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Lifespan.Nat.2011
Lifespan.Natanson 1-4
| Question | Answer |
|---|---|
| Scientific method step 1 | Form a question, which may begin with a theory |
| Scientific method step 2 | Turn the question into a hypothesis |
| Scientific method step 3 | Test the hypothesis |
| Scientific method step 4 | Draw a conclusions |
| Scientific method step 5 | Publish specific details about the methods and participants in order to enable other scientists to replicate the research and confirm, extend, qualify, or refute their conclusions |
| Tests of significance | indicate whether the results might have occurred by chance |
| Experimental method | establish what causes a behavior |
| Nurture | refers to environmental influences |
| Development; the result of | both nature and nurture |
| Language development | is in the cognitive domain |
| Multidirectional | Developmental change does not always occur in a straight line |
| Socioeconomic status | social class |
| Epigenetic theory | biology, genetics, and neuroscience |
| Freud’s stages of development in the first six years characterized by | sexual pleasure |
| Freud emphasized | psychosexual development |
| Erikson emphasized | psychosocial development |
| Behaviorists referred to as | learning theorists |
| Piaget’s formal operational stage | development of an interest in ethics, politics, and social and moral issues |
| Micro-system | family and peers |
| Gene | the basic unit on a chromosome used for the transmission of heredity |
| Genome | the full set of genes for a living organism |
| Embryonic | the stage of prenatal development that lasts from two through eight weeks |
| Regulator genes | genes that influence thousands of other genes, Additive |
| Caffeine | Moderate use has NOT been associated with fetal abnormalities |
| REM (dreaming) sleep | decreases over first few months of infancy |
| Sensorimotor intelligence | infant’s thought processes that rely on senses and motor skills |
| Sudden infant death syndrome (SIDS) | breast-feeding makes it less likely |
| Child-directed speech | high-pitched, simplified, and repetitive speech used by adults to infants; Preferred by newborns over other sounds |
| Sight | least developed sense at birth |
| Formula-fed babies | more likely to have more allergies than a breast-fed baby |
| Pruning | process in which unused neurons die |
| Perception | when the brain notices and processes a sensation |
| Inability to deal with normal stress | may be related to the overproduction of stress hormones in her brain during infancy |
| Information-processing theory | compares human thinking to computer functioning |
| First emotional expressions to emerge at birth | crying and contentment |
| Proximal parenting | close physical contact with a child |
| Distal parenting | engaging the child more intellectually |
| “I” “me” “mine,” and “myself” | evidence that self-recognition has developed |
| Erikson’s first crisis of life | trust versus mistrust |
| Separation anxiety | infant distress when a caregiver leaves, strongest at age 2, subsides by age 3 |
| Self-awareness | an infant’s realization that he or she is a distinct individual whose actions are separate from those of other people |
| Goodness of fit | A temperamental adjustment that allows smooth infant–caregiver interaction |
| Synchrony | mutually coordinated, rapid, smooth interaction between a caregiver and an infant |
| Insecure resistant/ambivalent attachment | pattern that involves an infant who both resists and seeks contact when reunited with his or her caregiver |
| Highly stressed parents | factor that predicts insecure attachment |
| Family day care | non-relative child care in a home |
Created by:
ninacn
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