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Development of Life
Development Across the Life Span
| Question | Answer |
|---|---|
| the scientific study of the changes that occur in people as they age from conception until death | Human development |
| research design in which one participant or group of participants is studied over a long period of time | Longitudinal design |
| research design in which several different age groups of participants are studied at one particular point in time. | Cross-sectional design |
| research design in which participants are first studied by means of a cross-sectional design but also followed and assessed for a period of no more than six years | Cross-sequential design |
| the influence of our inherited characteristics on our personality, physical growth, intellectual growth, and social interactions | Nature |
| the influence of the environment on personality, physical growth, intellectual growth, and social interactions | Nurture |
| focuses on nature vs nurture | Behavioral genetics |
| the science of inherited traits | Genetics |
| special molecule that contains the genetic material of the organism | DNA (deoxyribonucleic acid) |
| section of DNA having the same arrangement of chemical elements | Gene |
| referring to a gene that actively controls the expression of a trait | Dominant |
| referring to a gene that only influences the expression of a trait when paired with an identical gene | Recessive |
| tightly wound strand of genetic material or DNA | Chromosome |
| Chromosome disorders | Down syndrome, Klinefelter’s syndrome, and Turner’s syndrome, |
| Genetic disorders | PKU, cystic fibrosis, sickle cell anemia, and Tay-Sachs disease |
| the moment at which a female becomes pregnant | Conception |
| the union of the ovum and sperm | Fertilization |
| cell resulting from the uniting of the ovum and sperm; divides into many cells, eventually forming the baby | Zygote |
| identical twins formed when one zygote splits into two separate masses of cells, each of which develops into a separate embryo | Monozygotic twins |
| often called fraternal twins, occurring when two eggs each get fertilized by two different sperm, resulting in two zygotes in the uterus at the same time-Dizygotic twins | Dizygotic twins |
| first two weeks after fertilization, during which the zygote moves down to the uterus and begins to implant in the lining embryo name for the developing organism from two weeks to eight weeks after fertilization | Germinal period |
| the period from two to eight weeks after fertilization, during which the major organs and structures of the organism develop | Embryonic period |
| times during which certain environmental influences can have an impact on the development of the infant periods | Critical periods |
| any factor that can cause a birth defect | Teratogen |
| the time from about eight weeks after conception until the birth of the child. | Fetal period |
| name for the developing organism from eight weeks after fertilization to the birth of the baby. | Fetus |
| Four critical areas of adjustment for the newborn are | Respiration, Digestion, Circulation, and Temperature regulation |
| Infants are born with reflexes that help the infant survive | Sucking, rooting, Moro (startle), grasping, and Babinski |
| The senses, except for, are fairly well developed at birth. | vision |
| develop at a fast pace during infancy and early childhood | Gross and fine motor skills |
| are far less dangerous than the diseases they are designed to prevent and are one of the most effective weapons in the fight against infectious diseases. | Immunizations |
| the development of thinking, problem solving, and memory scheme (plural schemas) a mental concept formed through experiences with objects and events. | Cognitive development |
| Piaget’s first stage of cognitive development in which the infant uses its senses and motor abilities to interact with objects in the environment. | Sensorimotor stage |
| the knowledge that an object exists even when it is not in sight. | Object permanence |
| Piaget’s second stage of cognitive development in which the preschool child learns to use language as a means of exploring the world. | Pre-operational stage |
| the inability to see the world through anyone else’s eyes. | Egocentrism |
| in Piaget’s theory, the tendency of a young child to focus only on one feature of an object while ignoring other relevant features. | Centration |
| in Piaget’s theory, the ability to understand that simply changing the appearance of an object does not change the object’s nature. | Conservation |
| in Piaget’s theory, the inability of the young child to mentally reverse an action. | Irreversibility |
| third stage of cognitive development in which the school-age child becomes capable of logical thought processes but is not yet capable of abstract thinking. | Concrete operations stage |
| Piaget’s last stage of cognitive development in which the adolescent becomes capable of abstract thinking. | Formal operations |
| Piaget’s Stage Theory | Sensorimotor stage, Pre operational stage,Concrete operations stage, and Formal operations |
| Vygotsky’s Theory | Scaffolding and Zone of proximal development (ZPD) |
| process in which a more skilled learner gives help to a less skilled learner, reducing the amount of help as the less skilled learner becomes more capable. | Scaffolding |
| Vygotsky’s concept of the difference between what a child can do alone and what that child can do with the help of a teacher. | Zone of proximal development (ZPD) |
| Child-directed speech – children attend to higher pitched, repetitious, sing-song speech. | Newer Theory |
