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Developmental Psych
Ms. Kimm
| Term | Definition |
|---|---|
| Developmental Psychology | Study of physical, cognitive, and socioemotional development throughout lifespan |
| Nature vs. Nurture | Debate on the influence of genes (nature) and experience (nurture) on development |
| Continuity & Stages | Debate on whether development occurs continuously or in separate stages |
| Stability & Change | Debate on whether certain traits persist throughout life or change over time |
| Cross-sectional studies | Comparison of people across different age groups |
| Teratogens | Harmful agents that can damage the embryo or fetus |
| Maternal Illness | Preterm birth, high birth weight, poor brain development |
| Genetic Mutations | Delayed motor skills development, intellectual disability, delayed language development |
| Pruning | The process by which unused connections in the brain are removed |
| Maturation* | Sequence of genetically designed growth processe |
| Reflexes | Innate responses that do not have to be learned |
| Rooting reflex | A baby's tendency, when touched on the cheek, to turn toward the touch and open mouth |
| Sucking reflex | A baby's tendency to make sucking motions when a finger is placed in the mouth |
| Grasping reflex | A baby's tendency to grasp any object touching the hand or foot |
| Moro reflex | A baby's tendency to stretch out the arms and legs in response to a loud noise or an abrupt change in the environment |
| Babinski reflex | A baby's tendency to fans out the toes when the sole of the foot is touched |
| Visual cliff | Test for depth perception |
| Critical Period | A limited phase in an animal's development that is the only time when certain behaviors can be learned. |
| Konrad Lorenz | Researcher who studied the critical attachment periods in baby birds, a concept he called imprinting |
| Imprinting | They will follow the first moving object they see believing it to be their mother |
| Adolescence | Transition period from childhood to adulthood, extending from puberty to independence |
| Myelin | An insulating layer, or sheath that forms around nerves, including those in the brain and spinal cord |
| Selective Pruning | Use it or lose it |
| Puberty | Time of sexual maturation (ready for reproduction) |
| Menarche | When girls get their first period |
| Spermarche | When boys get their first ejaculation |
| Primary sex characteristics | Internal and external reproductive organs |
| Secondary sex characteristics | Non-reproductive traits like facial hair and deepening voice |
| Intersex | Processes both male & female biological sexual characteristics at birth |
| Over aggression | Men are more aggressive than woman |
| Monopause | When woman can no longer procreate |
| Sex | Properties that determine male or female |
| Gender | Socially constructed roles & characteristics which a culture defines male & female |
| Gender Identity | Sense of belonging to the male or female sex |
| Social Role Theory | Widely shared gender stereotypes develop from the gender division of labor that characterizes a society. |
| Gender Roles | Social expectations that guide men's & women's behavior |
| Social Learning Theory | People learn through observing, imitating, and modeling others' behavior. |
| Gender Typing | Acquisition of traditional masculine or feminine roles |
| Gender Schemas | They help people to match their behavior with the behavior they believe is appropriate for their own gender. |
| Cognition | All mental activities associated with thinking, knowing, remembering, & communicating |
| Jean Piaget | Studied cognitive errors children made to understand how their thought processes are different than adults |
| Schemas* | Mental containers used to organize experiences |
| Assimilation | Interpreted in terms of existing schemas for inclusion |
| Accommodation | Adapt current schema for incorporations |
| Piaget's Stages* | The 4 stages of development |
| Sensorimotor Stage | Exploration via looking, hearing, mouthing & grasping |
| Object Permanence | realization that objects exist even when no longer visable |
| Preoperational Stage | Usage of mental symbols to perform pretend play |
| Reversibility | Ability to understand that quantity stays the same even through its arrangement might change |
| Egocentrism | Difficulty perceiving things from another's point of view |
| Theory of mind | Understanding that other people have their own thoughts & point of views |
| Animism | Having feelings for inanimate objects |
| Concrete Operational Stage | Correct cognitive errors made in pre operational stage, understand events in logical, realistic & straightforward way |
| Formal Operational Stage | The ability to think abstractly & hypothetically, not all people achieve this stage |
| Lev Vygostky | Believed that children's mind grew in the context pf sociocultural environment |
| Scaffolds | Framework that offers temporary support as they acquire higher levels of thinking |
| Zone of proximal development | Zone between what a child can & cannot do |
| Crystallized intelligence | Increases with age, accumulated knowledge (vocab) |
| Fluid Intelligence | Decreases with age, reason quickly & abstractly |
| Dementia | Low ability to recall event & names |
| Language | Spoken, written, or signed words & the way in which they are combined to convey |
| Generative | Application of a fine set of rules can produce all items of a language |
| Phonemes | Smallest units of sound |
| Morphemes | Smallest units of meaning |
| Semantics | Meaning & connotations of words, phrases, or sentences |
| Sytax | Arrangement of words & phrases to create sentences |
| Nonverbal gestures | Transmission of a message or signal using nonverbal platform |
| Cooing | First sound production besides crying |
| Receptive language | Associate sounds with facial movements |
| Babbling stage | Uttering multilingual sounds |
| Productive stage | Ability to produce language |
| One word stage | Simple words used for communication |
| Two words stage | characterized telegraohic/tweet speech |
Created by:
santi_v
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