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| How do genetic inheritance and experience influence our development? |
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| Is development a gradual, continuous process, or does it proceed through a sequence of stages? |
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| Do our early personality traits persist through life, or do we become different persons as we age? |
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| Examines how people are continually developing - physically, cognitively, and socially - from infancy through old age |
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| Single sperm cell (male) penetrates outer coating of egg cell (female) and fuses to form a fertilized cell |
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| The product of conception - the fertilized egg; it enters a 2 week period of rapid cell division and develops into an embryo |
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| the developing human organism from about 2 weeks after fertilization through the second month |
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| The developing human organism from 9 weeks after conception until birth |
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| Infants are born with this - helps them locate food by sucking when something is placed next to their cheek |
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| Decreasing responsiveness with repeated stimulation. As infants gain familiarity with repeated exposure to a visual stimulus, their interest wanes and they look away sooner. |
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| Important signals for parents to provide nourishment |
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| Stage between newborn and toddler |
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| Biological growth processes that enable orderly changes in behavior, relatively uninfluenced by experience (babbling before talking, standing before walking) |
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| Sit unsupported (6 months), Crawl (8-9 months), Beginning to Walk (12 months), Walking independently (15 months) |
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| Sequence of motor development |
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| Earliest age of conscious memory |
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| Age at which sense of self exists |
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| Piaget believed that driving force behind this is our biological development amidst experiences with the environment, shaped by errors we make |
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| All mental activities associated with thinking, knowing, remembering, and communicating |
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| A concept or framework that organizes and interprets information, into which we pour our experiences |
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| Interpreting our new experience in terms of our existing schemas |
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| Adapting our current schemas/understandings to incorporate new information |
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Piaget's Stages of Cognitive Development
Age: Birth to 2 years
Description: Experiencing the world though senses and actions (looking, hearing, touching, mouthing, grasping)
Phenomena: Object permanence, stranger anxiety |
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Piaget's Stages of Cognitive Development
Age: 2 to 6-7
Description: Representing things with words and images; using intuitive rather than logical reasoning
Phenomena: Pretend play, egocentrism |
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Piaget's Stages of Cognitive Development
Age: 7-11
Description: Thinking logically about concrete events; grasping concrete analogies and performing arithmetical operations
Phenomena: Conservation, Mathematical transformations |
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Piaget's Stages of Cognitive Development
Age: 12-adulthood
Description: Abstract reasoning
Phenomena: Abstract logic, potential for mature moral reasoning |
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| The awareness that things continue to exit even when not perceived |
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| The principle that quantity remains the same despite changes in shape |
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| In Piaget's theory, the preoperational child's difficulty of taking another's point of view |
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| A disorder that appears in childhood marked by deficient communication, social interaction, and understanding of others' states of mind |
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| The fear of strangers that infants commonly display, beginning by about 8 months of age |
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| An emotional tie with another person; shown in young children by their seeking closeness to the caregiver and showing distress on separation |
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| an optimal period shortly after birth when an organism's exposure to certain stimuli or experiences produces proper development |
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| the process by which certain animals form attachments during a critical period very early in life |
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| Life between childhood and adulthood, extending from puberty to independence |
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| the period of sexual maturation during which a person becomes capable of reproducing |
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| Primary sex characteristics |
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| reproductive organs/genitalia |
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| Secondary Sex Characteristics |
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| Non-reproductive sexual characteristics - breasts/hips, male voice, body hair |
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| The first menstrual period |
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| This leads to social awareness in adolescents - they think about themselves, what others are thinking (about them possibly), and how ideals can be reached. Often, they criticize society, parents and (even) themselves. |
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| Idea that children before age 9 show morality to avoid punishment or gain reward |
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| Idea that, by, early adolescence, morality focuses on caring for others and upholding social rules/laws for their own sake |
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| Postconventional morality |
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| Idea that people reach a third moral level in which actions are judged as right or wrong based on ethical principles. Usually derived from the advent of abstract reasoning in the formal operational stage. |
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| Idea of doing what is right, resisting own impulses. As we grow, we become less selfish and more caring. |
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Erikson's Stages of Psychosocial Development
Age: up to 1 year
Issues: Trust vs. Mistrust
Description of Taks: If needs are met, they develop a sense of basic trust |
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Erikson's Stages of Psychosocial Development
Age: 1 to 2 years
Issues: Autonomy vs. Shame and Doubt
Description of Task: They learn to exercise will and do things for themselves, or they doubt their abilities |
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Erikson's Stages of Psychosocial Development
Age: 3 to 5 years
Issues: Initiative vs. Guilt
Description of Task: They learn to initiate tasks and carry out plans, or they feel guilty about efforts to be independent |
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Erikson's Stages of Psychosocial Development
Age: 6 years to puberty
Issues: Competence vs. Inferiority
Description of Task: Children learn the pleasure of applying themselves to tasks, or they feel inferior |
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Erikson's Stages of Psychosocial Development
Age: Teen years into 20s
Issues: Identity vs. Role Confusion
Description of Task: They work at refining a sense of self by testing roles and then integrating them to form a single identity, or they become confused about who they are |
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Erikson's Stages of Psychosocial Development
Age: 20s to Early 40s
Issues: Intimacy vs. Isolation
Description of Task: They struggle to form close relationships and to gain the capacity for intimate love, or they feel socially isolated |
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Erikson's Stages of Psychosocial Development
Age: 40s to 60s
Issues: Generativity vs. Stagnation
Description of Task: At this stage, people discover a sense of contributing to the ord, usually through family and work, or they may feel a lack of purpose |
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Erikson's Stages of Psychosocial Development
Age: late 60s and up
Issues: Integrity vs. despair
Description of Task: When reflecting on his or her life, they may feel a sense of satisfaction or failure |
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| Our sense of self; according to Erikson, the adolescent's task is to solidify a sense of self by testing and integrating various roles |
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| the "we" aspect of our self-concept; the part of our answer to "Who am I?" that comes from our group memberships |
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| In Erikson's theory, the ability to form close, loving relationships; a primary developmental task in late adolescence and early adulthood |
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| Parenting style which imposes rules and expects obedience |
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| Parenting style in which parents submit to their children's desires, make few demands, and use little punishment |
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| Parenting style in which parents are both demanding and responsive - usually produces children who are successful socially and cognitively |
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| Period spanning ages 18-25, during which young adults begin to have less interaction with parents. Individuals at this stage generally are in college or have a full-time job, are hormonally stable, may have stabilized their identity, and have less interaction with parents. Simply, it bridges the gap between adolescent dependence and full independence of adulthood. |
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| This age is the peak of our physical development (muscular strength, reaction time, sensory keenness, and cardiac output) |
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| The time of natural cessation of menstruation; also refers to the biological changes a woman experiences as her ability to reproduce declines |
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| Ability to reason speedily - declines with age |
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| Accumulated knowledge and skills - does not decline with age |
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| The culturally preferred timing of social events such as marriage, parenthood, and retirement |
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| Denial, Anger, Bargaining, Depression, Acceptance |
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| Kubler-Ross Stages of Grief |
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