Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Child Develop
Child development at MC
| Definition | Word |
|---|---|
| The process of human development from conception to 18 years of age, usually seen as involving the domains of physical, cognitive, and social and emotional development | Child Development |
| The developmental domain that includes motor development and physical health and illness | Physical Growth and Health |
| The developmental domain that includes thinking and reasoning skills and language development | Cognitive development |
| The developmental domain that includes changes in emotion, self-concepts, and interpersonal relationships. | social and emotional development |
| The inherited or genetic characteristics of a person | nature |
| The characteristics of a person's environment that effect development | nurture |
| In child development the idea that changes are gradual and occur little by little over time | continuity |
| the idea that the changes are sudden and qualitative rather than gradual and quantitative | discontinuity |
| literally a "blank slate" usually associated with Locke's view that the child's mind is a blank slate that will be written upon only by experience | Tabula Rasa |
| a predetermined natural course of growth that is similar for all members of a species | maturation |
| a method of psychotherapy inverted by Freud in which the patterns describe dreams,tell the therapist whatever comes into their minds in a stream of unconsciousness,in which the therapist attempts to bring unconscious motives and emotions into conscious | psychoanalysis |
| in freud's theory the first stage of development which occurs during the first year of life in which pleasure is centered on the mouth and on feeding | oral stage |
| the stage of development in Freud's theory when pleasure is centered around the anal region of the body usually 1-3 years of age | anal stage |
| in freuds theory the third stage of development when pleasure is centered around the genitals, ages 3 -6 years | phallic stage |
| in freuds theory the stage of psychosexual development that occurs during middle childhood when these needs to subside and energies are directed toward activities outside their bodies. | latency stage |
| the final stage of freuds theory of psychosexual development beginning in adolescence in which pleasure is centered on the genitals and is obtained from genital simulation as in sexual intercourse | genital stage |
| Freud's theory that part of the psyche that contains unconscious motives and desires | id |
| the part of the psyche that is the conscious overseer of daily activities the ego must mediate between the demands of the id and the structures of the superego | ego |
| the part of the psyche that contains the moral and ethical sense conscience | superego |
| In Eriksons theory of psychosocial development in the first stage infants either learn or do not learn that people can be trusted and that the world is safe | basic trust vs. mistrust |
| In eriksons theory the second stage of development in which toddlers either succeed or fail in gaining a sense of themselves as independent actors | autonomy vs. shame and doubt |
| In classical conditioning a stimulus that causes a reflexive response before any learning has taken place, example food and salavation | unconditioned stimulus |
| a previously neutral stimulus that takes on a meaning through the process of classical conditioning | conditioned stimulus |
| in classical conditioning a reflexive response that occurs before any learning has taken place | unconditioned response |
| a response learned via classical conditioning | conditioned response |
| the process of learning through which a neutral stimulus becomes associated with a meaningful stimulus so that the organism comes to respond to the former as though it were the latter | classical conditioning |
| Theorists of child development who focus on processes of learning and who tend to emphasize the malleability of human behavior | behaviorists |
| the process of learning in which the tendency to perform a particular behavior is gradually strengthened through it's association with reinforcement. | operant conditioning |
| in operant conditioning a stimulus that follows a particular behavior and increases the probability of repetition of that behavior. Ex. candy for good behavior | reinforcement |
| a theory of development in the behaviorist tradition that emphasizes malleability of human behavior through learning, with special emphasis on the importance of learning through observation of the behavior of others | social learning theory |
| Bandura's name to replace social learning theory as a result of his more recent emphasis on self-efficacy and a cognitive explanation of learning | social-cognitive theory |
| Piaget's theory of cognitive development in which children are active learners, constructing their own understanding of the world | cognitive-developmental theory |
| In piaget's theory the first stage of cognitive development extending from birth to 2 years of age, during which the child experiences the world entirely through sensory activity and action | sensorimotor stage |
| In piaget's theory the second stage of cognitive development 2-7 years of age. Language and pretend play | preoperational stage |
| Piaget's third stage development of ability to reason logically about concrete objects that are within view. ages 7-11 | concrete operational stage |
