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AP Psych Unit 10
Chapter 5: Development
| Term | Definition |
|---|---|
| Developmental Psychology | A branch of psychology that studies physical, cognitive, and social change throughout the life span. |
| Zygotes | 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 | Agents, such as chemicals and viruses, that can reach the embryo or fetus during prenatal development and cause harm |
| Fetal Alcohol Syndrome (FAS) | 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 toward the touch, open the mouth, and search for the nipple/bottle |
| Maturation | Biological growth processes that enable orderly changes in behavior and relatively uninfluenced by experience |
| Schemas | A concept or framework that organizes and interprets information |
| Cognition | All the mental activities associated with thinking, knowing, remembering, and communicating |
| habituation | Decreasing responsiveness with repeated stimulation. As infants gain familiarity with repeated exposure to a visual stimulus, their interest wanes and they look away sooner |
| Assimilation | Interpreting one's new experience in terms of one's existing schemas |
| Accomodation | Adapting one's current understandings (schemas) to incorporate new information |
| Jean Piaget | One of the most famous developmental psychologists who worked on understanding cognitive development |
| Sensorimotor Stage | In Piaget's theory, the stage during which infants know the world mostly in terms of their sensory impressions and motor activities |
| Properational Stage | In Piaget's theory the stage during which a child learns to use language but does not yet comprehend the mental operations of concrete logic |
| Concrete Operational Stage | In Piaget's theory, the stage of cognitive development during which children gain the mental operations that enable them to think logically about concrete events |
| Formal Operational Stage | In Piaget's theory, the stage of cognitive development during which people begin to think logically about abstract concepts |
| Object permanence | The awareness that things continue to exist even when not perceived |
| Conservation | The principle that properties such as mass, volume, and number remain the same despite changes in the forms of objects |
| Egocentric | 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 others' mental states--about their feelings, perceptions, and thoughts and the behavior these might predict. |
| Autism Spectrum Disorders (ASDs) | Are disorders that appears in childhood and is marked by deficient communication, social interaction, and understanding of others' states of mind |
| 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 the caregiver and showing distress on separation |
| Harry Harlow | Did the attachment studies and confirmed a bodily/ physical connection by studying monkeys that attached more to a "terry-cloth" mother than to a wire mother that had a bottle attached to it. |
| Mary Ainsworth | Did the attachment studies in what she called the "strange situation". |
| Critical Period of Development | An optimal period shortly after birth when an organism's exposure to certain stimuli or experiences produces proper development. Needs to develop by a certain time or it will never fully develop |
| Sensitive Period of Development | Period in which an organism should learn a particular skill however the skill can develop completely later on. |
| Imprinting | The process by which certain animals form attachments during a critical period very early in life. |
| Konrad Lorenz | The scientist who did the majority of research on imprinting. Human beings do not imprint they attach in a longer process. |
| Strange Situation | Mary Ainsworth's research scenario in which children are put in rooms, then the mother leaves, then a new person enters, then we study how the child responds when the parent comes back |
| Secure Attachment | Approximately 55% of people, have a normal and healthy attachment to their parents, they can explore new environments and are comforted by the parent figure. |
| Anxious-ambivalent Insecure Attachment | An attachment category in which the child displays a want of contact with the mother but also displays fear and anger- approx. 20% of people |
| Avoidant Insecure Attachment | An attachment category in which the child was unconcerned about the separation and didn’t want contact when they returned approximately 25% of people |
| 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 |
| Authoritative Parents | The parent is warm, attentive, and sensitive to a child’s needs and interests the parent makes reasonable demands for the child’s maturity level listens to their children the Result: Self-reliant children who are confident and enthusiastic |
| Authoritarian Parents | Parent is cold and rejecting; frequently degrading the child the parent is highly demanding; may use coercion by yelling, commanding, criticizing, and punishing the parent makes most of the decisions the result: an anxious and insecure child |
