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CWI PSYC 101 Chap 3
Psychology in Everday Life by David G Myers
| Question | Answer |
|---|---|
| developmental psychology | a branch of psychology that studies physical, cognitive, and social change throughout the life span |
| chromosomes | threadlike structures made of DNA molecules that contain the genes |
| DNA (deoxyribonucleic acid) | a molecule containing the genetic information that makes up the chromosomes |
| genes | the biochemical units of heredity that make up the chromosomes; a segment of DNA |
| heredity | the genetic transfer of characteristics from parents to offspring |
| genome | the complete instructions for making an organism, consisting of all the guest tucnatereuak u tha torganism' chromosomes |
| environment | every external influence, from prenatal nutrition to social support in later life |
| interaction | in psychology, occurs when the effect of one factor (such as environment) depends on another factor (such as heredity) |
| zygote | the fertilized egg; it enters a 2-week period of rapid cell division and develops into an embryo |
| embryo | the developing human organism from about 2 weeks after fertilization through the second month |
| identical twins | twins who develop from a single fertilized egg that splits in two, creating two genetically identical siblings |
| fraternal twins | twins who develop from separate fertilized eggs. They are genetically no closer than brothers and sisters, but they share a fetal environment |
| fetus | the developing human organism from 9 weeks after conception to birth |
| teratogens | agents, such as chemicals and viruses, that can reach the embryo or fetus during prenatal development and cause harm |
| fetal alcohol syndrome (FAS) | physical and cognitive abnormalities in children caused by a pregnant woman's heavy drinking. In severe cases, symptoms include noticeable facial misproportions |
| reflex | an unlearned, automatic response to a sensory stimulus |
| temperament | a person's characteristic emotional reactivity and intensity |
| maturation | biological growth processes leading to orderly changes in behavior, independent of experience |
| critical period | a period early in life when exposure to certain stimuli or experiences is needed for proper development |
| schema | a concept or framework that organizes and interprets information |
| cognition | all the mental activities associated with thinking, knowing, remembering, and communicating |
| sensorimotor stage | in Piaget's theory, the stage (from birth to about 2 years of age) during which infants know the world mostly in terms of their sensory impressions and motor activities |
| object permanence | the awareness that things continue to exist even when not perceived |
| preoperational stage | in Piaget's theory, the stage (from about 2 to 6 or 7 years of age) during which a child learns to use language but does not yet comprehend the mental operations of concrete logic |
| conservation | the principle (which Piaget believed to be a part of concrete operational reasoning) that properties such as mass, volume, and number remain the same despite changes in the forms of objects |
| egocentrism | in Piaget's theory, the preoperational child's difficulty taking another's point of view |
| theory of mind | people's ideas about their own and others' mental states - about their feelings, perceptions, and thoughts, and the behaviors these might predict |
| autism | a disorder that appears in childhood and is marked by deficient communication, social interaction, and understanding of others' states of mind |
| concrete operational stage | in Piaget's theory, the stage of cognitive development (from about 6 or 7 to 11 years of age) during which children gain the mental operations that enable them to think logically about concrete events |
| formal operational stage | in Piaget's theory, the stage of cognitive development (normally beginning about age 12) during which people begin to think logically about abstract concepts |
| stranger anxiety | the fear of strangers that infants commonly display, beginning by about 8 months of age |
| attachment | an emotional tie with another person; shown in young children by their seeking closeness to the caregiver, and showing distress on separation |
| basic trust | according to Erik Erikson, a sense that the world is predictable and trustworthy; said to be formed during infancy by appropriate experiences with responsive caregivers |
| culture | the enduring behaviors, values, and traditions shared by a group of people and transmitted from one generation to the next |
| adolescence | the transition period from childhood to adulthood, extending from puberty to independence |
| puberty | the period of sexual maturation, during which a person becomes capable of reproducing |
| menarche | the first menstrual period |
| identity | our sense of self; according to Erikson, the adolescent's task is to solidify a sense of self by testing and integrating various roles |
| intimacy | in Erikson's theory, the ability to form close, loving relationships; a primary developmental task in early adulthood |
| emerging adulthood | a period from about age 18 to the mid-twenties, when many in Western cultures are no longer adolescents but have not yet achieved full independence as adults |
| menopause | the end of menstruation, In everyday use, it can also mean the biological transition a woman experiences from before to after the end of menstruation |
| crystalilized intelligence | our accumulated knowledge and verbal skill' tends to increase with age. |
| fluid intelligence | our ability to reason speedily and abstractly; tends to decrease during late adulthood |
| social clock | the culturally preferred timing of social events such as marriage, parenthood, and retirement |
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