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| Provides connection across |
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| study in which development difference are identified by testing people of different ages |
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| The people and objects is an individulas immedate enviorment |
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| study of how people change and remain the same over time |
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| An organized set of ideas that is designied to expalian development |
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| Devolopment, Psychological, Sociocultural, Life cycle |
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| All genetic and health-related factors that affect development |
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| All internal cognitive emotional perceptual and personaltiy factors |
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| Interpersonal , societal cultural and ethi8c factors thta affct deveolopment |
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| Provide a context for understanding how people percive thier current situation and its effscts on them |
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| Problem with cross-sectional designs in with difference between age groups (cohorts) may results as easily from envoirment events as from devolopment process |
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| Enables reseachers to synthesize the results of many studies to estimate relations between variables |
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| Rearch design based on cross-sectional and longitudinal designs |
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| A specail type of longitvdinal design in which particpant are teated repeatally over span of days or weeks typically with the aim to observing cahnge directly as it occurs |
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| How various generations experience the biological ,psychologaical, and sociocultural forces of development in thier resepctive historical contexts |
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| Selective optimization with compenstion SOC modle |
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| Three process (selective optimization and compensation from a system of behavioal actions generates and regulates devolopment |
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| Humen deveolopment is multiply detemined and can not be uderstood within the scope of sa signle framwork |
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| Information processing Theory |
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| Propoing that humen congnition consists mental hardware and mental software |
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| Eriksons theory the idea that each psychoscoial strength has its own specail period of paticular importance |
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| theroies prpseing that development is largly determine by how well ppl resole conflicts they face at differnt ages |
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| Eriksons propsal that personality development is determined by the interaction of an internal maturaltional paln and external sociteal deamnds |
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| the cultures and sub cultures in which the microsystem meeosytem and exosystem are embedded |
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| Social setting thta a person may not experience frist hand but still infulence deveolopment |
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| Threadlike sturctures in the nuclei of cell that contain genetics material |
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| the frist 22 pairs of Chromosomes |
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| 23rd pair of chroomsomes; these determine the sexs of the child |
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| molecule composed of four nucleotide bases that is the biochemical basis od heredity |
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| group of nucleeotide bases thta provieds a spefic set of biochemicl instructions |
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| person's hereditary makeup |
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| physical, behavioral, and psychological features that result from the interaction between ones genes and the enviorment |
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| physical, behavioral, and psychological features that result from the interaction between ones genes and the enviorment |
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| when the alles is a pair of choromsomes are the same |
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| when the alles in a pair of chroomsomes are diff from each other |
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| form of allele whose chemical instruction are differnt are follow |
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| allele whose instructionsare ignored in the persence od a dominant allel |
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| situation in which the allele dose not dominate another completely |
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| inherited disorder inwhich the infants lACK liver eneyme |
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| progressive and fatal type of demintia cause by dominant alleles |
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| mesure(derived form a correlation coeffient)of the extent to which a trait or chracteristics is inherited |
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| process of deliberately seeking eneviorments thatb are compatible with ones gentic make up |
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| process of deliberately seeking eneviorments thatb are compatible with ones gentic make up |
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| nonshared enviormental influences |
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| froces within a family that make3 siblings different form one another |
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| process by which sperm and an egg are mixed in a pertri dish to create a zygote which is then palce in a wome uterus |
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| Fertilizied egg (weeks 1-2) |
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| steps in which the zygote burrows into the uterine wall and established connections with a womens blood vessels |
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| small cluster of cells near thr center of the zygote that will evemtually devolop in to a baby |
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| once the zygote is completly embedded in the in the uterine wall (weeks 3-8) |
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| a principle of pysical growth that states head develops frist |
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| growth principle that staes that sturcture near the center of the body develop |
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| longest period of preatal deveolopment(week 9-38) |
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| substance that protects the fetues skin during devlopment |
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| disorder in which the embtryo's tube dosent close properly |
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| an agent that couase abnormal prental development |
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| a birth complaication in which the umbilical blood flow is dis rupted and the infant dose not racive oxygen |
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| state in which the baby is clam with eyes open and attentive the baby seems to be inspecting the enviroment |
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| babys eyes are opem but seem unfocues with are a legs moving in brust od uncoordinated movement |
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| irregular or rapid eye movment (REM) |
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| irregular sleep in which the infants eyes dart radily beneath the eyelids |
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| consisteant style or pattern of behaveior |
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| basic cellular unit of the brain and nervouse sys that specilizes in reciving and tramitting information |
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| center of the neuron keeps the nuron alive |
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| end of the nuron thta recives information |
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| tube like sturcture emerges from the cell body and transmit information to other neurons |
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| small bottons at the end of the axon that relase neurotrnsmitter |
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| small bottons at the end of the axon that relase neurotrnsmitter |
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| wrinkly surface of the brain thta regulte many functions thta are ditinctly humen |
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| thick bundle of neurons thta coonect the two hemisphere |
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| flat group of cells in prental developmet that become the brain and spian cord |
