Developmental Psychology
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| A view of human development that takes into account all phases of life, not just childhood or adulthood | show 🗑
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| Referring to its nonlinear progression - gains and losses, compensations and deficits, predictable and unexpected changes | show 🗑
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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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| show | Plasticity
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| Theories that focus on some specific area of development and thus are less general and comprehensive than the grand theories | show 🗑
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| Theories that bring together information from many disciplines but that have not yet coherred into theories that are comprehensive and systematic | show 🗑
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| Freud; birth to 1 year | show 🗑
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| show | Freud; oral stage
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| Erikson; Birth to 1 year | show 🗑
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| Babies learn either to trust that others will care for their basic needs, including nourishment, warmth, cleanliness, and physical contact, or to lack confidence in the care of others | show 🗑
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| Freud; 1-3 years | show 🗑
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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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| show | Autonomy vs. Shame and doubt
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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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| show | Phallic Stage
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| The phallus, or penis, is the most important body part, and pleasure is derived from genital stimulation. Boys are proud of their penises, and girls wonder why they don't have one | show 🗑
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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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| show | Industry vs. Inferiority
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| Children busily learn to be competent and productive in mastering new skills or feel inferior and unable to do anything well | show 🗑
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| show | Genital Stage
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| show | Freud; Genital Stage
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| Erikson; Adolescence | show 🗑
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| Adolescents try to figure out "Who am I?" They establish sexual, political, and career identities or are confused about waht roles to play | show 🗑
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| show | Freud believed that the genital stage lasts throughout adulthood. He also said that the goal of a healthy life is " to love and to work."
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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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| show | Integrity vs. Despair
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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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| show | Behaviorism
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| show | Conditioning
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| The process by which a neutral stimulus becomes associated with a meaningful stimulus, so that the organism responds to the former stimulus as if it were the latter | show 🗑
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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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| show | social learning theory
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| show | Modeling
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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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| In cognitive theory, a state of mental balance in which a person is able to reconcile new experiences with existing understanding | show 🗑
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| Piaget; Birth to 2 years | show 🗑
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| show | Characteristics of sensorimotor
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| show | Major gains during sensorimotor period
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| Piaget; 2-6 years | show 🗑
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| Children use symbolic thinking, including language, to understand the world. Thinking is egocentric, causing children to understand the world from their own perspective. | show 🗑
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| The imagination flourishes, and language becomes a significant means of self-expression and of influence from others | show 🗑
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| show | Concrete operational
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| show | concrete operational
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| By applying logical abilities, children learn to understand concepts of conversation, numbers, classification, and many other scientific ideas. | show 🗑
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| Piaget; 12 years through adulthood | show 🗑
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| show | formal operational
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| show | formal operational
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| show | Sociocultural theory
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| show | Apprenticeship in thinking
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| In sociocultural theory, the process by which a skilled person helps a novice learn by providing not only instruction but also a direct, shared involvement in the learning process. | show 🗑
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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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| The belief that every aspect of development is set in advance by genes and then is gradually manifested in the course of maturation. | show 🗑
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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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| Psychoanalytic theory - Area of focus | show 🗑
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| show | Battle unconscious impulses and overcome major crises
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| show | More nature (biological, sexual impulses, and parent-child bonds)
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| show | Conditioning through stimulus and response
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| show | Respond to stimuli, reinforcement, and models
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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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| show | Learn the tools, skills, and values of society through apprenticeships
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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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| Epigenetic theory - Relative emphasis on Nature or Nurture | show 🗑
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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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| Brought a greater understanding of how intellectual processes and thinking affect actions | show 🗑
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| show | Sociocultural theory
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| show | Epigenetic theory
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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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| show | Nurture
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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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| show | gene
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| A reproductive cell; that is, a cell that can reproduce a new individual if it combines with one from the other sex | show 🗑
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| The single cell formed from the fusing of a sperm and an ovum | show 🗑
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| An organism's entire genetic inheritance, or genetic potential | show 🗑
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| A slight, normal variation of a particular gene | show 🗑
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| show | 23rd Pair
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| Twins who have identical genes because they were formed from one zygote that split into two identical organisms very early in development | show 🗑
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| Twins who were formed when two separate ova were fertilized by two separate sperm at roughly the same time | show 🗑
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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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| A person's actual appearance and behavior, which are the result of both genetic and environmental influences | show 🗑
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| show | Multifactorial
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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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| show | X linked
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| Referring to a condition in which a person has a mixture of cells, some normal and some with the incorrect number of chromosomes | show 🗑
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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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