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| permits food and oxygen to reach the organism and have waste carried away |
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| appears as a tiny stalk that eventually grows to 1-3ft. long and a vein that delivers blood with nutrients and 2 arteries that remove waste products |
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| last from implantation through 8 weeks; during 6 weeks all groundwork is set for body structure and internal organs |
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| any environment agent that causes damage during the prenatal period |
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| a range of physical, mental, and behavioral outcomes caused by prenatal alcohol exposure |
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| rapid eye movement sleep (REM) |
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| eyes dart beneath the lids;heart rate, blood pressure, and breathing are uneven;slight body movement |
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| non-rapid eye movement sleep (NREM) |
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| body is almost motionless and heart rate, breathing, and brain-wave activity are slow and even |
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| born several weeks or more before their due date |
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| babies below their expected weight considering length of the pregnancy |
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| degrees of sleep and wakefulness |
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| a highly plastic cerebral cortex, in which many areas are not yet committed to specific functions, has a high capacity for learning. If a part of the cortex is damaged, other parts can take over tasks it would have handled |
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| surrounds the rest of the brain; largest most complex brain structure (85% brain weight & containing the greatest # of neurons and synapses) |
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| a neutral stimulus is paired with a stimulus that leads to a reflexive response |
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| the neutral stimulus by itself produces a response similar to the reflexive response |
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| explains early patterns preferences;if babies are sensitive to the contrast in 2 or more patterns, they prefer the one with more contrast |
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| infants actively search for invariant features of the environment-those that remain stable-in a constantly changing perceptual world |
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| dynamic systems theory of motor development |
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Definition
| mastery of motor skills involves acquiring increasingly complex systems of action. when motor skills work as a system, separate abilities blend together, each cooperating with others to produce more effective ways of exploring and controlling the environment |
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| experience-expectant brain growth |
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| the young brain's rapidly developing organization, which depends o ordinary experiences-opportunities to see and touch objects, to hear language and other sounds, and to move about and explore the environment |
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| experience-dependent brain growth |
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Definition
| consists of additional growth and refinement of established brain structures as a result of specific learing experiences that occur throughout our lives, varying widely across individuals and cultures |
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| a gradual reduction in the strength of a response due to repetitive stimulation |
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| copying the behavior of another |
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| we make sense of these running streams of light, tactile, odor, and taste information by perceiving them as unified wholes |
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| specialization of the 2 hemispheres |
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| the coating of neural fibers with an insulating fatty sheath that improves the efficiency of message transfer |
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| nerve cells that store and transmit information |
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| chemical released when sending messages; crosses the synapse |
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| nonorganic failure to thrive |
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| a growth disorder resulting from lack of parental love;present at 18 months of age |
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Definition
| infants act on the environment and stimuli that follows their behavior change the probability that the behavior will occur again |
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Definition
| growth proceeds, literally, from near to far- from the center of the body outward |
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Definition
| removing a desirable stimulus or presenting an unpleasant one to decrease the occurrence of a response |
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| a new stimulus- a change in the environment- causes responsiveness to return to a high level, an increase |
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| a stimulus that increases the occurrence of a response |
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| statistical learning capacity |
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Definition
| repeatedly occurring sequences of sounds-they acquire a stock of speech structures for which they will later learn meanings, long before they start to talk around age 12 months |
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| tiny gaps where fibers from different neurons come close together but do not touch |
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| returns neurons not needed at the moment to an uncommitted state so they can support future development |
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| must consistently produce a reflex |
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| What is human development as a field of study? |
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| studying change and constancy throughout the lifespan |
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| What influences development? |
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Definition
| age-graded, history-graded, and nonnormative |
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| strong affectionate tie we have with special people in our lives that leads us to fell pleasure when we interact with them and to be comforted by their nearness in times of stress |
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| autonomy versus shame and doubt 184 |
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Definition
| conflict of toddler hood; resolved favorably when parents provide young children with suitable guidance and reasonable choices |
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| infants seem unresponsive to the parents when she is present; don't get distressed when she leaves and slow to greet when she returns |
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| happiness, interest, surprise, fear, anger, sadness, and disgust-universal in humans and have long evolutionary history of promoting survival |
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| basic trust versus mistrust 184 |
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Definition
| balance of care is sympathetic and loving, psychological conflict of the 1st year |
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Definition
| show clear awareness of caregivers' wishes and expectations and can obey simple requests and commands |
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| delay of gratification 208 |
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Definition
| waiting for an appropriate time and place to engage in a tempting act |
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| 10%; irregular in daily routines, slow to accept new experiences, and tends to react negatively and intensely |
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| disorganized/disoriented attachment 198 |
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Definition
| patterns reflect the greatest insecurity;when reunited, infants show confusion, contradictory behaviors |
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Definition
| 40%; quickly establishes regular routines in infancy;cheerful and adapts easily to new experiences |
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Term
| emotional self-regulation 189 |
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Definition
| strategies we use to adjust our emotional state to a comfortable level of intensity so we can accomplish our goals |
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Definition
| the ability to understand another's emotional stand and FEEL WITH that person, or respond emotionally in a similar situation |
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| ethological theory of attachment 196 |
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Definition
| infant's emotional tie to the caregiver as an evolved response that promotes survival;most widely accepted view |
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| goodness-to-fit model 194 |
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Definition
| how temperament and environment together can produce favorable outcomes |
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| inhibited, or shy child 191 |
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| who reacts negatively to and withdraw from novel stimuli |
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| internal working model 197 |
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Definition
| set of explanations about the availability of attachment figures and their likelihood of providing support during times of stress |
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Definition
| before separation, infants seek closeness to the parents and often fail to explore |
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| babies use parents as a secure base |
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| point from which to explore, venturing into the environment, and then returning for emotional support |
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| self-conscious emotions 188 |
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Definition
| second-order set of feelings, including guilt, shame, embarrassment, envy, and pride |
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| identification of the self as a physically unique being |
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| sensitive care giving 200 |
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Definition
| responding promptly, consistently, and appropriately to infants and holding them tenderly and carefully |
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| becoming upset when their trusted caregiver leaves |
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| slow-to-warm-up child 190 |
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Definition
| 15%; inactive, shows mild, low-key reactions to environment stimuli, is negative in mood, and adjusts slowly to new experiences |
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Definition
| actively seeking emotional information from a trusted person in an uncertain situation |
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| 6-10 months; parents comm. evoke a broad grin |
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| expressed fear towards unfamiliar adults |
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| early-appearing, stable individual differences in reactivity and self-regulation |
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| uninhibited, or sociable, child 191 |
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Definition
| display positive emotion to and approach novel stimuli |
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