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Definition
| asks how much nature and how much nurture contribute to a person's biological, emotional, cognitive, personal, and social development. |
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| Developmental Psychologists |
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Definition
| study a person's biological, cognitive, personal, and social development throughout a person's life, from infancy to adulthood. |
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| child who shows a highly unusual talent, ability, or genius at a very early age and does not have mental retardation: a small percentage of autistic children, who have some degree of mental retardation, may also show unusual artistic or mathematical abilities (savants). |
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| extends from conception to birth and lasts about 266 days (9 months), consisting of three successive phases: the germinal, embryonic, and fetal stages; during this whold time a single cell will divide and grow to form 200 billion cells. |
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| the first stage of prenatal development and refers to the two-week period following conception. |
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| refers to the release of an ovum or egg cell from a woman's ovaries. |
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| occurs if one of the millions of sperm penetrates the ovum's outer membrane; after the ovum has been penetrated by a single sperm, its outer membrane changes and becomes impenetrable to the millions of remaining sperm. |
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| second stage of prenatal period and spans 2-8 weeks that follow conception: during this stage, cells divide and begin to differentiate into bone, muscle, and body organs. |
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| third stage of prenatal period; begins two months after conception and lasts until birth. |
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| an organ that connects the blood supply of the mother to that of the fetus; it acts like a filter, allowing oxygen and nutrients to pass through while keeping out some toxic substances. |
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| any agent that can harm a developing fetus (causing deformities or brain damage); might be a disease, a drug, or another environmental agent. |
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| a medical test done between weeks 14 and 20 of pregnancy; involves inserting a long needle through the mother's abdominal muscles into the amniotic fluid surrounding the fetus; by withdrawing and analyzing fetal cells in the fluid, docotors can identify a number of genetic problems. |
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| results from an extra 21st chormosome and causes abnormal physical traits and abnormal brain development, resulting in degrees of mental retardation. |
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| resutls from a mother drinking heavily during pregnancy, especially in the first 12 weeks; results in a combination of physical changes, such as short stature, flattened nose, and short eye openings, and psychological defects, such as degrees of mental retardation and hyperactivity. |
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| a glass table top with a checkerboard pattern over part of its surface; the remaining surface consists of clear glass with a checkerboard pattern several feet below, creating the illusion of a clifflike drop to the floor. |
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| states that parts closer to the center of the infant's body develop before parts farther away. |
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| states that parts of the body closer to the head develop before parts closer to the feet. |
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| refers to developmental changes that are genetically or biologically programmed rather than acquired through learning or life experiences. |
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| refers to the stages of motor shills that all infants pass through as they acquire the muscular control neessary for making coordinated movements. |
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| refer to the average age at which children perform various kinds of skills or exhibit abilities or behaviors. |
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| refers to individual differences in attention, arousal, and reactivity to new or novel situations; these differences appear early, are relatively stable and long-lasting, and are influenced in large part by genetic factors. |
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| an interaction between temprament and positive/negative environmental feedback, which children receive as they explore their worlds. |
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| refers to a close, fundamental emotional bond that develops between and infant and his/her parents or caregiver. |
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| an infant's distress- as indicated by loud protests, crying, and agitation- whenever the infant's parents temporarily leave. |
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| characteristic of infants who use their parent as a safe home base from which they cand wander off and explore their environments. |
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| characteristic of infants who avoid or show ambivalence or resistance toward their parent or caregiver. |
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| means that the same group of individuals is studied repeatedly at many different points in time. |
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| Means that several grousp of different-aged individuals are studied at the same time. |
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Definition
| show avoidance, anxiety, or fear when in a strange or novel environment; these children also show increased psychological arousal. |
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| refers to how a person perceives, thinks, and gains an understanding of his/her surroundings through the interaction and influence of genetic and learned factors. |
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Term
| Piaget's Cognitive Stages |
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Definition
| refer to four different stages- sensorimotor, preoperational, concrete operations, and formal operations- each of which is more advanced than the first because it involves new reasoning and thinking abilities. |
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| the process by which a child uses old methods or experiences to deal with new situations. |
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| the process by which a child changes old methods to deal with or adjust to new situations. |
