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Unit 6
Developmental Psychology
| Term | Definition |
|---|---|
| developmental psychology | a branch or psychology that studies physical, cognitive, and social change throughout the life span |
| zygote | the fertilized egg, it enters a 2-week period of rapid cell division and develops into an embryo |
| embryo | the developing human organism from about 2 weeks after fertilization through the second month |
| fetus | the developing human organism from 9 weeks after conception to birth |
| teratogens | "monster makers" agents such as chemicals and viruses that can reach the embryo or fetus during prenatal development and cause harm |
| fetal alcohol syndrome | physical and cognitive abnormalities in children caused by a pregnant women's heavy drinking, signs include a small, out-of- proportion head and abnormal facial features |
| habituation | decreasing responsiveness with repeated stimulation. as infants gain familiarity with repeated exposure to a stimulus, their interest wanes and they look way sooner |
| maturation | biological growth processes that enable orderly changes in behavior, relatively uninfluenced by experience |
| cognition | all the mental activities associated with thinking, knowing, remembering, and communicating |
| schema | a concept or framework that organizes and interprets info |
| assimilation | interpreting our new experiences in terms of our existing schemas |
| accommodation | adapting our current understandings (schemas) to incorporate new info |
| sensorimotor stage | in Piaget's theory, the stage (from birth to nearly 2 years of age) during which infants know the world mostly in terms of their sensory impressions and motor activities |
| object permanence | the awareness that things continue to exist even when not perceived |
| preoperational stage | in Piaget's theory the stage (from 2 to 6-7) during which a child learns to use language but does not yet comprehend the mental operations of concrete logic |
| conservation | the principle (apart of Piaget's concrete operational reasoning) that properties such as mass, volume and number remain the same despite changes in the forms of objects |
| egocentrism | in Piaget's theory the preoperational child's difficulty taking another's point of view |
| theory of mind | people's ideas about their own and other's mental states, about their feelings perceptions, and thoughts, and the behaviors these might predict |
| concrete operational | in Piaget's theory the stage of cognitive development (from 7 to 11) during which children gain the mental operations that enable them to think logically about concrete events |
| formal operational | in Piaget's theory the stage of cognitive development (beginning at 12) during which people begin to think logically about abstract concepts |
| scaffold | a framework that offers children temporary support as they develop higher levels of thinking |
| autism spectrum disorder | a disorder that appears i childhood and is marked by significant deficiencies in communication and social interaction, and by rigidly fixated interests and repetitive behaviors |
| stranger anxiety | the fear of strangers that infants commonly display, beginning by about 8 months of age |
| attachment | an emotional tie with another person, shown in young children by their seeking closeness to their caregiver and showing distress on separation |
| critical period | an optimal period early in life of an organism when exposure to certain stimuli or experiences produce normal development |
| imprinting | the process by which certain animals form strong attachments during early life |
| strange situation | a procedure for studying child-caregiver attachment, a child is placed in an unfamiliar environment while their caregiver leaves then returns, and the child's reaction are observed |
| secure attachment | demonstrated by infants who comfortably explore environments in the presence of their caregiver, show only temporary distress when the caregiver leaves, and finds comfort in the caregivers return |
| insecure attachment | demonstrated by infants who display either a clinging, anxious attachment or an avoidant attachment that resists closeness |
| temperament | a person's characteristic emotional reactivity and intensity |
| basic trust | according to Erik Erikson, a sense that the world is predictable and trust worthy, said to be formed during infancy by appropriate experiences with responsive caregivers |
| self concept | all our thoughts and feelings about ourselves in answer o the question "who am I" |
| sex | in psychology, the biologically influenced characteristics by which people define male and female |
| aggression | any physical or verbal behavior intended to harm someone physically or emotionally |
| gender role | a set of expected behaviors, attitudes, and traits for males and females |
| role | a set of expectations (norms) about a social position ought to behave |
| gender identity | our sense of being male, female, or some combination of the two |
| gender typing | the acquisition of a traditional masculine or feminine role |
| social learning theory | the theory that we learn social behavior by observing and imitating and by being rewarded or punished |
| androgyny | displaying both traditional masculine and feminine psychological characteristics |
| transgender | an umbrella term describing people whose gender identity or expression differs from that associated with their birth designated sex |
| puberty | the period of sexual maturation during which a person becomes capable of reproducing |
| identity | our sense of self, according to Erikson, the adolescent's task is to solidify a sense of self by testing and integrating various roles |
| social identity | the "we" aspect of our self-concept the part of our answer to "who am I?" that comes from our group memberships |
| emerging adulthood | a period from about age 18 to the mid 20's when many in western culture are no longer adolescents but have not yet achieved full independence as adults |
