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Psychology - Age
| Term | Definition |
|---|---|
| Human development | The scientific study of the changes that occur in people as they age from conception until death |
| longitudinal design | A research design in which one participant or group of participants is studied over a long period of time |
| cross-sectional design | Research at which participants are studied at one particular point in time |
| dominant | Refers to a gene that actively controls the expression of a trait |
| recessive | referring to a gene that influences the expression of a trait only when paired with an identical gene |
| temperment | Emotional characteristics |
| attachment | Emotional bonds a child form with its caretaker |
| Nature | The influence of inherited characteristics on our personality, physical growth, intellectual growth and social interactions |
| nurture | The influence of the environment in our personality, physical growth and social interactions |
| gene | A section of DNA that determines a kind of trait |
| Chromosomes | Tightly wound straps of genes |
| Ovum | the female sex cells or eggs |
| fertilization | the union of egg and sperm |
| zygote | Cell that results from fertilization |
| Mitosis | The process during zygote divides until it becomes the cell of the baby |
| Identical twins (Monozygot) | One egg, one sperm splits into two |
| Fraternal twins (dizygotic) | two separate sperms and two separate eggs |
| Monozygotic twins | Identical twins formed when one zygote splits into two separate masses of cells, each of which develips into a separate embryo |
| Dizygotic twins | Fraternal twins occuring when two eggs each get fertilized by two different sperms, resulting in two zygotes in the uterus at the same tine |
| germinal period | First two weeks after fertilization, during which the zygote moves down to the uterus and begins to implant in the lining |
| fetal period | the time from about 8 weeks after conception until the birth of the child |
| critical period | time during which certain environmental influences can have an impact on the development on the infant |
| teratogen | Any factor that can cause a birth defect |
| schema | In this case, a mental concept formed through experiences with objects and events |
| sensorimotor stage | Piaget's first stage of cognitive development in which the infant uses its senses and motor abilities to interact with objects in the environment |
| Object permanence | The knowledge that an object exists even when it is not in sight |
| preoperational stage | Piaget's second stage of cognitive development in which you start to think symbolically and logically |
| egocentrism | The inability to see the world through anyone else's eyes |
| conservation | In piaget's theoy, the ability to understand that simply changing the appearance of an object does not change the object's nature |
| concrete operations stage | Piaget's third stage of cognitive development in which the school age child becomes capable of logical thought processes but it is not yet capable of abstract thinking |
| Formal operation stage | Piaget's last stage of cognitive development, in which the adolescent becomes capable of abstract thinking |
| temperament | The behavioral characteristics that are fairly well established at birth, such as easy, difficult, and slow to warm up |
| ZPD | What a child can do with the help of a teacher versus what a child can do alone |
| adolescence | the period of life from about age 13 to the early 20s, during which a young person is no longer physically a child but is not yet an independent, self supporting adult |
| personal fable | Type of thought common to adolescents in which young people believe themselves to be unique and protected from harm |
| imaginary audience | type of thought common to adolescents in which young people believe that other people are just as concerned about the adolescent's thoughts and characteristics as they themselves are |
| Authoritative parenting | Style of parenting in which parents combine warmth and affection with firm limits on a child's behavior |
| Identity versus role confusion | Fifth stage of personality development in which the adolescent must find a consistent sense of self |
| activity theory | theory of adjustment to aging that assumes older people are happier if they remain active in some way, such as volunteering or developing a hobby |
| generativity | providing guidance to one's children or the next generation, or contributing to the well-being of the next generation through career or volunteer work |
| embryonic period | the period from two to eight weeks after fertilization, during which the major organs and structures of the organism develop |
| what are some teratogens? | alcoholism, smoking, use of drugs, nicotine, mercury, high doses of vitamin A, caffeine, toxoplasmosis (infection caused by a parasite), High water temperature: |
| what happens during physical development? | Infants regulate their own temperature, respiratory system begins to function, develop reflexes |
| what happens during motor development? | Children starts to roll over, crawl, walk, balance their head, and move more freely |
| what happens during brain development? | brain has over 100 billion neurons, |
| synaptic pruning | neurons decrease as unused synaptic connections and nerve cells make way for for functioning connections and cells |
| what happens during sensory development? | Five senses develop quickly, except especially taste and smell |
| vygotsky's theory | How social interactions and more high skilled people or adults are important for cognitive development |
| scaffolding | the process by which a more skilled learner gives help to a less skilled learner, reducing help as the less skilled learner improves |
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