the periodic daily cycle of wakefulness
A
State of Arousal
11
Q
- equivalent of rapid eye movement sleep which in adults is associated with dreaming
- appears rhythmically in cycles of about 1 hour and accounts for up to 50 percent of a newborn’s total sleep time
A
Active sleep
12
Q
infants born before completing 37th week of gestation
A
Preterm
13
Q
infants whose birth weight is less than that of 90 percent of babies of the same gestational age, as a result of slow fetal growth
A
Small-for-date infants
14
Q
method of skin-to-skin contact which a newborn is laid face down between the mother’s breasts for an hour or so at a time after birth
A
Kangaroo care
15
Q
referring to a fetus not yet born as of 2 weeks after the due date or 42 weeks after the mother’s last menstrual period
A
Postmaturity
16
Q
death of a fetus at or after the 20th week of gestation
A
Stillbirth
17
Q
infants learn to use the upper parts of the body before the lower parts
A
Cephalocaudal principle
18
Q
principle that development proceeds form within to without, that is, that parts of the body near the center develop before the extremities
A
Proximodistal principle
19
Q
children first develop the ability to use their upper arms and upper legs, then their forearms and forelegs, then hands and feet, and finally, fingers and toes
A
Proximodistal principle
20
Q
grows fastest during the first year of life
A
cerebellum
21
Q
largest part of the brain, is divided into right and left halves or hemispheres, each with specialized functions
A
cerebrum
22
Q
tendency of each of the brain’s hemispheres to have specialized functions
A
lateralization
23
Q
mainly concerned with language and logical thinking
A
left hemisphere
24
Q
visual and spatial functions such as map reading and drawing
A
right hemisphere
25
- a tough band of tissue joining the two hemispheres
- allows them to share information and coordinate commands
corpus callosum
26
grows dramatically during childhood, reaching adult size by about age 10
corpus callosum
27
process by which neurons coordinate the activities of muscle groups
Integration
28
process by which cells acquire specialized structures and functions
Differentiation
29
enables signals to travel faster and more smoothly, permitting the achievement of mature functioning
Myelination
30
begins about halfway through gestation in some parts of the brain and continues into adulthood in others
Myelination
31
an automatic, innate response to stimulation
Reflex Behaviors
32
are controlled by the lower brain centers that govern other involuntary processes such as breathing and heart rate
Reflex Behaviors
33
sucking, rooting for the nipple
Primitive reflexes
34
response to being startled or beginning to fall
moro reflex
35
reactions to changes in position or balance
postural reflexes
36
walking and swimming reflexes, resemble voluntary movements that do not appear until months after the reflexes have disappeared
Locomotor reflexes
37
the first sense to develop, and for the first several months it is the most mature sensory system
Touch
38
is functional before birth
Hearing
39
least developed sense at birth
Sight
40
increasingly complex combinations of motor skills, which permit a wider or more precise range of movement and more control of the environment
Systems of Action
41
physical skills that involve the large muscles eg., rolling and catching a ball
Gross motor skills
42
physical skills that involve the small muscles and eye-hand coordination eg., grasping a rattle and copying a circle
Fine motor skills
43
the use of the eyes to guide the movement of the hands (or other parts of the body)
visual guidance
44
ability to perceive objects and surfaces three-dimensionally
depth perception
45
ability to acquire information about properties of objects (eg., size, weight) by handling them
haptic perception
46
infants learn about themselves and their world through their developing sensory and motor activity
Piagetian Approach: The Sensorimotor Stage
47
the ability to mentally represent objects and actions in memory, largely through symbols such as words, numbers, and mental pictures --- fress toddlers from immediate experience
Representational ability
48
the idea that objects have their own independent existence, characteristics, and locations in space
Object concept
49
is a later cognitive development fundamental to an orderly view of physical reality
object concept
50
- Piaget's term for the understanding that a person or object still exists when out of sight
- develops gradually during the sensorimotor stage
Object Permanence
51
a communication system based on words and grammar
Language Development
52
forerunner of linguistic speech; utterance of sounds that are not words. Includes crying, cooing, babbling, and accidental deliberate imitation of sounds without understanding their meaning
Prelinguistic Speech
53
by 12 months; waving bye-bye, nodding head to mean yes and shaking head to signify no
Conventional social gestures
54
by 13 months; hold an empty cup to her mouth to show that she wanted a drink or hold up her arms to show that she wanted to be picked up
