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| The area of psychology that is concerned with changes in physical and psychological functioning that occur from conception across the entire life span. |
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| Research effort designed to describe what is characteristic of a specific age or developmental stage. |
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| the chronological age at which most children show a particular level of physical or mental development. |
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| a research design in which the same participants are observed repeatedly, sometimes over many years. |
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| a research method in which groups of participants of different chronological ages are observed and compared at a given time. |
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| the bodily changes, maturation, and growth that occur in an organism starting with conception and continuing across the life span. |
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| the single cell that results when a sperm fertilizes and egg. |
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| the first two weeks of prenatal development following conception. |
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| the second stage of prenatal development, lasting from the third through eight weeks after conception. |
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| the third stage of prenatal development, lasting from the ninth week through birth of the child. |
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| environmental factors such as diseases and drugs that cause structural abnormalities in a developing fetus. |
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| observed that babies as young as 4 months old preferred looking at objects with contours rather than those that were plain, complex ones rather than simple ones, and whole faces rather than faces with features in disarray. |
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| Eleanor Gibson and Richard Walk |
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| examined how children respond to depth information. This research used an apparatus called a visual cliff. |
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| the continuing influence of heredity throughout development , the age-related physical and behavioral changes characteristic of a species. |
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| the process through which sexual maturity is attained. |
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| the onset of menstruation. |
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| the development of precesses of knowing, including imagining, perceiving, reasoning, and problem solving. |
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| proposed the view of empiricism, and states that the human infant is born without knowledge or skills and that experience, in the form of human learning, etches messages on the blank tablet of the infant's unformed mind. |
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| argued the nativist view that nature, or the evolutionary legacy that each child brings into the world, is the mold that shapes development. Rousseau opposed the empiricism philosophy. |
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| developed theories about the ways that children think, reason, and solve problems. |
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| piaget's term for a cognitive structure that develops as infants and young children learn to interpret the world and adapt to their environment. |
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| according to piaget, the process whereby new cognitive elements are fitted in with old elements or modified to fit more easily; this process works in tandem with accommodation. |
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| according to piaget, the process of restructuring or modifying cognitive structures so that new information can fit into them more easily; this process works in tandem with assimilation. |
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| the sensorimotor stage extends roughly from birth to age 2. |
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| the children's understanding that objects exist and behave independently of their actions or awareness. |
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| the stage that extends from 2 to 7 years of age. |
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| the inability of a young child at the preoperational stage to take the perspective of another person. |
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| preoperational children's tendency to focus their attention on only one aspect of a situation and disregard other relevant aspects. |
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| concrete operations stage |
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| the concrete operations stage goes roughly from 7 to 11 years of age. |
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| the understanding that physical properties do not change when nothing id added or taken away, even though appearances may change. |
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| the formal operations stage covers a span roughly from age 11 and on. |
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| framework for initial understanding formulated by children to explain their experiences of the world. |
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| the process through which children absorb knowledge from the social context. |
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| argued that children develop through a process of internalization. |
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| expertise in the fundamental pragmatics of life. |
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| the minimal meaningful units of speech that allow people to distinguish one word from another. |
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| used phonemes to examine innate basis of speech perception abilities. |
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| infant directed speech or child directed speech |
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| a form of speech addressed to infants/children that includes slower speed, distinctive intonation, and structural simplifications. |
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| argued that children are born with mental structures that facilitate the comprehension and production of language. |
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| the innate guidelines or operating principles (defined by Dan Slobin) that children bring to the task of learning a language. |
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| a grammatical error, usually appearing during early language development, in which rules of the language are applied too widely, resulting in incorrect linguistic forms. |
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| the ways in which individuals' social interactions and expectations change across the life span. |
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| Proposed by Erik Erikson, one of the successive developmental stages that focus on an individual's orientation toward the self and others; these stages incorporate both the sexual and social aspects of a person's developmental and the social conflicts that arise from the interaction between the individual and the social environment. |
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| the lifelong process through which an individual's behavior patterns, values, standards, skills, attitudes, and motives are shaped to conform to those regarded as desirable in a particular society. |
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| a child's biologically based level of emotional and behavioral response to environmental events. |
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| demonstrated that some infants are born shy and some are born bold. |
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| emotional relationship between a child and the regular caregiver. |
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| a primitive form of learning in which some infant animals physically follow and form an attachment to the first moving object they see and/or hear. |
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