Chapters 1-3
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| Development | The pattern of movement or change that begins at conception and continues through the human lifespan
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| Original sin | Children are born into the world corrupted, with an inlucation toward evel. The goal of child rearing is to save the child.
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| Tabula Rasa | "blank tablet" people acquire their characteristics through experience.
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| innate goodness | children are inherently good and therefore should be permitted to grow naturally with little parental monitoring or contraint.
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| life-span prospective | views development as a lifelong multidimensional, multdirectional, plastic multdiscplinary and contexual, as a process that involves growth , maintenance, and regulation of loss.
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| context | The setting in which development occurs, which is influencee by historical, economical, social and cultural factors.
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| normative age-graded influences | influnces that are similar for individuals in a particular age group.
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| normative history-graded influences | influences that are common to people of a particular generation because of historical circumstances.
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| normative life events | unusual occurrences that have a major impact on an individual's life
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| culture | behavior pattenrs, beliefs, and all other produts of a gropu that are passed on from generation to generation
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| cross-cultural studies | comparison of one culture with one or more.
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| ethnicity | characteristics based on heritage, nationality, race, religion and language
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| SES | socioeconomic status, refers to gruoping of people with similiar occupations, education and economic charateristics.
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| gender | female/male
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| social policy | national government's course of action
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| biological process | changes in an indivuals physical nature
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| cognative process | changes in an indivuals throught, intelligence and language
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| socioemotional process | changes in an indivuals relationships with other people, emotions, and personality
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| chronological age | birth number by year
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| biological age | age in terms of health
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| psychological age | adaptive capacities compared with those of other indivuals of the same chronological age
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| social age | social roles and expectations related to a persons age
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| stability-change issue | degree to which we become older renditions of our early experiences or whether we develop into someone different from who we were at an earlier point in development.
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| continuity-discontinuity issue | extend to which development involves gradual, cumulative change or distinct changes.
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| What is a theory? | an interrelated, coherent set of ideas that helps to explain and make predictions.
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| What is a hypothesis? | Specific assumptions and predictions that can be tested to determine their accuracy.
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| Psychoanalytic theories? | Describe development as primary unconscious and heavily colored by emotions. Behavior is merely a surface characteristic and the symbolic workings of the mind have to be analyzed to understand behavior. Early experiences with parents are emphasized.
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| Erikson's theory | includes eight stages of human development. Each stateconsists of a unique developmental task that confronts indivuals with a crisis that must be resolved.
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| Piaget's theory | Sensorimotor, birth to 2 years and preopreational 2-7 years. States that children actively construct their understanding of the world go through four states of congntive development. Sensorimotor stage, preoperational state, concret operational stage an
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| Vygotsky's theory | Guided participation. We learn through interation with others, zone of prximal development. A sociocultural congnitive theory that emphasizes how culture and social interaction guide cognitive development.
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| Information-processing theory: | emphasizes that indivuals manipulate information, monitor it, and strategize abou tit. Central to this theory are the process of memory and thinking.
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| Social Congnitive Theory: | the view of psychologists who emphasize behavior, environment, and cognition as the key factors in development.
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| Ethology | stresses that bahavior is strongly influence by biology, is tied to evolution, and is characterized by critical or sensitive periods.
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| Ecological theory: | Bronfenbrenner's environmental systems theory holds that development reflects the influence of several environmental systems.
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| Ecletic theoretical orientation | an orientation that does not folllow any one theoretical approach, bur rather selects from each theory whatever is considered its best features.
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| naturalistic observation | observing behavior in real world settings
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| standardized tests | uniform procedures for administrationa nd scoring.
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| case study | an in-depth look at a single indivual
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| life-history record | a record of information about a lifetime chronology of events and activities that often involved a combination of data records on education, work, family, and residence.
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| descriptive research | has the purpose of observing and recording behavior
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| correlation research | the goal is to describe the strength of the relationship between two or more events or characteristics
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| correlation coeffecient | the number based on statistical analysis that is used to describe the degree of association between two variables
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| experiment | a carefully regulated procedure in which one or more of the factors believed to influence the behavior being studied are maniuplated while all other factors are held constant.
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| cross sectional approach | studying at least 2 groups of people at any given time. A research strategy in which indivuals of different ages are compared at one time.
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| longitudinal approach | a reserach strategy in which the same indivuals are studied over a period of time, usually several years ore more.
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| sequential approach | a combined cross sectional, longitudinal design
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| cohort effects | effects due to a person's time of birth, era, or generation but not to actual age
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| chromosomes | threadlike structures that come in 23 pairs, one member of each pair coming from each parent, contain DNA.
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| DNA | deoxyribonucleic acid. genetic material
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| genes | units of heredity information composed of DNA.
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| mitosis | cellular reproduction in which the cell's nucleus duplicates, 2 daughter cells
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| meiosis | cell division that occurs
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| zygote | single cell that forms through fertilization
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| genotype | genetic heritage
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| phenotype | physical characteristics
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| Characteristics of development: Plasticity | capacity for change
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| Nature vs nurture | The debate concerning the relative importance of an individual's innate qualities ("nature", i.e. nativism, or philosophical empiricism, innatism) versus personal experiences ("nurture") in determining or causing individual differences in physical and beh
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| Types of ages | chronological (age), biological (health), psychological (emotional and cognative ability) and social (roles/expectations)
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| Psychoanalytic theory: | Freud (oral and anal stages) and Erikson (1. trust vs mistrust, 2. autonomy vs shame/doubt and 3. integrity vs despair)
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| Cognative theorists: | Plaget and Vygotsky
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| Behavorial Theorists: | Pavlov (classical conditions...we learn through association) Watson (founder of behaviorism, Little Albert experiment) and Skinner (consequences for behavior--reinforcement and punishment) and Bandura (observational learning)
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| Sensorimotor | Piaget's theory, birth to 2 years. Refers to all aspects of movement and sensation and the interaction of the two.
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| Pavlov(Behaverial and Social Cognatiave Theories) | lear throuth assoication...classic dog experiment.
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| Watson(Behaverial and Social Cognatiave Theories) | founder of behavorism...little albert experience, terrified of anything fuzzy
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| Skinner (Behaverial and Social Cognatiave Theories) | consequenes of behavior, reinformeent and punishment...only worked with animals
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| Bandura (Behaverial and Social Cognatiave Theories) | learning via observation
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| Monozygotic Twins | genetically identical, formed from 1 zygote
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| Dizygotic twins | two separate ova fertizlied by two separate sperms.
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