Representational gestures
55
such as blowing to mean hot or sniffing to mean flower, often emerge around the same times as babies say their first words, and they function much like words
Symbolic gestures
56
verbal expression that conveys meaning
linguistic speech
57
children with larger vocabularies and quicker reaction times can recognize spoken words from just the first part of the word
Passive vocabulary
58
between 16 and 24 months, a "naming explosion" may occur, though this phenomenon is not universal
Expressive vocabulary
59
the most primitive parts of the brain and the earliest to develop which controls a newborn's cries
brain stems and pons
60
subjective reactions to experience that are associated with psychological and behavioral changes
Emotions
61
a rhythmic cry, which is not always associated with hunger
basic hunger cry
62
a variation of the rhythmic cry, in which excess air is forced through the vocal cords
angry cry
63
a sudden onset of loud crying without preliminary moaning, sometimes followed by holding the breath
pain cry
64
two or three drawn-out cries, with no prolonged breath holding
frustration cry
65
is an orderly process in which complex emotions unfold from simpler ones
emotional development
66
such as embarrassment, empathy, and envy, arise only after children have developed self-awareness
self-conscious emotions
67
conscious knowledge of the self as a distinct, identifiable being
self-awareness
68
emotions such as pride, shame and guilt that depend on both self-awareness and knowledge of socially accepted standards of behavior
self-evaluative emotions
69
characteristic disposition, or style of approaching and reacting to situations
temperament
70
- described as the how of behavior: not what people do, but how they go about doing it
- relatively consistent and enduring
temperament
71
reciprocal, enduring tie between two people, especially between infant and caregiver
attachment
72
laboratory-based technique designed to assess attachment patterns between an infant and an adult
Strange Situation
73
pattern in which an infant cries or protests when the primary caregiver leaves and actively seeks out the caregiver on his or her return
secure attachment
74
pattern in which an infant rarely cries when separated from the primary caregiver and avoids contact on his or her return
avoidant attachment
75
pattern in which an infant becomes anxious before the primary caregiver leaves, is extremely upset during his or her absence, and both seeks and resists contact on his or her return
Ambivalent (resistant) attachment
76
pattern in which an infant, after separation from the primary caregiver, shows contradictory repetitious or misdirected behaviors on his or her return
Disorganized-disoriented attachment
77
one person forms an understanding of how to act in an ambiguous, confusing, or unfamiliar situation by seeking and interpreting another person's perception of it
social referencing
78
descriptive and evaluative mental picture of one's abilities and traits
self-concept - sense of self
79
the realization that they can control external events
personal agency
80
the sense of being a physical whole with boundaries separate from the rest of the world
self-coherence
81
is the process by which children develop habits, skills, values, and motives that make them responsible, productive members of the society
socialization
82
is the foundation of socialization, and it links all domains of development - physical, cognitive, emotional and social
self-regulation
83
enables children to develop willpower and cope with frustration
attentional regulation
84
internal standards of behavior, which usually controls one's conduct and produce emotional discomfort when violated
conscience
85
wholehearted obedience of a parent's orders without reminders or lapses
committed compliance
86
obedience of a parent's orders only in the presence of signs of ongoing parental control
situational compliance
87
- goes beyond committed compliance
- eager willingness to cooperate harmoniously with a parent in daily interactions, including routines, chores, hygiene and play
receptive cooperation
88
identical twins formed when one zygote splits into two separate masses of cells, each of which develops into a separate embryo
monozygotic twins
89
often called "fraternal twins", occurring when two eggs each get fertilized by two different sperm, resulting in two zygotes in the uterus at the same time
Dizygotic twins
90
inborn traits or characteristics inherited from the biological parents
heredity
91
basis of heridity
DNA
92
are coils of DNA that consists of smaller segments called genes
chromosomes
93
functional units of heredity
genes
94
complete sequence of genes in the human body
genome
95
22 pairs of chromosomes that are not related to sexual expressions
autosomes
96
23rd pair, one from the mother and one from the father, that determines the baby's gender
sex chromosomes
97
triggers cell differentiation and formation of the testes
SRY gene
98
