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Unit IX
Modules 45-54 Development
| Term | Definition |
|---|---|
| Schemas | (Basically a Folder) A concept or framework that organizes and interprets information |
| Harlow's Experiments | Harlow's Monkeys looked into whether or not nature or nurture affects attachment |
| Menarche | First ever menstruation/period |
| Temperament | An aspect of personality concerned with emotional dispositions and reactions and their speed and intensity; your basic nature, especially as it is shown in the way that you react to situations or to other people |
| Imprinting | The process by which certain animals form strong attachments during an early-life critical period |
| Attachment Anxiety | The belief that you are not worthy of love and that your partner or parent is likely to reject or abandon you |
| Habituation | Decreasing responsiveness with repeated stimulation |
| Self-concept | All our thoughts and feelings about ourselves, in answer to the question "Who am I?" |
| Carol Gilligan | Studied gender bias | Aggression, social power, and social contentedness depended on gender |
| Maturation | Geneticallly programmed biological process that determines growth (including brain) |
| Assimilation | Process by which new experiences are incorporated into existing schemas |
| Critical Period | An optimal period early in the life of an organism when exposure to certain stimuli or experiences produces normal development |
| Accomodation | Process by which new experiences cause existing schemas to change |
| Theory of Mind | The ability to infer others mental state or feelings |
| Autism Spectrum Disorder | Disorder that appears in childhood with deficient communications and social interaction; lacking ability to infer mental state and fixated on certain topics. |
| Stranger Anxiety | The fear of strangers that infants commonly display, beginning by about 8 months of age |
| Vygotsky's View | The child’s mind grows through interaction with other’s minds; Acquire their ideas through with parents, teacher and others in their culture Also influenced by language of their culture |
| Secure Attatchment | Anxious when parent leaves but is comforted quickly and easily upon the return of parent |
| Insecure Atttatchment | Develops anxiety or avoidance of trusting relationships, independent to the extreme degree |
| Emerging Adulthood | in modern culture, a period from the late teens to mid-twenties, bridging the gap between adolescent dependence and full independence and responsible adulthood |
| Primary Sexual Characteristics | Reproductive organs of the body |
| Secondary Sexual Characteristics | Nonreproductive organs that appear during puberty (ex: body hair, breasts, widened hips, change of voice) |
| Menopause | The time of natural cessation of menstruation; also refers to the biological changes a woman experiences as her ability to reproduce declines |
| Longitudinal Studies | Researchers REPEATEDLY examine the SAME individuals to detect any changes that might occur over a period of time (Problem: TAKES A "LONG" TIME) (Advantage: Same group; can see change) |
| Cross-Sectional Studies | Research that involves DIFFERENT groups of people who do not share the same variable of interest, but do share other relevant variables |
| Social Clock | The culturally preferred timing of social events such as marriage, parenthood, and retirement |
| Zygote | Fertilized egg; enters 2-week period of rapid cell division and develops in an embryo |
| Embryo | Developing human organism from about 2 weeks after fertilization through the second month |
| Fetus | Developing human organism from 9 weeks after conception to birth |
| Piaget and Mind Development | Swiss psychologist who believed that children were born with a very basic mental structure that undergoes changes as they grow Children reason differently than adults |
| Rooting Reflex of Infants | Automatic, unlearned response of newborns to a gentle stimulus (ex: touch of a finger) applied to the corner of the mouth or cheek. Causes infant to turn their head and make sucking motion as if to feed |
| Assessing Infant Sensory and Cognition through Habituation | Rooting reflex and Habituation |
| Teratogens | Agents, such as chemicals and viruses, that can reach the embryo or fetus during prenatal development and cause harm Ex: Drugs, viruses, alcohol |
| Why does maturation account for many similarities? | Biological growth processes that enables orderly changes in behavior, relatively uninfluenced by experience. Between age 3-6, growth more pronounced in frontal lobe. |
| How does the autism spectrum disorder affect development? | This disorder impacts how a person perceives and socializes with others, causing problems in social interaction and communication |
| Effects of Nourishimg | Better neural connections |
| Effects of Body Contact | being touched boosts your mental and physical wellness; Lowers heart rate, blood pressure, and lessens depression or anxiety |
| Effects of Familiarity | As infants gain familiarity with repeated exposure to visual stimulus, their interest wanes and they look away sooner |
| Permissive | Do whatever you want; Little punishment |
| Authoritarian | No freedom; Obedience for its own sake Strict rules that are to be followed without question Are often rejecting and cold |
| Authoritative | Combines warmth with positive kinds of strictness Demands for responsible behavior are combined with affection and support |
| Authoritative and Social Competence | This parenting style sets boundaries and rules, but also gives love and the chance for the child to be more open, making the parenting style very balanced |
| Kohlberg's Development/Levels of Moral Thinking | Preconventional - Before Age 9 Conventional - Early Adolescence Postconventional - Adolescence and Beyond |
| Criticism of Kohlberg | Believed that conscious will always go to the basic ethical rights and principles of the universe Only studied men |
| Issues of Erikson | Supported a limited view of human development; focused too much on childhood and neglected development in adulthood |
| Age and Recall/Recognition | Recall DECLINES when aging Recognition INCREASES |
| Preconventional Morality | (Before Age 9) Self-interest; obey rules to avoid punishment or gain concrete rewards Ex: “If you save your wife, you’ll be a hero” |
| Conventional Morality | (Early Adolescence) Uphold laws and rules to gain social approval or maintain social order Ex: “If you steal the drug, everyone will think you’re a criminal” |
| Postconventional Morality | (Adolescence and Beyond) Actions reflect belief in basic rights and self-defined ethical principles Ex: “People have the right to live” |
| 1st Year (Erikson) | Trust vs. Mistrust If needs are dependably met, infants develop a sense of basic trust |
| 2nd Year (Erikson) | (Potty Training) Autonomy vs. Shame and Doubt Toddlers learn to exercise their will and do things for themselves, or doubt their abilities |
| 3-5 Years (Erikson) | Initiative vs. Guilt Preschoolers learn to initiate tasks and carry out plans, or they feel guilty avout their efforts to be independent |
| 6 Years (Puberty) - (Erikson) | Industry vs. Inferiority Children learn the pleasure of applying themselves to tasks, or they feel inferior |
| Adolescence (Erikson) | Identity or Role Confusion 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 |
| Early Adulthood (Erikson) | Intimacy vs. Isolation Young adults struggle to form close relationships and to gain the capacity for intimate love, or they feel socially isolated |
| Middle Age (Erikson) | Generativity vs. Stagnation In middle age, people discover a sense of contributing to the world, usually through family and work, or they may feel a lack of purpose |
| Old Age (Erikson) | Integrity vs. Despair Reflecting on his or her life, an older adult may feel a sense of satisfaction or failure |
| Sensorimotor Stage (Piaget) | (0-2 years) Child interacts with environment |
| Preoperational Stage (Piaget) | (2-7 years) Child begins to represent the world symbolically |
| Concrete Operational Stage (Piaget) | (7-11 years) Child learns rules such as conservation |
| Formal Operational Stage (Piaget) | (11 years) Child can think logically about potential events or abstract ideas |
| Development in Child's Brain | Maturation; Between age 3-6, growth more pronounced in frontal lobe. |
Created by:
RosRae
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