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Modules 45-48
| Question | Answer |
|---|---|
| Developmental Psychology | examines our physical,cognitive, and social development across the life span with a focus on nature vs nurture, continuity and stages, and stability and change |
| Nature vs Nurture | our genetics vs our environmental interelationships |
| Continutity and stages | Jean Piagnet; our gradual and steady growth of skills |
| Stability and Change | some of our characteristics our stable; stability provides our identity enabling us to depend on others and ourselves; our potential for change gives a hope for a brighter future |
| Eggs | women are born with all of our eggs |
| sperm | sperm develop during puberty, few sperm reach the egg |
| Zygotes | fertilized eggs; enters a 2 week period rapid cell division and develops into an embryo |
| Embryo | developing organism; 2 weeks to 8 |
| Differentiate | to specialize in structure and function |
| Placenta | life link that transfers nutrients and oxygen from mother to embryo |
| Fetus | offspring; 9 weeks to birth |
| Conception | when the sperm fertilizes the egg |
| Teratogens | agents such as viruses + drugs can damage embryo or fetus F |
| FAS (Fetal alchohol Syndrome | the most serious of all Fetal alcohol spectrum disorders marked by lifelong physical and mental abnormalities |
| Epigenetic effect | leaves chemical marks on DNA that switch genes abnormally on or off |
| Rooting | touch of cheek, then trying to put the stimulus in his/her mouth |
| Automatic reflexes | arms and legs kick out, clenching fists |
| Habituation | a decrease in responding with repeated stimulation as infants gain familiarity with repeated exposure to a stimulus |
| Novelty | explores the brain's powerful response to new experiences |
| Maturation | biological growth processes that enable changes in behavior ; biological maturation (nature) sets the basic course of development; experience (nuture) adjusts |
| Rapid development | 3 to 6 years; explains why infant brain size increases rapidly in early days after birth |
| Motor development | the developing brain enables physical coordination |
| Brain maturation | as children mature our infantile amnesia waves become increasingly capable of remembering new experiences |
| Fine Motor skills | skills that involve our fingers and hands |
| gross motor skills | skills that involve our limbs/arms |
| Hippocampus/Frontal lobes | continue to mature during or after adolescence |
| Cognition | all the mental activities associated with thinking, knowing, remembering, and communication |
| series of stages | newborns simple reflexes - adults abstract reasoning |
| schemas | a concept or framework that organizes and interprets |
| assimilate | interpreting new experiences in terms of our existing schemas |
| accodomate | adapting our current understandings to incorporate new information |
| cognitive development | preoperational, sensorimotor, concrete operational, formal operational |
| Preoperational | able to represent things with words and images but roo young to perform mental operations; 2 to 7 |
| Sensorimotor | from birth to 2, babies take in the world through their senses and actions |
| Concrete operational | 7 to 12 years old, began to grasp operations, children begin to comprehend mathematical transformations and conversation |
| formal operational | 12 years old, reasoning expands from purely concrete, abstract thinking, and our ability to think logically |
| Object permanence | the awareness that things continue to exist even when not perceived |
| baby physics | impossible events violate infants expectations |
| baby math | babies number extends to larger numbers, to ratios, and to such things as drumbeats and motions |
| Egocentrism | preoperationals childs difficulty taking another's point of view |
| Animism | all things are living |
| Theory of mind | peoples ideas about their own and mental states |
| Reversability | being able to solve or do things the opposite way |
| Lack of conservation | things remain the same even if they change |
| Scaffold | a framework that offers children temporary support as they develop higher levels of thinking |
| Zone of proximal development | the zone between what a child can and can't do with or without help |
| ASD(Autism Spectrum Disorder) | a disorder that appears in childhood and is marked by significant deficiencies in communication and social interaction ; Leo vgatzsy |
| Artficialism | all objects are made by people |
| stranger anxiety | the fear of strangers that infant commonly develop display, beginning at around 8 months |
| attachment | a bond that is a powerful survival impulse that keeps infants close to their caregivers |
| critical period | an optimal period when a span of events must take place to facilitate proper development |
| imprinting | the process by which certain animals form strong attachment during early life |
| Strange situation | a procedure for studying child caregiver attachment |
| secure attachment | demonstrated by infants who comfortably explore environments |
| insecure attachment | infants who display a clinging anxious or avoidant attachments that resists closeness |
| temperament | a persons characteristic emotional reactions and intensity |
| Basic trust | Erik Eriskon; securely attached children view the world with the sense that the world is predictable and reliable |
| Anxious Attachment | people crave acceptance but remain vigilant to signs of rejection |
| avoidant attachment | people experience discomfort getting close to others and use avoidant strategies to distract from others |
| Self concept | all our thoughts and feelings about our selves in answer to the question " who am I" |
| Parenting styles | authoritarian, permissive, neglect, authorative |
| Authoritarian | strict, demanding, no room for argument |
| permissive | little to no punishment, not very demanding |
| neglect | no attention payed at all, uninvolved |
| Authorative | demanding but understanding |
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