without this, female reproductive organs will develop instead
SRY gene
99
produced by male embryos which prompts the development of male sex organs
testosterone
100
the development of female reproductive system is controlled by a signaling molecule called
Wnt-4
101
two or more alternative forms of a gene that occupy the same position on paired chromosomes and affect the same trait
Alleles
102
possessing two identical alleles
homozygous
103
possessing differing alleles for a trait
heterozygous
104
when an offspring receives contradictory alleles for a trait, only the dominant will be expressed
dominant inheritance
105
when the offspring receives identical recessive alleles resulting in expression of nondominant or recessive trait
recessive inheritance
106
interaction of several genes
polygenic inheritance
107
permanent alterations in genetic material
mutation
108
genetic makeup of a person, containing both expressed and unexpressed characteristics
genotypes
109
- observable characteristic of a person
- product of the genotype and environmental influences
phenotypes
110
combination of genetic and environmental factors to produce certain complex traits
multifactorial transmission
111
mechanisms that turns genes on or off and determines functions of the body cells
epigenesis
112
also called trisomy-21 because it is usually caused by an extra 21st chromosomes
down syndrome
113
approx. 38-week period of development between conception and birth
gestation
114
usually dated from the first day of an expectant mother's menstrual cycle
gestational age
115
first two weeks after fertilization during which the zygote moves down to the uterus and begins to implant in the lining embryo name for the developing organism from two weeks to eight weeks after fertilization
germinal period
116
the period from two to eight weeks after fertilization during which the major organs and structures of the organism develop
embryonic period
117
is the expulsion from the uterus of an embryo or fetus that is unable to survive usually happens during this time
spontaneous abortion or miscarriage
118
times during which certain environmental influences can have an impact on the development of the infant
critical periods
119
any factor that can cause a birth defect
teratogen
120
the time from about eight weeks after conception until the birth of the child
fetal period
121
name for the developing organism from eight weeks after fertilization to the birth of the baby
fetus
122
happens when a child appears to awaken abruptly early in the night from a deep sleep in a state of agitation
sleep or night terror
123
repeated, involuntary urination at night by children old enough to be expected to have bladder control
enuresis
124
preference for using a particular hand; usually evident by about age 3
handedness
125
- children this age are not yet ready to engage in logical mental operations
- characterized by a great expansion in the use of symbolic thought, or representational ability, which first emerged during the sensorimotor stage
preoperational cognitive development
126
ability to use mental representations (words, numbers, images) to which a child has attached meaning
symbolic function
127
based on mental representation of a previously obvious event; robust after 18 months
deferred imitation
128
play involving imaginary people and situations
present play
129
piaget's term for for a preoperational child's tendency to mentally link particular phenomena, whether or not there is logically a causal relationship
transduction
130
the tendency to attribute life to objects that are not alive
animisim
131
awareness and understanding of own mental processes and those of others
theory of mind
132
during _____, children improve in attention and in the speed and efficiency with which they process information; and they begin to form long-lasting memories
early childhood
133
information is prepared for long-term storage and later retrieval
encoding
134
retention of information in memory for future use
storage
135
information is accessed or recalled from memory storage
retrieval
136
ability to identify previously encountered stimulus
recognition
137
ability to produce material from memory
recall
138
three storehouses of the brain
1. sensory memory
2. working memory/short-term memory
3. long-term memory
139
initial, brief, temporary storage of sensory information
sensory memory
140
short-term storage information being actively processed
working memory/short-term memory
141
storage of virtually unlimited capacity that holds information for long periods
long-term memory
142
memory that produces scripts of familiar routines to guide behavior; begins at about age 2
generic memory
143
produced by generic memory; general remembered outline of a familiar, repeated event, used to guide behavior
script
144
- long-term memory of specific experiences or events, linked to time and place
- episodic memory is temporary and children remember clearly events that are new to them
episode memory
145
- a type of episodic memory