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| (birth to 2) the first of Piaget's cognitive stages; during this stage, infants interact with and learn about their environments by relating their sensory experiences to their motor actions. |
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| refers to the understanding that objects or events continue to exist even if they can no longer be heard, touched, or seen. |
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| (2-7 years) the second of Piaget's cognitive stages; during this stage, children learn to use symbols, such as words or mental images, to solve simple problems and to think or talk about things that are not present. |
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| refers to the fact that even though the shape of some object or substance changes, the total amount remains the same. |
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| refers to seeing and thinking of the world only from your own viewpoint and having difficulty appreciating someone else's viewpoint. |
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| Concrete Operations Stage |
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Definition
| (7-11 years) the third of Piaget's cognitive stages; during this stage, children can perform a number of logical mental operations on concrete objects. |
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Definition
| (12- adulthood) is Piaget's fourth cognitive stage; during this stage, adolescents and adults develop the ability to think about and solve abstract problems in a logical matter. |
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Definition
| says that children have innate abilities to make guesses about how things are, test their guesses through interaction with the environment, and change their guesses as they gather new or conflicting information. |
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Definition
| refers to how a person develops a sense of self or a self-identity, develops relationships with others, and develops the kinds of social skills important in personal interactions. |
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| five different developmental periods- oral, anal, phallic, latency, and genital stages- during which the individual seeks pleasure from different areas of the body that are associated with sexual feelings; Freud emphasized that a child's first five years were most important to social and personality development. |
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Definition
| (first 18 months) a time when the infant's pleasure seeking is centered on the mouth. |
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| (late infancy- 3 years) a time when the infant's pleasure seeking is centered on the anus and its functions of elimination. |
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| (3-6 years) a time when the infant's pleasure seeking is centered on the genitals. |
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| (6 years- puberty) time when the child represses sexual thoughts and engages in nonsexual activities, such as developing social and intellectual skills. |
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| (puberty-adulthood) a time when the individual has renewed sexual desires that he/she seeks to fulfill through relationships with members of the opposite sex. |
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| 8 developmental periods during which an individual's primary goal is to satisfy desires associated, respectively, with issues of trust, autonomy, initiative, industry, indentity, intimacy, generativity, and ego integrity. |
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| (early infancy- 1 year) learning to trust others or not trust others |
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| 2)Autonomy vs. Shame/Doubt |
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Definition
| (1-3 years) battle between being independent/autonomic or shame/doubt that independence is good. |
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| (3-5 years) being able to plan and have initiative or feeling inferior or unaccomplished. |
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| 4)Industry vs. Inferiority |
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Definition
| (5-12 years) being able to complete tasks and keep focused or being shy and feeling incompetent |
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| 5)Indentity vs. Role Confusion |
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| (adolescence) knowing or not knowing who you are and your place in the world. |
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Definition
| emphasizes the importance of learning through observation, imitation, and self-reward in the development of social skills, interactions, and behaviors; according to this theory, it is not necessary that you perform any observable behaviors or receive any external rewards in order to learn new social skills because many of your behaviors are self-motivated, or intrinsic. |
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Definition
| refers to the individual's subjective experience and feelins of being a female or male. |
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Definition
| the traditional or stereotypical behaviors, attitudes, and personality traits that parents, peers, and society expect us to have beacause we are male or female. |
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Term
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Definition
| emphasizes the influence of social and cognitive processes on how we interpret, organize, and us information; applied to gender roles, it says mothers, fathers, teachers, gandparents, friends, and peers expect, respond to, and reward different behaviors in boys than in girls; under the influence of this differential treatment, boys learn a gender rold that is different from a girl's. |
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| Cognitive Developmental Theory |
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Definition
| says that, as children develop mental skills and interact with their environments, they learn one set of rules for males and one for females. |
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Term
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Definition
| sets of information and rules organized around how either a male or female should think and behave. |
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Term
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Definition
| emphasizes genetic and biological forces, says that current gender differences are a continuation of the behaviors that evolved from early men and women who adapted these different behaviors in their attempts to survive the problems of their time. |
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| Principle of Bidirectionality |
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Definition
| says that a child's behaviors influence how his/her parents respond, and in turn the parents' behaviors influence who the child responds. |
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