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| Basic steps in the scientific method |
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Definition
| Ask a question, Develop a hypothesis, test the hypothesis, draw conclusions, make the findings available. |
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| A research method in which the researchers tries to determine the cause and effect relationship between two variables by manipulating one and observng the resulting changes in the other. |
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| A method in which information is collected from a large number of people by interviews, written questionnaires, etc. |
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| Research method in which one individual is studied intensively. |
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| Research design that compares groups of people who differ in age but are similar in other important characteristics. |
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| a research design that studies the same individuals over time. |
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| A hybrid research method in which researchers first study several groups of people of different ages and then follow those groups over time |
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| A set of moral principles that members of a profession or group are expected to follow. |
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| Research that considers qualities instead of quanitities. Descriptions of particular conditions, and participants' expressed ideas. |
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| a view of human development as always changing. Life is the product of an ongoing interaction between the person and every aspect of his environment and between the physical and emotional being of the person. |
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| a vision of how human development should be studied, with the person considered in all the contexts and interactions that constitute life. |
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| Ecological-systmes approach |
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| Model that considers the chronosystem, mesosystem, microsystem, exosystem, and macrosystem of a person. |
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| ___system was the elements of the person's immediate surroundings such as family and peer group. |
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| ___systems are the local institutions such as school and church in a person's life. |
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| ___systems are the larger social setting, including cultural values, economic policies and political processes. |
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| A group of ideas, assumptions, and generalizations that interpret and illuminate the thousands of observations that have been made about human growth. |
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| Comprehensive theories of psychology, which have traditionally inspired and directed psychologists' thiknking about child development. |
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| psychoanalytic, behaviorism, and cognitive |
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| theories that bring together information from many disciplines in addition to psychology and that are becoming comprehensive and systematic in their interpretations of development but are not yet established and detailed enough to be considered grand theories |
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| A grand theory of human development that holds that irrational, unconscious drives and motives often originating in childhood, underlie human behavior. Who? |
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| psychoanalytic theory :: Freud and Erikson |
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| Who came up with psychoanalytic theory? |
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| Freud's psychosocial stages |
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Definition
| Oral (birth-1), Anal (1-3), Phallic (3-6), Latency (6-11), Genital (Adolescence through adulthood) |
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| Freud's theories were psycho____ while Erikson's were psycho____. |
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| trust vs. mistrust, autonomy vs. shame and doubt, initiative vs. guilt |
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| Grand theory of human development that studies observable behavior. Who? |
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Definition
| Behaviorism - John Watson |
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| Behaviorism is also called ___ because it describes the laws and processes by which behavior is learned. |
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| Pavlov was a ____ (theory). |
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| The learning process that connects a meaningful stimulus with a neutral stimulus that had no special meaning before conditioning. Ex? What theory? |
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| Classical conditioning :: Pavlov's Dog :: Behaviorism |
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| The learning process by which a particular action is followed by something desired or by something unwanted. What theory? |
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| Operant conditioning :: Behaviorism |
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| A technique for conditioning behavior in which that behavior is followed by something desired. What theory? |
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| Reinforcement :: Behaviorism |
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| An extension of behaviorism that emphasizes the influence that other people have over a person's behavior. Even without specific reinforcement, every individual learns many things via observation and imitation of ther people. |
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| ___ learning occurs through modeling, observed behaviors become copied behaviors. |
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| The central process of social learning by which a person observes the actions of other and then copies them. |
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| In social learning theory, the belief of some people that they are able to change themselves and effectively alter the social context. |
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| A grand theory of human development that focuses on change in how people think over time. According to this theory, our thoughts shape our attitudes, beliefs and behaviors. Who? |
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| Cognitive theory :: Piaget |
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| In cognitive theory, a state of mental balance in which people are not confused because they can use their existing thought processes to understand current experiences and ideas. |
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| Major extension of cognitive theory that focuses on the step by step activation of various parts of the brain. |
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| Information-processing theory |
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| In Piaget's ___ period of cognitive development, infants use senses and motor abilities to understand the world. Learning is active, there is no conceptual or reflective thought. |
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| Sensorimotor :: birth - 2 years |
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| in Piaget's ___ period, children think magically and poetically using languge to understand the world. Thinking is egocentric. |
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Definition
| Preoperational :: 2-6 years |
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| In Piaget's ___ stage, children understand and apply logical operations or principles to interpret experineces objectively and rationally . their thinking is limited to what they can personally see, hear, touch, and experience. |
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| Concrete operational :: 6-11 years |
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| In Piaget's ___ stage, adolescents and adults think about abstractions and hypothetical concepts. |
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| Piaget's 2 types of adaptation |
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| assimilation and adaptation |
