Final Flashcards
(175 cards)
1
Q
Nature Controversy
A
Our inborn biological characteristics based on the genes we inherit
2
Q
Nurture Controversy
A
Our environmental factors - physical and social world around us
3
Q
Continuity Controversy
A
same basic skills and behaviors throughout all ages, development is a gradual change in amount of skills and complexity of behaviors (same basic things growing and refining)
4
Q
Discontinuity Controversy
A
Unique ways of thinking, and feeling - different across age groups
5
Q
Active Controversy
A
Participants in influencing how others respond to them and what their environment is like (implicated in education)
6
Q
Passive Controversy
A
Environment plays direct role in child’s development, they are influenced by their peers and experiences
7
Q
Positive Correlation
A
As one variable increases, so does the other; as one variable decreases, so does the other (move in the same direction)
8
Q
Negative Correlation
A
As one variable increases, the other decreases; as one variable decreases, the other increases (move in the opposite direction)
9
Q
Characteristics of Experiments
A
- Researcher manipulates variable (independent variable)
- Researcher measures whether this manipulation influences other variables (measuring the dependent variable)
- Researcher attempts to control extraneous factors (confounding variables)
10
Q
Longitudinal Design
A
Same group studied at different times (repeated at different ages)
11
Q
Cross-Sectional Design
A
- Different groups studied at the same time
- Differences between the groups are assumed to be because of developmental changes
12
Q
Chromosomes
A
structures in cells that contain genetic material
13
Q
DNA
A
Substance chromosomes are made of
14
Q
Genes
A
Segments of DNA that provide specific biochemical instructions
15
Q
Dominant-Recessive Inheritance
A
The dominant allele affects the characteristics, while the recessive allele has no effect
16
Q
Conception:
A
Union of male sperm and female ovum
17
Q
Blastocyst
A
4th day after conception - hollow ball of 60-70 cells
18
Q
Embryonic disc
A
cells that become organism
19
Q
Trophoblast
A
protective covering around developing baby
20
Q
Ectoderm
A
nervous system, skin
21
Q
Mesoderm
A
muscles, circulatory system
22
Q
Endoderm
A
digestive system, lungs, liver, pancreas, urinary system
23
Q
Critical Period
A
there are times when certain things really need to go correctly for healthy development to happen, if something goes wrong, there can be a problem with development
24
Q
Vernix
A
white cheese like substance that protects the skin
25
Lanugo
white hairs to help vernix stick to the skin
26
Reflexes
Innate, automatic response to certain types of stimulation
27
Rooting reflex
Turn towards cheek being rubbed
28
Sucking reflex
Suck on things in the mouth
29
Eye blink reflex
Blink if something is coming towards the eye
30
Stepping reflex
picking up feet if held with feet to the ground
31
Grasping
something in hand, grasp onto it
32
Moro reflex
Reaching out and then pulling arms back in
33
Tonic neck
Turning head to one side causing one arm and leg to contract and the others to straighten
34
Babinski reflex
toe fanning
35
REM sleep
Active sleep, eye movement, muscle twitches
36
Non-REM sleep
A state of full rest with little to no body activity. Eyelids are closed, face is relaxed, and breathing is slow and regular.
37
Drowsiness
A state of little movement in which eyes open and close. When eyes are open, they have a glazed look.
38
Alert Inactivity
A state in which the body is relatively inactive, with eyes open and attentive. Breathing is even.
39
Alert activity
A state with frequent bursts of uncoordinated body activity. Eyes are open and breathing is irregular.
40
Crying
Distressed, making noise, moving around
41
Myelination
- Forming of coating on nerve cells
- Allow messages to be conducted more efficiently
42
Pruning
Neurons that are stimulated from external environment continue to function and establish connections. Neurons that are not stimulated die off.
