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Developmental Psych
vocab/concepts from the developmental psychology unit
| Term | Definition |
|---|---|
| Developmental Psychology | focuses on 3 stages: nature and nurture, continuity and stages, and stability and change. |
| nature and nurture | how does our genetic inheritance (our nature) interact with our experiences (our nurture)? |
| continuity and stages | what parts of development are gradual and continuous, what parts change abruptly in separate stages? |
| stability and change | which of our traits persist through life? how do we change as we age? |
| zygote | the fertilized egg |
| embryo | the developing organism |
| fetus | after 9 weeks to birth |
| teratogens | harmful agents that can reach the embryo or fetus during prenatal development and cause harm |
| fetal alcohol syndrome | physical and cognitive abnormalities in children caused by a pregnant woman's heavy drinking (the teratogen). |
| habituation | decreasing responsiveness with repeated, familiar stimulation. |
| maturation | biological growth that enables changes in behavior, relatively uninfluenced by experience. |
| Jean Piaget | proposed that children actively construct and modify their understanding of the world through the processes of assimilation and accommodation. |
| Lev Vygotsky | believed that the child's mind grows through interaction with the social environment. believed that you have to teach slightly about an already established level of knowledge for a child to really learn. |
| schema | a concept that organizes and interprets information |
| assimilation | interpreting our new experiences in terms of our existing schema |
| accommodation | adapting our current schemas to incorporate new information |
| egocentrism | the preoperational child's difficulty taking another's point of view. comes before the theory of mind |
| theory of mind | you can take someone else's perspective and understand that they might think differently than you. develops at the end of the preoperational stage. |
| autism spectrum disorder (ASD) | a disorder that appears in children and is marked y significant deficiencies in communication and social interaction, and by rigidly fixated interests and repetitive behaviors. |
| sensorimotor stage (Piaget) | a stage from birth to nearly 2 years old. experiencing the world through sense and actions. object permanence and stranger anxiety are developed during this stage. |
| preoperational stage (Piaget) | a stage from 2 years old to 6 or 7. representing things with words and images; using intuition rather than logical reasoning. pretend play, egocentrism, and the later development of theory of mind all occur during this stage. |
| concrete operational stage (Piaget) | a stage from 7 to 11 years old. thinking logically about concrete events; grasping concrete analogies and performing arithmetical operations. the ability to understand conservation and mathematical transformations occur during this stage. |
| formal operational stage (Piaget) | a stage from 12 years old into adulthood. reasoning abstractly, and abstract logic all occur during this stage. |
| Harry and Margaret Harlow | studied infant attachments with infant monkeys. came to the conclusion that infant attachment occurs not only because of nourishment needs but also physical attachments. |
| Konrad Lorenz | explored imprinting on ducklings. |
| Mary Ainsworth | studied mother-infant pairs in situations that were new (strange) to an infant. |
| Diana Baumrind | studied parenting styles (authoritarian parents, permissive parents, negligent parents, and authoritative parents) |
| stranger anxiety (Mary Ainsworth) | the fear of strangers that infants commonly display |
| attachment (Harlows and Ainsworth) | an emotional tie with another person; seeking closeness with a caregiver and showing distress when separated |
| strange situation (Ainsworth) | a procedure where a child is placed in an unfamiliar environment while the caregiver leaves and then returns, and the reactions are observed. |
| insecure attachment (Ainsworth) | these infants are less likely to explore their surroundings; they may even cling to their mother. when she leaves, their either cry loudly and remain upset or seem indifferent to her leaving and return. |
| basic trust (Erikson) | a sense that the world is predictable and trustworthy; formed during infancy |
| Carol Gilligan | suggested that the struggle to create a separate, independent identity describes Western individualistic males more than relationship-oriented females. |
| gender | socially influenced characteristics that people define boy, girl, man, and woman |
| aggression | any physically or verbally behavior intended to harm someone physically or emotionally (typically acted out by men) |
| relational aggression | an act of aggression intended to harm a person's relationship or social standing (typically acted out by women) |
