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| the study of changes in physiology, cognition, and social behaviour over the life span |
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| zygote (<2weeks)-> embryo (2 weeks to 2 months)-> fetus |
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| nervous system/brain is functional (in womb) |
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| environmental agents such as alcohol, thalidomide, or radiation |
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| neuronal axons are wrapped in fatty sheath, increase speed of inpulse transmission |
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| frequently used neural connections are preserved and unused connections are pruned |
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| brain has developed to about 80% of adult size by this age |
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| critical/senstitive period |
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| biologically determined time when specific skills develop most easily |
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| strong, intimate, emotional connection between people that persists over time and across circumstances |
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| bowlby theory of attachement |
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Definition
| infant behaviour that engages adults to increase attachemnt |
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| typically displayed around 8-12 months, when attached primary caregiver is not insight, display anxiety, distress |
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| ainsworth strange situation test |
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| test to determine type of attachment (and creator of test) |
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Definition
1. secure
2. avoidant
3. anxious/ambivalent
4. disorganized |
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| lower on secure, higher on avoidance or anxious = more likely to have FWB |
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| infant research techniques |
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Definition
1. preferential looking
2. orienting reflex
3. vision (visual cliff, bold, depth perception) |
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| lack of memories before the age of 3-4 years |
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| source amnesia/confabulation |
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| children forgetting where they learned something, making up |
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| a new experience is incorporated into an existing schema (Piaget) |
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| schema is adapted or expanded to include new experiences (Piaget) |
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| development of object permanence (<2 years, Piaget) |
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| begins to think symbolically (2-7 years, Piaget) |
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| develop the ability to reason but only about concrete items, concervation, logic (7-12, Piaget) |
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| reasoning about abstract ideas (12+, Piaget) |
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| the understanding that an object continues to exist when it's out of view |
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Definition
1. differing order/timing
2. object permanence earlier
3. intuitive understanding of physics and math earlier |
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| sequence of language development |
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Definition
1. sounds
2. cooing/laughing
3. babbling
4. performatives
5. true words
6. telegraphic speach |
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| rudamentary sentences, follow logical syntax but lack structure, grammar. |
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| the wareness that others think, feel, and perceive the world differently than we do |
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| a childs ability to predict actions based on understanding that people can act on false information (biological, autism) |
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| damage to prefrontal lobe |
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| this area of brain important with being able to think about peoples mental states, damage causes in ability |
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Definition
picture exchange communication system
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| choices people make that affect others, depends on cognitive process |
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| earliest level of moral development, self interest determines what is moral (Kohlberg) |
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| middle stage of moral development, rules and approval of others determine what is moral (Kohlberg) |
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| highest stage of moral development, decisions about morality depend on abstract principles, some never reach (Kohlberg) |
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| understanding another's emotional state and feeling wha tthe other person is feeling or would be expected to feel in the give situation |
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| feelings of concern, pity, or sorrow for another |
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| smallest unit of words that have meaning (prefix, suffix) |
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| system of rules that govern how words are combined to make phrases and phrases combined to make sentences |
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| traditional method of learning to read, associations between letters, phonemes (sound it out) |
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| method of learning to read, emphasize words meaning, enjoyment of reading |
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| Autonomy vs. shame and doubt |
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| Ego identity vs. role confusion |
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| Middle adulthood (30s to 50s) |
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| Generativity vs. stagnation |
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