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Chapter 9
definitions
| Term | Definition |
|---|---|
| Developmental Psychology | the branch of psychology that explores physical, emotional, cognitive, and social aspects of development |
| Maturation | the biological unfolding of the organism according to the underlying genetic code |
| Germinal Stage | the stage of prenatal development from implantation through about the eighth week of pregnancy during which the major organ systems begin to form (first two weeks after conception) |
| Embryonic Stage | the stage of prenatal development from implantation through about the eighth week of pregnancy during which the major organ systems begin to form |
| Fetal Stage | the stage of prenatal development in which the fetus develops, beginning around the ninth week of pregnancy and lasting until the birth of the child |
| Spina Bifida | a neural tube defect in which the child is born with a hole in the tube surrounding the spinal cord. Most cases are mild but, problems such as difficulty walking or performing daily activities without assistance may result. Lack of folic acid |
| Teratogen | an environmental influence or agent that may harm the developing embryo or fetus- most dangerous in 4-8 week of development (x rays, environmental contaminants such as lead and mercury)- affect arms and legs |
| Rubella | a common childhood disease that can lead to serious birth defects If contracted by the mother during pregnancy |
| Sudden Infant Death Syndrome (SIDS) | the sudden and unexplained death of infants that usually occurs when they are asleep in their cribs |
| Fetal Alcohol Syndrome (FAS) | a syndrome caused by maternal use of alcohol during pregnancy in which the child shows developmental delays and facial deformities |
| Rooting Reflex | the reflexive turning of the newborns head in the direction of a touch on its cheek |
| Eye Blink Reflex | the reflexive blinking of the eyes that protects the newborn from bright light and foreign objects |
| Sucking Reflex | Rhythmic sucking in response to stimulation of the tongue or mouth |
| Moro Reflex | an inborn reflex, elicited by a sudden noise or loss of support, in which the infant extends its arms, arches its back, and brings its arms toward each other as though attempting to grab hold of someone |
| Palmer Grasp Reflex | the reflexive curling of the infants fingers around an object that touches its palm |
| Babinski Reflex | the reflexive fanning out and curling of the infants toes and inward twisting of its foot when the sole of the foot is stroked |
| Visual Cliff Apparatus | glass panel that covers an apparent sudden drop off- most infants will hesitate or refuse to crawl across the deep side |
| Temperament | a characteristic style of behavior or disposition |
| Easy Children | playful, respond positively to new stimuli, adapt easily, happy |
| Difficult Children | react negatively to new situations, irritable dispositions, difficultly establishing normal sleeping and eating patterns (most likely to develop mental health issues) |
| Slow-to-warm-up children | low activity levels, avoid novel stimuli, more time to adjust to situations, withdrawn |
| Attachment | the enduring emotional bond that infants and older children form with their caregivers |
| Bonding | the enduring emotional bond that infants and older children form with their caregivers |
| Imprinting | the formation of a strong bond of the newborn animal to the first moving object seen after birth |
| Mary Ainsworth | Strange Situation- observe how infants react to separations and reunions with caregivers |
| Secure Type (Type B) | used mothers as a secure base for exploring the environment, cried when mother left but warmly greeted her when she returned |
| Insecure-Avoidant Type (Type A) | these infants paid little attention to the mother when she was in the room, little distress when she left, ignored when she returned |
| Insecure-Resistant Type (Type C) | clung to their mother and reluctant to explore environment, high level of stress when the mother left and still experienced this when she returned, would reach out then push away from the mom |
| Disorganized/Disoriented Attachment | lack a consistent way to respond when the mom leaves and returns |
| Authoritative Style | set reasonable limits for their children but are not over controlling- willing to listen and give advice- most successful style- kids popular with peers-self reliant |
| Authoritarian Style | rigid and over controlling- expect and demand obedience from children- “because I said so”- unresponsive to children’s needs- moody- withdrawn- lack self confidence |
| Permissive Style | “anything goes”- children are lacking in self-control- do not have interpersonal skills |
| Jean Piaget | most important developmental theorist |
| Schema | To Piaget, is an organized system of actions or a mental representation that people use to understand the world and interact with it |
| Adaptation | To Piaget, the process of adjustment that enables people to function more effectively in meeting the demands they face in the environment |
