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| The pattern of continuity and change in human capabilities that occurs throughout life, involving both growth and decline. |
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| Change in Individuals Biological Behavior |
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| Changes in an individual's thought, intelligence, and language. |
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| Involve changes in an individual's relationships with other people, in emotions, and in personality. |
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| A number of people of different ages are assessed at one point in time, and differences are noted. |
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| The differences between individuals that stem not necessarily from their ages but from the historical and social time period in which they were born and developed |
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| Assesses the same participants multiple times over a lengthy period |
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| An individual's biological inheritance, especially his or her genes. |
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| An individual's environmental and social experiences |
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| How thought, intelligence, and language processes change as people mature |
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| The way individuals think and also their cognitive skills and abilities |
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| An individual's incorporation of new information into knowledge |
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| An individual's adjustment of his or her schemas to new information. |
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| Piaget's first stage of cognitive development. It lasts from birth to about 2 years of age. They understand the world around them through physical movement. |
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| The crucial accomplishment of understanding that objects and events continue to exist even when they cannot directly be seen, heard or touched. |
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| Piaget's second stage of cognitive development. It lasts from about 2 to 7 years of age. During this stage thought is more symbolic/ |
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| Concrete Operational Stage |
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| Piaget's third stage of cognitive development. It goes from seven to eleven years of age. It replaces intuitive "gut" feelings with logical reasoning. |
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| Piaget's fourth stage of development which goes from 11 to 15 years of age. It features thinking about things that are not concrete and making predictions and using logic to hypothesize the future. |
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| Comparing how things are with how they might. |
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| Hypothetical-Deductive Reasoning |
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| Ability to develop hypotheses other than hunches. |
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| An individual's behavioral style and characteristic way of responding |
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| The close emotional bond between an infant and its caregiver |
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| The ways that infants use their caregiver, usually their mother, as a secure base from which to explore the environment. |
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| The first 18 months of life. Erikson's first stage of socioemotional development |
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| Autonomy vs. Shame and Doubt |
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| Erikson's second socioemotional stage. Occurs from 18 months through 3 years of age. Focuses on child's growing independence |
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| Erikson's third socioemotional stage. It occurs from 3 to 5 years of age. Focuses on social world for the child. |
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| Erikson's fourth socioemotional stage. It occurs from age 6 through puberty. It focuses on children and their academic energy |
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| A restrictive, punitive styles in which the parent exhorts the child to follow the parent's directions and to value hard work and effort. |
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| Style that encourages the child to be independent but that still places limits and controls on behavior. |
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| A parenting style characterized by a lack of parental involvement in the child's life. |
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| A parenting style characterized by the placement of few limits on the child's behavior |
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| Expert knowledge about the practical aspects of life |
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| Identity vs. Identity Confusion |
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| Erikson's fifth stage in which adolescents face the challenges of finding who they are what they are about and where they are going. |
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| The transitional period from adolescence to adulthood spanning from 18 to 25 years of age. |
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| Early adulthood stage in which individuals form intimate relationships or become socially isolated. |
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| Generativity vs. Stagnation |
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| Generativity means to give to the next generation and making a lasting contribution by having children and other ways. |
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| Looking back on your life either with a high sense of meaning or not. |
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