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Sequence of age-realted changes that occur as a person progresses from conception to death |
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one-celled organism formed by the union of a sperm and an egg |
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Extends from conception to birth, usually encompassing nine months of pregnancy |
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The first phase of prenatal development, encompassing the first two weeks after conception |
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| structure that allows oxygen and nutrients to pass into the fetus from the mother's bloodstream and bodily wastes to pass out to the mother |
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second stage of prenantal development, lasting from two weeks until the end of the second month |
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| third stage of prenantal development, lasting from two months through birth |
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age at which a baby can survive in the event of premature birth |
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collection of congenital (inborn) problems associated with excessive alcohol use during pregnancy |
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| Refers to the progression of muscular coordination required for physical activites |
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| the head-to-foot direction of motor development |
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| reflects the gradual unfolding of one's genetic blueprint |
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| indicate the median age at which indiviuals display various behaviors and abilites |
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| characteristic mood, activity levels, and emotional reactivity |
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| investigators observe one group of participants repeatedly over a period of time |
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| investigators compare groups of participants of different aga at a single point in time |
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(Person)
relied on direct observations of children in their studies of temperament |
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| to the close, emotional bonds of affection that develop between infants and their caregivers |
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| emotional distress seen in many infants when they are separated from people with whom the have formed an attachment |
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(Person)
famous studies of attachment in infant rhesus monkeys |
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(Person)
found attachments fall into 3 categories.
secure attachment, anxious-ambivalent attachment, and avoidant attachment |
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(Person)
origanted the concept of attachment, analyzed attachment in terms of its survival value for infants |
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| developmental period during which charateristic patterns of behavior are exhibited and certain capacities become established |
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| transitions in youngsters' patterns of thinking, included reasoning, remembering and problem solving |
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| interpreting new experiences in terms of existing mental structures without changing them |
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changing existing mental structures to explain new experiences |
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| when a child recognizes that objects continue to exist even when they no longer visible |
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(Person)
Proposed that youngsters' progess through four major stages of cognitive development, which characterized by fundamentally different thought processes |
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| tendency to focus on just one feature of a problem, neglecting other important aspects |
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| inability to envision reversing an action |
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| thinking is charaterized by a limited ability to share another person's viewpoint |
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| belief that all things are living |
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zone of proximal development |
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gap between what a learner can accomplish alone and what he or she can achieve with guidance from more skilled partners
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| occurs when the assistance provided to a child is adjusted as learning progresses |
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| gradual reduction in the strength of a response when a stimulus event is presentes repeatedly |
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| occurs if a new stimulus elicits an increase in the strength of an habituated response |
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(Person)
most influential of a number of competing theories that attempt to explain how youngsters develop a sense of right and wrong |
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| describe the two year span preceding puberty during which the changes leading to physical and sexual maturity take place |
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| secondary sex characteristics |
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| physical features that distinguish one sex from the other but that are not essentail for reproduction |
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| stage during which sexual functions reach maturity, which marks the beginning of adolescene |
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| primary sex characteristics |
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| structures necessary for reproduction |
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| first occurance of menstruation |
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| the first occurance of ejaculation |
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| sequence of stages that families tend to progress through |
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| abnormal condition marked by multiple cognitive deficits that include memory impairment |
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| biologically based categories of female and male |
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| culturally constructed distinctions between feminity and masculinity |
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| widely held beliefs about females' and males' abilities, personality traits, and social behavior |
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| actual disparities between the sexes in typical behavior or average ability |
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| acquistion of the norms and behaviors expected of people in a particular society |
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| expectations about what is appropriate behavior for each sex |
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