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Development
| Term | Definition |
|---|---|
| Developmental Psychology | Scientific study of how and why people change over the course of their life |
| Nature and Nurture | How do our genetic inheritance (nature) and our life experiences (nurture) interact to shape our development |
| Continuity and Stages | Stages that are slow and steady, where each step builds directly on the previous ones (continuity) and propose that development happens in specific, sudden shifts that clearly differentiate one phase from another |
| Longitudinal Research | Studying the same individuals over time, allowing for direct observation of how behaviors, traits, and abilities change and develop throughout life |
| Cross-Sectional Research | Studying different groups of people of various ages at the same point in time |
| Psychosocial Development | Theory that individuals progress through a series of stages, each characterized by a specific conflict that contributes to a major aspect of personality |
| Trust vs. Mistrust | Birth to 18 months, development of trust, achieved through consistent and reliable care and affection from caregivers, infants learn whether or not they can trust the world to meet their basic needs |
| Autonomy and Shame and Doubt Stage | 18 months to 3 years, development of personal control, achieved through encouragement and freedom to explore, toddlers seek to do things independently |
| Initiative and Guilt Stage | 3 to 6 years, development of initiative, achieved through encouragement of independent activity, children begin to initiate actions and make decisions |
| Industry and Inferiority Stage | 6 to 12 years, development of building skills. achieved through reinforcement in school and play, children strive to demonstrate skills and abilities |
| Identity and Role Confusion Stage | 12 to 18 years, development of forming identity, achieved through experimentation with roles and identities, teenagers explore and solidify their sense of self |
| Intimacy and Isolation Stage | 18 to 40 years, development of establishing connections, achieved through deepening relationships beyond oneself, adults seek to form close, committed relationships |
| Generativity and Stagnation Stage | 40 to 65 years, development of nurturing the next generation. achieved through parenting, mentoring, and productivity, adults aim to contribute the well-being of the next generation |
| Integrity and Despair Stage | 65 years and older, development of reflecting on life, achieved through life review and acceptance, elders look back on life achievements and regrets |
| Prenatal Development | The process of growth and development within the womb, starting from conception and continuing until birth |
| Teratogens | Harmful substances, such as drugs, alcohol, or infections, that can cause developmental abnormalities or birth defects when a fetus is exposed to them during prenatal development |
| Rooting Reflex | Automatic response in newborns where they turn their head toward a touch on the cheek, helping them locate and latch onto the mother's breast for feeding |
| Maturation | Biological growth that leads to orderly changes in behavior, guided by genetics and largely unaffected by experience |
| Sensitive Period | Critical time of development when the brain is especially receptive to learning specific skills, such as language or motor skills, making it easier to acquire them during this phase |
| Fine Motor Coordination | Ability to control small muscle movements, enabling tasks like walking, and using utensils with precision |
| Gross Motor Coordination | Ability to control large muscle movements, enabling tasks like walking, jumping and throwing with balance and strength |
| Visual Cliff | Experimental set up used to study depth perception in infants, featuring a clear glass surface that creates the illusion of a drop-off test whether infants can perceive and avoid the "Cliff" |
| Puberty | Period of physical and hormonal changes during adolescence that lead to sexual maturity and the ability to reproduce |
| Adolescent Growth Spurt | Rapid increase in height and weight that typically occurs during puberty, driven by hormonal changes and marking the transition from childhood to adulthood |
| Menopause | Natural biological process marking the end of a woman's menstrual cycles, typically occurring around age 50 and characterized by hormonal changes and the cessation of fertility |
| Primary Sex Characteristics | Reproductive organs and structures directly involved in reproduction, such as the ovaries, testes, and external genitalia |
| Secondary Sex Characteristics | Physical traits that develop during puberty but are not directly involved in reproduction, like breast development, facial hair, and voice deepening |
| Gender | The attitudes, feelings, and behaviors that a given culture associates with a person's biological sex |
| Menarche | Girl's first period, signifies puberty |
| Spermarche | Boy's first production of sperm, signifies puberty |