- not everything in episodic memory becomes part of autobiographical memory, only those memories that have special, personal meaning to the child
autobiographical memory
146
process by which a child absorbs the meaning of a new word after hearing it once or twice in a conversation
fast mapping
147
speech intended to be understood by a listener
social speech
148
sense of self; descriptive and evaluative mental picture of one's abilities and traits
self-concept
149
significance of being male or female
gender
150
cluster of characteristics used to describe oneself; typically changes between about ages 5 and 7
self-definition
151
neo-Piagetian term, first stage in development of self-definition in which children describe themselves in terms of individuals unconnected characteristics and in all-or-nothing terms
single representation
152
second neo-Piagetian development of self-definition in which a child makes logical connections between aspects of the self but still sees these characteristics in all-or-nothing terms
representational mappings
153
the judgement a person makes about their self-worth; based on children's growing cognitive ability to describe and define themselves
self-esteem
154
awareness of one's femaleness or maleness and all it implies in one's society of origin
gender identity
155
psychological or behavioral differences between males and females
gender differences
156
behaviors, interest, attitudes, skills and traits that a culture considers appropriate for each sex; differ for males and females
gender roles
157
socialization process whereby children at an early age, learn appropriate gender roles; acquisition of gender roles
gender typing
158
preconceived generalizations about male or female role behavior
gender stereotypes
159
play involving repetitive large muscular movements
functional/locomotor play
160
use of objects or materials to make something
constructive play/objective play
161
involves imaginary people or situations; peaks during preschool and declines as school-age children become more involved in formal games with rules
dramatic play/pretend play/fantasy play/imaginative play
162
using reward and punishment to discipline and change the child's behavior
reward and punishment
163
use of physical force with the intention of causing pain but not injury so as to correct or control behavior
corporal punishment
164
verbal attacks on a child by a parent that may result in psychological harm
psychological aggression
165
disciplinary techniques designed to induce desirable behavior by appealing to a child's sense of reason and fairness
inductive techniques
166
disciplinary strategy designed to discourage undesirable behavior through physical or verbal enforcement of parental control
power assertion
167
disciplinary strategy that involves ignoring, isolating, or showing dislike for a child
withdrawal of love
168
- emphasizes control and unquestioning obedience
- make children conform to a set standard of conduct and punish them arbitrarily and forcefully for violating it
- more detached and less warm than other parents
- children tend to be more discontented, withdrawn, and distrustful
authoritarian parenting
169
- emphasizes self-expression and self-regulation
- make few demands and allow children to monitor their own activities as much as possible
- when they do have to make rules, they explain the reasons for them
- warm, noncontrolling, and undemanding
- their preschool children tend to be immature, the least self-controlled and the least exploratory
permissive parenting
170
- emphasizes a child's individuality but also stresses social constraints
- have confidence in their ability to guide children, but they also respect children's independent decisions, interests, opinions and responsibilities
- loving and accepting but also demand good behavior and are firm in maintaining standards
- impose limited, judicious punishment when necessary, within the context of a warm, supportive relationship
authoritative parenting
171
third stage of Piagetian cognitive development (approx. ages 7 to 12) during which children develop logical but not abstract thinking
concrete operations
172
the ability to categorize helps children think logically
categorization
173
ability to order items along a dimension; by 7 or 8, children can grasp the relationships among a group of sticks on sight and arrange them in order of size
seriation
174
understanding of the relationship between two objects by knowing the relationship of each to a third object
transitive inference
175
understanding of the relationship between a whole and its parts
class inclusion
176
three stages to moral reasoning
1. rigid obedience to authority
2. increasing flexibility
3. equity
177
Gardner's theory that each person has several distinct forms of intelligence
theory of multiple intelligence
178
Sternberg's theory describing three elements of intelligence: componential, experiential, contextual intelligence
triarchic theory of intelligence
179
analytic aspect of intelligence
componential element
180
insightful or creative aspect of intelligence