| X chromosome | the sex chromosome found in both males and females. females typically have 2 and males 1. and X-chromosome from each parent produces a female child |
| Y chromosome | the sex chromosome typically found only in men, when paired with an X-chromosome from the mother, it produces a male child |
| testosterone | the most important male sex hormone. both males and females have it, but the additional testosterone in males stimulates the growth of the male sex organs during the fetal period and the development of the male sex characteristics during puberty |
| primary sex characteristics | the body structures (ovaries, testes, and external genitalia) that make sexual reproduction possible |
| secondary sex characteristics | non reproductive sexual traits such as female breasts and hips, and male voice quality and body hair |
| spermarche | the first ejaculation |
| menarche | the first menstrual period |
| intersex | a condition present at birth due to unusual combinations of male and female chromosomes, hormones, and anatomy. possessing biological sexual characteristics of both sexes |
| AIDS | a life-threatening sexually transmitted infection caused by the human immunodeficiency virus HIV. AIDS depletes the immune system, leaving the person vulnerable to infection |
| sexual orientation | our enduring sexual attraction, usually towards members of our own sex (homosexual) or the other sex (heterosexual) variation include attraction towards both sexes (bisexual) |
| menopause | the time of natural cessation of menstruation, also refers to the biological changes a women experiences as her ability to reproduce declines |
| cross sectional study | research that compares people of different ages at the same point in time |
| longitudinal study | research that follows and retests the same people over time |
| neurocognitive disorders | acquired (not lifelong) disorders marked by cognitive deficits, often related to Alzheimer's disease, brain injury or disease, or substance abuse, in older adults neurocognitve disorders were formerly called dementia |
| Alzheimer's disease | a neurocognitive disorder marked by neural plaques, often with onset after age 80, and entailing a progressive decline in memory and other cognitive abilities |
| social clock | the culturally preferred timing of social events such as marriage, parenthood, and retirement |
| Sigmund Freud | 5 stages of human development: oral, anal, phallic, latency, and genital. these psychosexual stages show the main growth points of a person from infancy to adulthood, focuses in wants, needs, and desires |
| Jean Piaget | 1896-1980; Field: cognition; Contributions: created a 4-stage theory of cognitive development. sensorimotor, preoperational, concrete, formal |
| Lev Vygostsky | child development. investigated how culture and interpersonal communication guide development, zone of proximal development, play research |
| Harry Harlow | 1905-1981; Field: development; Contributions: realized that touch is preferred in development; Studies: Rhesus monkeys, studied attachment of infant monkeys (wire mothers v. cloth mothers) |
| Margaret Harlow | child development. helped her husband in the lab with the monkey experiment but studied the importance of parent care in the development of primate infants |
| Konrad Lorenz | studies imprinting by working with geese |
| Mary Ainsworth | studied attachment insecure vs. secure attachment, strange situation, child attachment |
| Erik Erikson | social development. created an 8 stage theory to show how people evolve through the life span each stage is marked by a psychological crisis that involves confronting "who am I?" |
| Diana Baumrind | clinical and developmental. researched parenting styles and the use of deception authoritarian, authoritative, permissive, and neglectful |
| Carol Gilligan | cognition and moral development. believed that kohlberg's work was developed by only observing boy's and overlooked potential differences between habitual moral judgements of boys and girls. girls focus more on relationships than on law/principles |
| Albert Bandura | studies and created the social learning theory and self efficiency. studies aggression/ non-aggression in kids |
| Lawrence Kohlberg | cognition and moral development. created a theory of moral development that focuses on moral reasoning rather than overt behavior. pre-conventional, conventional, post-conventional |
| gender | in psychology the socially influenced characteristics by which people define boy, girl, man, and women |
| relational aggression | an act of aggression (physical or verbal) intended to harm a person's relationship or social standing |
| adolescence | the transition period from childhood to adulthood, extending from puberty to independence |
| authoritarian | parents who impose rules and expect obedience |
| permissive | parents who give in to children's desires |
| authoritative | parents who have rules but are understanding. tough love |
| negligent | parents who are uninvolved |
| Pre-Conventional | This stage is based on obedience & punishment. Focus is on the consequence of actions rather than the intentions |
| Conventional | This stage is based on relationships & social roles. Focus is on fulfilling social roles and maintain obedience to have an organized & functioning society |
| Post-Conventional | This stage is based on values & principles. Focus is on the realization that different values come from different cultures and individual principles may transcend obedience to the law |
| Elizabeth Kübler-Ross | 1926-2004; Field: development; Contributions: 5 stages of grief (1. death, 2. anger/resentment, 3. bargaining with God, 4. depression, 5. acceptance) |
| zone of proximal development | the space between what a learner can do without assistance and what a learner can do with adult guidance or in collaboration with more capable peers. |
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