| Sexual Orientation | A person's sexual and emotional attraction to another person and the behavior and/or social affiliation that may result from this attraction |
| Gender Identity | Individuals internal sense of being male, female, or a blend of both, or neither, which may or may not align with their assigned sex at birth |
| Gender Roles | Societal expectations and norms for behavior, attitudes, and activities typically associated with being male or female |
| Gender Typing | Process by which children learn and adopt behaviors, interests, and roles considered appropriate for their gender according to cultural norms. |
| Ecological Systems Theory | Child's development is influenced by multiple layers of environmental systems. Includes the immediate family (microsystem), larger community structures like schools (ecosystems) and overarching cultural or societal norms (macrosystem) |
| Authoritarian Parenting Style | Strict parenting approach where parents enforce high expectations and rigid rules, prioritize obedience and discipline, often relying on punishment with limited questions |
| Permissive Parenting Style | Relaxed approach to parenting where parents show warmth and responsiveness, but have few rules and low expectations. Avoid enforcing strict boundaries, allowing children significant freedom and often indulging their desires |
| Authoritative Parenting Style | Balanced approach to parenting, combining high expectations with warmth and support. Enforce clear rules and encourage independence while being responsive and open to their children's needs and opinions |
| Temperament | Innate traits that influence how children respond to their environment, including their activity level, emotional reactivity, and adaptability. Thought to form basis for later personality development |
| Imprinting | A rapid and instinctive form of early learning where certain animals, particularly birds, form strong attachments to the first moving object they see shortly after birth of hatching |
| Contact Comfort | The sense of security and emotional relief derived from physical touch, particularly between infants and caregivers |
| Separation Anxiety | A distress response experienced by infants or young children when separated from their primary caregiver |
| Attachment Styles | Patterns of behavior that describes how children form emotional bonds with caregivers |
| Secure Attachment | Children feel confident and trust that their caregiver will meet their needs and seek caregiver for comfort and reassurance |
| Avoidant Attachment | Children exhibit independence and avoid seeking comfort from their caregiver, often resulting from caregivers who are emotionally unreliable/unresponsive |
| Anxious Attachment | Children are overly clingy and anxious about separation from their caregiver, stemming from inconsistent caregiving |
| Disorganized Attachment | Characterized by inconsistent or confused behaviors towards a caregiver, often resulting from trauma or abuse |
| Adverse Childhood Experiences (ACES) | Potentially traumatic events or conditions, such as abuse, neglect, or household dysfunction, that occur before age 18 and can have long-term impacts on health and well-being |
| Social Clock | Cultural timeline that sets expected ages or key life events, like starting a career, getting married, or having children, shaping social expectations for individuals |
| Emerging Adulthood | Transitional life stage from late teens to mid-20s, marked by exploration and self-discovery as individuals navigate career paths, relationships, and personal identity |
| Adolescent Egocentrism | Stage in teenage development marked by an increased self-focus, leading to beliefs that one's expectations are unique and that others are always observing them |
| Imaginary Audience | Phenomenon in adolescence where individuals believe others are constantly watching and judging their behavior, making them highly self-conscious |
| Personal Fable | Adolescent belief that one's experiences are unique and special, often leading to feelings of invulnerability and an underestimation of potential risks |
| Possible Selves | Various versions of who individuals might become in the future, including ideal selves they hope to achieve and feared selves they wish to avoid |
| Social Identity | An individual's sense of who they are based on their membership in social groups, like nationality, religion, or profession |
| Identity Diffusion | State where individuals have not yet explored or committed to life choices regarding beliefs, goals, or values, often leading to uncertainty about their sense of self |
| Identity Foreclosure | Stage where individuals commit to goals, beliefs, or values without exploring alternatives, often adopting the expectations of parents or society |
| Identity Moratorium | Stage in which individuals actively explore different life paths, beliefs, and values but not yet have made a final commitment |
| Identity Achievement | Stage where individuals have explored various life paths and made firm decisions about their beliefs, values, and goals, resulting in a clear and stable sense of self |