| gender role | a set of expected behaviors, attitudes, and traits for males and for females |
| social learning theory (Bandura) | the theory that we learn social behavior (gender typing) by observing and imitating and by being rewarded or punished. |
| gender typing | the acquisition of traditional masculine or feminine roles |
| Lawrence Kohlberg | proposed that moral reasoning guides moral actions |
| adolescence | the transition period from childhood to adulthood, extending from puberty to independence |
| preconventional morality (Kohlberg) | before age 9. the focus is self-interest; obey the rules to avoid punishments or gain concrete rewards |
| conventional morality (Kohlberg) | occurs in early adolescence. the focus is to uphold laws and rules to gain social approval or maintain social order. |
| postconventional morality (Kohlberg) | begins in adolescence and beyond. the focus is that actions reflect belief in basic rights and self-defined ethical principles. |
| Erik Erikson | contended that each stage of life has its own psychosocial task |
| identity (Erikson) | the adolescent's task is to solidify a sense of self by testing and integrating various roles. |
| intimacy | the ability to form close, loving relationships |
| infancy (Erikson's stages) | infancy to 1 year old. issue is trust vs mistrust. if needs are dependably met, infants develop a sense of trust |
| toddlerhood (Erikson's stages) | 1 year old to 3 years. issue is autonomy vs shame and self doubt. toddlers learn to exercise their will and do things for themselves, or they will doubt their abilities. |
| preschool (Erikson's stages) | 3 years old to 6 years. issue is initiative vs guilt. preschoolers learn to initiate tasks and carry out plans, or they will feel guilty about their efforts to be independent. |
| elementary school (Erikson's stages) | 6 years old to puberty. issue is competence vs inferiority. children learn the pleasure of applying themselves to tasks, or they feel inferior. |
| adolescence (Erikson's stages) | teen years into 20s. issue is identity vs 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 they are. |
| young adulthood (Erikson's stages) | 20s into early 40s. issue of intimacy vs isolation. young adults struggle to form close relationships and to gain the capacity for intimate love, or they feel socially isolated. |
| middle adulthood (Erikson's stages) | 40s to 60s. issue of generativity vs stagnation. middle-aged people discover a sense of contributing to the world, usually through family and work, or they may feel a lack of purpose. |
| late adulthood (Erikson's stages) | late 60s and up. issue of integrity vs despair. reflecting on their lives, older adults may feel a sense of satisfaction or failure. |
| X chromosome | the sex chromosome found in both males and females. females typically have 2; males typically have 1. |
| Y chromosome | the sex chromosome typically found only in males. |
| testosterone | the most important male sex hormone. both males and females have it, but the additional amounts in males stimulates the growth of the male sex organs during the fetal period, and the development of the male sex characteristics during puberty. |
| primary sex characteristics | the body structure (ovaries, testes, and external genitalia) that make sexual reproduction possible |
| secondary sex characteristics | nonreproductive sexual traits (female breasts and hips and male voice quality and body hair) |
| spermarche | the first ejaculation |
| menarche | the first menstrual period |
| intersex | a condition present at birth due to unusual combinations of male and female chromosomes, hormones, and anatomy; possessing biological sexual characteristics of both sexes. |
| menopause | the time of natural cessation of menstruation; also refers to the biological changes a woman experiences as her ability to reproduce declines. |
| cross-sectional study | research that compares people of different ages at the same point in time |
| longitudinal study | research that follows and retests the same people over time. |
| neurocognitive disorders (NCDs) | acquired (not lifelong) disorders marked by cognitive deficits; often related to brain injuries or disease, or substance abuse. formally called dementia. |
| alzheimer's disease | a neurocognitive disorder marked by neural plaques, often with onset after age 80, and entailing a progressive decline in memory and other cognitive abilities. |
| social clock | the culturally preferred timing of social events such as marriage, parenthood, and retirement. |
| biological influences on successful aging | no genetic predisposition to early cognitive or physical decline. appropriate nutrition. |
| psychological influences | optimistic outlook physically and mentally active lifestyle |
| social-cultural influences | support from friends and family meaningful activities cultural respect for aging safe living conditions |
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aestes1
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