DEVELOPMENT
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| zygote | fertilized egg, formed by the union of sperm and egg
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| embryonic stage | 3rd-8th week of prenatal development
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| neural tube | tubular structure formed early in the embryonic stage from which the central nervous system (brain and spinal cord) develops
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| fetal stage | prenatal period, 9th week until birth
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| teratogens | environmental factors that can disrupt healthy neural development
(include lead, alcohol, and cigarette smoke)
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| fetal alcohol syndrome | developmental disorder that affects children whose mothers consumed alcohol during pregnancy (effects include range of psychological problems and physical abnormalities)
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| grasp reflex | infantile reflex in which an infant closes her hand into a fist when her palm is touched
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| rooting reflex | in an infant, the sucking elicited by stroking applied on or around the lips; reflex aids breast-feeding
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| sucking reflex | an infantile reflex in which an infant sucks on whatever is placed in his mouth
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| sensorimotor period [PIAGET'S THEORY] | period of cognitive development (birth-2 years) in which the child has not yet achieved object permanence
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| object permanence [PIAGET'S THEORY] | conviction that an object exists even when it is out of sight. Piaget believed infants didn't develop this level of understanding until the age of at least eight months
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| A-not-B effect [PIAGET'S THEORY] | tendency of infants to reach for a hidden object where it was previously hidden (place A), rather than where it was hidden most recently while the child watched (place B)
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| assimilation [PIAGET'S THEORY] | developing child's process of interpreting the environment in terms of the schemas he already has
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| accommodation [PIAGET'S THEORY] | developing child's process of changing his schemas based on his interactions with the environment
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| preoperational period [PIAGET'S THEORY] | (age 2 to 7) child can think representationally, but can't yet relate these representations to each other or take a point of view other than her own
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| concrete operational period [PIAGET'S THEORY] | (age 7 to 12) ch9ild is beginning to understand abstract ideas such as number and substance, but only as they apply to real, concrete events
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| habituation procedure [method of studying infant perception] | After some exposure to a stimulus, infant becomes habituated and stops paying attention to it. If infant shows renewed interest when a new stimulus is presented, this reveals that the infant regards the new stimulus as different from the old one
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| theory of mind | set of interrelated concepts we use to make sense of our own thoughts, feelings, and behaviors, as well as those of others
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| social referencing | process of using others' facial expressions as a cue about the situation
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| attachment | strong, enduring, emotional bond between a child and its caregivers that some psychologists consider the basis for relationships later in life
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| secure base [John Bowlby] | relationship in which the child feels safe and protected
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| imprinting | in many species, the learned attachment that is formed at a particularly early period
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| strange situation | experimental procedure for assessing attachment, in which the child is allowed to explore an unfamiliar room with the mother present before the mother leaves for a few minutes, and then returns
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| internal working model | set of beliefs and expectations about how people behave in social relationships, and also guidelines for interpreting others' actions, and habitual responses to make in social settings
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| zone of proximal development | range of accomplishments that are beyond what the child can do on her own, but that she can achieve with help or guidance
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| sociometric data | data that describe how individuals in a group interact
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| aggressive-rejected | social status of children who are not respected or liked by peers and become aggressive as a result
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| withdrawn-rejected | social status of children who are not respected or liked by peers and become anxious as a result
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| preconventional reasoning [Lawrence Kohlberg) | first and second stages of moral reasoning, which are focused on getting rewards and avoiding punishments
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| conventional reasoning [Lawrence Kohlberg) | third and fourth stages of moral reasoning, which are focused on social relationships, conventions, and duties
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| postconventional reasoning [Lawrence Kohlberg) | fifth and sixth stages of moral reasoning, which are focused on ideals and broad moral principles
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| puberty | period of physical and sexual maturation in which the child's body begins to develop into its adult form
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| primary sexual characteristics | bodily structures directly related to reproduction
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| secondary sexual characteristics | bodily structures that change with sexual maturity but are not directly related to reproduction
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| formal operational period [PIAGET'S THEORY] | (age 12+) child can think abstractly and consider hypothetical possibilities
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| identity versus role confusion [Erik Erikson] | major developmental task of adolescence is developing a stable ego identity, or sense of who one is. Failure results in developing a negative identity or in role confusion
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| Alzheimer's disease | degenerative brain disorder characterized by memory loss followed by increasing disorientation and culminating in physical and mental helplessness
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| intimacy versus isolation [Erik Erikson] | (20s to early 40s) major developmental task of early adulthood is developing an intimate relationship. Failure to do so may lead to isolation
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| generativity versus stagnation | (40s to 60s) developmental task of later adulthood is finding meaning in one's work, which produces a sense of generativity. Failure leads to sense of stagnation
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| integrity versus despair | (60s to death) major developmental task of older age is finding meaning in the life that one has led. Success gives rise to a sense of integrity, whereas failure leads to despair
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