| Piaget's fourth stage attainment of the capacity for abstract and scientific thought use of logical systems such as higher mathematics ages 11 and up | formal operational stage |
| A theory of development proposed by Vygotsky that emphasizes the interaction of persons with the social and cultural aspects of their environments | sociocultural theory |
| Vygotsky's idea that the activities and skills that a child can perform with help form a more experienced person, but cannot master independently this it the range of activity in which learning normally occurs | zone of proximal development |
| support provided by elders for the efforts of a child to participate in an activity that would otherwise be out of the childs reach, as the child becomes more capable the adult gradually withdraws maintaining just enough to allow independent performance | scaffolding |
| bronfenbrenner's theory that places special emphasis on the impact of various aspects of the environment on the child development | ecological systems theory |
| bronfenbrenner's theory the immediate settings in which children's daily interactions take place such as home, childcare, or school. | microsystem |
| Bronfenbrenner's theory that interconnections amoung the shild's immediate setting, or microsystems, for example the interconnections between school and childcare | mesosystem |
| Bronfenbrenner's theory the part of the environment not occupied by children but nevertheless influential in their experiences such as parent's workplace and social networks | exosystem |
| Bronfenbrenner's theory the values, customs, and conditions of the larger environment that may affect the childs daily interactions with parents and peers | macrosystem |
| Bronfenbrenner's theory temporal changes that may affect the environments of child development | chronosystem |
| Bronfenbrenner's theory the processes of development are thought to be both biological and ecological: the term bioecological emphasizes how inextricably connected they are | bioecological processes |
| branch of biology that involves observational study of animals in their natural environments | ethology |
| a process through which the young of certain species of birds follow the first moving object they see after hatching usually the mother | imprinting |
| Periods of time during which specific stimulation must occur in order for certain effects to be observed, for instance, in imprinting young birds must see a moving object withing a specific period of time in order for imprinting to occur | critical period |
| developmental periods when a particular type of learning proceeds most rapidly | sensitive periods |
| A theoretical perspective on human development that emphasizes the changing, self-organizing nature of development over time | dynamic systems theory |
| a proposal intended to explain observations or results of a specific study | hypothesis |
| research methods that involve asking questions of participants to learn their thoughts, attitudes, or feelings, or to hear their reports about their own behavior or that of others | self-report methods |
| a research method that involves asking the same question in the same way to each participant in a research study | structured interview |
| research method in which the investigator uses a flexible conversational style of questioning participants allows for follow up of unexpected responses | clinical interview |
| research method technique that involves watching infants, children, or adolescence, in environments that they normally frequent such as home, school, or the playground | naturalistic observation |
| research technique that exposes all participants in a study to the same situation in order to observe their responses to it, especially valuable for studying behavior that would be rare in natural environments | structured observation |
| research method that involves intensive study of a single individual, or of a small number of individuals | case study |
| assessment of heart rate, blood pressure, and other involuntary activities to study physiological bases of behavior | physiological methods |
| research techniques such as EEGs and fMRIs that assess brain development and nervous system functioning | neuroscience methods |
| an electrophysiological technique that involves measurements of electrical brain waves, used to inform studies of child development by illuminating neural processes | electroencephalogram(EEG) |
| Electrophysiological research methods that record, by means of sensors placed on the scalp, brain responses to specific events | event-related potentials (ERPs) |
| research method that records magnetic fields in the brain in order to localize brain activity | magnetoencephalography (MEG) |
| psychophysiological technique in which the brain's magnetic properties are measured in order to study changes in brain activity | functional magnetic resonance imaging (fMRI) |
| research technique that uses light near the infrared part of the spectrum to measure the volume of blood flow in the brain so as to estimate the amount of neural activity in different parts of the brain | near infrared spectroscopy (NIRS) |
| consistency if results given by a test, whether from one form of the test to another or from one administration of a test to another | reliability |
| the extent to which a test measures what it is designed to measure | validity |
Created by:
Hssteph
Popular Psychology sets