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UP10 Chapter 12
Development
| Question | Answer |
|---|---|
| developmental psychology | the branch of psychology that studies the patterns of growth and change that occur throughout life |
| nature-nurture issue | the issue of the degree to which environment and heredity influence behavior |
| identical twins | twins who are genetically identical |
| cross-sectional research | a research method that compares people of different ages at the same point in time |
| longitudinal research | a research method that investigates behavior as participants age |
| sequential research | a research method that combines cross-sectional and longitudinal research by considering a number of different age groups and examining them at several points in time |
| chromosomes | rod-shaped structures that contain all basic hereditary information |
| genes | the parts of the chromosomes through which genetic information is transmitted |
| zygote | the new cell formed by the union of an egg and sperm |
| embryo | a developed zygote that has a heart, a brain, and other organs |
| fetus | a developing individual from eight weeks after conception until birth |
| teratogens | environmental agents such as a drug, chemical, virus, or other factor that produce a birth defect |
| neonate | a newborn child |
| reflexes | unlearned, involuntary responses that occur automatically in the presence of certain stimuli |
| habituation | the decrease in the response to a stimulus that occurs after repeated presentations of the same stimulus |
| attachment | the positive emotional bond that develops between a child and a particular individual |
| authoritarian parents | parents who are rigid and punitive and value unquestioning obedience from their child |
| permissive parents | parents who give their children relaxed or inconsistent directions and, although they are warm, require little of them |
| authoritative parents | parents who are firm, set clear limits, reason with their children, and explain things to them |
| uninvolved parents | parents who show little interest in their children and are emotionally detached |
| temperamental | basic, innate disposition |
| psychosocial development | development of individuals' interactions and understanding of each other and of their knowledge and understanding of themselves as members of society |
| trust-versus-mistrust stage | according to erikson, the first stage of psychosocial development, occurring from birth to age 1.5 years, during which time infants develop feelings of trust or lack of trust |
| autonomy-versus-shame-and-doubt stage | the period during which, according to erikson, toddlers (ages 1.5-3 years) develop independence and autonomy if exploration and freedom are encouraged or shame and self-doubt if they are restricted and overprotected |
| initiative-versus-guilt stage | according to erikson, the period during which children ages 3-6 years experience conflicts between independence of action and the sometimes negative results of that action |
| industry-versus-inferiority stage | according to erikson, the last stage of childhood, during which children age 6-12 years may develop positive social interactions with others or may feel inadequate and become less sociable |
| cognitive development | the process by which a child's understanding of the world changes as a function of age and experience |
| sensorimotor stage | according to piaget, the stage from birth to 2 years, during which a child has little competence in representing the environment by using images, language, or other symbols |
| object permanence | the awareness that objects-and people-continue to exist even if they are out of sight |
| preoperational stage | according to piaget, the period from 2-7 years of age that is characterized by language development |
| egocentric thoughts | a way of thinking in which a child views the world entirely from his or her own perspective |
| principle of conservation | the knowledge that quantity is unrelated to the arrangement and physical appearance of objects |
| concrete operational stage | according to piaget, the period from 7-12 years of age that is characterized by logical thought and a loss of egocentrism |
| formal operational | according to piaget, the period from 12 to adulthood that is characterized by abstract thought |
| information processing | the way in which people take in, use, and store information |
| metacognition | an awareness and understanding of one's own cognitive process |
| zone of proximal development (ZPD) | according to vygotsky, the level at which a child can almost, but not fully, comprehend or preform a task on his or her own |
| adolescence | the developmental stage between childhood and adulthood |
| puberty | the period at which maturation of the sexual organs occurs, beginning at about age 11 or 12 for girls and 13 or 14 for boys |
| identity-versus-role-confusion stage | according to erikson, a time in adolescence of major testing to determine one's unique qualities |
| identity | the distinguishing character of the individual: who each of us is, what our roles are, and what we are capable of |
| intimacy-versus-isolation stage | according to erikson, a period during early adulthood that focuses on developing close relationships |
| generativity-versus-stagnation stage | according to erikson, a period in middle adulthood during which we take stock of our contributions to family and society |
| ego-integrity-versus-despair stage | according to erikson, a period from late adulthood until death during which we review life's accomplishments and failures |
| emerging adulthood | the period beginning in the late teenage years and extending into the mid-20s |
| disengagement theory of aging | a theory that suggests that aging produces a gradual withdrawal from the world on physical, psychological, and social levels |
| activity theory of aging | a theory that suggests that the elderly who are most successful while aging are those who maintain the interest and activities they had during middle age |
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