Development Through the Life Span Vocab
Help!
|
|
||||
|---|---|---|---|---|---|
| Developmental Psychology | a branch of psychology that studies physical, cognitive, and social changes throughout the life span
🗑
|
||||
| Zygote | the fertilized egg; it enters a two week period of rapid cell division and develops into an embryo
🗑
|
||||
| Embryo | the developing human organism from about two weeks after fertilization through the second month
🗑
|
||||
| Fetus | the developing human organism from nine weeks after conception to birth
🗑
|
||||
| Teratogen | 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 woman's heavy drinking. In severe cases, symptoms include noticeable facial misproportions
🗑
|
||||
| Rooting Reflex | a baby's tendency, when touched on the cheek, to turn towards the touch, open the mouth, and search for the nipple
🗑
|
||||
| Hibituation | decreasing responsiveness with repeated stimulation. As infants gain familiarity with repeated exposure to a visual stimulus, their interest wanes and they look away sooner
🗑
|
||||
| Maturation | biological growth processes that enables orderly changes in behavior, relatively uninfluenced by experiments
🗑
|
||||
| Schema | a concept or framework that organizes and interprets information
🗑
|
||||
| Assimilation | interpreting one's new experience in terms of one's existing schemas
🗑
|
||||
| Accomodation | adapting one's current understandings (schemas) to incorporate new information
🗑
|
||||
| Cognition | all the mental activities associated with thinking, knowing, remembering, and communicating
🗑
|
||||
| Sensorimotor Stage | in Piaget's theory, the stage (from birth to about two 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 percieved
🗑
|
||||
| Preoperational Stage | in Piaget's theory, the stage (from about 2 to 6 or 7 years of age) during which a child learns to use language but does not yet comprehend the mental operations of concrete logic
🗑
|
||||
| Conservation | the principle (which Piaget believed to be part of concrete operational reasoning) that properties such as mass, volume, and number remain the same despite changes in the forms of objects
🗑
|
||||
| Egocentrism | the Piaget's theory, the preoperational child's difficulty taking other's points of view
🗑
|
||||
| Theory of Mind | people's ideas about their own and others' mental states- about their feelings, perceptions, and thoughts and the behaviors these may predict
🗑
|
||||
| Autism | a disorder that appears in childhood and is marked by deficient communication, social interaction, and understanding of others' states of mind
🗑
|
||||
| Concrete Operational Stage | in Piaget's theory, the stage of cognitive development (from about 6 or 7 to 11 years of age) during which children gain the mental operations that enables them to think logically about concrete events
🗑
|
||||
| Formal Operational Stage | in Piaget's theory, the stage of cognitive development (normally beginning about age 12) during which people begin to think logically about abstract concepts
🗑
|
||||
| Stranger Anxiety | the fear of strangers that infants commonly display, beginning by about 8 months of age
🗑
|
||||
| Attatchment | an emotional tie with another person; shown in young children by their seeking closeness to the caregiver and showing distress on seperation
🗑
|
||||
| Critical Period | an optimal period shortly after birth when an organism's exposure to certain stimuli or experiences produces proper development
🗑
|
||||
| Imprinting | the process by which certain animals form attatchments during a critical period very early in life
🗑
|
||||
| Basic Trust | according to Erik Erikson, a sense that the world is predictable and trustworthy; said to be formed during infancy by appropriate experiences with responsive caregivers
🗑
|
||||
| Self-Concept | a sense of one's identity and personal worth
🗑
|
||||
| Adolescence | the transition period from childhood to adulthood, extending from puberty to independance
🗑
|
||||
| Puberty | the period of sexual maturation, during which a person becomes capable of reproducing
🗑
|
||||
| Primary Sex Characteristics | the body structures (ovaries, testes, and external genetalia) that make sexual reproduction possible
🗑
|
||||
| Secondary Sex Characteristics | nonreproductive sexual chacteristics, such as female breasts and hips or male voice quality and body hair
🗑
|
||||
| Menarche | the first menstral period
🗑
|
||||
| Identity | one's sense of self; according to Erikson, the adolescent's task is to solify a sense of self by testing and integrating various roles
🗑
|
||||
| Intimacy | in Erikson's theory, the ability to form close, loving relationships, a primary developmental task in late adolescence and early childhood
🗑
|
||||
| Menopause | the time of natural cessation of menstruation; also refers to the biological changes a woman experiences as her ability to reproduce declines
🗑
|
||||
| Alzheimer's Disease | a progressive and irreverable brain disorder characterized by gradual deterioration of memory, reasoning, language, and, finally, physical functioning
🗑
|
||||
| Cross-Sectional Study | a study in which people of different ages are compared with one another
🗑
|
||||
| Longitudinal Study | research in which the same people are restudied and retested over a long period
🗑
|
||||
| Crystallized Intelligence | one's accumulated knowledge and verbal skills; tends to increase with age
🗑
|
||||
| Fluid Intelligence | one's ability to reason speedily and abstractly; tends to decrease during late adulthood
🗑
|
||||
| Social Clock | the culturally preferred timing of social events such as marriage, parenthood, and retirement
🗑
|
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:
cookie_luv
Popular Psychology sets