experiential element
181
practical aspect of intelligence
contextual element
182
- practical use of language to communicate
- includes both conversational and narrative skills
pragmatics
183
process of phonetic analysis by which a printed word is converted to spoken from before retrieval from long-term memory
decoding
184
approach to teaching reading that emphasizes decoding of unfamiliar words
phonetic (code-emphasis) approach
185
process of retrieving the sound of a printed word when seeing the word as a whole
visually based retrieval
186
approach to teaching reading that emphasizes visual retrieval and use of contextual clues
whole-language approach
187
awareness of one's thinking processes, helps children monitor their understanding of what they read and enables them to develop strategies to clear up any problems
metacognition
188
third stage in development of self-definition, characterized by breadth, balance, and the integration and assessment of various aspects of the self
representational systems
189
as children grow older, they are more aware of their own and other people's feelings. They can better regulate or control their emotions and can respond to other's emotional distress
industry vs inferiority
190
pattern of behavior, persisting into middle childhood, marked by negativity, hostility, and defiance
oppositional defiant disorder (ODD)
191
repetitive, persistent pattern of aggressive, antisocial behavior violating societal norms or the rights of others
conduct disorder (CD)
192
unrealistic fear of going to school; may be a form of separation anxiety disorder or social phobia
school phobia
193
condition involving excessive, prolonged anxiety concerning separation from home or from people to whom a person is attached
separation anxiety disorder
194
mood disorder characterized by such symptoms as a prolonged sense of friendliness, inability to have fun or concentrate, fatigue, extreme activity or apathy, feelings of worthlessness, weight of change, physical complaints, and thoughts of death or suicide
childhood depression
195
a developmental transition that involves physical, cognitive, emotional, social changes and takes varying forms in different social, cultural, and economic settings
adolescence
196
offers opportunities for growth, not only in physical dimensions, but also in cognitive and social competence, autonomy, self-esteem and intimacy
adolescence
197
biological changes of puberty, which signal the end of childhood, include rapid growth in height and weight, changes in body proportions and form, and attainment of sexual maturity
puberty
198
maturing of the adrenal glands
adrenarche
199
maturing of sex organs
gonadarche
200
plays a part in the growth of pubic, axillary, and facial hair, as well as in faster body growth, oilier skin, and the development of body odor
DHEA
201
unfolding of a natural sequence of physical and behavioral changes
maturation
202
two-generational kinship, economic, and household of one or two parents and their biological/adopted/step children
nuclear
203
multi-generational kinship of parents, children, and relatives living together in an extended family household
extended
204
characteristic of an event that occurs in a similar way for most people in a group
normative
205
influences related to age
age graded influences
206
significant environmental events that shape the behavior and attitudes of an age cohort
history graded influence
207
organs directly related to reproduction, which enlarge and mature during adolescence
primary sex characteristics
208
physiological signs of sexual maturation (such as breast development and growth of body hair
secondary sex characteristics
209
first ejaculation
spermarche
210
monthly shedding of tissue from the lining of the womb
menstruation
211
first menstruation
menarche
212
- brain network that is sensitive to social and emotional stimuli such as peer influence
- becomes more active at puberty
socioemotional network
213
- brain network that regulates responses to stimuli
- early adulthood
cognitive-control network
214
a small almond shaped structure deep in the temporal lobe that is heavily involved in emotional and instinctual reactions
amygdala
215
overweight teenagers tend to be in poorer health than their peers and are more likely to have difficulty attending school, performing household chores, or engaging in strenuous activity or personal care
obesity
216
descriptive and evaluative beliefs about one's appearance
body image
217
eating disorder characterized by self-starvation
anorexia nervosa
218
regularly eats huge quantities of food and then purges the body by laxatives, induced vomiting, fasting, or excessive exercise
bulimia nervosa
219
piaget's final stage of cognitive development characterized by the ability to think abstractly
formal operations stage
220
accompany the stage of formal operations to develop and test hypotheses
hypothetical-deductive reasoning
221
- changes in working memory capacity
- there's increasing amount of knowledge stored in long-term memory