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| An emergent theory that holds that development results from the dynamic interaction between each person and the surrounding social and cultural forces. Who? |
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| Sociocultural theory :: Vygotsky |
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| in sociocultural theory, a technique which skilled mentors help novices learn not only by providing instruction by also by allowing direct, shared involvement in the activity |
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| In sociocultural theory, a metaphorical area surrounding a learner that inculudes all the skill, knowledge, and concepts that the person is close to acquiring but cannot yet do without help. |
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| Zone of proximal development |
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| An emergent theory of development that considers both the genetic origins of behavior and the direct, systematic influence that environmental forces have over time on genes. |
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| The approach taken by most developmentalists, in which they aply aspects of each of the various theory of development rather than adhering exclusively to one theory. |
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| A gene that has several alleles, each of which contributes to the final phenotype. Ex? |
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| Additive gene :: skin color or height |
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| Having a condition that involves having a mixture of cells, some normal and some with an odd number of chromosomes or a series of missing genes |
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| Four kinds of people who should get genetic counseling |
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| individuals who have a parent, sibling or child with serious genetic conditions :: couples who have a history of spontaneous abortions, still births, or infertility :: Couples from the same ethnic group, particularly relatives :: women 35+ and men 40+ |
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| The first 2 weeks after conception, characterized by rapid cell division and the beginning of cell differentiation |
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| Stage of prenatal development from about the third through eighth weeks during which the basic forms of all body structures develop. |
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| Stage of prenatal development from the ninth week until birth. Organs grow in size and mature in function. |
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| Agents and conditions that can harm the prenatal brain, impairing the future child's intellectual and emotional functioning. |
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| Time when a particular organ or other obyd part of the embryo or fetus is most susceptible to damage by teratogens. |
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| The result of a combination of teratogens. Sometimes risk is greatly magnified when an embryo or fetus is exposed to more than one teratogen. |
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| Quick assessment of a newborn's body functioning: color, heart rate, reflexes, muscle tone, and respiratory effort. |
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| A body weight of less than 5.5 lbs. |
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| A body weight at birth of less than 3 pounds. |
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| A body weight at birth of less than 2 pounds |
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| Extremely low birthweight |
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| A birth that occurs three or more weeks before the full 38 weeks has elapsed. |
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| A term for a baby whose birthweight is significantly lower than expected, given the time since conception. |
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| Small for gestational age |
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| A form of child care in which the mother of a low birthweight infant spends at least an hour a day holding hte baby between her breasts. |
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| A disorder that results from damage to the brain's motor centers. Results in difficulty with muscle control, so their speech and body movements are impaired. |
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| At birth, the avg infant weighs ___ lbs. |
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| The concept of parent-newborn bonding comes from ___ studies. |
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| The biological protection of the brain when malnutrition affects body growth. |
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| The ___ is the last part of the body to be damaged by malnutrition. |
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| The outer layers of the brain in humans and other mammals... where most thinking feeling and sensing occurs. |
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| The part of the brain that assists in planning, selfcontrol, and self regulation |
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| The great increase in the number of dendrite that occurs in an infants brain during the first two years of life. |
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| Piaget's term for the way infants think by using their senses and motor skills during ht first period of cognitive developemnt. |
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Definition
| sensorimotor intelligence |
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| The first of three types of feedback loops in sensorimotor intelligence involving the infants own body. Involves sensing motion, sucking, noise, and so on and tries to understand them |
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| Primary circular reactions |
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| The second of three types of feedback loops in sensorimotor intelligence involving people and objects. The infant is responsive to others and to toys and other objects the infant can touch and move. |
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| secondary circular reactions |
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| The third of three types of feedback loops in sensorimotor intelligence involving active exploration and experimentation. Infant explores a range of new activities. |
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| tertiary circular reactions |
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| ___ reflex is when infants feet are stroked and their toes fan upward. |
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| Stage ___ of Piaget's sensorimotor intelligence involves reflexes. |
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| Stage ___ of Piaget's sensorimotor intelligence involve the first acquired adaptations: accomodation and coordination of reflexes. Grabbing a bottle to suck it. |
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| Stage ___ of Piaget's sensorimotor intelligence involves an awareness of things: responding to people and objects. "clapping hands when mom says patty cake" |
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| Stage ___ of Piaget's sensorimotor intelligence involving new adaptaions and anticipations: becoming more deliberate and purposeful in responding to people and objects. "putting mom's hands together to play patty cake" |
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| Stage ___ of Piaget's sensorimotor intelligence inovles new means through active experimentation. Little scientists. "putting a teddy bear in the toilet and flushing it" |
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| Stage ___ of Piaget's sensorimotor intelligence involves new means through mental combinations: considering before doing provides the chid with new ways of achieving a goal without resorting to trial and error. "Before flushing the teddy bear down the toilet, remembering it overflowed last time" |
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| Social learning is classic ___ (who?) |
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| ____ believes that language helps kids learn ideas. |
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| ____ believed everyone is born a "blank slate" -- only formed by experience. |
