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| one-celled organism formed by the union of a sperm and an egg |
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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 prenatal development, lasting from two weeks until the end of the second month. Most vital organs and bodily systems form in the developing organism, now called embryo |
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| the third stage of prenatal development, lasting from two months through birth. Organs and structures continue to grow, and eventually function (hearing around 20 weeks) |
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| age at which a baby can survive the event of premature birth |
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| the head-to-foot direction of motor development (crawling before walking) |
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| center-outward direction of motor development (gain control over torso before extremities) |
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| development that reflects the gradual unfolding of one's genetic blueprint |
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| characteristic mood, activity level, and emotional reactivity |
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| investigators observe one group of participants repeatedly over a period of time |
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Definition
| investigators compare groups of participants of differing age at a single point in time |
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| Alexander Thomas and Stella Chess |
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Definition
| conducted landmark longitudinal study of the development of temperament |
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| emotional distress seen in many infants around 14-18 months when they are seperated from ppl with whom they have formed an attatchment |
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| infants comfterable when mother present, upset when she leaves, and calmed when she returns (Mary Ainsworth) |
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| anxious-ambivalent attachment |
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Definition
| baby anxious when mother near, and protest excessively when she leaves, but not comforted when she returns. |
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Definition
| children seek little contact with mothers and often not distressed when she leaves |
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| disorganized-disoriented attachment |
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Definition
| children appear confused about whether they hould approach or avoid their mother and are especially insecure |
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| transitions in youngster' patterns of thinking, including reasoning, remembering, and problem solving |
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| involves interpreting new experience in terms of existing mental structures without changing them |
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| involves changing existing mental structures to explain new experiences |
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| develops when a child recognizes that objects continue to exist even when they are no longer visible |
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Definition
a 4 stage theory of development
-sensorimotor period (birth-2)
-preoperational period (2-7)
-concrete operational period (7-11)
-formal operatinonal period (11-onward) |
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Term
| sensorimotor period (birth-2) |
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Definition
-infants developing ability coordinate sensory input with motor actions
-development marked by cicular reactions (making a toy squeel by squeezing it)
-disappearence of symbolic thought (begin using mental images)
-object permanence |
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| term for awareness that physical quantities remain constant in spite of changes in shape or appearence |
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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 characterized by a limited ability to share another person's viewpoint |
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| belief that all things are living |
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| preoperational period (Piaget ages 2-7) |
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Definition
| children gradually improve their use of mental images |
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Term
| concrete operational period (Piaget ages 7-11) |
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Definition
children can perform operations only on images of tangible objects and actual events.
-Decline in egocentism, ability to concentrate on more than one feature of a problem simaltaneously |
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| formal operational period (Piaget ages 11 and beyond) |
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Definition
-adolescents become more systematic in problem-solving
-thought processes described as abstract, systematic, logical, reflexive |
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Term
| zone of proximal development (ZPD) |
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Definition
| gap that a learner can accomplish alone and what they can achieve w/ guidance from more skilled partners |
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Definition
| 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 presented repeatedly |
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| occurs when a new stimulus elicits an increase in the strength of an habituated response |
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| 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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Definition
| physical features that distinguish one sex from other NOT essential for reproduction |
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| the first occurrence of mestruation |
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| first occurrence of ejaculation |
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| abnormal condition marked by multiple cognitive deficits that include memory impairment |
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| biologically based categories of male and female |
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| culturally constructed distinctions between femininity and masculinity |
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