structural changes
222
acquired factual knowledge stored in long-term memory
declarative knowledge
223
acquired skills stored in long-term memory
procedural knowledge
224
acquired interpretive understandings stored in long-term memory
conceptual knowledge
225
processes for obtaining, handling, and retaining information are functional aspects of cognition
functional change
226
marcia's term for states of ego development that depend on the presence or absence of crisis and commitment
identity statuses
227
a period of conscious decision making and commitment as a personal investment in an occupation or system of beliefs
crisis
228
characterized by commitment to choices made following a crisis, a period spent in exploring alternatives
identity achievement (crisis leading to commitment)
229
a person who has not spent time considering alternatives (that is, has not been in crisis) is committed to other people's plans for his or her life
foreclosure (commitment without crisis)
230
characterized by absence of commitment and lack of serious consideration of alternatives
identity diffusion (no commitment, no crisis)
231
person is currently considering alternatives (in crisis) and seems headed for commitment
moratorium (crisis with no commitment yet)
232
seeing oneself as a sexual being, recognizing one's sexual orientation, coming to terms with sexual stirrings, and forming romantic or sexual attachments
sexual identity
233
focus of consistent sexual, romantic, and affectionate interest, either heterosexual, homosexual, or bisexual
sexual orientation
234
pattern of emotional turmoil, characteristic of a minority adolescents, which may involve conflict with family, alienation from adult society, reckless behavior, and rejection of adult values
adolescent rebellion
235
active engagement in broad range of social relationships, activities, and roles; related to lower mortality rate
social integration
236
refers to material, informational, and psychological resources derived from the social network, on which a person can rely for help in coping with stress
social support
237
a disorder that produces physical discomfort and emotional tension for up to the two weeks before menstrual period
PMS
238
type of logical thinking that may emerge in adulthood, involving continuous, active evaluation of information and beliefs in the light of evidence and implications
reflective thinking
239
mature type of thinking that relies on subjective experience and intuition as well as logic and is useful in dealing with ambiguity, uncertainty, inconsistency, contradiction, imperfection, and compromise
postformal thought
240
ability to think within at least two different logical systems and to shift back and forth between abstract reasoning and practical, real-world considerations
shifting gears
241
ability to define a problem as falling within a class or category of logical problems and to define its parameters
problem definition
242
ability to see that a problem can be solved either through a process, with general application to similar problems, or through a product, a concrete solution to the particular problem
process product shift
243
ability to choose the best of several possible logical solutions to recognize criteria for choosing
pragmatism
244
awareness that most problems have more than one cause that people may have differing goals, and that a variety of methods can be used to arrive at more than one solution
multiple solutions
245
recognition that a problem or solution involves inherent conflict
awareness of paradox
246
a person's awareness that he or she must be the judge of which logic to use: in other words, that he or she is using postformal thought
self-referential thought
247
children and adolescents acquire information and skills mainly for their own sake or as a preparation for participation in society
acquisitive stage (childhood and adolescence)
248
young adults no longer acquire knowledge merely for its own sake; they use what they know to pursue goals, such as career and family
achieving stage (late teens or early 20s to early 30s)
249
middle aged people use their minds to solve practical problems associated with responsibilities to others, such as family members or employees
responsible stage (late 30s to early 60s)
250
people in this stage which may overlap with the achieving and responsible stages are responsible for societal systems, or social movements. They deal with complex relationships on multiple levels
executive stage (30s or 40s through middle age)
251
people who enter retirement reorganize their lives and intellectual energies around meaningful pursuits that fake the place of paid work
reorganizational stage (end of middle age, beginning of late adulthood)
252
older adults may be experiencing biological and cognitive changes and tend to be more selective about what tasks they expend effort on
reintegrative stage (late adulthood)
253
near the end of life, once reintegration has been completed
legacy-creating stage (advanced old age)
254