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| The ___system in the ecological systems approach involves the relationship between microsystems |
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| The ___system in the ecological systems theory describes how the different systems change over time. |
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| Temporary support that is tailored to a learner's needs and abilities and aimed at helping the learner master the next task in a given learning process. |
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| I am about 1 inch long and 1 gram in weight, i have all the basic organs except sex organs and the features of a human being. I am a(n) ___? |
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| Three year old Taylor is small for his age today and was born underweight and premature. What could have caused this? |
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| On the apgar scale, a baby whose score is less than ___ probably needs medical help. |
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| A baby turns her head and start to suck when a blanket brushes her cheek. This is the ___ reflex. |
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| The brain increases ___x in the first two years. |
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| What sensorimotor stage? baby squeezes toothpaste out of a tube to see what happens. |
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| What sensorimotor stage? The baby laughs when she is tickled and shakes her arm when a rattle is placed in her hand. |
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| What sensorimotor stage? The baby sucks a nipple and anything else that comes near her mouth. |
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| The baby plays with her spoon, first banging on her dish, next on her high chair, and finally throwing the soon on the floor to make her parents laugh. |
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| What sensorimotor stage? The baby refuses her pacifier and shows displeasure by crying. |
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| What sensorimotor stage? the baby imitates a temper tantrum by copying the behavior of an older child |
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| When the mother returns to the playroom after a short absence, a securely attached baby is most likely to respond how? |
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Definition
| confidently greet parent, climb into mom's lap and resume play |
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| Concept of temperament: OCEAN |
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Definition
| Openness, Conscientiousness, Extraversion, Agreeableness, Neuroticism |
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| After a scary fall, 18 month old Joey looks to his mom to see if he should laugh or cry. This is called/ |
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| Two year old Anna is visiting a day care center. Seeing a toy, she runs toward it but stops to see if her mom is coming. This is called? |
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Definition
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| The major characteristics of Piaget's stage of preoperational thought |
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Definition
| language, imagination .. logical thought not yet possible |
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| The avg 2 year old knows how many words? |
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| Critical period (in language/cognitive development) |
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Definition
| If it's going to happen, it has to happen now. |
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| When kids don't know exceptions to grammar... runned vs. ran |
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| Focusing on one idea and excluding all others. for example: uncle aaron is uncle aaron, not dad's brother aaron |
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| thinking about the world entirely rom your own perspective. |
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Thinking that nothing changes. Whatever is now has always been and will always be.
Ex: Purdue wears white at home so when the away team on tv is wearing black, it can't be Purdue. |
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| Nothing can be undone... cereal in the wrong bowl can't be poured into the right bowl. |
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| The amount of substance remains the same when its appearance changes. Short fat glass can't have the same amount of liquid in it as the tall skinny glass. |
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| 4 components of Vygotsky's sociocultural theory |
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Definition
| children are apprentices, guided participation, zone of proximal development, scaffolding |
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| Internal dialogue (talking to yourself)... important in developing symbolic/magical thinking. |
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| "Why" questions - kids' attempts to explain everything they see/hear by constructing theories |
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| Kids' ability to put themselves in someone else's shoes - not everyone is thinking the same thing you are. Not possible before age 4. |
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| Theory of mind comes from maturation of what part of the brain? |
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| True or false: foster care is generally the best way to prevent maltreatment |
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| True or false: Young kids have the least trouble with source memory |
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| True or False: Latinos are shorter than other kids |
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| True or False: Most serious kid injuries are accidents. |
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| True or False: Maltreatment = physical abuse and failure to meet needs |
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| True or false: Accidents are leading cause of childhood death |
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| During the play years, kids gain about ___lbs/year and ___in/year. |
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| Warning signs of maltreatment |
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Definition
| delayed development, slow growth, immature communication, lack of curiosity, unusual social interaction |
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| Consequences of maltreatment |
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Definition
| impaired learning, self esteem, social relationships, emotional control, bullies or victims of bullying |
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| the naming explosion happens around ___ months. |
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| Social smile appears at about what age? |
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| Similarity of temperament and values that produces a smooth interaction between an individual and his or her social context. |
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| Parenting practices that involve close physical contact with the child's entire body, such as cradling and swinging. |
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| Parenting practices that focus on the intellect more than the body, such as talking with the baby and playing with an object. |
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| A pattern of attachment in which anxiety and uncertainty are evident, as when an infant is very upset at separation from the caregiver and resists and seeks contact at reunion |
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Definition
| insecure-resistant/ambivalent attachment |
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| A pattern of attachment in which an infant avoids connection with the caregiver as when the infant seems not to care about the caregiver's presence, daparture, or interim |
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Definition
| insecure-avoidant attachment |
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| A type of attachment marked by an infants inconsistent reactions to the caregiver's departure and return |
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| Tiny brain structure that registers emotions |
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