| Jean Piaget | Studied children's developing cognition; all the mental activities associated with thinking, knowing, remembering, and communicating |
| Schemas | Cognitive framework that help individuals organize and interpret information by categorizing experiences based on prior knowledge |
| Assimilation | Process of incorporating new information into existing schemas, fitting new experiences into familiar categories to understand them better |
| Accommodation | Process of altering existing schemas or creating new ones to adopt to new information that doesn't fit into existing catergories |
| Sensorimotor Stage | First of Piaget's stages of cognitive development (birth to 2 years). Infants learn about the world through sensory experiences and motor actions |
| Object Permanence | Understanding that objects continue to exist, even when they cannot be seen, heard, or touched |
| Preoperational Stage | Stage of cognitive development (2-7) where children develop language, symbolic thinking, and imagination but struggle with logical reasoning and understanding others' perspectives |
| Parallel Play | Stage in early childhood where children play alongside each other without directly interacting, each focused on their own activity, but observing and imitating others |
| Animism | Belief in early childhood, common during Piaget's preoperational Stage, where children attribute lifelike qualities, like feelings and intentions, to inanimate objects |
| Egocentrism | Characteristic of preoperational stage where children struggle to see things from another person's point of view, believing others share their perspective |
| Theory of Mind | The ability to understand that others have thoughts, feelings, and perspectives different from one's own |
| Concrete Operational Stage | Piaget's third stage of cognitive development ages 7-11 where children develop logical thinking about concrete objects and understand concepts like conservation and reversibility |
| Conservation | Understanding that certain properties of objects, such as volume or mass, remain constant |
| Reversibility | Ability to mentally reverse an action or operation, returning to original state (Play-Doh) |
| Formal Operational Stage | Piaget's final stage of cognitive development, beginning at age 12. where individuals develop the ability to think abstractly, solve hypothetical problems, and use deductive reasoning |
| Lev Vygotsky | Developmental psychologist known for his theory that social interaction plays a critical role in development |
| Scaffolding | Teaching method where a knowledgeable person provides to help a learner achieve new kills, reducing assistance as the learner becomes more proficient |
| Zone of Proximal Development | Range between what a learner can do independently and what they can achieve with guidance, emphasizing the importance of social interaction in learning |
| Crystallized Intelligence | Refers to the knowledge and skills accumulated over time through education and experience, improving with age and useful for problem-solving based on facts and prior learning |
| Fluid Intelligence | The capacity to reason, solve novel problems, and think abstractly, without prior knowledge |
| Dementia | Decline in cognitive functioning that interferes with daily life, characterized by memory loss, impaired judgment, and difficulties in communication and reasoning, often seen in older adults |
| Language | System of communication using symbols, sounds, and grammar to convey thoughts, feelings, and meaning |
| Critical Period | Specific time frame in early childhood when the brain is most receptive to learning language, making it easier to acquire fluency |
| Phonemes | Smallest distinct units of sound in a language that can change the meaning of a word (p can sound like b) |
| Morphemes | The smallest unit of meaning in a language, such as prefixes, suffixes, and root words (anti, bi, etc.) |
| Semantics | Study of meaning in language, focusing on how words, phrases and schemas convey meaning (read/red) |
| Grammar | Set of rules that govern how words are combined to form sentences, enabling clear and meaningful communication |
| Syntax | Set of rules that determines the arrangement of words and phrases to form sentences in a language, affecting sentence structure |
| Cooing | Early stage in language developing where infants produce repetitive, soft vowels starting around 2 months |
| Babbling Stage | Phase in language development, usually starting around 4-6 months, where infants produce repetitive consonant-vowel combinations (ba-ba/da-da) |
| One-Word Stage | Phase in language development, typically around age 1, where children use single words to represent whole sentences or ideas |
| Two-Word Stage | Around age 2; children start combining two words to form simple sentences (go car) |
| Overgeneralization | Common error in language development where children apply grammatical rules too broadly, resulting in mistakes like goes instead of went or tooths instead of teeth |
| Nonverbal Manual Gestures | Body language |
Created by:
o.t.2001
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