according to ____, advancement to the third level of moral reasoning -- fully principled, postconventional morality -- is chiefly a function of experience
Kohlberg
255
suggested that a woman's central moral dilemma is the conflict between her needs and those of others
Carol Gilligan
256
- process that underlies the shift to an adult identity
- a three stage process in which power, responsibility, and decision making gradually shift from the family of origin to the independent young adult
recentering
257
difference in characteristics, influence or developmental outcomes
individual differences
258
- Father of psychoanalysis
- he believe that the changes where due to inner forces, especially biological maturation
Sigmund Freud
259
fully aware; immediate
conscious
260
the area where unconscious information are easily brought about
preconscious
261
repressed feelings, thoughts, and memories
unconscious
262
guided by pleasure principle; existed since birth; illogical; has no morality; operates the primary process
Id
263
guided by reality principle; existed since infancy (when the infant is able to distinguish themselves from the outer world) operates the secondary process (to bring into contact reality_
Ego
264
guided by moral principle; existed since the child was indoctrinated by moral values from the parent; has no contact to reality since the desire is perfection; controls the Id
Superego
265
a characteristic from an early stage of life which still exists until adulthood. it happens if there is too much gratification or frustration of a need
fixation
266
a defense mechanism which makes the person return for a moment to an early effective way to avoid anxiety
regression
267
baby's chief source of pleasure involves the mouth oriented activities
oral phase (0-1 1/2 yrs)
268
the child derives the sensual gratification from withholding and expelling feces. zone pf gratification is anal region, and toilet training is important activity
anal phase (1 1/2 - 3 yrs)
269
if a child fights back over toilet training, they develop such character (a person who loves to spend, expressive)
anal expulsive
270
if feces was disgusted, the person becomes either stingy or over clean
anal compulsive
271
- child becomes attached to parent of the opposite sex, and later identifies with the same-sex parent
- superego develops. zone of gratification shifts to genitals
phallic phase (3 - 6 yrs)
272
erotic love of son to his mother. it then is followed by castration anxiety making the superego of men stronger
oedipus complex
273
erotic love of a daughter to his father, after being hostile to her mother for making her without a penis, but later, without any anxiety giving up the desire, thus, giving her a weaker superego
penis envy
274
the sexual desire is repressed because they are discouraged by the parents
latency period (6yrs-puberty)
275
reemergence of sexual impulses of phallic stage, channeled into mature adult sexuality
genital period (puberty to adulthood)
276
theoretical models that describe psychosocial development in terms of a definite sequence of age-related changes
normative-stage models
277
theoretical model of personality development that describes adult psychosocial development as a response to the expected or unexpected occurrence and timing of important life events
timing-of-events model
278
theoretical models of personality development that focus on mental, emotional, temperamental, and behavioral traits, or attributes
trait model
279
theoretical model of personality developed and tested by Costa and McCrae, based on the "Big Five" factors underlying clusters of related personality traits
Five-factor model
280
theoretical approach that identifies broad personality types or styles
typological models
281
people are well adjusted: self confident, independent, articulate, attentive, helpful, cooperative, and task-focused
ego-resilient
282
people are shy, quiet, anxious, and dependable; they tend to keep their thoughts to themselves and to withdraw from conflict, they are the most subject to depression
overcontrolled
283
people are active, energetic, impulsive, stubborn, and easily distracted
undercontrolled
284
____ saw the development of intimate relationships as the crucial task of young adulthood
Erikson
285
holds that egalitarian marriages, in which both husband and wife share work and family responsibilities, are likely to be happiest and the most intimate
companionate model
286
suggests that women are happier in marriage if they are committed to the traditional institution of marriage
institutional model
287
claims that a woman's perception of fairness in the marriage, and not the actual division of labor, affects marital quality
equity model
288
suggests that women are happiest in marriages characterized by gender-typical role
gender model
289
single word that conveys a complete thought
holophrase
290
early form of sentence use consisting of only a few essential words
telegraphic words
291
a lessened ability to focus on near objects
presbyopia
292
nearsightedness
myopia
293
a gradual hearing loss
presbycusis
294
