Chapter 9
Help!
|
|
||||
|---|---|---|---|---|---|
| Developmental Psychology | The branch of psychology that studies how people change over the lifespan.
🗑
|
||||
| Zygote | A single cell formed at conception from the union of the egg cell and the sperm cell.
🗑
|
||||
| Chromosome | A long, threadlike structure compased of twisted parallel strands of DNA; found in the cell nucleus.
🗑
|
||||
| Deoxyribonucleic Acid (DNA) | The double-stranded molecule that encodes genetic instructions; the chemical basis of heredity.
🗑
|
||||
| Gene | A unit of DNA on a chromosome that encodes instructions for making a particular protein molecule; the basic unit of heredity.
🗑
|
||||
| Genotype | The genetic makeup of an individual organism.
🗑
|
||||
| Human Genome | The scientific description of the completeset of DNA in the human organisms, including gene locations.
🗑
|
||||
| Allele | One of the different forms of a particular gene.
🗑
|
||||
| Phenotype | The observable traits or characteristics of an organism as determined by the interaction of genetics and environmental factors.
🗑
|
||||
| Sex Chromosomes | Chromosomes, designated as X or Y, that determine biological sex; the 23rd pair of chromosomes in humans.
🗑
|
||||
| Prenatal Stage | The stage of development before birth; divided into the germinal, embryonic, and fetal periods.
🗑
|
||||
| Germinal Period | The first two week of prenatal development.
🗑
|
||||
| Embryonic Period | The second period of prenatal development, extending from the third week through the eighth week.
🗑
|
||||
| Teratogens | Harmful agents or substances that can cause malformations of defect in embryo of fetus.
🗑
|
||||
| Fetal Period | The third and longest period of prenatal development, extending from the ninth week until birth.
🗑
|
||||
| Temperament | Inborn predispositions to consistently behave and react in a certain way.
🗑
|
||||
| Attachment | The emotional bond that forms between an infant and caregiver(s), especially between his or her parents.
🗑
|
||||
| Comprehension Vocabulary | The words that are understood by an infant or child.
🗑
|
||||
| Production Vocabulary | The words that an infant or child understands and can speak.
🗑
|
||||
| Sensorimotor Stage | In Piaget’s theory, the first stage of cognitive development, from birth to about age 2; the period during which the infant explores the environment and acquires knowledge through sensing and manipulating objects.
🗑
|
||||
| Object Permanence | The understanding that an object continues to exist even when it can no longer be seen.
🗑
|
||||
| Preoperational Stage | In Piaget’s theory, the second stage of cognitive development, which last from about age 2 to 7; characterized by increasing use of symbols and prelogical thought processes.
🗑
|
||||
| Symbolic Thought | The ability to use words, images, and symbols to represent the world.
🗑
|
||||
| Egocentrism | In Piaget’s theory, the inability to take another person’s point of view.
🗑
|
||||
| Irreversibility | In Piaget’s theory, the inability to mentally reserve a sequence of events or long operations.
🗑
|
||||
| Centration | In Piaget’s theory, the tendency to focus, or center, on only one aspect of a situation and ignore other important aspects of the situation.
🗑
|
||||
| Conservation | In Piaget’s theory, the understanding that two equal quantities remain equal even though the form or appearance is rearranged, as long as nothing is added or subtracted.
🗑
|
||||
| Concrete Operational Stage | In Piaget’s theory, the third stage of cognitive development, which lasts from about age 7 to adolescence; characterized by the ability to think logically about concrete objects and situations.
🗑
|
||||
| Formal Operational Stage | In Piaget’s theory, the fourth stage of cognitive development, which lasts from about adolescence through adulthood; characterized by the ability to think logically about abstract principals and hypothetical situations.
🗑
|
||||
| Zone of Proximal Development | In Vygotsky’s theory of cognitive development, the difference between what children can accomplish on their own and what they can accomplish with the help of others who are more competent.
🗑
|
||||
| Information-Processing Model of Cognitive Development | The model that views cogitative development as a process that is continuous over the lifespan and that studies the development of basic mental processes such as attention, memory, and problem solving.
🗑
|
||||
| Adolescence | The transitional stage between late childhood and the beginning of adulthood, during which sexual maturity is reached.
🗑
|
||||
| Puberty | The stage of adolescence in which individual reaches sexual maturity and becomes physiologically capable of sexual reproduction.
🗑
|
||||
| Primary Sex Characteristics | Sexual organs that are directly involved in reproduction, such as the uterus, ovaries, penis, and testicles.
🗑
|
||||
| Secondary Sex Characteristics | Sexual characteristics that develop during puberty and are not directly involved in reproduction but differentiate between the sexes, such as male facial hair and female breast development.
🗑
|
||||
| Adolescent Growth Spurt | The period of accelerated growth during puberty, involving rapid increases in height and weight.
🗑
|
||||
| Menarche | A female’s first menstrual period, which occurs during puberty.
🗑
|
||||
| Identity | A person’s definition or description or himself or herself, including the values, beliefs, and ideas that guide the individual’s behavior.
🗑
|
||||
| Moral Reasoning | The aspect of cognitive development that has to do with how an individual reasons about moral decisions.
🗑
|
||||
| Menopause | The natural cessation of menstruation and the end of reproductive capacity in women.
🗑
|
||||
| Activity Theory of Aging | The psychosocial theory that life satisfaction in late adulthood is highest when people maintain the level of activity the displayed earlier in life.
🗑
|
||||
| Authoritarian Parenting Style | Parenting style in which parents are demanding and unresponsive towards their children’s needs or wishes.
🗑
|
||||
| Permissive Parenting Style | Parenting style in which parents are extremely tolerant and not demanding; permissive-indulgent parents are more responsive to their children, whereas permissive-indifferent parent are not.
🗑
|
||||
| Authoritative Parenting Style | Parenting style in which parents set clear standards for their children’s behavior but are also responsive to their children’s needs and wishes.
🗑
|
||||
| Induction | A discipline technique that combines parental control with explaining why behavior is prohibited.
🗑
|
||||
| Mary D. Salter Ainsworth (1913-1999) | American psychologist who devised the Strange Situation procedure to measure attachment; contributed to attachment theory.
🗑
|
||||
| Renee Baillargeon (b.1954) | Canadian-born Psychologist whose studies of cognitive development during infancy using visual rather than manual tasks challenged beliefs about the age at which permanence first appears.
🗑
|
||||
| Erik Erikson (1902-1994) | German-born American psychoanalyst who proposed an influential theory of psychological development throughout the lifespan.
🗑
|
||||
| Lawrence Kohlberg (1927-1987) | American psychologist who proposed and influential theory of moral development.
🗑
|
||||
| Jean Piaget (1896-1980) | Swiss child psychologist whose influential theory proposed that children progress through distinct stages of cognitive development.
🗑
|
||||
| Lev Vygotsky (1896-1934) | Russian psychologist who stressed the importance of social and cultural influences in cognitive development.
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Created by:
SaraMcKenzie
Popular Psychology sets