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| fatty sheath wraped around neurons thta make transmiting information faster |
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| extent to which the brain organiztion is flexible |
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| Experience-expectant growth |
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| process by which the wiring of the brain is organized by experienace thta are command to most humens |
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| Experience depentdent growth |
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| unique experience over a life time affect brain structures and organization |
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| coordinated movement of the muscels and limbs |
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| ability to move around the world |
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| grasping holding objects and manipulating objects |
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| grasping holding objects and manipulating objects |
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| grasping holding objects and manipulating objects |
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| viwes motor development as involving distinct skills that are organized and reoragnized over time to meet specific need |
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| distinguishing and mastering different motions |
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| linking individual motins into coherent coordinated whole |
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| cues to depth perception in which motion is useto estimate depth |
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| refers to the fact that as an object moves closer it fills a grater proportion of the retina |
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| specializied neurons in the back of the eye that sense color |
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| kinetic cues to depth baseed on the fact that nerby moving objects move across our visual field faster then distint ones |
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| way of inferring depth based on difference in the retinal images in the left and right eye |
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| ideas about connections between thoughts belifs intentions and behavior thta create an intuitive undrestandingthe link between mind and behavior |
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| according to Piaget taking in information thta is compatible with what one already knows |
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| piaget changing exsing knowledge based on new knowledge |
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| when disequilibrium occurs childern reorganize thier schemes to return to of equilibrium |
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| frist of Piagts four stages of cognitive devlopment which last from birth to about 2 |
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| crediting inanimated objects with life like properties such as feelings |
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| Piagets narrowly focused type of thought preoperational |
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| Core knowledge hypoyhesis |
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| infants are born wit rudimentary knowledge of the world which is elaborated based on experiences |
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| teleological expaliantion |
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| childern belive that liveing things and part of living things exsite for a purpose |
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| childern belive that all living things are essence that cann't be seen but give living things its idenity |
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| mental and nueral structures that are bulided -in and allow the mind to operate |
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| programs that are basis for performing certain task |
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| when persented witha strong or unfamiliar stimulus change in heart rate and brian actitvlty |
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| becoming unresposive to a STIMULUAS THAT persented repatedly |
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| a nueral stimulues becomes able to elicit a resonpnse that was perviiouly caused by another stmiuluas |
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| brhavior affects by thier consequences |
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| counting principle cthat states that number names must be counted in the same order |
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| mutal shared understanding among participants in an activity |
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| zone and proimal development |
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| what childern can do on thier own and what they need help with |
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| a style in which teachers gauge the amount of assistance they offer to amtch the learners needs |
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| omments that are not intended for others but are design to help the childrn regulate thier own behavior (Vygotsky) |
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| buliding blocks of language |
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| adults use this slow and exaggerated chzanges in pitch |
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| adults use this slow and exaggerated chzanges in pitch |
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| early vowel like sounds that babies make |
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| when childeren define words more narrowly |
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| ability to remeber speech sound briefly an important skill in aquiring voc |
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| language -learning domainate by names objects or actions |
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| voc inculde many socail pharese taht are used like one word |
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| Erison an openess to new experience tempered by wariness that occurs when trust and mis trust are in blance |
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Erikson a young childs understanding that he or she can act on world intentionally
when autonomy , shame , and doubt are in balence |
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| Erikson blanaces between individulas and willingness to coopertate with others |
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| humen behavior repersents successful adaptions to the enviroment |
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| relationaship in which the infant have come to trust an depend on thier mothers |
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| infants turn away from thier mother when they are reunited following a brief seperation |
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| afeter a brife seperation infant are diificult to console |
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| infant dosent know what happen |
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| a set of expectioans abotu preants infants have how dependable are they on thier mothers |
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| experience by humankind have three elements subjective feeling, psy change , anovert behavior |
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| infant look at an adult for cues in an unfimliar enviorment to help them interpret the situation |
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| childern paly alone but are aware and interested in what others childern are doing |
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| 16-28 months engege in simialar acivies and talk and smile to each other |
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| age 2 theme each child takes a role |
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| actiona tend to reamark an support othersn substain the interactio seen with girls |
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| one partner tries to emerge as the victor by threatening or contrdicting others |
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| any behavior that benfits another person |
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| prosocial behavior like helping and sharing dose not benefit him or her |
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| cultural guidelines about how one should behave |
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| aggression used to hurt others by undrminding social realtionships |
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| states that childern want to learn more about an activity only after deciding weather it is masculine or feminine |
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| Congenital adrenal hyperplasia (CAH) |
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| gentic disorder in which girls are masculinized becuse the adrenal galnds secrete large amounts of androngen |
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