| Permissive Parents | Parent is warm but may spoil the child the parent makes few or no demands the parent permits child to make decisions before they are ready the result: Impulsive, dependent, and demanding children who lack restraint |
| Uninvolved Parents | Parent is emotionally detached, withdrawn, and inattentive the parent makes few or no demands often lacking an interest or expectations for the child the result: Immature, impulsive, dependent, and demanding children |
| Adolescence | The transition period from childhood to adulthood, extending from puberty to independence |
| Puberty | The period of sexual maturation, during which a person becomes capable of reproducing |
| Primary Sex Characteristics | The body structures that make sexual reproduction possible |
| Secondary Sex Characteristics | Nonreproductive sexual characteristics, such as female breasts and hips, male voice quality and body hair |
| Menarche | The first menstrual period |
| Lawrence Kohlberg | Primary psychologist who studied moral reasoning and came up with the stages of moral development |
| Preconventional Stage | Doing things in order to avoid punishment or gain concrete rewards |
| Conventional Stage | Level that cares for others and upholds laws and social rules simply because they are the laws and rules |
| Postconventional Stage | Affirms the people's agreed upon rights or follows what one personally as basic ethical principles. Things are not black or white but are grey |
| Erik Erikson | Psychologist who came up with the Psychosocial stages of development |
| Trust vs. Mistrust | Infancy to 1 year of age, If needs are met in this stage infants develop a trust in the environment. |
| Autonomy vs. Shame and Self Doubt | 1-2 years of age in which toddlers learn to exercise will and do things for themselves, or they doubt their abilities |
| Initiative vs. Guilt | 3-5 years of age in which preschoolers learn to initiate tasks and carry out plans, or they feel guilty about efforts |
| Competence vs. Inferiority | 5-puberty in which children learn the pleasure of applying themselves to tasks, or they feel inferior. |
| Identity vs. Role Confusion | Teens to 20s in which teenagers work at refining a sense of self by testing roles and then integrating them to form a single identity, or they become confused about who they are. |
| Intimacy vs. Isolation | 20s-40s in which young adults struggle to form close relationships and to gain the capacity for intimate love or they feel socially isolated |
| Generativity vs. Stagnation | 40s-60s in which people discover a sense of contributing to the world, usually through family and work, or they may feel a lack of purpose |
| Integrity vs. Despair | When reflecting on his or her life, the older adult may feel a sense of satisfaction or failure |
| Intimacy | In Erikson's theory, the ability to form close, loving relationships; a primary developmental task in late adolescence and early adulthood. |
| 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 irreversible brain disorder characterized by a gradual deterioration of memory, reasoning, language, and finally physical functioning |
| Cross-sectional Studies | A study in which people of different ages are compared with one another |
| Longitudinal Studies | 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 |
| Identity | One's sense of self; according to Erikson, the adolescent's task is to solidify a sense of self by testing and integrating various roles |
| Continuity versus Stages | One of the themes of developmental psychology, is development a fluid continuous process or are there starts and stops along the way age ranges where we develop more skills in rapid succession? |
| Lev Vygotsky | Russian psychologist who studied cognitive development. His famous ideas include the zone of proximal development and scaffolding which are built on the idea of supporting learners and providing appropriate challenging material for them. |
| Scaffolding | Part of Lev Vygotsky's theory that states that a child's mind grows by being mentored and assisted when tackling tough coginitively challenging tasks |
| Zone of Proximal Development | The idea that we learn best when tasks are not too easy and when tasks are not too hard that they are impossible, the goal is to find a task that is difficult but possible with appropriate scaffolding. |
| 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 | For some people in modern cultures, a period from the late teens to mid-twenties, bridging the gap between adolescent dependence and full independence and responsible adulthood |
| Neurocognitive Disorder | Typically caused by small strokes, a brain tumor, or extreme alcohol use: it progressively damages the brain, causing mental erosion. Formerly called dementia.First the memory deteriorates and then the reasoning. |
| Diana Baumrind | Comes up with the research on the different parenting styles: Authoritarian, Authoritative, Permissive, and Uninvolved. |
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