43
Cephalocaudal trend
Babies are able to control their head first and then gain control over time
44
Proximodistal trend
Being able to control the center of the body and then gaining control of external extremities
45
Fine motor skills
small movements with hands and fingers
46
Gross motor skills
large movements that involve moving around
47
"Back to Sleep"
- Putting babies on their backs to sleep (lowers risk of SIDS)
- But it delays some of the skills babies learn from sleeping on their stomachs
48
Visual acuity
Being able to discriminate fine details
49
Depth Perception
Relative distance of objects in the environment
50
Scheme
Mental structure involved in acquiring and organizing knowledge
51
Assimilation
Using current schemes to interpret the external world
52
Accommodation
Adjusting old schemes and creating new ones to better fit experiences
53
Simple reflexes
Newborn reflexive responses
54
Primary circular reactions
Repeating chance behaviors focused on the self
55
Secondary circular reactions
Repeating chance behaviors that affect the environment
56
Coordination of secondary schemes
Intentional, goal-directed behavior
57
Tertiary circular reactions
Adapting schemes to new situations
58
Mental combinations
Internal depictions of information
59
deferred imitation
Depict in mind, copy later
59
Cooing
Vowel-like sounds
60
Babbling
Vowel-consonant combinations
61
Echolalia
Repeated sounds or words
62
Intonation
Patterns of rising and falling speech
63
Receptive vocabulary
- what we understand
- Increases more quickly
64
expressive vocabulary
- what we can say
65
Overextension
Applying a word too broadly
66
Underextension
Applying a word too narrowly
67
Holophrase
A single word used to express complex meaning
68
Telegraphic Speech
Phrase that includes only the essential words
69
Imitation
Learn from modeling of peers/caregivers
70
Inborn Language Acquisition Device (LAD)
biologically prepares infants to learn language
71
Interactionist language theory
Child is well equipped to learn language but social and environmental factors can help facilitate/stunt language development
72
Attachment
Characterizes relationship between infant and caregiver
73
Secure
- Use parents as secure base when parent is in the room
- Free and comfortable to explore but return to parent for reassurement
- Upset when separated
- Seek parent and are easily calmed when parent returns
74
Avoidant
- Lack of relationship
- Not interacting with parent when they are in the room
- Not upset when parent leaves
- Not responsive when parent returns
- Distant from relationship
75
Ambivalent/resistant
- Close to parent (clinging to parent)
- When the parent leaves they become upset (maybe more extreme than secure attachment)
- When the parent returns, they show angry/resistant behavior towards parent
- Don’t easily calm down when parent returns
- Want the parent back but can't effectively use the contact
76
Disorganized-Disoriented
- Greatest insecurity
- Unusual/odd/disturbing behaviors
- Comforted by stranger but not the parent
- Approach caregiver while looking away
- Cry when the parent returns
77
Initial Pre-Attachment
- Indiscriminate
- Infant shows same behaviors towards any person
- Respond to familiar and unfamiliar people in the same way
78
Attachment-in-the-Making
- Preference for familiar figures
- Developing a sense of trust
- Don’t necessarily protest when separated from trusted caregivers
79
Clear-Cut Attachment
Intensified dependence on primary caregiver
80
Separation anxiety
Upset when familiar caregiver leaves
81
Basic emotions
Happiness
Anger
Sadness
Fear
82
Self-Conscious Emotions
- Feeling positively or negatively about oneself
- Embarrassment, envy, guilt, shame, pride
- Emerge 18-24 months
- Help to acquire moral behaviors/actions valued in their culture
- Instruction from adults
83
Easy temperament
Easily establish regular routines, cheerful, adapt to new experiences
84
Difficult temperament
Irregular routines, slow to accept new experiences, intense negative reactions to situations
85
Slow to warm up temperament
Least active, mild reactions to stimuli in environment, adjust slowly to new experiences
86
Surgency
Positive, active, and seeking stimulation (kind of like extraversion)
87
Effortful control
Focusing attention and avoiding distraction (paying attention, inhibit behaviors they don’t want to display)
88
Negative affectivity
Fear, anger, sadness, frustration
89
Goodness of Fit Model
a good match between parenting and temperament can lead to favorable outcomes
90
Symbol-Real World Relations
Understand that one object can stand for another
91
Egocentrism
Failure to distinguish others’ views from one’s own
92
Animism
Belief that inanimate objects have lifelike qualities
93
Artificialism
Assumption that environmental features were made by people
94
Conservation
Understanding that physical characteristics of objects remain the same, even when appearance changes
95
Centration
focus on only one aspect of a situation or problem
96
Irreversibility
Inability to mentally reverse
97
Zone of Proximal Development
Range of tasks that a child can do with help but not alone
98
Scaffolding
Support that parents and teachers provide to help children learn
99
Fast-Mapping
Quickly attaching word to concept
100
Whole-Object Assumption
Words apply to whole objects, not components
101
Contrast Assumption
Objects have only one label
102
Overregularization
Using grammatical rules too consistently
103
Pragmatics
Practical, social side of language
104
Direct Feedback
Providing specific corrections
105
Recasts
Restructuring inaccurate speech
106
Expansions
Elaborating on child’s speech
107
Authoritative parenting
- Demanding but caring, good communication
- Warm and restrictive
108
Authoritarian parenting
- Parental power without warmth
- Rejecting and restrictive
109
Permissive-indulgent parenting
- Warm, but lax in limit setting
- Warm and permissive
110
Rejecting-neglecting parenting
