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| lifespan development is multidiciplinary: 4 contexts |
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| cohort, socioeconomic status (SES), culture, gender |
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| "tabula rasa" vision of childhood |
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| vision of lovingly nurturing babies |
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| identified adolescence in early 20th century |
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| relate 2 or more variables as they naturally occur; correlation does not equal causation |
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| randomly assign individuals to groups; each give group a different treatment; can determine cause |
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| testing and comparing different age groups |
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| test at intervals; one group over many years |
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| uses groups and statistical analyses to make general predictions about behavior |
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| studying, through observations and interviews, the life of a single person, or observing a single individual at depth |
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| traditional behaviorist; nurture is all important; "Little Albert" |
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| traditional behaviorist; original "Nurture" Theory; nurture-oriented perspectives; operant conditioning |
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| law of learning that determines any voluntary response; variable reinforcement schedules |
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| Cognitive Behaviorist (social learning theory); cognition & modeling |
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| our belief in our competence |
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| early evolutionary psychologist; pioneered the Attachment Theory; attachment focus; inner working model of attachment, attachment can change over time |
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| field devoted to scientifically determining the role that heredity forces play in individual differences in behavior; twin studies |
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| people affect one another |
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| developed Cognitive-Developmental Theory; tried to understand unique qualities of childhood cognition & mental framework |
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| cognitive structures used to explain the world and categorize new information |
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| fitting environment input to our existing mental capacities |
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| enlarging mental capacities to fit input from the wider world |
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| "the father of lifespan development"; identified core developmental tasks for each of eight stages from infancy to old age; we continue to develop throughout life; cognitive development stages |
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| highlighted multidirectional forces in human developmentl the total ecology influences development; developmental systems approach |
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| Developmental Systems Approach |
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| stresses the need to use many different approaches in understanding human behavior; we must look at interactions of processes |
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| life situation of a child |
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| growth from middle to outside |
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| growth from head to tail (feet) |
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| large structures appear before finer details; large movements appear before finer movements |
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| Germinal stage of prenatal development |
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| first 14 days of pregnancy; period of zygote; from fertilization to implantation of blastocyst |
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| Embryonic stage of prenatal development |
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| week 3 to 8; fast paced forming of major organs and body structures; neural tube forms; period of embryo |
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| embryo's precursor to the central nervous system; comprises brain and spinal cord |
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| Fetal stage of prenatal development |
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| week 9 to birth; baby grows dramatically, body structures are refined, building blocks of the brain and fully assembled |
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| 22 weeks; earliest date for survival; baby's lungs mature enough to breathe in oxygen and expel carbon dioxide |
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| first indication of the fetus moving |
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| substances that may cross the placenta to harm the developing embryo or fetus; medications, diseases, social drugs, environment, stress |
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| extra chromosome or pieces copy to adhere to chromosome 21; parent age is risk factor; flat face, upward slanted eyes, stocky, enlarged tongue |
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| Dominant single gene disorder |
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| person who inherits one copy of the gene always gets disease, one parent has disease=50/50 chance of kid getting it |
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| Recessive single gene disorder |
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| child gets illness by inheriting two copies of the abnormal gene that causes the disorder; 1 in 4 chance |
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| Sex-Linked single gene disorder |
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| illness carried on the mother's X chromosome; typically leaves the female offspring unaffected but has a 50/50 chance in male child |
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| proliferation of connections at the synapses |
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| unneeded or inefficient synapses die off |
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| formation of fatty layer encasing axons |
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| the brain is "plastic" (malleable) during early childhood before pruning is complete |
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| frantic, continual crying during first 3 months; temporary |
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| naturally loosing interest in something |
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| Sensorimotor stage of cognitive development |
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| explore world through senses; circular reactions |
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| repetitive action-oriented schemas (habits) |
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| Primary circular reactions |
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| 4 months; body centered; repetitive habits centered around the child's own body; sucking toes |
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| Secondary circular reactions |
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| 4 months-1 year; environment; habits center on environmental objects; grabbing, batting, pushing |
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| Tertiary circular reactions |
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| 1-2 years; "little scientist"; child flexibility explores the properties of objects; throwing, flushing |
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| repeating an action observed |
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| performing a different action to reach a goal; about one year old |
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| even though a baby sees an object hidden in 2nd hiding place, goes back to 1st hiding place |
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| understanding that objects exist even when we can no longer see them |
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| any skill related to managing and decoding people's emotions, and getting along with other human beings |
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| the first sign of understanding human intentions |
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| established nature oriented language concept; language acquisition device; in opposition to Skinner's nurture-oriented perspective on language. |
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| Language Acquisition Device |
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| hypothetical brain structure that enables our species to learn and produce languagel unique to our human species |
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| Social-interactionist view |
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| emphasis on social function; interaction between baby and caregiver |
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| experimented with baby monkeys; refuted behaviorists ideas; contact comfort important to bonding |
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| birth to three months; reflex dominated time; social smile |
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| 4 to 7 months; slight preference for caregivers, but still repsond to strangers |
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| focused attachment; 7 to 8 months; stranger-anxiety and separation anxiety appear; social-referencing |
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| Age 3; inner representations of attachment figure; when child is under stress, the need to make contact is very important |
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| The Strange Situation; measured individual variations in attachment repsonse during "clear-cut" stage; planned separations and reunions of child and caregiver. |
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| child uses primary caregiver as a secure base from which to explore; child reacts with joy upon caregiver's return |
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| Avoidant; appear detached; indifferent upon mother's return |
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| clingy, fearful, fear of exploration; severe distress when mother leaves, contradictory emotions upon return; often inconsolable |
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| bizarre behaviors; may freeze, look frightened, may flee; often result of abuse |
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| characteristic behavioral style of approaching the world; will determine attachment style |
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| an ideal parenting strategy; arranges child's environment to suit his/her temperamental style; minimize vulnerabilities, accentuage strengths |
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