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Section 6
Developing through the Life Span
| Term | Definition |
|---|---|
| Cross-Sectional Study | developmental study that examines different age groups at the same time |
| Cohort Effects | social/cultural/historical influences on people born approximately at the same time and in the same place |
| Longitudinal Study | developmental study that examines the same group at different ages |
| Germinal Period | conception to approximately two weeks- zygote |
| Embryonic Period | approximately two weeks to two months- embryo |
| Fetal Period | approximately two months through remainder of pregnancy- fetus |
| Teratogens | environmental agents that a pregnant woman ingests or is exposed to that can cross the placental barrier and may cause birth defects |
| Sensory Capacities of the Newborn | hearing, touch, taste, and smell present and fully functioning at birth, just a little sensitive for a while- the only sense with any real limitations at birth is vision (limited focusing ability for the first few weeks) |
| Average Age Vs. Normal Range for Developmental Milestones (such as head lift, rolling over, sitting up, crawling, walking, etc.) | average age is just a statistic that provides no meaningful developmental insight- normal range is the entire period during which a child can achieve a milestone and still be considered on course for normal development |
| Primary Sex Characteristics | internal changes directly related to the reproductive organs- girl's ovaries start producing eggs, boy's testes start producing sperm |
| Secondary Sex Characteristics | visible and/or noticeable changes that signal sexual maturity but are not directly related to the reproductive organs |
| Schema | cognitive structures that grow and differentiate with time and experience |
| Assimilation | absorbing new information and experience into existing schemas |
| Accommodation | using information and experience to adjust/modify/improve schemas |
| Sensorimotor | birth to roughly 2 years-infants and toddlers 'think' with their senses and motor movements, gradual appearance of mental imagery, but no use of mental imagery |
| preoperational | roughly 2 to 7 years - preschoolers clearly thinking, but not thinking clearly- significant limitations on cognitive functioning (ego centrism, lack of conservation, concentration, irreversibility, transductive reasoning) |
| concrete operational | roughly 7 to 12 years- thinking becomes logical, flexible, and organized, but only as applied to "hands on" or "real world" material- unable to deal with abstract or hypothetical concepts |
| formal operational | roughly 12 years and beyond- abstract, scientific thinking arrives - cognitive development now complete according to Piaget |
| decalage | irregular development- individual child's partial advancement to the next stage- differences among children to the same age |
| adolescent egocentrism | adolescent's preoccupation with his/her own thoughts and feelings |
| imaginary audience | adolescent's belief in the uniqueness of his/her own experience |
| attachment | close and enduring emotional bond formed between infant and caregiver during the first months of life- helplessness, smiles, social awareness |
| authoritarian | rigid and punitive |
| permissive | indulgent or indifferent |
| authoritative | caring and sensitive, set and enforce rules and limits but encourage increasing self-responsibility |
| preconventional level | early and middle childhood- moral understanding based on rewards, punishments, and the power of authority figures |
| conventional level | adolescence-moral understanding based on the recognition that the societal rules are necessary to ensure order and avoid chaos |
| postconventional level | adulthood- moral understanding based on abstract values and principles that apply to all situations and societies |
| temperament | and individual's innate behavioral style and characteristic emotional response- basic perhaps hereditary aspects of personality- neonatal assessment |
| trust vs. Mistrust | infancy |
| autonomy vs. shame & doubt | toddlerhood |
| initiative vs. guilt | preschool |
| industry vs. inferiority | middle childhood |
| identity vs. role confusion | adolescence |
| intimacy vs. isolation | young adulthood |
| generativity vs. stagnation | middle adulthood |
| integrity vs. despair | late adulthood |
| stages in developing identity | diffusion, foreclosure, moratorium, achievement |
| keys to a successful marriage | how the partners communicate, how the partners make decisions, and how the partners deal with conflict |
| thanatology | the study of dying and death |
| stages in confronting death | denial, anger, bargaining, depression, acceptance |
| personal fable | adolescent's belief in the uniqueness of his/her own experience |
Created by:
pinoybidd3
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