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| the pattern of movement or change that starts at conception and continues through human life span |
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| the perspective that development is lifelong, multidimensional, multidirectional, plastic, multidisciplinary, and contextual; involves growth, maintenance, and regulation; and is constructed through biological, sociocultural, and individual factors working together |
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| the setting in which development occurs that is influenced by historical, economic, social, and cultural factors |
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| normative age-graded influence |
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| biological and environmental influences that are similar for individuals in a particular age group |
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| normative history-graded influences |
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| biological and environmental influences that are associated with history. these influences are common to people of a particular generation |
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| unusual occurrences that have a major impact on a person's life. the occurrence pattern, and sequence of these events are not applicable to many individuals |
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| a national government's course of action designed to promote the welfare of its citizens |
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| changes in an individual's physical nature |
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| changes in an individual's thought, intelligence, nd language |
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| changes in an individual's relationships with other people, emotions , and personality |
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| refers to a time frame in a person's life that is characterized by certain features |
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| the debate about the extent to which development is influenced by nature and by nurture. nature refers to an organism's biological inheritance, nurture to its environmental experiences. |
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| the debate about the degree to which early traits and characteristics persist through life or change |
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| continuity-discontinuity issue |
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| the debate about the extent to which development involves gradual, cumulative change (continuity) or distinct stages (discontinuity) |
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| theories that hold that development depends primarily on the unconscious mind and is heavily couched in emotion, that behavior is merely a surface characteristic, that it is important to analyze the symbolic meanings of behavior, and that early experiences are important in development |
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| Freud; claims that it is determined by the way we resolve conflicts between sources of pleasure at each stage and the demands of reality |
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| a psychoanalytic theory in which eight stages of psychosocial development unfold throughout the human life span. each stage consists of a unique developmental task that confronts individuals with a crisis that must be faced. |
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| Piaget's cognitive theory |
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| the theory that children construct their understanding of the world and go though four stages of cognitive development |
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| a sociocultural cognitive theory that emphasizes how culture and social interaction guide cognitive development |
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| information-processing theory |
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| a theory that emphasizes that individuals manipulate information, monitor it, and strategize about it. the processes of memory and thinking are central. |
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| behavioral and social cognitive theories |
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| theories that hold that development can be described in terms of the behaviors learned through interactions with the environment |
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| the consequences of a behavior produce changes in the probability of the behavior's occurrence. a behavior followed by a rewarding stimulus is more likely to recur. a behavior followed by a punishing stimulus is less likely to recur. |
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| the theory that behavior, environment, and person/cognitive factors are important in understanding development |
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| an approach that stresses that behavior is strongly influenced by biology, tied to evolution, and characterized by critical or sensitive periods |
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| Lorenz: the rapid, innate learning that involves attachment to the first moving object seen |
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| if it doesn't happen during this period, then it will not take place |
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| Bowlby: attachment should occur in order to promote optimal development of social relationships |
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| Bronfenbrenner's ecological theory |
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| Bronfenbrenner's environmental systems theory that focuses on five environmental systems; microsystem, mesosystem, ecosystem, macrosystem, and chronosystem |
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| the setting in which the individual lives |
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| involves relations between contexts |
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| consists of links between a social setting in which the individual does not have an active role and the individual's immediate context |
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| involves the culture in which individuals live |
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| consists of the patterning of environmental events and transitions over the life course, as well as sociohistorical circumstances |
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| eclectic theoretical orientation |
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| an approach that selects and uses whatever is considered the best in many theories |
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| a research strategy in which individuals of different ages are compared at one time |
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| a research strategy in which the same individuals are studied over a period of time, usually several years or more |
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| effects that are due to a subject's time of birth or generation but not age |
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