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Psychology 9
Chapter 9
| Term | Definition |
|---|---|
| Developmental psychology | The scientific study of biological, cognitive, social, and personality development throughout the life span. |
| Zygote | The fertilized egg that is formed from the union of the sperm and egg. |
| Germinal stage | Formation of zygote and ends after about 2 weeks, when the outer portion of the zygote's developing cluster of cells has attached itself to the uterine wall. |
| Embryonic stage | From 2 weeks to about 2 months, the major structures and organs of the body to begin to develop, and the embryo starts to resemble a human being. |
| Fetal stage | From about 2 months to birth, the developing organism is called a fetus, and through very rapid growth, the body structures and organs complete their growth. |
| Teratogens | Environmental agents, (such as drugs or viruses), diseases, and physical conditions (such as malnutrition) that impair prenatal development and leas to birth defects or even death. |
| Fetal alcohol syndrome (FAS) | When the pregnant mother consumes a high amount of alcohol which causes baby to having facial and limb deformities. |
| Reflex | Unlearned response to a specific stimulus--automatic. |
| Grasping reflex | When an infant grasps any object that touches their palms. |
| Sucking reflex | Leads an infant to suck anything that touches their lips. |
| Rooting reflex | Leads an infant to turn its mouth toward anything that touches its cheeks and search for something to suck. |
| Gross motor skills | Large body muscles. (Hopping, kicking, running, walking, jumping, etc.) |
| Fine motor skills | Small body muscles. (Writing, using a fork, puzzles, using scissors, etc.) |
| Child-directed speech | The different format of speech that adults use when talking with babies that involves the use of shorter sentences with a higher, more melodic pitch than normal speech. |
| Babbling | At about 6 or 7 months, it's the rhythmic repetition of various syllables, including both consonants and vowels. |
| Holophrases | At about 1 year of age, the infant begins to speak a few words, which usually refer to their caregivers and objects in their daily environment. Words that express complete ideas. |
| Overextension | The application of a newly learned word to objects that are not included in the meaning of the word. (Calling any female person "Mama".) |
| Underextension | The failure to apply the new word more generally to objects that are included within the meaning of the new word. (Not extending the category of " dog" to include dogs that are not the family pet.) |
| Telegraphic speech | The use of 2-word sentences with mainly nouns and verbs. ("Dada eat" for "Dad is having dinner".) |
| Over regularization | happens during the grammar explosion after the age of 3 and is their application of grammar rules for forming plurals and past tenses. ("I broked it" "mouses" "tooths") |
| Schemas | Organized units of knowledge about objects, events, and actions. |
| Assimilation * | The interpretation of new experiences in terms of present schemas. |
| Accommodations * | The modification of present schemas to fit with new experiences. |
| Sensorimotor stage (birth to 2 years) | Children use senses and motor abilities to learn about the world and develop object permanence. |
| Preoperational (2 to 6 years) | Children use symbolic thinking to understand the world but remain egocentric and lack the mental operations that allows logical thinking. |
| Concrete operational (6 to 12 years) | Children gain cognitive operations for logical thinking about concrete events, understand conservation, and perform mathematical operation, but they cannot reason abstractly. |
| Formal operational | Further development of cognitive operations enables adolescents to engage in abstract thinking and hypothetical-deductive reasoning. |
| Object permanence | Knowledge that an object exists independent of perceptual contact. |
| Symbolic representation | Develops during the latter part of the sensorimotor stage. (Use of telegraphic speech.) |
| Egocentrism | The inability to distinguish one's own |
| Nature-nurture issue | The degree to which biology (nature) or the environment (nurture) contributes to one's development. |
| Down-syndrome | A genetic birth disorder resulting from an extra 21st chromosome, characterized by distinct facial features and a greater likelihood of heart defects and intellectual disability. |
| Sensitive period | In prenatal development, a time when genetic and environmental agents are most likely to cause birth defects. |
| Neonate | A newborn during the first 28 days of life. |
| Cognitive | The ability to know, think, or thought. |
| Symbolic thinking | The understanding that an object can be represented with a symbol such as bodily gestures or language. |
| Centration | The act of focusing on only one aspect or feature of an object |
| Conservation | The understanding that an object retains its original properties even though it may look different. |
| Private speech | Vygotsky's term describing the behavior of young children who talk to themselves to guide their own actions. |
| Zone of proximal development (ZPD) | According to Vygotsky, the gap between what a child is already able to do and what he/she is not yet capable of doing without help. |
| Scaffolding | A process in which adults initially offer guidance and support in helping a child to reason, solve, and master tasks; adult helps less until the child masters on their own. |
| Moral reasoning | How you decide what is right and what is wrong. |
| Temperament | A person's general pattern of attention, arousal, and mood that is evident at birth. |
| Attachment | The emotional bond between caretaker and infant that is established by 8 or 9 months. |
| Separation anxiety | The distress an infant expresses when faced with unfamiliar people. |
| Authoritarian parent | A parenting style characterized by high levels of control and low levels of affection. |
| Authorative parent | A parenting style characterized by moderate levels of control and affection. |
| Permissive parent | A parenting style characterized by moderate levels f affection but low levels of control. |
| Puberty | The process of sexual maturation. |
| Menarche | A girl's first menstruation. |
| Menopause | The period when a female stops menstruating and is no longer fertile. |
| Imaginary audience | The belief held by adolescents that everyone is watching what they do. |
| Personal fable | The belief held by adolescents that are unique and special. |
| Dualistic thinking | Reasoning that divides situations and issues into right and wrong. |
| Relativistic thinking | The idea that in many situations there is not necessary one right or wrong answer. |
| Post formal thought | The idea that a correct solution (or solutions) may vary, depending on the circumstances. |
| Fluid intelligence | Abilities that rely on info-processing skills such as reaction time, attention, and working memory. |
| Crystallized intelligence | Abilities that relies on knowledge, expertise, and judgment. |
| Diffusion | According to Marcia, an identity status in which the individual has not explored or committed to any personal values. |
| Moratonium | According to Marcia, an identity status in which the individual actively explored personal values. |
| Foreclosure | According to Marcia, an identity status in which the individual prematurely commits to personal values before exploration is complete. |
| Achievement | According to Marcia and Erikson, an identity state in which a commitment to personal values that have been adequately explored or attained. |
| Emerging adulthood | The transitional period between late adolescence and the mid-20s when young people have left adolescence but have not yet assumed adult roles and responsibilities. |
| Bereavement | The experience of losing a loved one. |
| Grief | One's emotional reaction to the death of a loved one. |
Created by:
cpruett8
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