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Human development
Chapters 5, 6,7,8
| Term | Definition |
|---|---|
| Erickson's 8 psychological stages | Infancy (birth- 1yr) Basic trust vs. mistrust Toddlerhood(1-2) Autonomy vs. shame Early childhood (3-6) Initiative vs.guilt Middle childhood ( 7-12) Industry vs. inferiority Adolescence adulthood (20-40) Identity vs. role confusion Early adulthood (2 |
| Gross motor skills | physical abilities that involve large muscle movements such as running/jumping |
| fine motor skills | physical abilities that ivolve small coordinated movements such as drawing and writing ones names |
| Piaget's preoperational stage | when children lack the ability to step back from their immediate perceptions |
| Piaget's concrete stage | when children are able to step back from their immediate perceptions and reason in a logical adult like way |
| Piaget's stage | Sensorimotor- physical Preoperations- children's perceptions are captured by their immediate appearances Concrete operations- children have a realistic understanding of the world Formal operations- reasoning is at its pinnacle |
| Conservation tasks- | Piaget's tasks that involve changing the shape of substances to see whether children can see beyond the way that a substance visually appears to see that its amount remains the same |
| Reversibility | concrete operational child's is knowledgeable that a specific change in the way a given substance looks can be reversed |
| Centering | the pre operational child's tendency to fixate on the most visually striking feature of a substance and not take into account dimensions |
| Decentering | the concrete operational child's ability to look into the several dimensions of an object of substance |
| Class inclusion | the understanding that a general category can encompass several subordinate elements |
| Identity constancy | the preoperational child's ability to grasp that a person's core self stays the same despite changes in external appearance |
| Psychologist Les Vygotsky | - theorized that the gap between a child's ability to solve a problem totally on their own and their own potential knowledge is taught by a more accomplished adult |
| Scaffolding | the process of teaching new skills by entering a child's zone of proximal development and tailoring one's efforts to that person's competence level |
| Vygotsky's theory | the way in which humans learn to regulate their behavior is through silently repeating information of talking to themselves |
| Theory of mind | knowledge that other people have different perspectives from our own |
| Working memory | keeps information in awareness we either process information or discard it |
| Executive processor | allows us to focus on important material to prepare for Germany storage |
| Executive functions | any frontal lobe ability that allows intellectual planning and thinking |
| Autobiographical memory | recollection of events and experiences that make up one's life |
| Executive functions | abilities that allow us to plan and direct our thinking to relevant info |
| Selective attention | a learning strategy in which we manage our awareness so as to attend only to what is relevant to filter out unneeded information |
| Externalizing tendencies | involves acting on our immediate impulses and behaving disruptively |
| Internalizing tendencies | a personality style that involves intense fear, low self steem |
| Induction | involving getting children who have behaved hurtfully to emphasize with the pain they cause in other people |
| Proactive agression | -hostile or destructive acts carried out to achieve a goal |
| Reactive agression | - hostile acts carried out in response to be frustrated / hurt |
| Relational agression | - destructive acts designed to harm other relationships |
| Hostile attributional bias | when children tend to misread other people's actions as threatening when they're not |
| Jacob Moreno | gave children a class list and asked " who would you really like to come to your party ?" |
| Dr. Dan Owleus | research professor from Norway often considered the " pioneer" in bullying research |
| Parenting style | Diana Baumrind's |
| Authoritative parents | - provides ample love and family rules |
| Authoritarian parents | - provide many rules but rank low on love |
| Permissive parents | - few rules but lots of love |
| Rejecting/ neglecting parents | little discipline or love |
| Acculturation | - among immigrants the tendency to become similar to the mainstream culture after time spent living in a new society |
| Collective efficacy | - Communities defend by strong cohesion, a commitment to neighbors neighbor helping |
| WISC | - Wechsler intelligence scale for children |
| Flynn effect- | remarkable rise in 19 tests scores around the world that occurred over the 20th century |
| Robert Sternburg's types of intelligence ( Triachic theory) | Analytic, creative, practical, successful, |
| Howard Gardener's | verbal, mathematical, intrapersonal, interpersonal. spatial, musical, kinestetic, and naturalist |
| Alfred binet- | assessed mental age, test of general mental ability |
| Ruth Griffiths- | infant IQ test |
| Nancy Baylay | - IQ test used for preschool age |
| David Wechler | - Most widely used, modeled after Binet's |
| Charles Spearman | - responsible for performance IQ tests |
| Louis Thurstone | - Intelligence is cluster of abilities |
| Menarche | - a girls first menustration |
| Adrenal androgens | - hormones produced by the adrenal glands that program puberty |
| Hpg axis | - The main hormonal system that programs in puberty |
| Gonads | - The sex organs ovaries in a girl and testes in boys |
| Primary sexual characteristics | - Physical changes that involve reproductive organs such as growth of penis and menstruation |
| Secondary sexual characteristics | - physical changes during puberty not directly involved in reproduction |
| Susan Carter's research | 5 domains that relate to overall self esteem 1. feelings of competence 2. behavioral conduct 3. athletic skills 4. likability 5. and appearance |
Created by:
Selahh
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