loss of smell due to aging
presbyosmia
295
quantitative study of relative hereditary and environmental influences on behavior
behavioral genetics
296
statistical estimate of contribution of heredity to individual differences in a specific trait within a given population
heritability
297
it is the potential expression of a hereditary trait
reaction range
298
certain behaviors develop along genetically dug channels but they are altered because of an extreme change in environment
canalization
299
it is the effect of similar environmental conditions on genetically different individuals
genotype-environment interaction
300
genetic and environmental influences are in the same direction
genotype-environment correlation
301
the environment was created by the biological parent of the same trait
passive correlations
302
the environment was created by the parent to support the early signs of dispositions
reaction/evocative correlations
303
- the person seeks an environment that is compatible to his genotype
- also called niche-picking
active correlation
304
perinatal transmission occur
AIDS
305
if contracted before the 11th week, it can cause deafness and heart defects in the baby
rubella (german measles)
306
an infection caused by parasites in animal's bodies, can cause fetal brain damage, severely impaired eyesight, or miscarriage
toxoplasmosis
307
the inability to remember events before 2 years old
infantile amnesia
308
motor development is a continuous process of interaction between the baby and the environment
thelen's dynamic systems theory
309
psychometric test that seeks to measure intelligence by comparing a test-taker's performance with standardized norms
intelligence quotient test
310
psychometric test that compares a baby's performance on a series of tasks with standardized norms for particular ages
developmental test
311
standardized test of infants' and toddler's mental and motor development
bayley scales of infant and toddler development
312
piaget's term for organized patterns of thought and behavior used in particular situations
schemes
313
processes by which an infant learns to reproduce desired occurrences originally discovered by chance
circular reactions
314
imitation with parts of one's body that one cannot see
invisible imitation
315
imitation with parts of one's body can see
visible imitation
316
a type of learning in which repeated or continuous exposure to a stimulus reduces attention to that stimulus
habituation
317
increase in responsiveness after presentation of a new stimulus
dishabituation
318
tendency of infants to spend more time looking at one sight than another; it is based on the ability to make visual distinctions
visual preference
319
tendency to prefer on familiar things
novelty preference
320
ability to distinguish a familiar visual stimulus from an unfamiliar one when shown both at the same time
visual recognition memory
321
ability to use information gained by one sense to guide another
cross-modal transfer
322
- the tendency to focus on one aspect of a situation and neglect others
- it limits young children's thinking to think about social and physical relationships
centration
323
- inability to consider another's point of view
- it causes children confusion with reality and what's inside their head
egocentrism
324
awareness that two objects that are equal according to a certain measure remain equal in the face of a perceptual alteration so long as nothing has been added to or taken away from either object
conservation
325
failure to understand than an operation can go in two or more directions
irreversibility
326
used to measure fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing, and working memory
stanford-binet intelligence scale
327
yields verbal and performance scores as well as a combined score
wechsler preschool and primary scale of intelligence revised
328
vygotsky's term for the difference between what a child can do alone and what the child can do with help
zone of proximal development
329
temporary support to help a child master a task
scaffolding
330
talking aloud to oneself with no intent to communicate with others
private speech
331
preschooler's development of skills, knowledge, and attitudes that underlie reading and writing
emergent literacy
332
fluid filled membrane that encases the developing embryo, protecting it and giving it room to move and grow
amiotic sac
333
allows oxygen, nourishment, and wastes to pass between mother and embryo, It also helps combat infections
placenta
334
connects the placenta and embryo
umbilical cord
335
psychosocial development theory
erik erikson
336
operant conditioning
B.F skinner
337
classical conditioning
ivan pavlov
338
social learning theory
albert bandura
339
cognitive development
jean piaget
340
sociocultural theory
lev vygotsky
341
bioecological theory
urie bronfenbrenner
342
attachment theory
john bowlby
343
moral development theory
lawrence kohlberg
344
effort to new experience into an existing self-concept
assimilation
345
adjustment of self-concept to fit new experience
accommodation
