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| The pattern of movement or change that starts at conception and continues through the human life span. |
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| The perspective that development is lifelong, multidimensional, multidirectional, plastic, multidiciplinary, and contextual; involves growth, maintenance, and regulation; and is constructed through biological, sociocultural, and individual factors working together. |
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| the average number of years that a person born in a particular year can expect to live |
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| Whatever your age, your body, your mind, your emothions, and your relationships are changing and affection each other. |
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| the setting in which development occurs that is infuenced by historical, economic, social and cultural factors. |
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normative age-graded influences
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| Biological and environmental infulences that are similar for individuals in a particular age group. |
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| normative history-graded infulences |
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| Biological and environmental influences that are associated with history. |
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| unusual occurrences that have a major impact on a person's life. |
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| the time from conception to birth |
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| the developmental period from birth to 18or 24 months |
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| the developmental period from the end of infancy to age 5 or 6 |
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| middle and late childhood |
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| the developmental period from about 6 to 11 years of age, approximately corresponding to the elementary school years |
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| the developmental period of transition from childhood to early adulthood, entered at approximately 10 to12 years of age and ending at 18 to 22 years of age |
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| the developmental period that begind in the late teens or early twenties and lasts through the thirties |
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| the deveolpmental period that begins inthe sixties or seventies and lasts until death (lengthiest age) |
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| a person's age in terms of biological health |
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| an individual's adaptive capacities compared with those of other individuals of the same chronological age |
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| the debate about the extent to which development is influenced by nature and by nurture. Nature refers to an organism's biological inheritance, nurture to is environmental experiences |
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| the debate about the degree to which early traits and characteristics persist through life or change |
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| continuity-discontinuity issue |
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| the debate about the extent to which development involves gradual, cumulative change or distinct stages |
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| became convinced that the patient's problems were the result of experiences early in life |
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| eight stages of development unfold as we go through life |
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| states that children go through four stages of cognitive development as they actively construct their understanding of the world |
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| a sociocultural cognitive theory that emphasizes how culture and social interaction guide cognitive development |
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| holds that behavior, environment, and person/cognitie factors are the key factors in development (Bandura) |
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| stresses that behavior is strong influenced by biolgoy, is tied to evolution |
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| helped bring ethology to prominence |
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| according to B. F. Skinner, the consequences of a behavior produce changes in the probability of the behavior's occurence |
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| illustrated an important application of ethological theory to human deveolopment |
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| Bronfenbrenner's ecological theory |
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| holds that deveolpment reflects the influence of several environmental systems |
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| aims to observe and record behavior |
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| goal is to describe the strength of the relation between two or more events or characteristics |
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| a carefully regulated procedure in which one or more factors believed to influence the behavior being studies are manipulated while all other factors are held constant |
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| a research strategy that simultaneously compares individuals of different ages |
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| a research strategy in which the same individuals are studied over a period of time, usually several years or more |
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| all participants must know what their research participation will involve and what risks might develop |
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| researchers are responsible for keeping all of the data they gather on individuals completely confidential and, when possible, completely anonymous |
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| after the study has been completed, participants should be informed of its purpose and the methods that were used |
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| telling the participants beforehand what the research study is about substantially alters the participants' behavior and invalidates the researcher's data |
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