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
PSYC Chapter Ten
MTA PSYC 1011 Chapter Ten: Human Development
| Term | Definition |
|---|---|
| Accommodation | The Piagetian process of altering a belief to make it more compatible with experience. |
| Adolescence | The transition between childhood and adulthood associated with teenage years. |
| Assimilation | The Piagetian process of absorbing new experience into current knowledge. |
| Attachment | The strong emotional connection we share with people who are close to us. |
| Average Expectable Environment | An environment that provides children with basic needs for affection and discipline. |
| Blastocyst | Ball of identical cells early in pregnancy that haven't begun to take on any specific function. |
| Cognitive Development | The study of how children acquire the ability to learn, think, reason, communicate, and remember. |
| Cohort Effect | The effect observed in a sample of participants that results from individuals in the sample growing up at the same time. |
| Concrete Operations Stage | The stage in Piaget's theory characterized by the ability to perform mental operations on physical events only. |
| Conservation | The Piagetian task requiring children to understand that a change in the presentation of an amount does not change the amount itself. |
| Contact Comfort | Positive emotions from touch. |
| Cross-Sectional Design | A research design that examines people of different ages at a single point in time. |
| Developmental Psychology | The study of how behavior and mental processes change over the lifespan. |
| Egocentrism | The inability to see the world from others' perspectives. |
| Embryo | The second to eighth week of prenatal development, when limbs, facial features, and major organs take form. |
| Emerging Adulthood | Period of life between the ages of 18 and 25 during which many aspects of emotional development, identity, and personality become solidified. |
| Empty-Nest Syndrome | A period of depression in mothers following the departure of their grown children from home. |
| Fetal Alcohol Spectrum Disorder | A condition resulting from high levels of prenatal alcohol exposure, causing learning disabilities, delays in physical growth, facial malformations, and behavioral disorders. |
| Fetus | The period of prenatal development from ninth week until birth after all major organs are established and physical maturation is boosted. |
| Formal Operations Stage | The stage in Piaget's theory characterized by the ability to perform hypothetical reasoning beyond the here and now. |
| Gender Identity | An individual's sense of being male or female. |
| Gender Role | A set of behaviors that tend to be associated with being a man or a woman. |
| Gene-Environment Interaction | A situation in which the effects of genes depend on the environment in which they are expressed. |
| Gene Expression | The activation or deactivation of genes by environmental experiences throughout development. |
| Identity | The sense of who we are, as well as our life goals and priorities. |
| Longitudinal Design | A research design that examines development of the same group of people over long periods of time. |
| Menarche | The start of menstruation. |
| Menopause | The end of menstruation, marking the end of a female's reproductive potential. |
| Midlife Crisis | A phase of adulthood characterized by emotional distress about aging and an attempt to regain youth. |
| Mono-Operation Bias | Drawing conclusions off only one measure. |
| Motor Behavior | Voluntary bodily movement of bones and muscles. |
| Nature Via Nurture | The tendency of individuals with certain genetic predispositions to seek out and create environments that allow the expression of those dispositions. |
| Object Permanence | Understanding that objects continue to exist even when out of view. |
| Pos Hoc Fallacy | The false assumption that because one event occurred before another event, it must have caused that event. |
| Prenatal | Prior to birth. |
| Preoperational Stage | The stage in Piaget's theory characterized by the ability to construct mental representations of experience but not yet perform operations on them. |
| Primary Sex Characteristic | A physical feature such as the reproductive organs and genitals that distinguish the sexes. |
| Psychosocial Crisis | Dilemmas concerning an individual's relations to other people. |
| Puberty | Sexual maturation resulting in the potential to reproduce. |
| Scaffolding | A Vygotskian learning mechanism in which parents provide initial assistance in children's learning but gradually remove structure as children become more competent. |
| Secondary Sex Characteristic | A sex differentiating characteristic that doesn't relate directly to reproduction, such as breast enlargement in females and deepening voices in males. |
| Sensorimotor Stage | The stage in Piaget's theory characterized by a focus on the here and now without the ability to represent experiences mentally. |
| Spermarche | The first ejaculation by males. |
| Stranger Anxiety | A fear of strangers that develops at 8 - 9 months of age. |
| Temperament | One's basic emotional style that appears early in development and is largely genetic in origin. |
| Teratogen | An environmental factor that can exert a negative impact on prenatal development. |
| Theory Of Mind | The ability to reason about what other people know or believe. |
| Zone of Proximal Development | A phase of learning during which children can benefit from instruction. |
| Zygote | A fertilized egg. |
| Attrition | When participants drop out of studies before they are completed. |
| Infant Determinism | Is the widespread assumption that early experiences are always more influential than later experiences in shaping us as adults. |