| Assimilation | To Piaget, the process of incorporating new objects or situations in existing schemas |
| Accommodation | To Piaget, the process of creating new schemas or modifying existing ones to account for new objects or experiences |
| Piaget’s four stages of cognitive development | sensorimotor, preoperational, concrete operational, formal operational |
| object prominence | the recognition that objects continue to exist even if they have disappeared from sight |
| Egocentrism | the tendency to see the world only from one’s own perspective |
| Animistic thinking | the child’s belief that inanimate objects have living qualities (moon has wishes) |
| Irreversibility | the inability to reverse the direction of a sequence of events to their starting point |
| Centration | the tendency to focus on only one aspect of a situation at a time |
| Conservation | In Piaget’s theory, the ability to recognize that the quantity or amount of an object remains constant despite superficial changes in its outward appearance |
| Formal Operations | the level of full cognitive maturity in Piaget’s Theory, characterized by the ability to think in abstract terms |
| Lev Vygotsky | concerned with how children come to understand their social world |
| Zone of Proximal(Potential) development (ZPD) | in Vygotsky’s theory, the range between children’s present level of knowledge and their potential knowledge state if they receive proper guidance and instruction (scaffolding) |
| Working “in zone” | means providing less experience individuals or novices with support or instruction they need to advance beyond the level they would be able to accomplish on their own |
| Adolescence | the period of life beginning at puberty and ending with early adulthood |
| Formal Operation Thinking | final stage of cognitive development in Piagets Theory- become capable of creating hypothetical situations and scenarios and playing them through their mind- Not all people reach this stage |
| Imaginary audience | the common belief among adolescents that they are the center of other people’s attention |
| Personal Fable | the common belief among adolescents that their feelings and experiences cannot possibly be understood by others and that they are personally invulnerable to harm |
| Kohlberg | studied how individuals make moral judgments about conflict laden issues- process by which people arrive at moral choices---Three levels of moral reasoning: pre conventional level, conventional level, post conventional level |
| Stage 1: Obedience & Punishment Orientation | good behavior avoids punishment |
| Stage 2: Instrumental Purpose Orientation | a behavior is judged good when it serves the person’s needs or interests |
| Stage 3: Good boy Good girl orientation | individuals believe that conformity with rules and regulations is important because of how they want to be perceived by others |
| Stage 4: Authority or Law & Order Orientation | rules must be obeyed and applied even handedly because they are needed for the orderly functioning society |
| Stage 5: Social Contract Orientation | the belief that laws are based on mutual agreement among members of a society but they should be open to question |
| Stage 6: Universal Ethical Principles | set of self-chosen, abstract ethical principles that serve as a guiding framework for moral judgements – guided by their own internal and moral compass |
| Ego identity | in Erickson’s theory, the attainment of psychological sense of knowing oneself and one’s direction in life |
| Identity Crisis | In Erickson’s theory, a stressful period of serious soul searching and self-examination of issues relating to personal values and one’s direction in life |
| Role Diffusion | In Erickson’s model, a lack of direction or aimlessness with respect to one’s role in life or public identity |
| Fluid Intelligence | mental flexibility- a form of intelligence associated with the ability to think abstractly and flexibly in solving problems |
| Crystallized Intelligence | a form of intelligence associated with the ability to use accumulated knowledge |
| Emerging Adulthood | the period of psychosocial development, roughly spanning the ages 18 to 25, during which the person makes the transition from adolescence to adulthood |
| Intimacy vs Isolation | of forming intimate relationships on one hand verses remaining lonely |
| Generativity vs Stagnation | efforts directed at shaping the new generation or self- absorbed |
| Midlife Crisis | a state of psychological crisis, often occurring during middle adulthood, in which people grapple with the loss of their youth |
| Dementia | a condition involving a major deterioration or loss of mental abilities involved in memory, reasoning, judgement, and ability to carry out purposeful behavior |
| Alzheimer’s Disease | An irreversible brain disease with a progressive course of deterioration of mental functioning |
| Selective Optimization and Compensation | optimize ones time and use available resources to compensate for shortcomings |
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