Term
|
Definition
| research design that examines populations of different ages at a single point in time |
|
|
Term
|
Definition
| research design that examines development in the same sample of participants on multiple occasions over time. |
|
|
Term
|
Definition
Effects observed in a sample of participants that result from individuals in the sample growing up at the same time.
Problem caused by Cross-sectional Design |
|
|
Term
| Pros/Cons of Longitudinal Design |
|
Definition
Pros: Allows to examine true developmental effects
Cons: They are costly and time consuming |
|
|
Term
| Myth of Infant Determinism |
|
Definition
| Myth that the first 3 years of life are the most influential then later experiences in shaping us as adults. |
|
|
Term
| Myth of Childhood Fragility |
|
Definition
| Which holds that children are delicate little creatures who are easily damaged. |
|
|
Term
| Problems distinguishing Nature from Nurture? |
|
Definition
| Individuals with certain genetic predispositions seek out and create environments that permit the expression of those predispositions. |
|
|
Term
| Gene-environment interaction |
|
Definition
| Situation in which the effects of genes depend on the environment in which they are expressed. (Physical abuse, anti social behavior, stealing) |
|
|
Term
|
Definition
| Activation or deactivation of genes by environmental experiences throughout development. |
|
|
Term
| Piagets characterization of how children view the world |
|
Definition
| Children construct an understanding of their world based on observations of the results of their behaviours (constructivist theory) |
|
|
Term
|
Definition
| Piagetian process of altering a belief to make it more compatible with experience. |
|
|
Term
|
Definition
| Piagetian process of absorbing new experience into current knowledge structures. |
|
|
Term
| Piaget's Stages of Development: Sensorimotor |
|
Definition
Birth - Age 2
No thought beyond immediate physical experiences |
|
|
Term
| Piaget's Stages of Development: Preoperational |
|
Definition
2-7 years
Able to think beyond the here and now, but egometric and unable to perform mental transformations |
|
|
Term
| Piaget's Stages of Development:Concrete Operations |
|
Definition
7-11 years
Able to preform mental transformations buy only on concrete physical objects |
|
|
Term
| Piaget's Stages of Development:Formal Operations |
|
Definition
11-adulthood
Able to perform hypothetical and abstract reasoning. |
|
|
Term
| What was Baillargeon's finding against Piaget? |
|
Definition
| Suggests Piaget underestimated when children achieve object permanence, because Piagets tasks required not only an understanding of object permanence, but also an ability to plan and perform a physical search for the hidden toy. |
|
|
Term
| At what age do children have a sense of self? |
|
Definition
| 3 months, infants begin to possess sense of self as distinct from others |
|
|
Term
| Theory of Mind, and when does it develop? |
|
Definition
| The ability to reason about what other people know or believe. (around ages 1-2) |
|
|
Term
|
Definition
Classic test of theory of mind.
It tests the childrens ability to understand that someone else believes something they know is wrong. |
|
|
Term
|
Definition
| states that children have the hardest time understanding that 2 elephants is equivalent to 2 grains of rice. (same number) Quantity is easily compared when the size is roughly equal. |
|
|
Term
| Stranger Anxiety (At what ages?) |
|
Definition
| A fear of strangers developed at 8 or 9 months. It peaks at 12-15 months, then calms down. |
|
|
Term
| Contact comfort: Harlow's research. |
|
Definition
| Test on rhesus monkeys (similar to humans) where he took babies away from mothers at a really young age and provided them with surrogate mothers. This test eventually led to Contact Comfort. |
|
|
Term
| How does the "strange situation" work? |
|
Definition
A systematical way of quantifying infants attachment styles.
Put children in unfamiliar room with toys but frequently leave while a stranger walks in. Ranks reaction when mother leaves and returns. |
|
|
Term
|
Definition
1. Secure Attachment
2. Insecure-Avoident Attachment
3. Insecure-Anxious Attachment
4. Disorganized Attachment |
|
|
Term
|
Definition
| Infant reacts to mothers departure by getting very upset, but greets with joy |
|
|
Term
| Insecure-Avoident Attachment |
|
Definition
| The infant doesn't show reaction when mom leaves |
|
|
Term
| Insecure-Anxious Attachment |
|
Definition
| Infant reacts to moms departure with panic but shows mixed emotion when mom returns |
|
|
Term
|
Definition
| Very rare, but infants seem dazed and confused |
|
|
Term
|
Definition
| Basic emotional styel that appears early in development and is largely genetic in origin |
|
|
Term
|
Definition
1. Easy infants
2. Difficult infants
3. Slow-to-warm-up infants |
|
|
Term
| Easy Infants (Temporal style) |
|
Definition
|
|
Term
| Difficult Infants (Temporal style) |
|
Definition
| fussy and easily frustrated |
|
|
Term
| Slow-to-warm-up infants (Temporal style) |
|
Definition
| are disturbed by new stimuli, but adapt eventually. |
|
|
Term
|
Definition
| Parents tend to be lenient with their children, allowing them freedom inside and outside their household. Discipline rarely and shower child with affection (Too Soft) |
|
|
Term
|
Definition
| Parents tend to be strict with their children, punishing them when they don't respond to demands. And show little affection. (Too Hard) |
|
|
Term
|
Definition
| Parents combine the best features of both permissive and authoritarian (Just Right) |
|
|
Term
| 3 levels of moral development |
|
Definition
1. Pre-conventional
2. Conventional
3. Post-conventional |
|
|
