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| Topical areas in LS development |
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| Physical development, personality development, social development |
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| Cohort influences on development |
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| normative age graded, history-graded, sociocultural-graded |
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| a group of people born at around the same time in the came place |
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| history graded influences |
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| biological and environmental influences associated with a particular historical moment |
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| normative age graded influences |
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| biological and environmental influences that are similar for individuals in a particular age group regardless of when or where they are raised. |
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| sociocultural graded influences |
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| the social and cultural factors present at a particular time for a particular individual, depending on such variables as ethnicity, social class, and subcultural membership |
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| specific atypical events that occure in a persons life at a time when such events do not happen to most people |
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| major issues in developmental psychology |
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| continuous change, discontinuous change,critical period, sensitive period |
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| change is gradual, achievements at one level build on the previous levels, underlyin development process remain the same over the life span |
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| development that occurs in distinct steps or stages, with each stage bringing about behavior that is assumed to be qualitatively differentfrom behavior at earlier stages |
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| a specific time during development when a particular event has its greatest consequences and the presence of certain kinds of environmental stimuli is necessary for development to proceed normally |
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| a point in development when organisms are particularly susecptible to certain kinds of stimuli in their environments, but the absence of those stimuli does not |
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nature-emphasis is on discovering inherited genetic traits and abilities
nurture- emphasis is on environmental influences that affect a persons development |
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| current theories emphasize growth and change through out life, relatedness of different periods |
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| focus on particular periods |
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| infancy to adolensence emphasized by early developmentalist as most important periods |
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| seeks to identify wheather an association or relationship between two factors exist |
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| the observation of a naturally occuring behavior without intervention in the situation |
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| a type of study where a group of people chosen to represent some larger population are asked questions about their attitudes, behavior, or thinking on a given topic |
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| involve extensive, in-depth interviews with a particular individual or small group of individuals |
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| a process in which an investigator called an experimenter devises two different experiences for participants and the studies and compares the out comes |
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| people of different ages are compared at the same point in time |
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| the behavior of one or more study participants is measured as they age |
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| the variable that researchers manipulate in the experiment |
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| the variable that researcher measure in an experiment and expect to change as a result of the experimental manipulation |
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| psychophysiological methods |
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| focus on the relationship between psysiological processes and behavior |
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| psychodynamic persepctive |
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| the approach stating that behavior is motivated by inner forces,memories and conflicts that are generally beyond peoples awarness and control |
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| the theory proposed by freud that suggests that unconscious forces act to determine personality and behavior |
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| according to freud a series of stages that childres pass through in which pleasure or gratification, focuses on a particular biological function and body part |
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| the approach that encompasses changes in our interactions with and understandings of one another, as well as in our knowledge and understanding of our selves as members of society |
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| learning by observing the behavior of another person called a model (bandura) |
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| suggests that the keys to understanding development are observable behavior and outside stimuli |
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| occurs when an organism learns to respond in a particular way to a neutral stimulus that normally does not evoke that type of response (watson) |
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| a form of learning in which a voluntary response is stregthend or weakened by its association with a positive or negative consequences (skinner) |
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| a formal technique for promoting the frequency of desirable behaviors and decreasing the incidence of unwanted ones |
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| learning by observing the behavior of another person called a model |
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| focuses on the processes that allow people to know understand and think about the world (piagets theory) |
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| organized mental patterns that represent behavoiors and actions |
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| the process in which people understand an experience in therms of their current stage of cognative development and way of thinking |
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| refers to changes in existing ways of thinking in response to encounters with new stimuli or events |
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| information processing approaches |
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| seek to identify the ways individuals take in use and store information |
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| cognative neuroscience approaches |
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| approaches that examine cognitive development through the lens of brain processes |
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| the theory contending that people have a natural capacity to make decesions about their lives and to control their behavior (carl rogers) |
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| considers the relationship between individuals and their physical cognitive personality and social worlds |
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| suggest that 5 levels of the environment simultaneously influence individuals |
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| everyday, immediate environment in which children lead their lives |
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| provides connections between the various aspects of the microsystem. like links in a chain the mesosystem binds children to parents, students to teachers... it acknowledges the direct and indirect influences that bind us to one another |
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| involves the way the passage of time including historical events and more gradual historical changes (such as changes in the # of women that work outside the home) affect childrens development |
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| emphasized how cognitive development procedes as a result of social interactions between members of a culture (vygotsky) |
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| seeks to identify behavior that is the result of our genetic inheritance from our ansestors (lorenz) |
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| rod shaped portions of DNA that are organized in 23 pairs |
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| DNA (deoxyribonucleic acid)molecules |
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| the substance that genes are composed of that determins the nature of every cell in the body and how it will function |
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| the basic units of genetic information |
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| male and female reproductive cells |
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| the new cell formed by the process of fertilization |
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| a combination of multiple gene pairs is responsible for the production of a particular trait |
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| the underlying combination of genetic material present (but not outwardly visible) in an organism |
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| an observalbe trait; the trait that is actually seen |
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| inheriting from parents similar genes for a given trait |
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| ingeriting from parents different forms of a gene for a given trait |
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| recessive gene located only on the x chromosome |
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| twins that re produced when two seperate ova are fertilized by two seperate sperm at roughly the same time |
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| a disorder produced by the presence of an extra chromosome on the 21st pair. once referred to as mongolism. (most frequent cause of mental retardation |
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| the presence of an extra x chromosome. the resulting XXY complement produced underdeveloped genitals, extreme height, and englarged breast |
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| high frequency sound waves bombard the mothers womb. these waves produce a rather indistinct but useful image of the unborn baby, whos size and shape can then be assessed. can be used to reveal developmental patterns. |
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| chronic villus sampling (cvs) |
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Definition
| 10th-13th week of 1st trimester if blood test and ultrasound have identified a potential problem or if there is a family history of inherited disorders CVS involves inserting a thin needle into the fetus and taking small samples of hair like material that surrounds the embryo. |
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| done between the 15th and 20th week of pregnancy, this procedure examines a sample of the amniotic fluid which contains fetal cells. recommended if either parent carries Tay-Sachs, spinabifida, sickle-cell, down syndrom, muscular dystrophy orRh disease. |
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size and shape
3 in per year and 4.5 lbs per year
between age 3-5 learn to ignore fullness signals |
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| by age 5 brain is 90% adult weight |
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brain growth...
hand eye cordination- 4 yrs
sustained and focused attention- 10-11 years
language and intelligence- 15 yrs
corpuscallosum- 8 yrs |
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| is the lifelong ability of the brain to reorganize neural pathways based on new experiences |
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improve dramatically- certain level of brain maturation is necesscary as well as lots of practice
mostly learn from interaction with other children rather than specific adult instruction |
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difficulties due to incomplete myelination
frustration=destruction |
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| a branched protoplasmic extension of a nerve cell that conducts impluses from adjacent cells inward toward the cell body |
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| the formatin of synapses although it occurs throughout a healthy persons lifespan, an explosion of synapse formation occurs during early brain development |
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| if a babys experiences do not stimulate certain nerve connections, these like unused neurons are eliminated |
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| unlearned organized involuntary responses that occur automatically in the presence of certain stimuli |
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| represent the average performance of a large sample of children of a given age |
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| field of study in neuroscience and psychology focusing on a childs development in terms of information processing, conceptual resources, perceptual skill, language learning, and other aspects of brain development and cognative development and cognative psychology compared to an adults point of view |
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| piagets six substages of the sensorimotor stage |
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Definition
| simple reflexes, first habits and primary circular reactions, secondary circular reactions, |
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