Term
|
Definition
| the pattern of movement or change that begins at conception and continues through the human lifespan |
|
|
Term
Traditional approach- emphasizes extensive change from birth to adolescence, little or no change in adulthood, and decline in old age
lifespan approach- emphasizes developmental change throughout adulthood as well as childhood |
|
Definition
| What is the difference between the traditional approach to the study of development and the lifespan approach? (what do they emphasize) |
|
|
Term
|
Definition
| this perspective views development as lifelong, multidimensional, multidirectional, plastic. multidisciplinary, and contextual, and as a process that involves growth, maintenance, and regulation of loss |
|
|
Term
| biological, sociocultural, and individual |
|
Definition
| It is important to understand that development is constructed through _________, _________, and __________ factors working together. |
|
|
Term
|
Definition
| the setting in which development occurs, which is influenced by historical, economic, social, and cultural factors |
|
|
Term
| normative age-graded influences |
|
Definition
| biological and environmental influences that are similar for individuals in a particular age group |
|
|
Term
| normative history-graded influences |
|
Definition
| biological and environmental influences that are associated with history. These influences are common to people of a particular generation. |
|
|
Term
| non normative life events |
|
Definition
| 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. |
|
|
Term
|
Definition
| the behavior patterns, beliefs, and all other products of a group that are passed on from generation to generation |
|
|
Term
|
Definition
| comparisons of of one culture with one or more of other cultures. |
|
|
Term
| information about the degree to which children's development is similar, or universal , across cultures, and the degree to which it is culture specific |
|
Definition
| Why are cross-cultural studies useful? (what do they provide us with) |
|
|
Term
|
Definition
| a range of characteristics rooted in cultural heritage, including nationality, race, religion, and language |
|
|
Term
| socioeconomic status (SES) |
|
Definition
| refers to the conceptual grouping of people with similar occupational, educational, and economic characteristics |
|
|
Term
|
Definition
| the psychological and sociocultural dimensions of being male or female |
|
|
Term
|
Definition
| A national government's course of action designed to promote the welfare of its citizens |
|
|
Term
|
Definition
| changes in an individual's physical nature |
|
|
Term
|
Definition
| changes in an individual's thought, intelligence, and language |
|
|
Term
| socio-emotional processes |
|
Definition
| changes in an individual's relationships with other people, emotions, and personality |
|
|
Term
| developmental cognitive neuroscience |
|
Definition
| which explores links between development, cognitive processes, and the brain |
|
|
Term
| developmental social neuroscience |
|
Definition
| examines connections between socioemotional processes development, and the brain |
|
|
Term
|
Definition
| a time frame in a person's life that is characterized by certain features |
|
|
Term
|
Definition
| during this period, many psychological activities- language, symbolic thought, sensorimotor coordination, and social learning |
|
|
Term
|
Definition
| the period from the end of infancy to age 5 or 6 |
|
|
Term
|
Definition
| during this time, a person learns to become more self-sufficient and to care for themselves. They also develop school readiness skills, such as the ability to follow instructions and identify letters, and they spend many hours playing with peers |
|
|
Term
|
Definition
| What typically marks the ending of early childhood? |
|
|
Term
| middle and late childhood |
|
Definition
| in this stage, achievement becomes a note central theme of the child's world, and self control increases. |
|
|
Term
| pursuit of independence and an identity |
|
Definition
| what are prominent themes in adolescence? |
|
|
Term
| biological age, psychological age, social age, chronological age |
|
Definition
| what are the four types of age? |
|
|
Term
|
Definition
| determining ______ _____ involves knowing the functional capacities of a person's vital organs |
|
|
Term
|
Definition
| _______ _____ is an individual's adaptive capacities compared with those of other individuals of the same chronological age. |
|
|
Term
|
Definition
| refers to connectedness with others and the social roles individuals adopt. |
|
|
Term
| nature-nurture, nature, nurture |
|
Definition
| refers to the extent to which development is influenced by nature and by nurture. _______ refers to an organism's biological inheritance, _______ to its environmental experiences. |
|
|
Term
| Just as a sunflower grows in an orderly way- unless flattened by an unfriendly environment- so too the human grows in an orderly way. |
|
Definition
According to those who emphasize the role of nature...
(finish the sentence in a very detailed manner, bro). |
|
|
Term
|
Definition
| Proponents of the importance of nature acknowledge that extreme environments- those who are psychologically barren or hostile- can _____ development. |
|
|
Term
|
Definition
| Those who emphasize the role of nature believe that basic growth tendencies are or are not genetically programmed into humans. |
|
|
Term
|
Definition
| Those who emphasize the role of nature believe that basic growth tendencies are or are not genetically programmed into humans. |
|
|
Term
|
Definition
| The debate about the degree to which early traits and characteristics persist through life or change |
|
|
Term
| heredity and possibly early experiences in life |
|
Definition
| Many developmentalists who emphasize stability in development argue that stability is the result of what two things? |
|
|
Term
| continuity-dicontinuity issue |
|
Definition
| The debate about the extent to which development involves gradual, cumulative change or distinct stages |
|
|
Term
|
Definition
| theories that describe primarily in terms of unconscious (beyond awareness) processes that are heavily colored by emotions |
|
|
Term
|
Definition
| ____________ theorists stress that early experiences with parents extensively shape development. |
|
|
Term
|
Definition
| A psychoanalytic theory in which eight stages of psychosocial development unfold throughout the human life span. Each stage consists of a unique developmental fast that confronts individuals with a crisis that must be faced. |
|
|
Term
|
Definition
| Freud's stages of development are known as _______________ stages. In his view, the need for pleasure at any stage is either under gratified or over gratified, an individual may become fixated, or locked in, at that stage of development. |
|
|
Term
|
Definition
| in what stage do children repress sexual interest and develo social and intellectual skills. |
|
|
Term
|
Definition
| According to ________, motivation is social and reflects a desire to affiliate with other people. |
|
|
Term
|
Definition
| the theory that children construct their understanding of the world and go through four stages of cognitive development |
|
|
Term
| Behavioral and social cognitive |
|
Definition
| ___________ and _______ _________ theories emphasize the environment's role in development. Two key theories are Skinner's operant conditioning and Bandura's social cognitive theory. |
|
|
Term
| Lorenz's ethological theory |
|
Definition
| __________ ___________ theory stresses the biological and evolutionary bases of development. |
|
|
Term
| Brofebrenner's ecological theory |
|
Definition
| According to _______ ___________ theory, development predominately reflects the influence of five environmental systems- the microsystem, mesosystem, ecosystem, macro system, and chronosystem. |
|
|
Term
| observation, survey (questionnaire) or interview, standardized tests, case study, and psychological measures |
|
Definition
| The five main methods for collecting data about life-span development are? |
|
|
Term
| descriptive, correlational, and experimental |
|
Definition
| Three basic research designs are? |
|
|
Term
|
Definition
| A sociocultural cognitive theory that emphasizes how culture and social interaction guide cognitive development. |
|
|
Term
| information-processing theory |
|
Definition
| A theory that emphasizes that individuals manipulate information, monitor it, and strategize about it. The processes of memory and thinking are central |
|
|
Term
|
Definition
| An approach that behavior is strongly influenced by biology, tied to evolution, and characterized by critical or sensitive periods. |
|
|
Term
|
Definition
| The rapid, innate learning that involves attachment to the first moving object seen. |
|
|
Term
|
Definition
| ________ stressed that attachment to a caregiver over the first year of life has important consequences throughout the life span/ In his view, if attachment is positive and secure, the individual will likely develop positively in childhood and adulthood. If the attachment is negative and insecure, development will likely not be optimal. |
|
|