- Indifferent, no guidance
- Rejecting and permissive
111
Authoritative
- Positive social, emotional, and academic outcomes
- Friendly and cooperative
- Motivated
112
Authoritarian
- Anxious, withdrawn, can be aggressive
- Emotional outcomes
113
Permissive
- Impulsive, immature
- Behavioral issues
- Good social skills, self-competent, good self-esteem
- Less competent in school
114
Rejecting-Neglecting
- Negative behavioral, academic, and social outcomes
- Most negative outcomes
- Lower motivation
- Problematic peer relationships (impulsivity, aggressiveness)
115
Unoccupied Play
Children don’t look like they are playing
116
Solitary play
Child is playing alone
116
Onlooker play
Child watches other children play
117
Parallel play
Playing near other children with similar materials
118
Associative play
Separate activities with communication
119
Cooperative play
Working toward a common goal
120
Benefits of Physical play
- Coordination
- Motor skills
121
Benefits of constructive play
- Problem-solving
- Visual-processing
122
Benefits of social play
- Communication
- Social skills
123
Benefits of imaginative play
- Creativity
- language
- empathy
124
Benefits of games with rules
- Patience
- strategy
- reasoning
- turn-taking
125
Benefits of solitary play
- Self reliance
- autonomy
126
Gender Roles
Characteristics considered stereotypical of females and males
127
Benefits of physical activity: physical health
- Cardiovascular health
- Muscle and bone development
- Coordination and motor skills
- Healthy weight management
128
Benefits of physical activity: cognitive health
- Enhanced focus and attention
- Lower stress and anxiety
- Better sleep quality
129
Benefits of physical activity: social/emotional health
- Teamwork and cooperation
- Self-confidence
- Discipline and goal-setting
130
Decentration
Ability to focus on several aspects of a problem at once
131
Reversibility
Ability to go through a series of steps in a problem and then mentally reverse the steps (think about it in reverse)
132
Classification
More aware of classification hierarchies (classes and subclasses)
133
Seriation
Ability to put things in order
134
Transitivity
Mental seriation - recognize relationships in serial order
135
Spatial reasoning
Directions, idea of location in relation to other things
136
Preconventional moral reasoning
Based on anticipated punishments or rewards
137
Conventional moral reasoning
Based on conformity to social rules and conventions
138
Postconventional moral reasoning
Based on general principles of justice, equality, and respect
139
Short-term/working memory
We actively are applying mental strategies to maintain information
140
Long-term memory
- Permanent knowledge base
- Unlimited
141
Memory strategies
- Rehearsal
- Organization
- Elaboration
142
Factors of general self esteem
- Academic competence
- Social competence
- Physical competence
- Physical appearance
143
Coregulation
Gradual transfer of control from parent to child
144
3-6: Momentary physical interaction
Children remain egocentric. Their concept of a friend is one who likes to play with the same things and lives nearby.
145
5-9: One-way assistance
Children are less egocentric but view a friend as someone who does what they want.
146
7-12: Fair-weather cooperation
Friends are viewed as doing things for one another, but the focus remains on self-interest.
147
10-15: Intimate and mutual sharing
The focus is on the relationship rather than on the individuals separately. Friendship is viewed as providing mutual support over a long period of time.
148
12+: Autonomous interdependence
Children and adults understand that friendships grow and change as people change and that they may need different friends to satisfy different needs
149
Adolescence
The transition period between childhood and adulthood
150
Puberty
Rapid physical development leading to sexual maturity
151
The Secular Trend
The average age of onset of puberty has declined over time
152
Consequences of early puberty
Girls: negative
Boys: complicated
153
Consequences of late puberty
Girls: positive
Boys: negative
154
Reasons for sexual activity
- Girls: To express intimacy
- Boys: Pleasure and curiosity
155
Personal Fable
Overestimating uniqueness of feelings and experiences
156
Imaginary Audience
Thinking that everyone is paying attention to them
157
Fantasy period
- Childhood
- Imagining future careers
158
Tentative period
- Early-mid adolescence
- Considering interests and requirements
159
Realistic period
- Late adolescence and adulthood
- Exploring and narrowing options
160
6 Personality types:
- Investigative (thinker)
- Artistic (creator)
- Social (helper)
- Enterprising (persuader)
- Conventional (organizer)
- Realistic (doer)
161
Identity
Defining who you are, values, and direction in life
162
Role confusion
- Lack of direction and definition of self
- Restricted exploration
163
Identity achievement
- Considered various options and now they have made a commitment to their values, their beliefs, their goals, etc.
164
Moratorium
- Still trying to figure it out
- Thinking about different options but haven’t made a commitment yet
165
Foreclosure
- Accepted the ideals/values/goals of their parents or loved ones
- Haven’t considered alternatives
166
Diffusion
Apathetic
167
Autonomy granting
The process of encouraging adolescents to become independent
168
Common sibling dynamics
- Rivalry and competition
- Conflict and negotiation
- Support and alliance
169
Benefits of sibling relationships
- conflict resolution
- emotional support and companionship
- empathy and social understanding
- role modeling
170
Clique
Small, tightly-knit group of 5-7 friends
171
Crowd
Larger, more loosely organized groups based on reputation and stereotype
172
Factors that promote adolescent well-being
- Supportive relationships
- School connectedness
- Healthy routines
- Coping strategies
173
Emerging adulthood
left adolescence, but not yet have full adult responsibilities