| Cooing Babbling One-word speech (holophrases) Telegraphic speech | Stages of Language Development |
| governs the learning of language during infancy and early childhood. | Language acquisition device |
| the behavioral characteristics that are fairly well established at birth. Easy, Difficult, and Slow to warm up | Temperament |
| regular, adaptable, and happy | Easy |
| irregular, nonadaptable, and irritable | Difficult |
| need to adjust gradually to change. | Slow to warm up |
| the emotional bond between an infant and the primary caregiver. secure, avoidant, ambivalent, and Disorganized-disoriented | Attachment |
| willing to explore, upset when mother departs but easily soothed upon her return. | Secure |
| unattached; explore without "touching base." | Avoidant |
| insecurely attached; upset when mother leaves and then angry with mother upon her return. | Ambivalent |
| insecurely attached and sometimes abused or neglected; seemed fearful, dazed, and depressed. | Disorganized-disoriented |
| Erikson's Psychosocial Stages of Development | Trust versus mistrust,Autonomy versus shame and doubt,Initiative versus guilt ,Industry versus inferiority, Identity Versus Role Confusion, Intimacy versus Isolation, Generativity versus stagnation, and Ego Integrity versus Despair |
| first stage of personality development in which the infant’s basic sense of trust or mistrust develops as a result of consistent or inconsistent care. | Trust versus mistrust (Infant -birth to 1 year old) |
| second stage of personality development in which the toddler strives for physical independence. | Autonomy versus shame and doubt( toddler 1 to 3 years old) |
| third stage of personality development in which the preschool-aged child strives for emotional and psychological independence and attempts to satisfy curiosity about the world. | Initiative versus guilt (preschool age 3 to 5 years old) |
| fourth stage of personality development in which the adolescent strives for a sense of competence and self-esteem. | Industry versus inferiority (elementary school age 5 to 12 years old) |
| the behavior associated with being male or female. | Gender |
| perception of one’s gender and the behavior that is associated with that gender. | Gender identity |
| the period of life from about age 13 to the early twenties, during which a young person is no longer physically a child but is not yet an independent, self- supporting adult. | Adolescence |
| the physical changes that occur in the body as sexual development reaches its peak. | Puberty |
| type of thought common to adolescents in which young people believe themselves to be unique and protected from harm. | Personal fable |
| type of thought common to adolescents in which young people believe that other people are just as concerned about the adolescent’s thoughts and characteristics as they themselves are. | Imaginary audience |
| Kohlberg’s stages of moral development | Pre conventional morality,Conventional morality , and Post conventional morality |
| first level of Kohlberg’s stages of moral development in which the child’s behavior is governed by the consequences of the behavior. | Pre conventional morality |
| second level of Kohlberg’s stages of moral development in which the child’s behavior is governed by conforming to the society’s norms of behavior. | Conventional morality |
| third level of Kohlberg’s stages of moral development in which the person’s behavior is governed by moral principles that have been decided on by the individual and which may be in disagreement with accepted social norms. | Post conventional morality |
| fifth stage of personality development in which the adolescent must find a consistent sense of self. | Identity versus role confusion |
| Adulthood begins in the early twenties and ends with death in old age. | Divided into young adulthood, middle adulthood, and late adulthood. |
| Women experience a physical decline in the reproductive system called the __________, ending at about age 50 with menopause | climacteric |
| the cessation of ovulation and menstrual cycles and the end of a woman’s reproductive capability. | menopause |
| an emotional and psychological closeness that is based on the ability to trust, share, and care, while still maintaining a sense of self. | Intimacy |
| providing guidance to one’s children or the next generation, or contributing to the well-being of the next generation through career or volunteer work. | Generativity |
| sense of wholeness that comes from having lived a full life and the ability to let go of regrets; the final completion of the ego. | Ego integrity |
| Theories of Aging | Activity theory ,Cellular clock theory ,Wear-and-tear theory, and Free radical theory |
| theory of adjustment to aging that assumes older people are happier if they remain active in some way, such as volunteering or developing a hobby. | Activity theory |
| based on the idea that cells only have so many times that they can reproduce; once that limit is reached, damaged cells begin to accumulate. | Cellular clock theory |
| as time goes by, repeated use and abuse of the body’s tissues cause it to be unable to repair all the damage. | Wear-and-tear theory |
| oxygen molecules with an unstable electron move around the cell, damaging cell structures as they go. | Free radical theory |
| Stages of Death and Dying | Denial Anger Bargaining Depression Acceptance |
| Many children with ADHD grow up to be adults with ADHD, affecting their work, relationships, and emotional well-being. | ADHD in adults can be treated with medication and/or therapy. |
Created by:
chacham