Developmental Psychology
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| show | Life-span perspective
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| show | Multidirectional
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| show | Multicontextual
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| Takes place within many cultural settings worldwide and thus reflects a multitude of values, traditions, and tools for living | show 🗑
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| show | Multidisciplinary
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| show | Plasticity
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| show | Dynamic systems
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| show | Social construction
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| show | Grand theories
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| show | Grand theories
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| show | Plasticity
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| Human traits can be molded into different forms and shapes yet people maintain durability | show 🗑
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| show | Minitheories
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| show | Emergent theories
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| show | Oral Stage
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| the mouth, tongue, and gums are the focus of pleasurable sensations in the baby's body, and sucking and feeding are the most stimulating activites. | show 🗑
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| Erikson; Birth to 1 year | show 🗑
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| show | Erikson; Trust vs. Mistrust
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| show | Anal Stage
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| The anus is the focus of pleasurable sensations in the baby's body, and toilet training is the most important activity | show 🗑
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| Erikson; 1-3 years | show 🗑
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| Children learn either to be self-sufficient in many activities, including toileting, feeding, walking, exploring, and talking, or to doubt their own abilities | show 🗑
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| Freud; 3-6 years | show 🗑
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| show | Freud; Phallic Stage
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| show | Initiative vs. Guilt
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| show | Erikson; Initiative vs. Guilt
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| show | Latency
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| show | Freud; Latency
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| Erikson; 6-11 years | show 🗑
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| show | Erikson; Industry vs. Inferiority
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| Freud; Adolescence | show 🗑
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| show | Freud; Genital Stage
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| Erikson; Adolescence | show 🗑
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| show | Erikson; Identity vs. Role Confusion
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| Freud; Adulthood | show 🗑
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| Erikson; Young Adulthood | show 🗑
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| show | Erikson; Intimacy vs. Isolation
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| Erikson; middle-aged adult | show 🗑
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| show | Erikson; Generativity vs. stagnation
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| Erikson; Late adulthood | show 🗑
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| Older adults try to make sense out of their lives, either seeing life as a meaningful whole or despairing at goals never reached | show 🗑
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| A grand theory of human development that focuses on the sequences and processes by which behavior is learned | show 🗑
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| According to behaviorism, any process in which a behavior is learned | show 🗑
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| show | Classical conditioning
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| The process by which a response is gradually learned via reinforcement or punishment | show 🗑
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| show | Reinforcement
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| An application of behaviorism that emphasizes that many human behaviors are learned through observation and imitation of other people. | show 🗑
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| In social learning theory, the process in which people observe and then copy the behavior of others. | show 🗑
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| In social learning theory, the belief that one is effective; motivates people to change themselves and their contexts. | show 🗑
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| A grand theory of human development that focuses on the structure and development of thinking, which shapes people's attitudes, beliefs, and behaviors. | show 🗑
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| show | Cognitive equilibrium
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| show | Sensorimotor
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| show | Characteristics of sensorimotor
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| Infants learn that an object still exists when it is out of sight and begin to think through mental actions. | show 🗑
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| show | Preoperational
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| show | Preoperational
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| show | preoperational
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| Piaget; 6-11 years | show 🗑
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| show | concrete operational
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| show | concrete operational
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| Piaget; 12 years through adulthood | show 🗑
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| Adolescents and adults think about abstractions and hypothetical concepts and reason analytically, not just emotionally. | show 🗑
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| Ethics, politics, and social and moral issues become fascinating as adolescents and adults take a broader and more theoretical approach to experience | show 🗑
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| An emergent theory that holds that human development results from the dynamic interaction between each person and the surrounding social and cultural forces. | show 🗑
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| In sociocultural theory, the process by which novices develop cognitive competencies through interaction with more skilled members of the society, often parents or teachers, who act as tutors or mentors. | show 🗑
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| show | guided participation
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| In sociocultural theory, the range of skills that a learned can exercise and master with assistance but cannot yet perform independently. According to Vygotsky, learning can occur within this zone. | show 🗑
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| An emergent theory of development that emphasizes the interaction of genes and the environment- that is, both the genetic origins of behavior and the direct, systematic influence that environmental forces have, over time, on genes | show 🗑
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| show | preformism
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| The idea that humans and other animals gradually adjust to their environment | show 🗑
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| The study of patterns of animal behavior, particularly as that behavior relates to evolutionary origins and species survival | show 🗑
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| show | Psychosexual-Freud or psychosocial-Erikson stages
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| Psychoanalytic theory - Fundamental Depiction of what people do | show 🗑
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| show | More nature (biological, sexual impulses, and parent-child bonds)
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| Behaviorism theory - Area of focus | show 🗑
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| Behaviorism theory - Fundamental Depiction of what people do | show 🗑
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| show | More Nurture (direct environment produces various behaviors)
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| Cognitive theory - Area of focus | show 🗑
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| Cognitive theory - Fundamental depiction of what people do | show 🗑
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| show | More nature (person's own mental activity and motivation are key)
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| show | Social context, expressed through people, language, customs
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| Sociocultural theory - Fundamental depiction of what people do | show 🗑
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| show | More nurture (interaction of mentor and learner, within cultural context)
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| show | Genes and factors that repress or encourage genetic expression
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| Epigenetic theory - Fundamental depiction of what people do | show 🗑
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| show | Begins with nature; nurture is crucial, via nutrients, toxins, and so on
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| Made us aware of the importance of early childhood experiences | show 🗑
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| Shown the effect that the immediate environment can have on learning, step by step | show 🗑
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| show | Cognitive theory
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| Reminded us that development is embedded in a rich and multifaceted cultural context | show 🗑
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| Emphasizes the interaction between inherited forces and immediate contexts | show 🗑
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| The approach taken by most developmentalists, in which they apply aspects of each of the various theories of development rather than adhering exclusively to one theory | show 🗑
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| show | Nature
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| A general term for all environmental influences that affect development after an individual is conceived | show 🗑
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| The molecular basis of heredity, constructed of a double helix whose parallel strands consist of both pairs held together by hydrogen bonds | show 🗑
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| show | Chromosome
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| The full set of chromosomes, with all the genes they contain, that make up the genetic material of an organism | show 🗑
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| The basic unit for the transmission of heredity instructions | show 🗑
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| show | Gamete
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| The single cell formed from the fusing of a sperm and an ovum | show 🗑
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| show | genotype
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| A slight, normal variation of a particular gene | show 🗑
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| show | 23rd Pair
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| show | Monozygotic twins
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| show | Dizygotic twins
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| Processes in which certain genes code for proteins that switch other genes on and off, making sure that the other genes produce proteins at the appropriate times | show 🗑
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| show | Phenotype
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| Referring to inherited traits that are influenced by many factors, including factors in the environment, rather than by genetic influences alone | show 🗑
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| show | Polygenic
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| show | additive gene
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| The member of an interacting pair of alleles whose influence is more evident in the phenotype | show 🗑
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| show | Recessive gene
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| Referring to a gene that is located on the X chromosome | show 🗑
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| show | Mosaic
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| A genetic disorder in which part of the X chromosome is attached to the rest of it by a very thin string of molecules | show 🗑
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