| Childhood Fragility | States that children are delicate and easily damaged. |
| Germinal Stage | The first prenatal stage where a zygote begins to divide, becoming a blastocyst. |
| Embryonic Stage | The second prenatal stage where limbs, facial features, and major organs begin to take shape. |
| Fetal Stage | The third and final prenatal stage where the embryo becomes a fetus, and the heart begins to beat. |
| Proliferation | Is when, between the 18th day of pregnancy and the end of the 6th month, neurons begin developing extremely quickly. |
| Obstacles to Normal Fetal Development | Exposure to hazardous environmental influences, genetic disorders/errors in cell duplication, and premature birth. |
| Viability Point | Is the point in pregnancy at which infants can typically survive on their own. (around 25 weeks) |
| Sucking Reflex | An infant's automatic response to oral stimulation. |
| Rooting Reflex | An infant's reflex to turn their head to seek feeding when you stroke their cheek. |
| Stage-Like Changes in Understanding | Sudden spurts in knowledge followed by periods of stability. |
| Continuous Changes in Understanding | Gradual and incremental acquisition of knowledge. |
| Domain General Account of Development | Children develop cognitive skills that affect most or all areas of cognitive function at once. |
| Domain Specific Account of Development | Children's cognitive skills develop independently and at different rates across different domains, |
| Equilibration | The Piagetian idea of maintaining a balance between our experience of the world and our thoughts about it. |
| Naive Physics | A set of infant beliefs of possessing basic understandings of how physical objects behave. |
| Personal Fable | Teenagers' feelings of profound uniqueness. |
| Easy Temperament | Is characterized as being adaptable and relaxed. (40%) |
| Difficult Temperament | Is characterized as being fussy and easily frustrated. (10%) |
| Slow to Warm Up Temperament | Is characterized as being disturbed by new stimuli at first by gradually adjusting to them. (15%) |
| Behavioral Inhibition Temperament | Is characterized as being frightened very easily. (10%) |
| Secure Attachment | The attachment style where children are upset when their caregiver is gone, and is happy when they return. (60%) |
| Insecure-Avoidant Attachment | The attachment style where the infant shows little to no reaction when their caregiver leaves or comes back. (15-20%) |
| Insecure-Anxious Attachment | The attachment style where the infant is in panic when their caregiver leaves, and shows a mixed reaction when they return. (15-20%) |
| Disorganized Attachment | The attachment style where children react to their caregiver's departure and return with inconsistency and confusion. (5-10%) |
| Permissive Parenting | This parenting style tends to be lenient with children, allowing freedom and not often using discipline. |
| Authoritarian Parenting | This parenting style tends to be strict with children, allowing little to no opportunity for freedom and uses punishments. |
| Authoritative Parenting | This parenting style balances discipline with freedom, parents are supportive but set clear and firm limits with children. |
| Uninvolved Parenting | Neglectful parenting, pays little to no attention to positive or negative behaviors of their children. |
| Group Socialization Theory of Development | States that environmental transmission is from child to child, not parent to child. |
| Erikson's First Stage of Human Development: Infancy | Trust vs. mistrust, developing general security, optimism, and trust in others. |
| Erikson's Second Stage of Human Development: Toddlerhood | Autonomy vs shame and doubt, developing a sense of independence and self-reliance. |
| Erikson's Third Stage of Human Development: Early Childhood | Initiative vs guilt, developing initiative in exploring and manipulating the environment. |
| Erikson's Fourth Stage of Human Development: Middle Childhood | Industry vs inferiority, enjoyment and mastery of the developmental tasks of childhood. |
| Erikson's Fifth Stage of Human Development: Adolescence | Identity vs role confusion, achieving a stable and satisfying sense of role and direction. |
| Erikson's Sixth Stage of Human Development: Young Adulthood | Intimacy vs isolation, developing the ability to maintain intimate personal relationships. |
| Erikson's Seventh Stage of Human Development: Adulthood | Generativity vs stagnation, satisfaction of personal and familial needs. |
| Erikson's Eighth Stage of Human Development: Aging | Ego integrity vs despair, recognizing and adjusting to aging and the prospect of death with a sense of satisfaction of the past. |
| Objective Responsibility | How much someone has done. |
| Subjective Responsibility | One's perceived intentions and potential. |
| Preconventional Morality | The first stage in Kohlberg's theory, where there is a focus on punishment and reward. |
| Conventional Morality | The second stage in Kohlberg's theory, where there is a focus on societal values. |
| Postconventional Morality | The third and final stage in Kohlberg's theory, where there is a focus on internal moral principles that go beyond society. |
| Biological Age | Is the estimate of a person's age in terms of biological functioning. |
| Psychological Age | Is one's mental attitudes and agility, as well as the capacity to deal with the stresses of an ever-changing environment. |
| Functional Age | Is one's ability to function in their given role in society. |
| Social Age | Is how one behaves in accord with the social behaviors appropriate for their age. |
Created by:
calhouncouch
Popular Psychology sets